SYSTEMS ENGINEERING COMPETENCY

ASSESSMENT GUIDE
SYSTEMS ENGINEERING
COMPETENCY ASSESSMENT
GUIDE
A combined INCOSE Systems Engineering Competency
Framework (SECF) and associated Systems Engineering
Competency Assessment Guide (SECAG) document

INCOSE

Compiled and Edited by:

Ian Presland CEng, FIET, ESEP (Primary Editor)
Clifford Whitcomb, Ph.D., INCOSE Fellow
Lori Zipes, ESEP
This edition first published 2023
© 2023 John Wiley & Sons, Inc.

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, elec-
tronic, mechanical, photocopying, recording or otherwise, except as permitted by law. Advice on how to obtain permission to reuse material from
this title is available at http://www.wiley.com/go/permissions.

The right of INCOSE to be identified as the author of the editorial material in this work has been asserted in accordance with law.

Registered Office
John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, USA

For details of our global editorial offices, customer services, and more information about Wiley products visit us at www.wiley.com.

Wiley also publishes its books in a variety of electronic formats and by print-­on-­demand. Some content that appears in standard print versions of
this book may not be available in other formats.

Trademarks: Wiley and the Wiley logo are trademarks or registered trademarks of John Wiley & Sons, Inc. and/or its affiliates in the United States
and other countries and may not be used without written permission. All other trademarks are the property of their respective owners. John Wiley
& Sons, Inc. is not associated with any product or vendor mentioned in this book.

Limit of Liability/Disclaimer of Warranty

In view of ongoing research, equipment modifications, changes in governmental regulations, and the constant flow of information relating to the
use of experimental reagents, equipment, and devices, the reader is urged to review and evaluate the information provided in the package insert
or instructions for each chemical, piece of equipment, reagent, or device for, among other things, any changes in the instructions or indication of
usage and for added warnings and precautions. While the publisher and authors have used their best efforts in preparing this work, they make no
representations or warranties with respect to the accuracy or completeness of the contents of this work and specifically disclaim all warranties,
including without limitation any implied warranties of merchantability or fitness for a particular purpose. No warranty may be created or extended
by sales representatives, written sales materials or promotional statements for this work. The fact that an organization, website, or product is
referred to in this work as a citation and/or potential source of further information does not mean that the publisher and authors endorse the infor-
mation or services the organization, website, or product may provide or recommendations it may make. This work is sold with the understanding
that the publisher is not engaged in rendering professional services. The advice and strategies contained herein may not be suitable for your situa-
tion. You should consult with a specialist where appropriate. Further, readers should be aware that websites listed in this work may have changed
or disappeared between when this work was written and when it is read. Neither the publisher nor authors shall be liable for any loss of profit or
any other commercial damages, including but not limited to special, incidental, consequential, or other damages.

Library of Congress Cataloging-­in-­Publication Data Applied for:

ISBN: 9781119862550 (hardback)

Cover Design: Wiley

Cover Image: © metamorworks/Shutterstock

Set in 10/12pt and TimesLTStd by Straive, Pondicherry, India

 DISCLAIMER

Reasonable endeavors have been used throughout its preparation to ensure that the Systems Engineering Competency
Framework is as complete and correct as is practical. INCOSE, its officers, and members shall not be held liable for
the consequences of decisions based on any information contained in or excluded from this framework. Inclusion
or exclusion of references to any organization, individual, or service shall not be construed as endorsement or the
converse. Where value judgements are expressed, these are the consensus view of expert and experienced members
of INCOSE.
CONTENTS

List of SECF Tables xi

List of SECF Figures xi
List of SECAG Tables xii
List of SECAG Figures xii
INCOSE Notices xiii
Acknowledgements xiii
Introduction xiv
Purpose xiv
Scope xiv

PART I: Systems Engineering Competency Framework 1

SECF Introduction 3
SECF Scope 3
SECF Purpose 3
SECF Context 3
SECF Objective 4
SECF Document Overview 4
INCOSE SE Competency Framework Definition 5
Competency Overview 5
Framework Structure 6
Competence Proficiency Levels 6
Language Standardization Within the Framework 8
Competency Area Table Format 10
Using the Competency Framework 13
Typical Usage Scenarios 13
Tailoring the Framework 15
The Relationship Between Roles, Job Descriptions, and Competencies 17
vii
viii Contents

SECF Acronyms and Abbreviations 19

SECF Glossary 21
SECF Bibliography 26
SECF Annex A: Summary and Rationale for Changes in the SECF Second Edition 29
Document Structural Changes 29
Primary Technical Changes 29
SECF Annex B: Alignment with Incose and Other Initiatives 31
INCOSE Systems Engineering Handbook Fourth Edition 31
INCOSE Systems Engineering Professional (SEP) Certification Program 33
INCOSE Vision 2035 Roles and Competencies 33
INCOSE Model-­Based Systems Engineering (MBSE) Initiative 35
Atlas Proficiency Model 35
SECF Annex C: Defining Roles Using the Framework 36
Defining Roles - Introduction 36
Considerations When Defining Role Statements 37
Role Statement Structure 37
Assigning Competencies to a Role Statement 38
Role Tailoring and Organization 39
Activity Prioritization and Role Tailoring 40
SECF Annex D: INCOSE Systems Engineering Competency Framework 45
Competency area – Core: Systems Thinking 46
Competency area – Core: Life Cycles 48
Competency area – Core: Capability Engineering 50
Competency area – Core: General Engineering 52
Competency area – Core: Critical Thinking 54
Competency area – Core: Systems Modeling and Analysis 56
Competency area – Professional: Communications 58
Competency area – Professional: Ethics and Professionalism 60
Competency area – Professional: Technical Leadership 62
Competency area – Professional: Negotiation 64
Competency area – Professional: Team Dynamics 66
Competency area – Professional: Facilitation 68
Competency area – Professional: Emotional Intelligence 70
Competency area – Professional: Coaching and Mentoring 72
Competency area – Technical: Requirements Definition 74
Competency area – Technical: System Architecting 76
Competency area – Technical: Design for. . . 78
Competency area – Technical: Integration 80
Competency area – Technical: Interfaces 82
Competency area – Technical: Verification 84
Competency area – Technical: Validation 86
Competency area – Technical: Transition 88
Competency area – Technical: Utilization and Support 90
Competency area – Technical: Retirement 92
Competency area – Systems Engineering Management: Planning 94
Competency area – Systems Engineering Management: Monitoring and Control 96
Competency area – Systems Engineering Management: Risk and Opportunity Management 98
Competency area – Systems Engineering Management: Decision Management 100
 Contents ix

Competency area – Systems Engineering Management: Concurrent Engineering 102

Competency area – Systems Engineering Management: Business and Enterprise Integration 104
Competency area – Systems Engineering Management: Acquisition and Supply 106
Competency area – Systems Engineering Management: Information Management 108
Competency area – Systems Engineering Management: Configuration Management 110
Competency area – Integrating Competencies: Project Management 112
Competency area – Integrating Competencies: Finance 114
Competency area – Integrating Competencies: Logistics 116
Competency area – Integrating Competencies: Quality 118
SECF Annex E: SECF Comment Form 120

PART II SECAG - Systems Engineering Competency Assessment Guide 121

SECAG Introduction 123
SECAG Scope 123
SECAG Purpose 123
SECAG Context 123
SECAG Objective 124
Link to Competency-­Based Certification Within the INCOSE SEP Program 124
SECAG Document Overview 124
Tailoring the Assessment Guide 125
Terminology Tailoring 125
“Lead Practitioner” vs “Lead Role” Assessment 126
“Expert” Practitioner vs “Expert Role” 126
General Guidance For Tailoring Assessment of Proficiency Levels – Accumulated Evidence 126
Evidence Indicator Tailoring 127
Assessment Approach Tailoring 128
Atlas 1.1 Proficiency Assessment 128
Using the Assessment Guide 130
Assessing the Assessors 130
Framework and Assessment Use Case Examples 131
Explanation of Assessment Guide Tables 132
Assessment Guide Language Usage 135
Sub-­Indicator Classifications (“K”, “A,” and “P”) 141
Assessing Evidence Sub-­Indicator Types (“K”, “A,” and “P”) 141
SECAG Acronyms and Abbreviations 143
SECAG Glossary 146
SECAG Bibliography 150
SECAG Annex A: Systems Engineering Competency Assessment Guide Tables 153
Competency area – Core: Systems Thinking 154
Competency area – Core: Life Cycles 167
Competency area – Core: Capability Engineering 178
Competency area – Core: General Engineering 188
Competency area – Core: Critical Thinking 200
Competency area – Core: Systems Modeling and Analysis 212
Competency area – Professional: Communications 226
Competency area – Professional: Ethics and Professionalism 238
x Contents

Competency area – Professional: Technical Leadership 253

Competency area – Professional: Negotiation 268
Competency area – Professional: Team Dynamics 280
Competency area – Professional: Facilitation 292
Competency area – Professional: Emotional Intelligence 303
Competency area – Professional: Coaching and Mentoring 312
Competency area – Technical: Requirements Definition 322
Competency area – Technical: Systems Architecting 337
Competency area – Technical: Design for… 352
Competency area – Technical: Integration 366
Competency area – Technical: Interfaces 380
Competency area – Technical: Verification 391
Competency area – Technical: Validation 406
Competency area – Technical: Transition 420
Competency area – Technical: Utilization and Support 430
Competency area – Technical: Retirement 444
Competency area – Management: Planning 454
Competency area – Management: Monitoring and Control 469
Competency area – Management: Risk and Opportunity Management 483
Competency area – Management: Decision Management 496
Competency area – Management: Concurrent Engineering 509
Competency area – Management: Business and Enterprise Integration 520
Competency area – Management: Acquisition and Supply 534
Competency area – Management: Configuration Management 544
Competency area – Management: Information Management 558
Competency area – Integrating: Project Management 573
Competency area – Integrating: Finance 586
Competency area – Integrating: Logistics 598
Competency area – Integrating: Quality 612

SECAG Annex B: Framework Implementation Examples 627

SECAG Annex B1 – Using the SECF/SECAG for Candidate Recruitment and Assessment 627
SECAG Annex B2 – Using the SECF/SECAG for Career and Organizational Development 635
SECAG Annex B3 – Organizational Role Definition 641
SECAG Annex B4 – Using the SECF/SECAG for Educational Course Definition 646
SECAG Annex B5 – Using the SECF/SECAG for “Round Trip” Competency Assessment 652
SECAG Annex B6 –Tailoring a Job Description to Add Systems Engineering Competencies and Skills 665
SECAG Annex B7 – Using the SECF/SECAG for Tailoring a Job Description to Add Model-­Based
Systems EngineeringCompetencies and Skills 669

SECAG Annex C: SECAG Comment Form 676

Index 677
LIST OF SECF TABLES

SECF TABLE 1 Key vocabulary used to define SECF and SECAG indicators 8
SECF TABLE 2 Typical usage scenarios for the INCOSE SE Competency Framework 14
SECF TABLE 3 INCOSE SE Competency Framework acronyms and abbreviations 19
SECF TABLE 4 INCOSE SE Competency Framework glossary 21

LIST OF SECF FIGURES

SECF FIGURE 1 Complete listing of competencies in the Systems Engineering Competency. 7

SECF FIGURE 2 Codes used in competency indicator index creation. 11
SECF FIGURE 3 Mapping of SE Handbook processes to framework competencies. 32
SECF FIGURE 4 Comparison of SEP Technical Areas to SECF framework competencies. 34
SECF FIGURE 5 ARCIFE levels mapped to competency levels. 38
SECF FIGURE 6 Steps required to create organization generic role profile using the SECF. 41

xi
LIST OF SECAG TABLES

   SECAG TABLE 1 Comparison between competency assessment régimes 128

   SECAG TABLE 2 Assessment guide table structure 132
   SECAG TABLE 3 Indicator language definitions 135
   SECAG TABLE 4 Assessment mechanisms for the different indicator types 142
   SECAG TABLE 5 Acronyms and abbreviations 143
SECAG TABLE B1-­1 Competencies desired for example job announcement 628
SECAG TABLE B1-­2 Desired skills for example job announcement 629
SECAG TABLE B1-­3 System architect job announcement in the company template 630
SECAG TABLE B1-­4 Questions to ask a job candidate 631
SECAG TABLE B1-­5 Example competency assessment statements for performance evaluation 632
SECAG TABLE B1-­6 Practitioner competency assessment 634
SECAG TABLE B2-­1 System engineer role progression example 639
SECAG TABLE B4-­1 Systems integration course development example 648
SECAG TABLE B4-­2 Systems integration course development example 652
SECAG TABLE B6-­1 Example of existing materials engineer job description 666
SECAG TABLE B6-­2 Systems engineering tasks for the job 667
SECAG TABLE B6-­3 SECF/SECAG information to be used to tailor the original job description 668
SECAG TABLE B6-­4 Updated materials engineer position description 668
SECAG TABLE B7-­1 Current System Architect Job Description 670
SECAG TABLE B7-­2 Competency groups from the DECF used as the basis for the MBSE competencies 671
SECAG TABLE B7-­3 Competency subgroups of the respective competency groups from the DECF 671
SECAG TABLE B7-­4 Example of updated system architect description including MBSE SE tasks and competencies 674

LIST OF SECAG FIGURES

SECAG FIGURE B2-­1 Example simple SE career path. 637

SECAG FIGURE B3-­1 Organizational competence framework model. 642
SECAG FIGURE B3-­2 Example of the structure of a competence area within the TCF. 643
SECAG FIGURE B3-­3 Example of Roles and Role Profile. A Role Profile is the requirement to be able to act in a role
with adequate quality. 644
SECAG FIGURE B3-­4 Example of an individual profile and comparison with Role Profiles. 646
SECAG FIGURE B5-­1 Competency “Requirement” vs local role title. 655
SECAG FIGURE B5-­2 First cohort “Raw” competency assessment data. 658
SECAG FIGURE B5-­3 First cohort “Deficit” Heat Map. 659
SECAG FIGURE B5-­4 Individual Best fit example. 660
SECAG FIGURE B5-­5 Second cohort “Raw” competency assessment data. 663
SECAG FIGURE B5-­6 Cohort 2 Deficit Heat Map. 664

xii
INCOSE NOTICES

This product was prepared by the International Competency Working Group of the International Council on Systems
Engineering (INCOSE). It is approved by the INCOSE Technical Operations for release as an INCOSE Technical
Product.
Copyright © 2022 by INCOSE, subject to the following restrictions:
Author use: Authors have full rights to use their contributions in a totally unfettered way with credit to the INCOSE
Technical Product.
INCOSE use: Permission to reproduce this document and to prepare derivative works from this document for
INCOSE use is granted provided this copyright notice is included with all reproductions and derivative works.
External Use: This document may NOT be shared or distributed to non-­INCOSE third parties without written per-
mission of INCOSE.
Extracts for use in other works are permitted provided this copyright notice and INCOSE attribution are included
with all reproductions; and, all uses including derivative works and commercial use, acquire additional permission for
use of images unless indicated as a public image in the General Domain.
Requests for permission to prepare derivative works of this document or any for commercial use will be denied
unless covered by other formal agreements with INCOSE. Contact INCOSE Administration Office, 7670 Opportunity
Rd., Suite 220, San Diego, CA 92111-­2222, USA.

ACKNOWLEDGEMENTS

We would like to acknowledge the contribution of INCOSE UK Advisory Board members who participated in the UK
Working group that created the INCOSE UK Systems Engineering Competencies Framework (Issue 3, 2010) which
was used as the original basis for the first edition of the INCOSE Systems Engineering Competency Framework. A full
list of contributing UK organizations and individuals is included in the main body of the INCOSE Systems Engineering
Competency Framework (First Edition 2018).
We would like to thank all other past and current members of the INCOSE Competency Working Group for their
support, ideas, and comments.

xiii
INTRODUCTION

The goal of the INCOSE International Competency Working Group is to define a global standard for those compe-
tencies regarded as central to the practice and profession of Systems Engineering, together with a set of indicators
which can be used to verify attainment of those competencies.
This document is an output from that working group.
This book comprises two self-contained elements: (1) A definition of the framework itself (referred to as the
“Systems Engineering Competency Framework”), and (2) an accompanying assessment guide (referred to as
the “Systems Engineering Competency Assessment Guide”) which provides guidance in assessing each of the
­competencies defined within that framework.

PURPOSE

The purpose of this document is to provide a set of competencies for Systems Engineering within a framework that
provides guidance for both beneficiaries and practitioners to identify knowledge, skills, abilities and behaviors impor-
tant to Systems Engineering effectiveness in the application domain (e.g. space, transportation, medical) for which the
competency model is applied.

SCOPE

This document consists of two parts.

Part I is the Systems Engineering Competency Framework (SECF), a generic systems engineering framework. This
framework can be applied in the context of any application, project, organization or enterprise for both individual and/
or organizational assessment and/or development. The framework is expected to be tailored to suit the application
domain in which it is applied, combining competencies identified herein with others taken from complimentary frame-
works (e.g. Program Management, Human Resources, Aerospace, Medical), or generated organizationally, to define
the required knowledge, skills and behaviors appropriate to an area or role.
Part II is the Systems Engineering Competency Assessment Guide (SECAG) designed to guide those assessing sys-
tems engineering competencies characterized within the SECF. The SECAG is a general document which is expected
to be tailored to reflect organizational SECF tailoring, and further tailored to reflect local or organizational specifics
as defined herein.
xiv
PART I: SYSTEMS ENGINEERING COMPETENCY
FRAMEWORK

The INCOSE Systems Engineering Competency Framework (Second Edition) is a collaborative product generated
from a series of meetings of the INCOSE International Competency Working Group between 2018 and 2021. While it
builds upon experience gained in applying the First Edition (originally published by INCOSE in July 2018), the pri-
mary changes made in this edition are due to the extensive work done by the group in developing the accompanying
Systems Engineering Competency Assessment Guide (SECAG). The Competency Working Group is Chaired by Cliff
Whitcomb and Co-­Chaired by Lori Zipes. The SECAG guide is published separately through an agreement between
INCOSE and John Wiley and Sons, Inc.

Compiled and Edited by:

Ian Presland, CEng, FIET, ESEP

Primary Contributing Authors (alphabetical order):

Juan P. Amenabar, ESEP
Jonas Hallqvist, ESEP
Ian Presland, CEng, FIET, ESEP
Clifford Whitcomb, Ph.D., INCOSE Fellow
Lori Zipes, ESEP

Reviewers and additional contributors (alphabetical order):

We would like to acknowledge the contributions of the following people in the development and review of this update
to the framework:
Richard Beasley, ESEP
Ray Dellefave
Suja Joseph-­Malherbe, CSEP

Systems Engineering Competency Assessment Guide: A combined INCOSE Systems Engineering Competency Framework (SECF)
and associated Systems Engineering Competency Assessment Guide (SECAG) document, First Edition. INCOSE.
© 2023 John Wiley & Sons, Inc. Published 2023 by John Wiley & Sons, Inc.

1
2 Part I: Systems Engineering Competency Framework

Ruediger Kaffenberger, CSEP

Rabia Khan, ASEP
Kirk Michealson
Susan Plano-­Faber, ASEP
Philip Quan, CSEP
Sven-­Olaf Schulze, CSEP
Corina White, CSEP

SECF ACKNOWLEDGEMENTS

This INCOSE Systems Engineering Competency Framework is a new collaborative product based on several sources.
We would also like to acknowledge the INCOSE UK Advisory Board who participated in the UK Working group
and created the INCOSE UK Systems Engineering Competency Framework Issue 3, used to create the INCOSE
Framework first edition in 2018 (INCOSE 2018b).
We would like to thank all other members of the INCOSE International Competency Working Group for their con-
tribution and support to the ideas and concepts within this framework.

DISCLAIMER

Reasonable endeavors have been used throughout its preparation to ensure that the Systems Engineering Competency
Framework is as complete and correct as is practical. INCOSE, its officers, and members shall not be held liable for
the consequences of decisions based on any information contained in or excluded from this framework. Inclusion or
exclusion of references to any organization, individual, or service shall not be construed as endorsement or the con-
verse. Where value judgements are expressed, these are the consensus view of expert and experienced members of
INCOSE.

COPYRIGHT

This product was prepared by the Competency Working Group of the International Council on Systems Engineering
(INCOSE). It is approved by the INCOSE Technical Operations for release as an INCOSE Technical Product.
Copyright © 2022 by INCOSE, subject to the following restrictions:

Author use: Authors have full rights to use their contributions in a totally unfettered way with credit to the INCOSE
Technical Product.
INCOSE use: Permission to reproduce this document and to prepare derivative works from this document for
INCOSE use is granted provided this copyright notice is included with all reproductions and derivative works.
External Use: This document may be shared or distributed to non-­INCOSE third parties. Requests for permission to
reproduce this document in whole are granted provided it is not altered in any way.
Extracts for use in other works are permitted provided this copyright notice and INCOSE attribution are included
with all reproductions; and all uses including derivative works and commercial use, acquire additional permission
for use of images unless indicated as a public image in the General Domain.
Requests for permission to prepare derivative works of this document or any for commercial use will be denied
unless covered by other formal agreements with INCOSE. Contact INCOSE Administration Office, 7670
Opportunity Rd., Suite 220, San Diego, CA 92111-­2222, USA.
SECF INTRODUCTION

SECF SCOPE

This document is the second edition of the INCOSE Systems Engineering Competency Framework (SECF). The SECF is
designed to be a source of competencies for systems engineering. The SECF is a general document which is expected to be
tailored to reflect organizational SECF tailoring, and further tailored to reflect local or organizational specifics as defined herein.
This second edition of the INCOSE Systems Engineering Competency Framework (SECF) captures updates to the
first edition which have resulted from three activities:

•• Work performed on the Systems Engineering Competency Assessment Guide (SECAG).

•• Deployment of the SECF by various organizations.
•• Reorganization of the original SECF to publish the SECAG as a companion document to the SECF.

The first two of these activities have resulted in generally minor technical changes. The third resulted in several
document structural changes including updates to text and references throughout the document.
A summary and more detailed rationale of the changes made in this edition can be found in the SECF Annex A.

SECF PURPOSE

The purpose of this document is to provide a resource on how to establish systems engineering competencies defined in
the framework and how to differentiate between proficiency at each of the five levels defined within the document.

SECF CONTEXT

The context of this document is well represented in the definition of Systems Engineering as published by the
International Council of Systems Engineering (INCOSE) and reflected in standards used across industry today. This
Competency Framework specifically aligns with these standards in the areas of terminology and concepts to ensure

Systems Engineering Competency Assessment Guide: A combined INCOSE Systems Engineering Competency Framework (SECF)
and associated Systems Engineering Competency Assessment Guide (SECAG) document, First Edition. INCOSE.
© 2023 John Wiley & Sons, Inc. Published 2023 by John Wiley & Sons, Inc.

3
4 SECF INTRODUCTION

using organizations have the ability to use these as complementary resources and to ensure the framework is consistent
with industry standards.
In developing the Systems Engineering competencies in this document, the working group considered the following sources:
•• Atlas 1.1: An Update to the Theory of Effective Systems Engineers (Hutchison et al. 2018).
•• ISO/IEC/IEEE 15288:2015 Systems and Software engineering – System life cycle processes (ISO/IEC JTC 1/SC
7 Software and Systems Engineering Technical Committee 2015).
•• Capability Maturity Model Integration V1.3 (CMMI® Institute 2010).
•• EIA731 (Electronic Industries Alliance 2002).
•• INCOSE Systems Engineering Body of Knowledge (INCOSE 2017).
•• INCOSE Systems Engineering Handbook, Fourth Edition (INCOSE 2015).
•• NASA Systems Engineering Handbook, Rev 2 (National Aeronautics and Space Administration (NASA) 2016).
•• EE/BCS Safety Competency Guidelines (Institution of Engineering and Technology 2013).
•• US DoD’s Better Buying Power 3.0 Implementation Plan (Kendall 2014).
•• Defense Acquisition University Competency Model (Defense Acquisition University 2013).
•• US Navy’s Systems Engineering Competency Career Model (SECCM) (Whitcomb et al. 2014).
•• INCOSE Systems Engineering Professional Certification Program (INCOSE 2018a).

SECF OBJECTIVE

The objective of the SECF is to leverage existing competency frameworks and competency models in order to:
•• Capitalize on feedback received on existing frameworks and models from a decade of practical use globally.
•• Improve alignment with other INCOSE initiatives.
•• Address content and language to widen its appeal, recognizing the growth of a systems approach within several
new domains.
•• Reflect the latest collective intelligence of industry as reflected in the data, descriptions, and standards available
as learning benchmarks globally.

SECF DOCUMENT OVERVIEW

The SECF Introduction summarizes the context and objective and provides a competency overview, explains the
framework structure, describes the format of the competence proficiency levels recognized within the framework,
explains the framework language standardization, and describes the competency area table format.
The Using the Competency Framework section provides introductory guidance as to how to use the framework,
describes tailoring of assessments, and explains the relationship between roles, job descriptions, and competencies.
The SECF Acronyms and Abbreviations section provides a table for acronyms and abbreviations.
The SECF Glossary section provides definitions of the terminology used in the framework.
SECF Annex A contains a summary of the key changes made between the last formal release of this framework
(July 2018) and this release.
SECF Annex B contains background information as to how the framework aligns with INCOSE and other initiatives.
SECF Annex C contains information on defining roles and how to describe the typical structure of a generic role
statement within an organization.
SECF Annex D forms the main technical body of this document and contains the formal Competency Framework
definition.
Guidance on how to perform competency assessment using this framework is addressed in the INCOSE Systems
Engineering Competency Assessment Guide (SECAG) Part II of this book.
The authors welcome feedback on this document. SECF Annex E is a comment form provided for this purpose.
INCOSE SE COMPETENCY FRAMEWORK
DEFINITION

COMPETENCY OVERVIEW

The terms “competency” and “competencies” focus on the personal attributes or inputs of an individual. They can be
defined as the technical attributes and behaviors that individuals must have, or must acquire, to perform effectively at work.
“Competence” and “competences” are broader concepts that encompass demonstrable performance outputs as well
as behavior inputs and may relate to a system or set of minimum standards required for effective performance at work
(Chartered Institute of Personnel Development (CIPD) 2021b).
Competency is “a measure of an individual’s ability in terms of their knowledge, skills, and behavior to perform a
given role (p. xvi).” (Holt and Perry 2011).
Competency is distinct from competence, defined by Merriam-­Webster as the ability to do something well
(Merriam-­Webster 2018). Competence, then, reflects the total characteristics of the individual, while “competency”
reflects a single area; the sum of an individual’s competencies makes up their competence (Holt and Perry 2011).
Although these terms are now regularly used interchangeably, in this document, the term “competency” is used to
define the need (“requirement”) and “competence” is used to characterize the “outcome” (“validation”).
A “Competency Framework” is a structure that sets out and defines each individual competency required by indi-
viduals working in an organization or part of an organization (Chartered Institute of Personnel Development (CIPD)
2021b). This document defines a framework of competencies for the Systems Engineering discipline.
Note that “competence” differs from “capability.” Capability is an organizational or organizational team attribute
that refers to the ability to execute the organization’s mission (i.e. deliver a product or service). Engineering capabil-
ities are defined in terms of people (competencies), processes, facilities, and equipment, the integration of which leads
to the ability to produce an engineered product or service.
Indeed, to be effective in any Systems Engineering task, an individual will normally require in addition:

•• Supporting Skills and Techniques.

•• Domain Knowledge.

Systems Engineering Competency Assessment Guide: A combined INCOSE Systems Engineering Competency Framework (SECF)
and associated Systems Engineering Competency Assessment Guide (SECAG) document, First Edition. INCOSE.
© 2023 John Wiley & Sons, Inc. Published 2023 by John Wiley & Sons, Inc.

5
6 INCOSE SE COMPETENCY FRAMEWORK DEFINITION

Supporting skills and techniques help an individual perform a task effectively within a context. Skills and techniques may
be organization, project, or role specific. For instance, the ability to use a company-­standard “Requirements Management”
tool may be central to performing a given role effectively within one organization, but this tool-­specific skill will not help in
another organization if it uses a different tool. However, possessing the knowledge, u­ nderstanding, and experience (i.e.
possessing competence) to perform Requirements Management effectively as a task goes beyond the specifics of using any
one tool or technique. Indeed, competence may be gained through using a variety of tools. However, an individual organiza-
tion is likely to require additional “tool-­specific skills” for any practitioner to operate effectively within it. The definition of
such required skills will form part of the organization-­specific tailoring (i.e. the contextualization of the framework).
In a similar way, “domain knowledge” exists within an application or industrial context (e.g. automotive, health-
care, and space). This requires specialization appropriate to the domain addressing areas such as the commercial or
organizational environment, the supply chain, and domain-­specific technical standards/protocols.
Competence supports the ability to carry out a process, but it is not just about executing a defined process.
Competence includes capitalizing on a wider understanding of the relationship between processes, understanding an
individual’s specific role in supporting their execution within the wider organizational structure, and the behavioral
skills required to ensure that process activities are executed effectively. This document includes a mapping of compe-
tencies to INCOSE Systems Engineering Handbook processes (see SECF Figure 3) which clearly demonstrates the
relationship is not one-­to-­one.
This framework excludes competencies associated with domain knowledge. Users of this framework can use the
ideas defined herein, together with resources available within their domain to extend the scope of this framework by
adding domain-­specific competencies applicable to their project, business, organization, or domain area.

FRAMEWORK STRUCTURE

Competencies predominately associated with Systems Engineering have been identified and grouped into five themes
which are summarized in SECF Figure 1. All competence areas are fully defined in a series of tables forming Annex D
of this document.
Note that Annex D only defines the “requirements” which express competence at a particular proficiency level.
Validation that requirements have been met (i.e. confirming competence at levels characterized in Annex D) needs to
be performed by formally assessing an individual against these indicators.
Guidelines for competency assessment are defined in the INCOSE Systems Engineering Competency Assessment
Guide (SECAG). Thus, the SECAG Guidelines can be interpreted as guidelines for “verification and validation” evi-
dence required for SECF Annex D.
Although the specific nature of evidence provided will differ from organization and individual, each defined
indicator has at least one possible element of potential evidence associated with it.

COMPETENCE PROFICIENCY LEVELS

Five “levels” of increasing competence have been defined in terms of levels of knowledge and experience for each
competency area:

•• Awareness
The person displays knowledge of key ideas associated with the competency area and understands key issues and
their implications. They ask relevant and constructive questions on the subject. This level characterizes engineers
new to the competency area. It could also characterize an individual outside Systems Engineering who requires
an understanding of the competency area to perform their role.
•• Supervised Practitioner
The person displays an understanding of the competency area and have either limited or historical experience.
They require regular guidance and supervision.
 Core competencies Professional competencies Management competencies Technical competencies
Behavioral competencies well established within the Human
The ability to perform tasks associated with controlling and
Resources (HR) domain. To facilitate alignment with existing HR
Core competencies underpin engineering as well as systems managing Systems Engineering activities. This includes tasks The ability to perform tasks associated primarily with the suite of
frameworks, where practicable, competency definitions have been
engineering. associated with the Management Processes identified in the Technical Processes identified in the INCOSE SE Handbook.
taken from well-established, internationally recognized definitions
INCOSE SE Handbook.
rather than partial or complete reinvention by INCOSE.

The application of the fundamental Producing, coordinating, and maintaining To analyze the stakeholder needs and
The dynamic process of transmitting or Requirements
Systems Thinking concepts of systems thinking to Communications Planning (PL) effective and workable plans across expectations to establish the requirements for
exchanging information. Definition (RD)
(ST) systems engineering. (CC) multiple disciplines. a system.

The personal, organizational, and corporate Assessment of an ongoing project to The definition of the system structure,
Selection of the appropriate life cycles Ethics and Monitoring and System
Life Cycles (LC) standards of behavior expected of systems see if the current plans are aligned and interfaces, and associated derived requirements
in the realization of a system. Professionalism Control (MC) Architecting
engineers. feasible. to produce a solution that can be implemented.
(EP) (SA)
The application of technical knowledge
An appreciation of the role the system The structured, analytical framework for Ensuring that the requirements of all life cycle
Capability Technical and experience in systems engineering Decision
of interest plays in the system of which objectively identifying, characterizing, Design for… (DF) stages are addressed at the correct point in the
Engineering Leadership together with appropriate professional Management
it is a part. and evaluating a set of alternatives. system design.
(CP) (TL) competencies. (DM)

Foundational concepts in Dialogue between two or more parties The logical process for assembling a set of
Concurrent A work methodology based on the
General Engineering mathematics, science, and engineering Negotiation (NE) intended to reach a beneficial outcome Integration (IN) system elements and aggregates into the
Engineering parallelization of tasks.
(GE) and their application. where difference exist between them. realized system, product, or service.
(CE)
The consideration of needs and
The unconscious, psychological forces that The identification, definition, and control of
The objective analysis and evaluation Business and requirements of other internal
Critical Thinking (CT) Team Dynamics influence the direction of a team’s behavior Interfaces (IF) interactions across system or system element
of a topic in order to form a judgement. Enterprise Integration stakeholders as part of the system
(TD) and performance. boundaries.
(BE) development.

Provision of rigorous data and

The act of helping others to deal with a Obtaining or providing a product A formal process of obtaining objective
Systems Modeling information including the use of Acquisition and
Facilitation (FA) process, solve a problem, or reach a goal or service in accordance with Verification (VE) evidence that a system fulfills its specified
and Analysis (SM) modeling to support technical Supply (AS)
without getting directly getting involved. requirements. requirements and characteristics.
understanding and decision-making.

Addresses activities associated

The ability to monitor one’s own and others’ with all aspects of information, to A formal process of obtaining objective
Emotional Information
feelings and use this information to guide provide designated stakeholders Validation (VA) evidence that the system achieves its intended
Intelligence Management
thinking and action. with appropriate levels of timeliness, use in its intended operational environment.
(EI) (IM)
accuracy, and security.

Development approaches based on the use Ensuring the overall coherence of

Integration of a verified system into its
Coaching and of one-to-one conversations to enhance Configuration system functional, performance, and
Transition (TR) operational environment including the wider
Mentoring an individual’s skills, knowledge, or work Management (CM) physical characteristics throughout its
system of which it forms a part.
(ME) performance. life cycle.

The identification and reduction in

Risk and Opportunity the probability of uncertain events, or Utilization and When the system is used to deliver its
Management (RO) maximizing the potential of opportunities Support (US) capabilities and is sustained over its lifetime.
provided by them,

Retirement The final stage of a system life cycle, where

(RE) the existence of a system is ended for a
specific use, through controlled activities.
Identification, planning, and coordinating The support and sustainment of a
Project
activities to deliver a satisfactory system, Logistics (LO) product once it is transitioned to the
Management
product, service of appropriate quality. end user.
(PM)
This competency group recognizes
Integrating Systems Engineering as an integrating
discipline, joining activities and
competencies thinking from specialists in other Achieving customer satisfaction
Estimating and tracking costs associated with
disciplines to create a coherent whole. Finance (FI) Quality (QU) through the control of key product
the project.
characteristics.

SECF FIGURE 1 Complete listing of competencies in the Systems Engineering Competency.

8 INCOSE SE COMPETENCY FRAMEWORK DEFINITION

This level addresses two categories of individuals:

•• Individuals new to the competency who are “in-­training” or inexperienced in the competency area.
•• Individuals who gained experience as a Practitioner (or higher) level in the competency area in the past, but who
have not been operating as a day-­to-­day Practitioner for an extended period. These individuals are currently not
able to operate without some degree of regular supervision. Clearly, over time, their learning may progress at a
faster pace than those in-­training for the first time as skills, tools, and techniques are relearned.
•• Practitioner
The person displays both knowledge and practical experience of the competency area and can function without
supervision on a day-­to-­day basis. They are also capable of providing guidance and advice to less-­experienced
practitioners.
•• Lead Practitioner
The person displays extensive and substantial practical knowledge and experience of the competency area and
provides guidance to others including practitioners encountering unusual situations. Typically, this level is asso-
ciated with an individual who is the “go-­to” person for advice and to determine best practice within the compe-
tency area within an organization or business unit.
•• Expert
In addition to extensive and substantial practical experience and applied knowledge of the competency area, this
individual contributes to and is recognized beyond the organizational or business boundary. Typically, this level is
associated with an individual contributing to and defining regional or international best practices within the com-
petency area.
During a formal assessment of competence, in addition, there may be a need to record a level of
•• “Unaware” meaning that the criteria for “awareness” have not been reached;
•• “Not Applicable” which would be appropriate if the competence area is tailored out and not applicable to the
business; and
•• “Not Assessed” meaning that for whatever reason, the competency area was not covered as part of the assessment
activity.

The assessment of competence is covered in the INCOSE SECAG.

LANGUAGE STANDARDIZATION WITHIN THE FRAMEWORK

In order to allow a common interpretation of indicators across the SECF, a common vocabulary has been defined and
used in defining competency indicators and assessment evidence.
Where practicable, the terms use standard dictionary definitions although in some cases, these have needed to be
adapted to reflect the activity within the context of the framework.
A list of key vocabulary used to define framework competency indicators is contained in SECF Table 1.

SECF TABLE 1 Key vocabulary used to define SECF and SECAG indicators

Verb Definition
Acts Behaves in the way specified.
Adapts Make (something) suitable for a new use, or new conditions.
Advises Offers suggestions about the best course of action.
Analyzes Examines (something) methodically and in detail, typically in order to explain and interpret it.
 INCOSE SE COMPETENCY FRAMEWORK DEFINITION 9

SECF TABLE 1 (Continued)

Verb Definition
Arbitrates Reaches an authoritative judgement or settlement in a dispute or decision.
Note: This term is only used in the SECAG Assessment Guide and is included here only for completeness.
Assesses Evaluates the nature, ability, or quality of something (or someone).
Authorizes Gives official (e.g. project or organizational) permission for or approval to.
Note: This term is only used in the SECAG Assessment Guide and is included here only for completeness.
Challenges Dispute the truth or validity of.
Champions Vigorously supports or defends the cause of (a cause, idea, technique, tool, method, etc.).
Coaches Trains or instructs (a team member or individual) using a set of defined professional skills in this area.
Collaborates Works jointly on an activity or project.
Note: This term is only used in the SECAG Assessment Guide and is included here only for completeness.
Collates Collects and combines (texts, information, or data).
Communicates Shares or exchanges information, news, or ideas.
Compares Notes or measures the similarity or dissimilarity between two or more items.
Complies Acts in accordance with certain specified standard or guidance.
Conducts Organizes, and carries out.
Coordinates Regulates, adjusts, or combines the actions of others to attain coherence or harmony.
Creates Brings something into existence, causes something to happen as a result of one’s actions.
Defines Characterizes the essential qualities or meaning of an item.
Describes Gives an account in words, including all the relevant characteristics, qualities, or events.
Determines Ascertains or establishes specific values of an item by research or through calculation.
Develops Grows or causes something to grow and become more mature, advanced, or elaborate.
Elicits Evokes or draws out (a need or requirement, reaction, answer, or fact) from someone.
Ensures Makes certain that (something) will occur or be the case.
Evaluates Makes a judgement as a result of informed analysis.
Note: This term is only used in the SECAG Assessment Guide and is included here only for completeness.
Explains Makes an idea, situation, or problem clear to someone by describing it in more detail or revealing relevant facts.
Follows Acts or adheres to instructions as ordered or required.
Fosters Encourages the development of (something, especially something desirable).
Guides Directs or influences the behavior or development of someone.
Identifies Establishes the identity or complete scope of an item.
Influences Has an effect on someone or something.
Judges Forms an opinion or conclusion about.
Liaises Acts as a link to assist communication between (people or groups).
Note: This term is only used in the SECAG Assessment Guide and is included here only for completeness.

(Continued )
10 INCOSE SE COMPETENCY FRAMEWORK DEFINITION

SECF TABLE 1 (Continued)

Verb Definition
Lists Names a set of items that form a meaningful grouping.
Maintains Keeps in an existing state.
Monitors Observes and checks the progress or quality of (something) over a period of time; keeps under systematic
review.
Negotiates Confers or discusses with others with a view to reaching agreement.
Performs Carries out, accomplishes, or fulfills (an action, task, or function).
Persuades Causes someone to do something through reasoning or argument.
Prepares Makes (something) ready for use or consideration.
Produces Causes something to come into existence, by intellectual effort.
Promotes Supports or actively encourages further the progress of (a cause, idea, technique, tool, method, etc.).
Proposes Puts forward (an idea or plan) for consideration or discussion by others.
Provides Makes something available for use; supplies.
Note: This term is only used in the SECAG Assessment Guide and is included here only for completeness.
Reacts Acts in response to something; responds in a particular way.
Recognizes Acknowledges or takes notice of in some definite way.
Records Registers or sets down in writing.
Reviews Formally assesses a topic or issue, proposing any necessary or desirable changes.
Selects Carefully chooses as being the best or most suitable.
Trains Teaches a particular skill or type of behavior through sustained practice or instruction.
Note: This term is only used in the SECAG Assessment Guide and is included here only for completeness.
Uses Employs something as a means of accomplishing a purpose or achieving a result.

COMPETENCY AREA TABLE FORMAT

SECF Annex D contains the formal definition of all competencies within the framework.
Each competency has associated with it a single competency table, which provides:

•• Description explains what the competency is and provides meaning behind the title. Each title can mean different
things to different individuals and enterprises;
•• Why it matters indicates the importance of the competency and the problems that may be encountered in the
absence of that competency; and
•• Effective indicators of knowledge and experience table contains a list of evidence-­based indicators for five
defined levels of competence, which are themselves defined below. Indicators provide a definition of what is
expected to be demonstrated in order that competence can be assumed at the level indicated. Note that the indi-
cators defined are “entry level” requirements for each level. The timing of when experience was gained should be
taken into consideration when assessing current competence: individuals may have had competence at a defined
level historically.
 INCOSE SE COMPETENCY FRAMEWORK DEFINITION 11

The text for each competency indicator is followed by a unique indicator identifier contained within two square
brackets thus [. . .], and constructed as follows:
[Group][Competency Area][Level][nn], where

•• [Group] is a single alpha character referring to one of the competency groups identified in Figure 1, as follows:
•• “C” = “Core” competency group
•• “P” = “Professional” competency group
•• “T” = “Technical” competency group
•• “M” = “Management” competency group
•• “I” = “Integrating” competency group.
•• [Competency Area] is a two alpha character referencing one of the 37 defined competency areas identified in
Figure 2.
•• [Level] is a single alpha character identifying one of the proficiency levels. Proficiency levels are discussed in the
following section.
•• “A” = Awareness proficiency level
•• “S” = Supervised Practitioner proficiency level

Competency area
Reference code Competency area name Reference code
name
Acquisition and Supply AS Logistics LO
Business and Enterprise
BE Monitoring and Control MC
Integration
Capability Engineering CP Negotiation NE
Coaching and Mentoring ME Planning PL
Communications CC Project Management PM
Concurrent Engineering CE Quality QU
Configuration Management CM Requirements Definition RD
Critical Thinking CT Retirement RE
Risk and Opportunity
Decision Management DM RO
Management
Design for… DF System Architecting SA

Emotional Intelligence EI Systems Modeling and Analysis SM

Ethics and Professionalism EP Systems Thinking ST

Facilitation FA Team Dynamics TD
Finance FI Technical Leadership TL
General Engineering GE Transition TR
Information Management IM Utilization and Support US
Integration IN Validation VA
Interfaces IF Verification VE
Life Cycles LC

SECF FIGURE 2 Codes used in competency indicator index creation.

12 INCOSE SE COMPETENCY FRAMEWORK DEFINITION

•• “P” = Practitioner proficiency level

•• “L” = Lead Practitioner proficiency level
•• “E” = Expert proficiency level.
•• [nn] is a two-­digit numeric which uniquely references a competency identifier within a competency area profi-
ciency level.

For example, the reference [CSTP05] refers to the “Core” group of competencies, the “Systems Thinking” area
within that group, the “Practitioner” level of proficiency within that competency area, and the fifth indicator i.e. the
text “Explains why the boundary of a system needs to be managed.”
USING THE COMPETENCY FRAMEWORK

TYPICAL USAGE SCENARIOS

Organizations and individuals have numerous ways in which they can use the INCOSE Systems Engineering
Competency Framework to their advantage.
Organizations use Competency Frameworks for human resource management, as described in the INCOSE Systems
Engineering Handbook Fourth Edition (INCOSE 2015). This may include using competence assessment in recruiting
and selecting candidates for employment; for appraisals, promotions, and compensation decisions; for aligning orga-
nizational structures to maximize organizational capability; and to identify workforce training requirements that can
be communicated to internal or external training providers who can develop and tailor content that will deliver the
required competencies (Holt and Perry 2011; SFIA Foundation 2021).
Individuals may self-­assess their competence levels for career planning and identifying needs for personal and
professional development; comparing self-­assessed competence levels against competency-­based vacancy announce-
ments also helps individuals to identify opportunities which match their skills and experience (Holt and Perry 2011;
SFIA Foundation 2021). SFIA notes that use of Competency Frameworks in job postings reduces risks both to the
individual and the organization, reducing churn induced when individuals feel “the job is not what they thought it
would be” and minimizing situations in which the organization discovers they do not have the right set of skills for
effective mission execution.
Educational institutions and training providers use industry-­and discipline-­specific Competency Frameworks to
align their offerings to provide graduates the knowledge they need to develop their skills at the right level (SFIA
Foundation 2021).
Several “standard” usage scenarios were developed in the Universal Competency Assessment Model (UCAM)
(Holt and Perry 2011). These scenarios are not described in detail here. A detailed analysis can be found in the paper
“Use Cases for the INCOSE Competency Frameworks” (Hahn and Whitcomb 2017).
However, in summary, the framework can be used to support any of the usage scenarios defined in SECF Table 2.
This document only defines a framework of systems engineering competencies. It does not define how competence
can be assessed. The INCOSE Systems Engineering Competency Assessment Guide (SECAG) provides extensive
information and guidelines for the assessment of the competencies defined in this framework.

Systems Engineering Competency Assessment Guide: A combined INCOSE Systems Engineering Competency Framework (SECF)
and associated Systems Engineering Competency Assessment Guide (SECAG) document, First Edition. INCOSE.
© 2023 John Wiley & Sons, Inc. Published 2023 by John Wiley & Sons, Inc.

13
14 USING THE COMPETENCY FRAMEWORK

SECF TABLE 2 Typical usage scenarios for the INCOSE SE Competency Framework

Usage Users Description

To define required Educators, A company recruiter or capability manager interacts with a representative of an
competence outcomes Employers educational institution to define the competencies expected from those
from educational leaving the educational institution. This helps align program content to better
courses prepare graduates for company employment.

To assure employers that Educators, A company recruiter or capability manager interacts with a representative of an
students completing a Employers educational institution to assess and recruit prequalified students against a
course will have set of competency needs for a company pipeline programs.
acquired specific
knowledge and skills

To align course curricula Educators, An educational curriculum provider interacts with curriculum sponsors and/or
for external Accreditors accreditation agencies to assess the effectiveness of an educational course/
accreditation purposes module in delivering stated outcomes against predefined accreditation
objectives. This might be through assessment of learning objectives against
competency needs, and outcomes against competence acquired or those
attending the course.

To create (or maintain) Employers An employer defines the needs for an organizational role in terms of competencies
role descriptions and their minimum required levels. This use case is elaborated further in the
section on role definitions elsewhere in this document. A competency-­driven
job definition can also help ensure that the requirements for a role are based
upon ability rather than age and thus aligns with age-­discrimination legislation
in areas such as the European Union (GOV.UK 2017).

To create job vacancies Employers An employer publishes the requirements for an organizational role in terms of
competencies and their minimum required levels – as defined above.
Candidates and recruiting agencies can compare this against their own (or
their candidates’) competences to determine their suitability for the position. It
also supports candidate preparation as it provides an insight into the evidence
they may be asked to provide during their application and/or interview.

To support candidate Employers Having defined the requirements for a role in terms of competencies, an
recruitment employer can assess candidate competence against the required competencies
using the Competency Framework Assessment Guide. This helps to provide
an objective (and repeatable) assessment of candidates at interview.

To support employee Employers, An employer sets targets for individual competence attainment in one or more
performance Employees competencies, and provides opportunities for competency development to
assessments and rating occur. The competence assessment activity can be used to formally gauge
competence level attainment against the targets set, as an input to their
overall performance rating.

To define career path Employers, An employer can link career paths within the organization to differing expected
models Employees combinations of competencies and associated minimum competence levels.
This can be used to provide insight to employees as to the competence needs
for differing career development paths. This indicates the competencies and
levels necessary to progress a selected career path – informing employee
career development choices along the way.
 USING THE COMPETENCY FRAMEWORK 15

SECF TABLE 2 (Continued)

Usage Users Description

To self-­assess supporting Employees An employee can “self-­assess” their skills against the Competency Framework,
personal career using the assessment guidance provided. This helps inform their career
development planning development choices – whether as part of a job application or more
generally as part of a personal career path development.

To perform workforce Organizations, An organization can use information gathered through individual employee
risk analyses or Acquirers competency assessment against the framework to analyze organizational
mission/business case capability within a specific application domain of Systems Engineering, or
analysis more generally. This could be driven by current or future business
aspirations. Acquirers (i.e. organizations placing contracts) could mandate
minimum organizational capability requirements for those supporting a
contract/task as a risk reduction strategy – requesting capability data based
upon competency assessments using the framework rather than traditional
more generalized experiential statements from a business.
To target training Organizations An organization gathers enterprise-­wide data through individual employee
investment competence assessment against the framework and uses this to assess
organizational-­level strengths and weaknesses. This enables training
investment to be focused on areas deemed organizationally (and
individually) in areas where it is needed most.

TAILORING THE FRAMEWORK

The INCOSE Competency Framework should be tailored as part of its deployment.

The framework is structured so that organizations can tailor it to develop competency models ideally suited to their
organizational needs and workforce. The framework contains the fundamental Systems Engineering competencies that
can support almost any Systems Engineering role. Using organizations can tailor this Competency Framework to
derive a bespoke competency model by:

•• Adding or deleting competencies as needed.

•• Revising or only using a subset of the competencies.
•• Adding, deleting, or revising the proficiency level indicators for any of the five levels for any of the
competencies.
•• Developing a bespoke set of Systems Engineering roles associated with the necessary supporting competencies.
•• Developing their own unique set of use cases for the competency models they derive from the Competency
Framework (Gelosh et al. 2017).

Systems Engineering is a broad discipline that interacts with all other engineering disciplines and as such can be
deployed in a variety of ways. To support this, the INCOSE Competency Framework can be tailored to make it relevant
and appropriate to a specific use. The terminology used in this document for different levels of competence may be
relabeled as needed (e.g. to remove any reference to specific roles). The range of competencies encompassed by the
Systems Engineering framework is very large and it is not expected that an individual will be operating at the “Expert”
or even “Lead Practitioner” level in more than a few of these competencies.
16 USING THE COMPETENCY FRAMEWORK

It is important therefore that this framework be used as the common starting point or baseline for tailoring the
description of Systems Engineering relevant to an organization and individual. It is expected that an organization
will have a set of roles, each with a profile against these competencies (or a tailored subset), with different levels of
competence needed. These roles may well include requirements for expertise in other engineering skills and appli-
cation domain-­specific knowledge/experience. An important check for the enterprise will be to ensure that the roles
are balanced (expertise not diluted and all key competencies covered) and the means of communication and
integration of the roles understood – so that the “team” is appropriately competent in Systems Engineering
(Beasley 2013).

Individual Professional Development

Individuals may decide to tailor the framework based on the systems engineering requirements for specific or pro-
posed future roles, and their current level of competence. This allows them to identify career progression exploiting
their identified strengths and identification of personal development plans.

Enterprise Capability Development

To use the Competency Framework, an enterprise will need to review their requirements for the different competencies
and competence levels and generate a scope for the skills required across the enterprise, in generic roles, within teams
and at an individual level. These role specifications can then be mapped to existing and potential employees. These
competencies provide a framework for career development and recruitment processes by describing the Systems
Engineering skill requirements for a role.
This may require some specific tailoring of competencies to suit the needs of the enterprise. This tailoring can include:

•• Combining competencies into definitions relevant/appropriate to the enterprise.

•• Utilizing a subset of competencies depending on the specific activities of the organization.

An organization may wish to trace the tailoring back to this original framework, to enable benchmarking against
other organizations, and to update in-­line with changes to this source framework.
This framework can be adapted and integrated with other frameworks to describe specific roles in the organization.
It is important that roles are profiled to define requirements, and then individuals assessed against/matched to the role,
rather than starting with the individual.
A general test for completeness of role definitions is to check whether the full scope of Systems Engineering com-
petencies defined within this framework is covered somewhere within the set of enterprise role definitions.

Other Tailoring Approaches

The INCOSE Systems Engineering Handbook Fourth Edition (INCOSE 2015), Chapter 8, “Tailoring Process and
Application of Systems Engineering,” describes several methods whereby organizations can tailor SE processes.
These methods and approaches can also be used to help analyze and tailor this Competency Framework.
The technical report entitled Atlas 1.1: An Update to the Theory of Effective Systems Engineers (Hutchison
et al. 2018), Section 5.2 Tailoring the Proficiency Framework, provides a general description and two examples of how
a using organization can tailor the Atlas Proficiency Framework. These same tailoring approaches could be applied to
this Competency Framework to derive a unique competency model to satisfy user needs.
Within INCOSE there have been several published papers and presentations relating to the tailoring and assessment
of the framework for systems engineers which can be used to provide additional support and guidance. INCOSE mem-
bers are able to download these directly from the INCOSE website.
 USING THE COMPETENCY FRAMEWORK 17

Several organizations other than INCOSE have produced additional generic information which can support the tai-
loring and general application of frameworks within organizations. One specific example is the Skills Framework for
the Information Age Foundation (SFIA) which has been defining information technology skills requirements for over
20 years. In 2021, they published the latest version (Version 8) of their information age skills framework (SFIA
Foundation 2021). This provides some good general advice not only in the tailoring of frameworks, but also in their
organizational application.

THE RELATIONSHIP BETWEEN ROLES, JOB DESCRIPTIONS, AND COMPETENCIES

A competency framework can be used to define roles and job descriptions. This section summarizes how this can be
achieved.
Roles and job descriptions are not the same thing. Merriam-­Webster online (Merriam Webster 2018) defines each
as follows:

•• “Job”
•• A regular remunerative position.
•• A specific duty.
•• “Role”
•• A function or part performed, especially in a particular operation or process.

One way to understand this distinction is through analogy. Imagine a hot dog vendor at a ballgame. Their
“job” is to sell hot dogs. To do this, they are required to fulfill several distinct roles: driver, cook, server, cashier,
salesperson (as well as accountant, business developer, marketing, legal representative, procurement, etc.). To be
effective in their job, individuals need to be competent in each of the many roles which make up their overall
job scope.
It is often the case that some specific competencies required to discharge one role may be similar to those required
by another role. Equally, some roles may demand a higher level of competence than others. For instance, the “cashier”
and “salesperson” roles in the example above are likely to both require good “communications” skills, while the
“accountant” and cashier roles both need some form of “math” competence, although the level expected from the
accountant role is likely to be considerably higher than the cashier role.
Job descriptions also reflect the nature and scope of the enterprise and the way that it is set up and operated. In a
small enterprise, such as that of the hot dog vendor, many roles will be performed by a single individual. In large enter-
prises, roles may be performed by different people within the organization. The situation is the same when defining
job descriptions for Systems Engineers in an enterprise, project or team.
A competency-­based role statement defines a role not only in terms of what the person performing the role does
(e.g. the processes followed) but the competencies required to execute those tasks. Looking at the level of involvement
in each of the processes allows definition of the level of each competence needed.

Considerations When Defining Competency-­Based Role Statements

Every organization is different and will have different – and possibly incomplete – definitions of processes and com-
petency as well as different organizational structures in which these are deployed. In addition, organizations evolve
over time, requiring competencies and processes to evolve to match. The specifics of an individual role statement and
which roles are appropriate (or not) within an organization is context dependent.
18 USING THE COMPETENCY FRAMEWORK

The SECF Annex C discusses this topic in more detail. It lists several important considerations when defining role
statements. In summary, these are:

•• Take account of the way the organization is structured.

•• Consider the visibility of Systems Engineering within an organization and its relationship with other
disciplines.
•• Add any application domain-­specific competencies to ensure requirements reflect the domain.
•• Adjust language and terminology to reflect organizational norms.
•• Take account of the purpose of the role statement (e.g. role definition and career development).
SECF ACRONYMS AND ABBREVIATIONS

SECF Table 3 summarizes the acronyms and abbreviations used in the SECF.

SECF TABLE 3 INCOSE SE Competency Framework acronyms and abbreviations

ACRONYM MEANING
ARCIFE Accountable, Responsible, Consulted, Informed, Facilitator, Expert
BCS British Computer Society
BKCASE Body of Knowledge and Curriculum to Advance Systems Engineering
CIO Chief Information Officer
CIPD Chartered Institute of Personnel Development (United Kingdom)
CMMI® Capability Maturity Model® Integration (CMMI Institute)
CPD Continued Professional Development
CSEP Certified Systems Engineering Professional
CSEP-­Acq Certified Systems Engineering Professional (with Acquisition extension)
DAU Defense Acquisition University (United States)
DoD Department of Defense (United States)
DoDAF Department of Defense Architecture Framework
EIA Electronic Industries Alliance
ESEP Expert Systems Engineering Professional
IEC International Electrotechnical Commission
(Continued)

Systems Engineering Competency Assessment Guide: A combined INCOSE Systems Engineering Competency Framework (SECF)
and associated Systems Engineering Competency Assessment Guide (SECAG) document, First Edition. INCOSE.
© 2023 John Wiley & Sons, Inc. Published 2023 by John Wiley & Sons, Inc.

19
20 SECF ACRONYMS AND ABBREVIATIONS

SECF TABLE 3 (Continued)

ACRONYM MEANING
IEE Institution of Electronics Engineering (now renamed Institution of Engineering and Technology [IET])
IEEE Institute of Electrical and Electronics Engineers
INCOSE International Council on Systems Engineering
INCOSE UK Ltd. UK Chapter of the International Council on Systems Engineering
ISO International Organization for Standardization
JTC Joint Technical Committee
KSA Knowledge, Skills, and Abilities
MBSE Model-­Based Systems Engineering
MOD Ministry of Defence (United Kingdom)
NASA National Aeronautics and Space Administration (United States)
NPS Naval Postgraduate School
OPM Office of Personnel Management (United States)
RACI Responsible, Accountable, Consulted, and Informed
SE Systems Engineering
SEBoK Systems Engineering Body of Knowledge
SECAG Systems Engineering Competency Assessment Guide
SECCM Systems Engineering Competency Career Model (US Navy)
SECF Systems Engineering Competency Framework
SEP (INCOSE) Systems Engineering Professional
SFIA Skills Framework for the Information Age
UCAM Universal Competency Assessment Model
UK United Kingdom
US United States
SECF GLOSSARY

The glossary in SECF Table 4 defines words/phrases in the context of use within the Systems Engineering Competency
Framework. Several sources have been provided in some cases to aid explanation.
Where multiple potential definitions exist, the glossary definition is based upon definitions from the following
sources, in the priority listed below:

1. INCOSE Systems Engineering Handbook (Fourth Edition) (INCOSE 2015).

2. INCOSE Systems Engineering Body of Knowledge (SEBoK) (BKCASE Project 2017).
3. INCOSE UK Ltd. Systems Engineering Competencies Framework (Issue 3) (INCOSE UK 2010).
4. Other well-­established internationally recognized sources.
5. INCOSE Competency Working Group.

SECF TABLE 4 INCOSE SECF glossary

Glossary term Definition

Ability A term used in human resource management denoting an acquired or natural capacity or talent that
enables an individual to perform a particular task successfully (BusinessDictionary.com 2018).
Architecture (System) fundamental concepts or properties of a system in its environment embodied in its elements,
relationships, and in the principles of its design and evolution (INCOSE 2015).
Process of conceiving, defining, expressing, documenting, communicating, certifying proper implementation
of, maintaining and improving an architecture throughout a system’s life cycle (ISO/IEC/IEEE 2011).
Architecting The architecting process sometime involves the use of heuristics to establish the form of architectural
options before quantitative analyses can be applied. Heuristics are design principles learned from
experience (Rechtin 1990).
Authored Wrote the document or work product (i.e. did not just sign the front page) (INCOSE UK 2010).
(Continued )

Systems Engineering Competency Assessment Guide: A combined INCOSE Systems Engineering Competency Framework (SECF)
and associated Systems Engineering Competency Assessment Guide (SECAG) document, First Edition. INCOSE.
© 2023 John Wiley & Sons, Inc. Published 2023 by John Wiley & Sons, Inc.

21
22 SECF GLOSSARY

SECF TABLE 4 (Continued)

Glossary term Definition
Behavior The way in which one acts or conducts oneself, especially towards others (Oxford Dictionaries 2018).
Best practice A procedure that has been shown by research and experience to produce optimal results and that is
established or proposed as a standard suitable for widespread adoption (Merriam-­Webster 2018).
An expression of a system, product, function, or process ability to achieve a specific objective under
stated conditions (INCOSE 2015).
Capability
The ability to achieve a desired effect under specified (performance) standards and conditions through
combinations of ways and means (activities and resources) to perform a set of activities (DoD 2009).
Coaching Helping, supporting, advising, explaining, demonstrating, instructing, and directing others resulting in
transfer of knowledge and skills (INCOSE 2015).
Competence The measure of specified ability (INCOSE 2015).
Competence-­ An evidence-­based activity, where an individual is independently assessed (or self-­assesses) in one or
based more defined areas, to determine whether they are able to demonstrate that their knowledge, skills, and
assessment experience meet a defined or required level of proficiency (“competence level”).
An observable, measurable set of skills, knowledge, abilities, behaviors, and other characteristics an
individual needs to successfully perform work roles or occupational functions. Competencies are
typically required at different levels of proficiency depending on the specific work role or occupational
Competency function. Competencies can help ensure individual and team performance aligns with the
organization’s mission and strategic direction (U.S. Office of Personnel Management (OPM) 2015).
A measure of an individual’s ability in terms of their knowledge, skills, and behavior to perform a given
role (Holt and Perry 2011).
Competent Having a specified level of competence (INCOSE UK 2010).
A measure of how difficult it is to understand how a system will behave or to predict the consequences of
changing it (Sheard and Mostashari 2009).
Complexity (of a
The degree to which a system’s design or code is difficult to understand because of numerous
system)
components or relationships among components (ISO/IEC 2009).
In a complex system, the exact relationship between elements is either unknown and possibly unknowable.
Complicated A system comprising many interacting elements where the overall behavior of the system is both
system knowable and deterministic (c.f. complex).
Configuration Management is the discipline of identifying and formalizing the functional and physical
Configuration
characteristics of a configuration item at discrete points in the product evolution for the purpose of
Management
maintaining the integrity of the product system and controlling changes to the baseline (INCOSE 2017).
Discipline Area of expertise, e.g. systems, software, hardware, program management, quality assurance, etc.
(INCOSE UK 2010).
Domain A “problem space” (IEEE 2010).
Element The level below the system of interest (INCOSE 2015). A system that is part of a larger system
(Merriam-­Webster 2018).
 SECF GLOSSARY 23

SECF TABLE 4 (Continued)

Glossary term Definition
One or more organizations sharing a definite mission, goals, and objectives to offer an output such as a
product or service (ISO 2000).
An organization (or cross-­organizational entity) supporting a defined business scope and mission that includes
interdependent resources (people, organizations, and technologies) that must coordinate their functions and
share information in support of a common mission (or set of related missions) (CIO Council 1999).

Enterprise The term enterprise can be defined in one of two ways. The first is when the entity being considered is tightly
bounded and directed by a single executive function. The second is when organizational boundaries are
less well defined and where there may be multiple owners in terms of direction of the resources being
employed. The common factor is that both entities exist to achieve specified outcomes (MOD 2004).
A complex, (adaptive) socio-­technical system that comprises interdependent resources of people,
processes, information, and technology that must interact with each other and their environment in
support of a common mission (Giachetti 2010).
Enterprise Asset (As applied to a person) known by reputation to be a leader in the field, highly valued, highly regarded.
Recognized by the community outside employer organization (e.g. asked to be on conference panel,
government advisory board, etc.) (INCOSE UK 2010).
A basic conceptional structure (as of ideas) (Merriam-­Webster 2018).

Framework Broad overview, outline, or skeleton of interlinked items which supports a particular approach to a
specific objective and serves as a guide that can be modified as required by adding or deleting items
(BusinessDictionary.com 2018).
Information Information is an item of data concerning something or someone. Information includes technical, project,
organizational, agreement, and user information.
Interface A point where two or more entities interact. Interactions may involve systems, system elements including
their environment, organizations, disciplines, humans (users, operators, maintainers, developers, etc.),
or some combination thereof.
Job A job is a recognized organizational position, usually performed in exchange for payment. Historically
the terms “job” and “role” have been used interchangeably, more recently a distinction has appeared. A
job comprises all, or parts, of one or more defined “roles” which govern organizational processes and
activities. An individual may remain in the same “job” for a long period, but during this time will
usually perform multiple roles. This topic is discussed in further detail in Annex C of this document.
Knowledge (In the context of KSA) A body of information applied directly to the performance of a function. US
Office of Personnel Management (Wikipedia 2017).
Mentoring Mentoring is a relationship where a more experienced colleague shares their greater knowledge to support
development of a less experienced member of staff. It uses many of the techniques associated with coaching.
One key distinction is that mentoring relationships tend to be longer term than coaching arrangements.
Organization A group of people and facilities with an arrangement of responsibilities, authorities, and relationships
(INCOSE 2015).
Professional A structured approach to learning to help ensure competence to practice, taking in knowledge, skills, and
Development practical experience. Continued Professional Development (CPD) can involve any relevant learning
activity, whether formal and structured or informal and self-­directed (INCOSE UK Chapter 2017).
(Continued )
24 SECF GLOSSARY

SECF TABLE 4 (Continued)

Glossary term Definition
Program A group of related projects managed in a coordinated way to obtain benefits and control not available
from managing them individually. Programs may include elements of related work outside of the scope
of the discrete projects in the program (PMI 2008).
Project An endeavor with defined start and finish criteria undertaken to create a product or service in accordance
with specified resources and requirements (INCOSE 2015).
Recent (In the context of competency assessment) Within the last five years (INCOSE UK 2010).
Role A role is a recognized organizational position, usually performed in exchange for payment. Historically
the terms “job” and “role” have been used interchangeably, more recently a distinction has appeared. A
job comprises all, or parts, of one or more defined “roles” which govern organizational processes and
activities. An individual may remain in the same “job” for a long period, but during this time will
usually perform multiple roles. This topic is discussed in further detail in Annex C of this document.
Skills (In the context of KSA) An observable competence to perform a learned psychomotor act. US Office of
Personnel Management (Wikipedia 2017).
Specialty (Verb) Analysis of specific features of a system that requires special skills to identify requirements and
Engineering assess their impact on the system life cycle (INCOSE 2015).
(Noun) Specialty engineering is the collection of those narrow disciplines that are needed to engineer a
complete system (Elowitz 2006).
Stakeholder A party having a right, share, claim, or vested interest in a system or in its possession of characteristics
that meet that party’s needs and expectations (INCOSE 2015).
Stage (Life Cycle A period within the life cycle of an entity that relates to the state of its description or realization (ISO/
Stage) IEC/IEEE 2015).
Sub System See Element.
Super system The level above the system of interest (INCOSE 2015). A system that is made up of systems
(Merriam-­Webster 2018).
System A system is an arrangement of parts or elements that together exhibit behavior or meaning that the
individual constituents do not (INCOSE 2019).
Systems Engineering is a transdisciplinary and integrative approach to enable the successful realization,
use, and retirement of engineered systems, using systems principles and concepts, and scientific,
technological, and management methods (INCOSE 2019).
Systems
Engineering
INCOSE uses the terms “engineering” and “engineered” in their widest sense: “the action of working
artfully to bring something about.” “Engineered systems” may be composed of any or all of people,
products, services, information, processes, and natural elements.
System Element A member of a set of elements that constitutes a system. A system element is a discrete part of a system
that can be implemented to fulfill specified requirements. A system element can be hardware, software,
data, humans, processes (e.g. processes for providing service to users), procedures (e.g. operator
instructions), facilities, materials, and naturally occurring entities (e.g. water, organisms, minerals), or
any combination (ISO/IEC/IEEE 2015). A system element can be a subsystem.
System of Interest The system whose life cycle is under consideration (INCOSE 2015).
 SECF GLOSSARY 25

SECF TABLE 4 (Continued)

Glossary term Definition
System of A System of Interest whose system elements are themselves systems; typically, these entail large-­scale
Systems interdisciplinary problems with multiple, heterogeneous, distributed systems (INCOSE 2015).
Tailoring Tailoring a process adapts the process description for a particular end. For example, a project creates its
defined process by tailoring the organization’s set of standard processes to meet the objectives,
constraints, and environment of the project (Adapted from notes/discussion of “tailoring guide”) (ISO/
IEC/IEEE 2009).
Team A group of individuals who work together to achieve a common goal.
Verification Provision of objective evidence that the system or system element fulfills its specified requirements and
characteristics (INCOSE 2015).
Validation Provision of objective evidence that the system, when in use, fulfills its business or mission objectives
and stakeholder requirements, achieving its intended use in its intended operational environment
(INCOSE 2015).
SECF BIBLIOGRAPHY

Beasley, R. (2013). The need to tailor competency models – with a use case from Rolls-­Royce. INCOSE International Symposium
IS2013, Philadelphia, PA (24–27 June 2013).
BKCASE Project (2017). SEBoK v1.9 section 5: enabling systems engineering. http://sebokwiki.org/wiki/Enabling_Systems_
Engineering (accessed 30 November 2018).
Brackett, M.A., Rivers, S.E., and Salovey, P. (2011). Emotional intelligence: implications for personal, social, academic, and work-
place success. Social and Personality Psychology Compass 5: 88–103. https://doi.org/10.1111/j.1751-­9004.2010.00334.
BusinessDictionary.com (2018). Framework definition. http://www.businessdictionary.com/definition/framework.html (accessed
April 2018).
Chartered Institute of Personnel Development (CIPD) (2021a). What are coaching and mentoring? Coaching and Mentoring
Factsheet. https://www.cipd.co.uk/knowledge/fundamentals/people/development/coaching-­mentoring-­factsheet (accessed 13 July
2022).
Chartered Institute of Personnel Development (CIPD) (2021b). Competence or competency? https://www.cipd.co.uk/knowledge/
fundamentals/people/performance/competency-­factsheet (accessed 13 July 2022).
CIO Council (1999). Federal Enterprise Architecture Framework (FEAF). Washington, DC, USA: Chief Information Officer (CIO)
Council.
CMMI® Institute (2010). Capability Maturity Model Integration (CMMI®) V1.3. CMMI® Institute.
Defense Acquisition University (2013). SPRDE Competency Model. Defense Acquisition University (DAU)/U.S. Department of
Defense June 12.
DoD (2009). DoD Architecture Framework (DoDAF), version 2.0. Washington, DC, USA: U.S. Department of Defense (DoD).
Electronic Industries Alliance (2002). Systems Engineering Capability Model EIA731_1:2002. EIA.
Elowitz, M. (2006). Specialty engineering as an element of systems engineering. Albuquerque, NM, USA: Presentation to
Enchantment Chapter, INCOSE. Albuquerque, NM, USA, (9 August).
Gelosh, D., Heisey, M., Snoderly, J., and Nidiffer, K.. (2017). Version 0.75 of the proposed INCOSE systems engineering compe-
tency framework. Proceedings of the International Symposium 2017 of the International Council on Systems Engineering
(INCOSE), Adelaide, Australia (15–20 July 2017).
Giachetti, R.E. (2010). Design of Enterprise Systems: Theory, Architecture, and Methods. Boca Raton, FL, USA: CRC Press, Taylor
and Francis Group.

Systems Engineering Competency Assessment Guide: A combined INCOSE Systems Engineering Competency Framework (SECF)
and associated Systems Engineering Competency Assessment Guide (SECAG) document, First Edition. INCOSE.
© 2023 John Wiley & Sons, Inc. Published 2023 by John Wiley & Sons, Inc.

26
 SECF BIBLIOGRAPHY 27

GOV.UK (2017). Equality act 2010: guidance. https://www.gov.uk/guidance/equality-­ act-­

2010-­
guidance#age-­ discrimination
(accessed 31 December 2017).
Hahn, H.A. and Whitcomb, C.A.. (2017). Use Cases for the INCOSE Competencies Framework. Unpublished.
Holt, J. and Perry, S. (2011). A Pragmatic Guide to Competency Tools, Frameworks and Assessment. BCS.
Hutchison, N., Verma, D., Burke, P. et al. (2018). Atlas 1.1: an update to the theory of effective systems engineers. Technical Report
SERC-­2018-­TR-­101A. Report, Hoboken, NJ: Systems Engineering Research Center, Stevens Institute of Technology. https://
sercuarc.org/publication/?id=186&pub-­type=Technical-­Report&publication=SERC-­2018-­TR-­101-­A-­Atlas+1.1%3A+An+Upd
ate+to+the+Theory+of+Effective+Systems+Engineers (accessed 1 July 2018).
IEEE (2010). IEEE 1570-­2010 Standards for Information Technology Standard. New York, NY, USA: Institute of Electrical and
Electronics Engineers.
INCOSE (2021). Engineering Solutions for a Better World Vision 2035. San Diego, CA: INCOSE.
INCOSE (2018a). Certification. https://www.incose.org/certification (accessed 2018).
INCOSE (2017). SEBoK v1.9 systems engineering body of knowledge. http://www.sebokwiki.org/wiki/Guide_to_the_Systems_
Engineering_Body_of_Knowledge_(SEBoK) (accessed 30 November 2017).
INCOSE (2015). Systems Engineering Handbook – A Guide for System Life Cycle Processes and Activities, 4e. San Diego, CA:
Wiley.
INCOSE UK Chapter (2017). U3: what is continuing professional development (CPD). https://incoseonline.org.uk/Documents/
uGuides/dot107_U-­guide_U3_WEB.pdf (accessed February 2018).
INCOSE UK (2010). INCOSE UK SE Competency Framework/Guide. INCOSE UK.
INCOSE (2004). What is systems engineering? http://www.incose.org/practice/whatissystemseng.aspx (accessed April 2018).
INCOSE (2018b). INCOSE Systems Engineering Competency Framework. INCOSE INCOSE-­TP-­2018-­002-­01.0.
INCOSE (2019). INCOSE website SE and SE definitions. https://www.incose.org/about-­systems-­engineering/system-­and-­se-­
definition (accessed November 2021).
INCOSE (2022). Systems Engineering Competency Assessment Guide (SECAG). INCOSE-­TPP-­2020-­38.
INCOSE, OMG (2018). MBSE wiki. http://www.omgwiki.org/MBSE/doku.php (accessed April 2018).
Institution of Engineering and Technology (2013). Competency framework for independent safety assessors (ISAs), November 17.
https://www.theiet.org/factfiles/isa/index.cfm (accessed 19 February 2018).
ISO. 2000. ISO 15704. 2000 (2000). Industrial Automation Systems – Requirements for Enterprise-­Reference Architectures and
Methodologies Standard. Geneva, Switzerland: International Organization for Standardization (ISO).
ISO/IEC (2009). ISO/IEC 24765. Systems and Software Engineering Vocabulary (SEVocab) Standard. Geneva, Switzerland:
International Organization for Standardization (ISO)/International Electrotechnical Commission (IEC) [database online].
ISO/IEC JTC 1/SC 7 Software and Systems Engineering Technical Committee (2015). ISO/IEC/IEEE 15288:2015 Systems and
software engineering – System life cycle processes. ISO/IEC.
ISO/IEC/IEEE (2009). ISO/IEC/IEEE 24765:2009 Systems and Software Engineering – System and Software Engineering
Vocabulary. Geneva: International Organization for Standardization (ISO)/ International Electrotechnical Commission (IEC)/
Institute of Electrical and Electronics Engineers (IEEE).
ISO/IEC/IEEE (2011). ISO/IEC/IEEE 42010 Systems and software engineering – Architecture Description. Geneva, Switzerland:
International Organization for Standardization (ISO)/International Electrotechnical Commission (IEC)/Institute of Electrical
and Electronics Engineers (IEEE).
ISO/IEC/IEEE (2015). ISO15288: Systems and Software Engineering – System Life Cycle Processes. Geneva, Switzerland:
International Organization for Standardization/International Electrotechnical Commissions / Institute of Electrical and
Electronics Engineers. ISO/IEC/IEEE.
Kendall, F. (2014). US DoD’s better buying power 3.0 implementation plan. White Paper, Office of the Under Secretary of Defense
Acquisition, Technology and Logistics.
Mayer, J.D. and Salovey, P. (1997). What is emotional intelligence? In: Emotional Development and Emotional Intelligence:
Educational implications (ed. P. Salovey and D.J. Sluyter), 3–31. New York: Harper Collins.
Merriam Webster (2018). Dictionary by Merriam Webster. https://www.merriam-­webster.com (accessed 2018).
MOD (2004). Ministry of Defence Architecture Framework (MODAF), Version 2. London, UK: U.K. Ministry of Defence.
National Aeronautics and Space Administration (NASA) (2016). NASA Systems Engineering Handbook (SP-­2016-­6105, Rev 2).
NASA.
Oxford Dictionaries (2018). Definition: behaviour (US: behavior). https://en.oxforddictionaries.com/definition/behaviour (accessed
April 2018).
28 SECF BIBLIOGRAPHY

PMI (2008). A Guide to the Project Management Body of Knowledge (PMBOK® Guide), 4e. Newtown Square, PA, USA: Project
Management Institute (PMI).
Prati, M., Douglas, F., and Ammeter, B. (2003). Emotional intelligence, leadership Effectiveness, and team outcomes. The
International Journal of Organizational Analysis 11 (9): 21–40.
Presland, I. (2017). Comparison of SEP Technical Areas with Version 4 Framework Competencies performed for Certification
Advisory Group. Unpublished – Internal INCOSE Document, June.
Rechtin, E. (1990). Systems Architecting: Creating & Building Complex Systems. Upper Saddle River, NJ, USA: Prentice-­Hall.
Rumsfeld, D. (2012). There are known knowns. Briefing at United States Defence Department. Wikipedia (accessed 2018).
Salovey, P. and Mayer, J.D. (1990). Emotional intelligence. Imagination, Cognition and Personality 9 (3): 185–211.
SFIA Foundation (2021). Skills framework for the information age (V8). https://sfia-­online.org/en/sfia-­8 (accessed 31 December
2021).
Sheard, S. and Mostashari, A. (2009). Principles of complex systems for systems engineering. Systems Engineering 12 (4):
295–311.
Sheard, S. (1996). 12 Systems engineering roles. INCOSE International Symposium. Boston MA, USA: INCOSE.
U.S. Office of Personnel Management (OPM) (2015). Human capital assessment and accountability framework (HCAAF) resource
center, “glossary”. http://www.opm.gov/hcaaf_resource_center/glossary.asp (accessed June 2015).
Whitcomb, C.A., Khan, R.H., and White, C.L. (2014). Development of a System Engineering Competency Career Model: An
Analytical Approach Using Bloom’s Taxonomy. Technical Report, US Naval Postgraduate School.
Wikipedia (2017). Knowledge, skills and abilities. https://en.m.wikipedia.org/wiki/Knowledge,_Skills,_and_Abilities (accessed
31 December 2017).
Williams, C.R. and Reyes, A. (2012). Developing Systems Engineers at NASA. Global Journal of Flexible Systems Management
13 (3): 159–164.
SECF ANNEX A: SUMMARY AND RATIONALE
FOR CHANGES IN THE SECF SECOND EDITION

This Annex presents a summary of the changes made from the 2018 edition of the SECF.

SECF STRUCTURAL CHANGES

The most significant document structure change is the removal of matter which solely relates to the assessment of
competency, which is published in the Systems Engineering Competency Assessment Guide. The motivation for this
is to limit the scope of this document to the framework and its definition, rather than the application of the framework.
As a result of this change, text for many items has been reworked and associated sections, tables, and figures updated
and/or renumbered.
In addition, a list of verbs used in the definition of competency indicators has been added.

PRIMARY TECHNICAL CHANGES

The most significant technical change is the creation of a NEW (37th) competency through the split of the “Operation
and Support” technical competency into two distinct technical competencies: “Utilization and Support” and
“Retirement.” This split recognizes the distinct set of competencies required in order to perform system retirement and
better reflects the underlying ISO 15288 standard in this area.
Although changes have been made to many of the indicators within competency areas, the majority of these changes
are minor in nature and have been made in order try to improve consistency across the competency suite. They include:

•• Standardization of terminology usage throughout (e.g. trying to ensure the same term is used throughout for a
similar type of activity).
•• Related to the above, there has been additional work to ensure all competencies express similar ideas in a similar
manner. We believe this helps standardize the assessment approach and methods.

Systems Engineering Competency Assessment Guide: A combined INCOSE Systems Engineering Competency Framework (SECF)
and associated Systems Engineering Competency Assessment Guide (SECAG) document, First Edition. INCOSE.
© 2023 John Wiley & Sons, Inc. Published 2023 by John Wiley & Sons, Inc.

29
30 SECF ANNEX A: SUMMARY AND RATIONALE FOR CHANGES IN THE SECF SECOND EDITION

•• Inclusion of a requirement across all competency areas to perform continuous professional development at all
levels, from Awareness to Expert.
•• A greater focus on diversity and inclusion in the Ethics and Professionalism competency area.
•• A greater focus on sustainability and the environment, primarily in the Ethics and Professionalism competency
area, but also more generally.
•• Clarification of the relationship between Systems Engineering and its “project management” activities such as
planning, monitoring, and control and the “Project Management” integrating competency.
•• Clarification of other integrating competencies to align with this approach.
SECF ANNEX B: ALIGNMENT WITH INCOSE
AND OTHER INITIATIVES

INCOSE SYSTEMS ENGINEERING HANDBOOK FOURTH EDITION

The INCOSE Systems Engineering Handbook, Fourth Edition (INCOSE 2015) describes the discipline, the
­practice, and the processes that need to be carried out when doing Systems Engineering. Competencies are the
specific abilities needed by individuals to perform the processes and conduct “good” Systems Engineering.
Competency is the specific ability needed by an individual to support/contribute to the execution of Systems
Engineering processes.
Competency provides a different perspective to Systems Engineering to the process view. Combining process
and competency gives a more complete view of what is needed by both organizations and individuals to achieve the
­benefits of Systems Engineering.
There are many Systems Engineering processes, and they are performed by teams of individuals. Understanding
the relationships among the processes and competencies helps to assign process activities and the aligned supporting
­competencies to the individuals in those teams.
The general relationships between competencies defined in this framework and processes defined in the INCOSE
Systems Engineering Handbook, Fourth Edition (2015) are shown in SECF Figure 3. This figure is primarily intended
for those seeking guidance in this area as the mappings are somewhat subjective: many of the relationships are not
one-­to-­one; competencies may underpin more than one process and their linkage is complex.
In SECF Figure 3, the following key applies:

✓✓✓ The framework competency definition has a significant relationship with the reference handbook process.
✓✓ The framework competency definition has a relationship to the reference handbook process, but this is somewhat
limited.

Note that SECF Figure 3 does not attempt to map professional competencies. These are addressed in Chapter 2 of
the INCOSE Systems Engineering Handbook, Fourth Edition (2015).

Systems Engineering Competency Assessment Guide: A combined INCOSE Systems Engineering Competency Framework (SECF)
and associated Systems Engineering Competency Assessment Guide (SECAG) document, First Edition. INCOSE.
© 2023 John Wiley & Sons, Inc. Published 2023 by John Wiley & Sons, Inc.

31
 Agreement Organizational project-enabling
Technical processes Technical management processes
processes processes

Human resource management

Life cycle model management
Business or mission analysis

Configuration management

Infrastructure management
Information management

Knowledge management
Project assessment and
Stakeholder needs and
requirements definition

Decision management

Portfolio management
Architecture definition
System requirements

Quality management
INCOSE SE

Risk management

Quality assurance
Design definition

Handbook
System analysis

Project planning
Implementation

Measurement
processes

Maintenance
Verification

Acquisition
Integration

Transition

Validation

Operation
definition

Disposal

Supply
control
SECF competency areas

Systems thinking
Life cycles
Capability engineering
Core SE principles
General engineering
Critical thinking
Systems modeling and analysis
Professional
ALL Not directly addressed in INCOSE SE Handbook
competencies
Requirements definition
System architecting
Design for…
Integration
Technical Interfaces
competencies Verification
Validation
Transition
Utilization and support
Retirement
Planning
Monitoring and control
Decision management
Concurrent engineering
SE management
competencies Business and enterprise integration
Acquisition and supply
Information management
Configuration management
Risk and opportunity management
Project management
Integrating Finance
competencies Logistics
Quality

SECF FIGURE 3 Mapping of SE Handbook processes to framework competencies.

 SECF ANNEX B: ALIGNMENT WITH INCOSE AND OTHER INITIATIVES 33

INCOSE SYSTEMS ENGINEERING PROFESSIONAL (SEP) CERTIFICATION PROGRAM

The INCOSE Systems Engineering Professional (SEP) Certification program (INCOSE 2018a) is another important
initiative for alignment.
At “Practitioner” level status, to acquire Certified Systems Engineering Professional or CSEP designation, this
program requires applicants to demonstrate knowledge and experience in 14 Systems Engineering “Technical Areas.”
This is supplemented by a “knowledge examination” based upon the INCOSE Systems Engineering Handbook
(INCOSE 2015).
To acquire Expert Systems Engineering Professional (ESEP) designation, the requirements for demonstrable experience
are made significantly broader and are supplemented with an additional requirement to demonstrate technical leadership
within the Systems Engineering profession. (NOTE: There is currently no “knowledge” examination at this level.)
Clearly, these concepts of demonstrating “knowledge and experience” bear a resemblance to demonstrating compe-
tence, although the SEP program does not currently employ the assessment-­based approach to validating competence
identified in this framework.
As part of a Certification Advisory Group (CAG) initiative to improve alignment of the SEP program to other
INCOSE products, in June 2017, the SEP Technical Areas were compared against the 36 competencies contained within
the 2018 framework (Presland 2017). This initial comparison has now been updated to reflect the revised set of 37 com-
petencies and further review by CWG participants. The results of this updated comparison are shown in Figure 4.
In Figure 4, the following key applies:

✓✓✓ The SEP technical area has an extensive or significant overlap with the framework competency area.
✓✓ The SEP technical area has a more limited, or implicit relationship to the framework competency area or is
encompassed by multiple areas.

Grayed-­out cells indicate professional competencies covered formally only as part of Expert-­level INCOSE desig-
nation. These competencies are not expected to be demonstrated at the “Practitioner” (i.e. CSEP) level.
SECF Figure 4 is a primarily intended subjective mapping provided for those seeking guidance in this area.
However, it suggests all SEP Technical Areas are covered by at least one of the competencies within the Competency
Framework. Further work on mapping competencies, especially the Professional competencies is still required.
NOTE: The SEP Technical Area “Other” is designed primarily to capture experience not classifiable by an appli-
cant into one of the other 13 SEP Technical Areas. Such experience (if deemed to be “Systems Engineering”) will
normally be reclassified by application reviewers into one or more of the other Technical Areas, meaning that coverage
of “other” as a technical area is not required.

INCOSE VISION 2035 ROLES AND COMPETENCIES

The INCOSE publication Engineering Solutions for a Better World Systems Engineering Vision 2035 (INCOSE 2021)
contains a section devoted to “Roles and Competencies”. This Vision 2035 section highlights that “systems engineers
must be holistic thinkers, strong communicators, and maintain a broad view of systems and how they are being used”.
The section goes on to say that systems engineers “must develop a breadth of knowledge, and a balance of skills”. The
section includes the full list of SECF systems engineering competency areas as the source that covers much of the
systems engineering discipline. The section goes on to state that no one person may need expertise in all of the com-
petencies, that the composite expertise of systems engineering teams should provide the requisite skills. The Vision
2035 also includes a Top-Level Roadmap that includes competencies in a path to “Realizing the Vision 2035”. The
identified 2035 goal is that “systems engineering should be embedded at all educational levels, and across disciplines,
supported by innovative education and training approaches”. This INCOSE Systems Engineering Competency
Framework update aligns well with the intent of the Vision 2035 document.
 Integrating
Core SE principles Professional competencies Technical competencies SE management competencies
competencies

Business and enterprise integration

Risk and opportunity management

Systems modeling and analysis

Configuration management
Ethics and professionalism

Information management
SECF competency areas
Coaching and mentoring
Requirements definition

Concurrent engineering
Decision management

Acquisition and supply

Capability engineering

Utilization and support

Monitoring and control

Emotional intelligence

Project management
Technical leadership
General engineering

System architecting
Systems thinking

Communications

Team dynamics
Critical thinking

Design for…
Negotiation

Verification

Retirement
Facilitation

Integration
Life cycles

Interfaces

Validation
Transition

Planning

Logistics
Finance

Quality
SEP program technical areas
Requirements engineering
Systems and decision analysis
Architecture/design development
Systems integration
Verification and validation
System operation and maintenance
Technical planning
Technical monitoring and control
Acquisition and supply
Information and configuration management
Risk and opportunity management
Life cycle process definition and management
Specialty engineering
Organizational project enabling activities
Other

SECF FIGURE 4 Comparison of SEP Technical Areas to SECF framework competencies.

 SECF ANNEX B: ALIGNMENT WITH INCOSE AND OTHER INITIATIVES 35

INCOSE MODEL-­BASED SYSTEMS ENGINEERING (MBSE) INITIATIVE

The INCOSE Model-­Based Systems Engineering (MBSE) initiative is an important direction for Systems Engineering
and is a key plank of the INCOSE strategic direction. An overview of this initiative can be found at INCOSE, OMG
(2018). This Competency Framework fully supports this initiative in two key ways:
First, Systems Modeling and Analysis has been added as a core competency in the framework, recognizing its impor-
tance to both current and future direction of Systems Engineering. Within the competence definition, it is recognized
that modeling is more than just the skills to run modeling software; it includes the “modeling mindset” and the ability
not only to produce appropriate models, but also to understand their purpose and to use their output effectively.
Second, INCOSE recognizes that models of many types are used increasingly to support all aspects of Systems
Engineering: concept generation, requirements elicitation, use cases, architecture, detailed analysis, integration, veri-
fication, validation, and in support of operation and maintenance. Sometimes these models are distinct and used in
isolation. Others are increasingly linked together to form an integrated approach.
We expect Systems Engineers to be required to apply aspects of MBSE within their organization on a day-­to-­day
basis, although the specific tools, processes, and scope of any MBSE implementation will vary greatly from organiza-
tion to organization.
However, irrespective of the scope of MBSE within an organization, the expectation will always be that an individual
understands and can apply the systems engineering principles implemented rather than the tools in isolation. As such, the
SECF focuses on Systems Engineering technical principles which should have been captured in any MBSE approach.
The scope and specifics of tools will then form part of organizational tailoring as described elsewhere in this document.
Furthermore, Systems Engineering Management competencies will be required to control the scope and production
of models through planned activities, and Professional Competencies will assist in the creation of effective models and
communication of results to all parties.

ATLAS PROFICIENCY MODEL

The technical report entitled Atlas 1.1: An Update to the Theory of Effective Systems Engineers (Hutchison et al.
2018) describes the Atlas Proficiency Model developed by the Systems Engineering Research Center. Section 5.4 of
the technical report compares the Atlas Proficiency Model with the draft INCOSE Competency Framework Version
0.75. The set of competencies in this final Competency Framework are the same as in Version 0.75 so the comparison
remains valid. Section 5.4 also states that: “Overall, the Helix team found that though the different approaches taken
led to different grouping of knowledge, skills, and abilities, the INCOSE 0.75 Competency Model and the Atlas pro-
ficiency model aligned well.”
SECF ANNEX C: DEFINING ROLES USING
THE FRAMEWORK

DEFINING ROLES - INTRODUCTION

The purpose of this Annex is to describe the typical structure of a generic role statement within an organization.
It uses a competency-­based approach, utilizing the Systems Engineering competencies defined in this framework,
and their relationship to the Systems Engineering processes defined in the INCOSE Systems Engineering Handbook
(INCOSE 2015).
The resulting role statements can be used for recruitment, promotion, planned, and/or individual development as
described earlier. The Annex is generic to help deployment within a wide range of organizations.
A competency-­based role statement can be considered as a set of “requirements” for individuals (components) who
make up the enterprise (the system). It defines the role not only in terms of what the person in the role does (e.g. the
processes followed) but also the competencies required to follow those processes. Looking at the level of involvement
in the processes allows definition of the level of each competence needed. Further information on the topic is available
from Section 5 of BKCASE “Enabling Systems Engineering” (BKCASE Project 2017).
The structure of the rest of this section is as follows:

•• A list of key considerations. Major points, issues, and assumptions to address when defining competency-­based
role statements.
•• The recommended structure for a role statement. This is built from the Competency Framework and defined
Systems Engineering processes.
•• Guidance on defining competence levels within a role statement. Competence levels depend upon the level of
engagement with the generic Systems Engineering processes needed for the role.
•• Guidance on the tailoring of generic role statements to real organizations. This extends the generic approach to
real-­
world organizations, where competencies and processes may not be those included in the INCOSE
Competency Framework and the INCOSE Systems Engineering Handbook.

Systems Engineering Competency Assessment Guide: A combined INCOSE Systems Engineering Competency Framework (SECF)
and associated Systems Engineering Competency Assessment Guide (SECAG) document, First Edition. INCOSE.
© 2023 John Wiley & Sons, Inc. Published 2023 by John Wiley & Sons, Inc.

36
 SECF ANNEX C: DEFINING ROLES USING THE FRAMEWORK 37

CONSIDERATIONS WHEN DEFINING ROLE STATEMENTS

Every organization is different and will have different – and possibly incomplete – definitions of processes and com-
petencies as well as different organizational structures in which these are deployed. In addition, organizations evolve
over time, requiring competencies and processes to evolve to match. Development of generic role descriptions should
bear these points in mind. We are after all dealing with the most variable element in an organization – its people.
Role statements can be used for a variety of purposes. There is no right or wrong purpose and no right or wrong
roles within an organization. Both are context dependent.
Whatever the purpose, the following should be noted:
A job description is different from a role statement. A role statement is part of an organization design, whereas a
job description may comprise a combination of roles adapted to the specific needs of the organization and the strengths
of any individual. An individual’s job may require them to perform several different roles.

•• Ideally, roles defined within an organization need to form an integrated whole. However, while organizational
structures vary, some organizations will have a Systems Engineering department; others make Systems Engineering
competency core to all roles. Organizational structure will affect the way roles interact with each other.
•• As Systems Engineering is an “integrating” discipline, any role statement covering Systems Engineering is likely
to contain domain-­specific competencies.
•• Tailoring of the INCOSE Competency Framework and of the terminology within it needs to reflect the needs,
language, approaches, and priorities appropriate to an organization is to be expected. A good example of such
tailoring is to be found in the paper “The need to tailor competency models – with a use case from Rolls-­Royce”
(Beasley 2013) which was produced for the INCOSE Competency Working Group.
•• Role statements can be used to support many different purposes; the purpose of creating a role statement must be
clear when it is created. In some organizations, role statements are “entry level” (i.e. competencies are required
to be, mostly, “met” to get the job), or they can define “stretch targets” challenging an individual to perform the
role beyond expectations (i.e. they are used as guidance supporting ongoing professional development).
•• The relationship between role, reward, and position within the organization needs to be carefully considered.
Linking competence directly to reward can be dangerous (make honest self-­assessment hard). Different roles may
be undertaken during the development of a career (e.g. some may provide essential breadth of experience to
enable an individual to take on a more senior role). Some valuable additional information on this topic can be
obtained from the Helix (Hutchison, et al. 2018) research program.

In summary, when defining role statement, we need to ensure

•• their purpose is understood;

•• the way the organization integrates Systems Engineering with other disciplines (e.g. Program Management,
Sales, etc.) is understood; and
•• the role definition aligns with organizational HR policies and terminology.

ROLE STATEMENT STRUCTURE

It is recommended that a typical generic role statement should include the following elements:

•• Role name – The title of the role, which should describe the role succinctly.
•• Role purpose – This should provide the primary aim of the role, ideally in just one or two sentences.
38 SECF ANNEX C: DEFINING ROLES USING THE FRAMEWORK

•• Activities performed – This should be an accountability statement for the role.

–– List the process activities that the role does. Any role may do a range of activities, or focus (specialize) on just
one. Other, non-­Systems Engineering processes used in the organization should be included as needed.
–– The level of accountability should be defined by applying (or consulting) a responsibility and accountability
matrix (e.g. a RACI or similar).
–– Generic activities that can be defined external to the process or specific applications or instances of the process
can be included.
•• Competencies required (highest level)
–– These should be divided into the groups defined in this framework.
–– The overall level should be built by assessing the competencies needed for each activity, taking the highest
level from all activities within each competence area.
•• Other constraints or preferences for role
–– For example, licenses, qualifications, specific experiences, or domain knowledge needed.
–– The contents of this section will be specific to the organization.

ASSIGNING COMPETENCIES TO A ROLE STATEMENT

This section provides generic guidance in the definition of competencies, and associated competence levels for a role
statement. Any real-­world implementation will also have to address organizational concerns. This is addressed later.
SECF Figure 3 shows relationships between INCOSE SE Competencies and life cycle processes. Any role involving
systems engineering will require its holder to be competent in several of these processes. The competencies associated
with each process can be derived from this figure. The level of competence expected within a role will be determined
by considering the nature of the involvement in the process using SECF Figure 3 in combination with SECF Figure 5,
the ARCIFE model.

Supervised Lead
Aware Practitioner Expert
practitioner practitioner
Accountable See note *
(A)
Responsible
(R)
Consulted
(C)
Informed
(I)
Facilitator
(F)
Expert
(E)
* Note:
Those accountable for a process may not necessarily have the highest competency level. While they may, in
the past, have operated at a higher level of competency – and will draw on this experience - as a leader, their
role has moved beyond “doing” to “leadership” such as setting the culture and environment for the activity to
be done correctly. Of course, if a role involves both accountability and responsibility, a higher level of
competency will normally be required.

SECF FIGURE 5 ARCIFE levels mapped to competency levels.

 SECF ANNEX C: DEFINING ROLES USING THE FRAMEWORK 39

ARCIFE (Accountable, Responsible, Consulted, Informed, Facilitator, Expert) analysis is a refinement on the stan-
dard RACI (Responsible, Accountable, Consulted, Informed) analysis for engagement in an activity. This considers
some of the specifics of the nature of aspects of Systems Engineering (notably the integration of specialist glue role
referred to by Sheard in 12 Systems Engineering Roles; Sheard 1996). It is not uncommon for some Systems
Engineering roles to be heavily involved with helping other Engineers do Systems Engineering activities.
The ARCIFE terms are defined below:

•• A – Accountable Leadership, making sure the activity is done, and done right. Often the accountable person del-
egates the actual doing. There should only be one accountable person for a specific activity/issue.
•• R – Responsible People (maybe different roles) that do the activity (so if the output of the activity is a report,
these are the authors). Responsibility can be shared in a team.
•• C – Consulted Engaged in the work; may provide input, or (more likely) either apply specific technical/domain
knowledge to assist with the activity, or they use/act on the outcome of the process and influence it.
•• I – Informed Needs to know either that the work product is produced, or the outcome (or part of outcome and
decision from process activity.

The next two terms are in a different dimension to the level of descending importance above. To embed Systems
Engineering, individuals may have to help the team apply specific SE techniques or define and develop best practice.

•• F – Facilitator/Coach – Lead workshops or discussions applying Systems Approach (with people from other skills)
and build consolidated and agreed models. This aspect includes sufficient expertise and knowledge in Systems
Approach (process and techniques) to select the most appropriate for the situation, considering both the nature of
the system of interest, and for the “systems” competence and experience of the team they are working with.
•• E – Expert – Develops/explains or teaches methods and process in this area and advances the state of the art.
Considered a specialist in the competency.
[Note the term “Expert” is capturing organizational role expectations and should not be taken as an assumption
that the individual is operating at an “Expert” level of proficiency.]

Once the level of ARCIFE involvement is determined, then the competency level can be determined using Figure 5
as a starting point.
SECF Figure 5 gives a range for the required competence level. Judgement based on the level of difficulty and crit-
icality of the activities the role undertakes is needed to finalize the level required.
Since several processes may call for the same competencies, a role statement can be completed by taking the high-
est required competency level defined when all the processes the role is involved with have been analyzed.

ROLE TAILORING AND ORGANIZATION

This INCOSE Competency Framework is generic, and care needs to be taken during its application to ensure the
specific purpose and scope of a role definition, and the level to which Systems Engineering is integrated into the wider
organization. Systems Engineering is both implemented and described differently in every organization (e.g. some
competencies or processes may be grouped together, or specific terminology applied). It is common for each organi-
zation to have specific additional processes and competencies that will need to be included in role descriptions. This
subsection expands the simple generic mapping described earlier to allow this tailoring and adjustment.
SECF Figure 6 shows nine steps that are needed to integrate organization roles, any existing competency processes
and competency definition, the processes defined in the INCOSE Systems Engineering Handbook Fourth Edition
(INCOSE 2015), and the contents of this framework. The individual steps are described and explained below.
40 SECF ANNEX C: DEFINING ROLES USING THE FRAMEWORK

The overall intent of the steps in SECF Figure 6 is to map organization roles to the processes they support, to map
o­ rganization definitions and terminology (for process and competency) to INCOSE definitions, to allow use of the
INCOSE definition of how competencies support process, and to finalize with organization-­specific role definitions.
The outputs produced in Steps 2 and 4 should be retained and used to help map INCOSE terminology for process and
competency to any organization-­specific language. Each step is explained in more detail below.

•• STEP 1 Perform ARCIFE analysis for the complete matrix for existing organization processes and roles. This
allows determination (in Step 9) of elements of the process to include in the “activities performed” part of the role
statement (Note: This should be prioritized to keep role statement brief). Depending on the scope of the roles
being defined, this activity may allow some processes to be ignored hereafter.
•• STEP 2 Map organization processes onto INCOSE Systems Engineering Handbook processes. If there are
additional processes that cannot be mapped, these should be handled separately by extending SECF Figure 5
(see Step 5). One benefit of this activity is that it may highlight overall “gaps” in local process definitions, in
terms of INCOSE-­recommended processes.
•• STEP 3 Combine the outputs of Steps 1 and 2 to produce a mapping of organization roles to INCOSE Systems
Engineering Handbook processes. This step should retain any additional organization processes defined. Note
this mapping is still in terms of the ARCIFE level of engagement by roles to support the process.
•• STEP 4 Map INCOSE competency area definitions to organization competency definitions. This may include tailoring
of INCOSE competencies, and inclusion of additional competencies required by the organization for its roles.
•• STEP 5 Expand the mapping between INCOSE Systems Engineering Handbook processes and INCOSE compe-
tency area definitions in SECF Figure 4 to include any organization processes identified in Step 2 and organiza-
tion competencies identified in Step 4.
•• STEP 6 Use the mapping between processes and competencies produced in Step 5 and the mapping of organiza-
tion roles to INCOSE Systems Engineering Handbook processes (output of Step 3) to determine the INCOSE-­
defined competencies relevant to each organization role. Judgement will be needed to map the impact of
competency on process and the ARCIFE analysis (i.e. engagement of role in the performance of role).
•• STEP 7 Use the mapping of INCOSE organization to organization competencies (produced in Step 4) to translate
each organization role to the equivalent INCOSE Competency output (produced in Step 6). This produces a set
of roles mapped to competency in organization terms.
•• STEP 8 Translate the definition of competencies needed by each role (in terms of ARCIFE and competency
impact on process to the level of competency needed using SECF Figure 6 as a guide. During this analysis, it will
be recognized that some competencies are needed to support many processes at different levels. These should be
merged together taking the highest level of competency needed from the range defined for the role as the output.
•• STEP 9 Complete the generic role profile for each organization role, taking the output from Step 1 as “activities
performed” and the output from Step 8 as required competency.

The above analysis activity is not straightforward and the individual or team performing the mapping will need to
use their judgement, an extensive knowledge of applicable INCOSE products, and knowledge of their own organiza-
tion’s definitions and terminologies to complete the analysis successfully.

ACTIVITY PRIORITIZATION AND ROLE TAILORING

In the above analysis, a relatively simple relationship exists between competencies and roles: If a competency is
required to complete any activity or process, then it is required for the role. If the same competency is required to
complete several activities or processes, the highest proficiency level required for any activity or process is the required
Step 1: Map organization roles to organizational Step 3: Link Steps 1 and 2 outputs, to map Step 6: Link Steps 3 and 5 outputs to map
processes organization roles to INCOSE processes organization roles to INCOSE processes
INCOSE handbook
process INCOSE competencies + extensions
Company role
Role N
Role1

Role2

Process/Step
Process1 Step 1
Process1 Step 2

Company role
Process1 Step x Role 1
Process2 Step 1 Role 2

Company roles
ProcessY Step X Role N

Step 2: Map organization processes to INCOSE

processes
Agreement
INCOSE handbook process Technical processes Technical management processes processes Organizational project-enabling processes
Stakeholder needs and requirements definition

Project assessment and control

System requirements definition

Human resource management

Life cycle model management
Business or mission analysis

Configuration management

Infrastructure management

Step 5: Extend SECF Figure 3

Information management

Knowledge management
Decision management

Portfolio management
Architecture definition

Quality management
Risk management

Quality assurance

with additional competencies

Design definition

System analysis

Project planning
Implementation

Measurement
Maintenance
Verification

Acquisition
Integration

Transition

Validation

Operation

Disposal

Supply

Step 7 : Convert to
Company process
Process 1 INCOSE competency Any extra company competency
Process 2

organization competencies
INCOSE processes Company competencies
Process Y
Extension 1
Extension 2

Extension E Any extra

company
processes
Step 4: Map organization competencies to INCOSE competencies
Company competency
Company roles
INCOSE competency

Step 8: Convert to skill levels

Step 9: Create organization generic roles based upon INCOSE
definitions, merged with organization tailoring

SECF FIGURE 6 Steps required to create organization generic role profile using INCOSE Competency Framework.
42 SECF ANNEX C: DEFINING ROLES USING THE FRAMEWORK

proficiency level for the role. A “perfect” role holder will hold all the required competencies at the required proficiency
levels.
But in reality, individuals – particularly those new to a role – may not (yet) have acquired all the experience
necessary to match every single competency at the required level (or above). The areas where they lack would nor-
mally be the subject of a personal development plan or similar.
However, in reality, a role holder may not be required to perform every activity or process defined for their role on
a day-­to-­day basis. Some activities or processes will be common, while others will be very rare. Furthermore, it may
be critical that specific activities or processes are performed perfectly, whereas the impact of effectiveness on others
may have less impact (e.g. a safety process would normally be critical; a weekly reporting process may be important
but less impactful if performed poorly).
In other words, we can optimize a role description by highlighting certain key or critical activities or processes and
their associated competencies and proficiency levels, while still recognizing additional competencies may be required
to effectively perform ALL allocated activities or processes in the role (or existing competencies may require higher
proficiency levels to perform all activities or processes in a role). On a day-­to-­day basis, the competency expectations
of a role holder may differ from theoretical requirements and an individual could successfully discharge the role on a
day-­to-­day basis without ever having to display the full range of competencies/competency proficiency levels.

NOTE: This relationship is likely to vary from role to role and from organization to organization. Factors to consider might
be the frequency with which the activity or process is performed in the role, the support available in performing the activity
or process, or the criticality of successful execution of the activity to the organization.

With this approach, by prioritizing activities or processes expected to be required regularly (or which are deemed
critical) for a defined role and using this prioritized list to identify “key” activities and processes and their associated
competencies and levels, the required proficiency levels can be adjusted from that defined for the role in its complete
form (i.e. as defined in the ARCIFE or RACI), to reflect key tasks an individual needs to perform on a day-­to-­day
basis. Those with a higher proficiency level will be able to evidence more of the prioritized activities or processes and
indeed some of the lower-­priority activities or processes as well.
In the analysis below, we have used Pareto-­like assumptions:

•• If an individual can demonstrate the competencies (and levels) necessary to complete the top 20% of key or
­critical activities or processes associated with a role, while they will require day-­to-­day guidance, they will have
a degree of effectiveness in their role.
•• If an individual can demonstrate competencies (and levels) necessary to complete the top 80% of key or critical
activities or processes associated with a role, they will be for most purposes be operating effectively on a day-­to-­
day basis, requiring guidance only for unusual situations (i.e. the remaining 20%).
•• This approach can be applied at competency levels above Practitioner, since at these levels, individuals tend to
demonstrate their higher levels of competency by correctly applying their accrued experience and knowledge to
unusual or new situations which even they may not have experienced themselves.

While this approach can be used to improve granularity when defining role requirements (or measuring role
performance), it requires a tailored definition of proficiency levels to help in its application.
The following guidance demonstrates one way in which proficiency levels for competencies associated with a role
might be assessed using this approach.

•• As a minimum, individuals operating at “Awareness” level in a competency area should be able to demonstrate
through evidence that they have the knowledge and understand the principles behind all knowledge indicators
defined for the competency area.
 SECF ANNEX C: DEFINING ROLES USING THE FRAMEWORK 43

Awareness-­level practitioners in a competency area may or may not have started to perform day-­to-­day activities
in this area.
While organizations may choose to tailor the knowledge to meet their domain needs, basic knowledge is always
a central aspect of competency.
•• Individuals operating at the Supervised Practitioner level in a competency area level are expected to be able to
demonstrate through evidence provided that they are currently applying Awareness-­level knowledge without
supervision on a day-­to-­day basis, to perform the top 20% of key activities or processes identified for their role.
Supervised Practitioners in a competency area may be able to perform other common activities or processes
associated with this competency area (with some additional guidance from those with a higher proficiency level)
but this is not an expectation.
•• Individuals operating at the Practitioner level in a competency area are expected to be able to demonstrate through
evidence provided that they are currently applying their knowledge and accrued experience to operate without
supervision on a day-­to-­day basis to perform the top 80% of key activities or processes identified for their role.
Practitioners in a competency area may be able to perform other less common competency-­related activities or
processes (with some additional guidance from those with a higher proficiency level) but this is not an expectation.
•• Individuals operating at the Lead Practitioner level in a competency area are expected to be able to demonstrate
through evidence provided, that they are currently applying their knowledge and accrued experience to operate
without supervision on a day-­to-­day basis to perform all activities or processes identified for their role.
In addition to the above, Lead Practitioners in a competency area are also expected to be able to demonstrate
through evidence provided also that they are currently operating as an organizational point of reference for the
competency area, applying their knowledge and experience to provide guidance or solutions to problems involving
the competency area, or to improve or standardize organizational best practices within the competency area.
In practice, an individual may not be able to provide evidence of having experienced every complex situation
expected for their role but should still be able to successfully demonstrate to assessors through evidence provided
that they have nonetheless acquired sufficient knowledge and experience to enable them to produce effective out-
comes for any of the 20% of activities not explicitly covered within the Practitioner-­level definition.
•• Expert-­level Practitioners in a competency area are expected to be able to demonstrate through evidence provided
that they are currently applying their knowledge and accrued experience to operate without supervision on a day-­
to-­day basis in competency-­related activities reaching beyond the organizational boundary, and working with
other organizations to research, improve, or standardize global best practices for the competency.
In addition, Expert-­level practitioners in a competency area are expected to be able to demonstrate through evi-
dence provided that they have acquired sufficient knowledge and experience to enable them to produce effective
outcomes for all activities associated with the Lead Practitioner level in the competency area, as described above.
In practice, an individual may not be able to provide evidence of having experienced every complex situation
expected for their role but should still be able to successfully demonstrate to assessors through evidence provided
that they have nonetheless acquired sufficient knowledge and experience to enable them to produce effective out-
comes for all activities identified.
As with the Lead Practitioner, while the assessment of an individual against an Expert-­level proficiency should
include confirmation of experience in a role as a Practitioner or Lead Practitioner and having proven this to the
assessor’s satisfaction, the bulk of the assessment is expected to focus on confirming evidence of activities beyond
the organizational boundary.

Please note:

•• The percentage figures used above are provided as guidance and may vary between organizations. Organizational
tailoring should define the precise requirements for assessment of indicators.
44 SECF ANNEX C: DEFINING ROLES USING THE FRAMEWORK

•• The above analysis is to support role tailoring only. The role requirements for competencies and levels resulting
from applying the above approach will produce a set of indicators which will form the basis of the assessment.
•• %-­ages do not relate to how many competency indicators in SECF tables are to be met (e.g. “20% of SP indica-
tors. . .”, etc.). The precise relationship is more complex as explained above.
•• The “Supervised Practitioner” level spans a continuum, connecting Awareness and Practitioner levels and there
is no “time” element. An individual assessed as operating at the Supervised Practitioner level may have to bridge
a small or a large “gap” in order to demonstrate the higher level of proficiency but depending on the organiza-
tional opportunities available, this may take a short or long time to achieve.
•• There is no expectation that an individual will automatically progress from Practitioner to Lead Practitioner or
indeed Expert level over time. Organizational need and the opportunities to acquire and display competence that
arise in an organization will determine if higher levels are (ever) achieved.

Notwithstanding the above, instructions for assessing competency at any level within an organization should be
documented as part of assessment tailoring guidance for the organization.
SECF ANNEX D: INCOSE SYSTEMS ENGINEERING
COMPETENCY FRAMEWORK

This annex defines each of the competencies identified as forming INCOSE SECF.
It should be read in conjunction with the SECAG, Part II of this book, which provides an assessment guide for each
competency area.
In summary, the SECF represents the “requirements” for proficiency in 37 competencies at five levels of competence,
while the SECAG defines the evidence expected in order to verify that proficiency at a particular level has been
achieved.

Systems Engineering Competency Assessment Guide: A combined INCOSE Systems Engineering Competency Framework (SECF)
and associated Systems Engineering Competency Assessment Guide (SECAG) document, First Edition. INCOSE.
© 2023 John Wiley & Sons, Inc. Published 2023 by John Wiley & Sons, Inc.

45
Competency area – Core: Systems Thinking
Description
The application of the fundamental concepts of systems thinking to Systems Engineering. These concepts include understanding what a system is, its context within its
environment, its boundaries and interfaces, and that it has a life cycle. Systems thinking applies to the definition, development, and production of systems within an enterprise and
technological environment and is a framework for curiosity about any system of interest.
Why it matters
Systems thinking is a way of dealing with increasing complexity. The fundamental concepts of systems thinking involve understanding how actions and decisions in one area affect
another, and that the optimization of a system within its environment does not necessarily come from optimizing the individual system components. Systems thinking is conducted
within an enterprise and technological context. These contexts impact the life cycle of the system and place requirements and constraints on the systems thinking being conducted.
Failing to meet such constraints can have a serious effect on the enterprise and the value of the system.
Effective indicators of knowledge and experience

Awareness Supervised Practitioner Practitioner Lead Practitioner Expert

Explains what “systems Defines the properties of a Identifies and manages Creates enterprise-­level policies, Communicates own knowledge and
thinking” is and explains why it system. [CSTS01] complexity using appropriate procedures, guidance, and best experience in systems thinking in order
is important. [CSTA01] techniques. [CSTP01] practice for systems thinking, to improve best practice beyond the
including associated tools. [CSTL01] enterprise boundary. [CSTE01]

Explains what “emergence” is, Explains how system behavior Uses analysis of a system Judges the suitability of project-­ Influences individuals and activities
why it is important, and how it produces emergent properties. functions and parts to predict level systems thinking on behalf of beyond the enterprise boundary to
can be “positive” or “negative” [CSTS02] resultant system behavior. the enterprise, to ensure its validity. support the systems thinking
in its effect upon the system as [CSTP02] [CSTL02] approach of their own enterprise.
a whole. [CSTA02] [CSTE02]

Explains what a “system Uses the principles of system Identifies the context of a system Persuades key enterprise-­level Advises organizations beyond the
hierarchy” is and why it is partitioning within system from a range of viewpoints stakeholders across the enterprise to enterprise boundary on the suitability
important. [CSTA03] hierarchy on a project. [CSTS03] including system boundaries and support and maintain the technical of their approach to systems
external interfaces. [CSTP03] capability and strategy of the thinking. [CSTE03]
enterprise. [CSTL03]

Explains what “system context” Defines system characteristics in Identifies the interaction between Adapts existing systems thinking Advises organizations beyond the
is for a given system of interest order to improve understanding humans and systems, and practices on behalf of the enterprise enterprise boundary on complex or
and describes why it is of need. [CSTS04] systems and systems. [CSTP04] to accommodate novel, complex, or sensitive systems thinking issues.
important. [CSTA04] difficult system situations or [CSTE04]
problems. [CSTL04]

Explains why it is important to Explains why the boundary of a Identifies enterprise and Persuades project stakeholders Champions the introduction of novel
be able to identify and system needs to be managed. technology issues affecting the across the enterprise to improve the techniques and ideas in systems
understand what interfaces are. [CSTS05] design of a system and addresses suitability of project technical thinking beyond the enterprise
[CSTA05] them using a systems thinking strategies in order to maintain their boundary, in order to develop the wider
approach. [CSTP05] validity. [CSTL05] Systems Engineering community in
this competency. [CSTE05]

46
Explains why it is important to Explains how humans and Uses appropriate systems Persuades key stakeholders to Coaches individuals beyond the
recognize interactions among systems interact and how thinking approaches to a range address enterprise-­level issues enterprise boundary in systems
systems and their elements. humans can be elements of of situations, integrating the identified through systems thinking techniques, in order to
[CSTA06] systems. [CSTS06] outcomes to get a full thinking. [CSTL06] further develop their knowledge,
understanding of the whole. abilities, skills, or associated
[CSTP06] behaviors. [CSTE06]
Explains why it is important to Identifies the influence of wider Identifies potential enterprise Coaches or mentors practitioners Maintains expertise in this
understand purpose and enterprise on a project. improvements to enable system across the enterprise in systems competency area through specialist
functionality of a system of [CSTS07] development. [CSTP07] thinking in order to develop their Continual Professional Development
interest. [CSTA07] knowledge, abilities, skills, or (CPD) activities. [CSTE07]
associated behaviors. [CSTL07]
Explains how business, Uses systems thinking to Guides team systems thinking Promotes the introduction and use of
enterprise, and technology can contribute to enterprise activities in order to ensure novel techniques and ideas in
each influence the definition and technology development current activities align to systems thinking across the
development of the system and activities. [CSTS08] purpose. [CSTP08] enterprise, to improve enterprise
vice versa. [CSTA08] competence in this area. [CSTL08]
Explains why it may be Develops their own systems Develops existing case studies Develops expertise in this
necessary to approach systems thinking insights to share and examples of systems competency area through specialist
thinking in different ways, thinking across the wider project thinking to apply in new Continual Professional
depending on the situation, and (e.g. working groups and other situations. [CSTP09] Development (CPD) activities.
provides examples. [CSTA09] teams). [CSTS09] [CSTL09]
Develops own understanding of Guides new or supervised
this competency area through practitioners in systems thinking
Continual Professional techniques in order to develop
Development (CPD). [CSTS10] their knowledge, abilities, skills,
or associated behaviors.
[CSTP10]
Maintains and enhances own
competence in this area through
Continual Professional
Development (CPD) activities.
[CSTP11]

47
Competency area – Core: Life Cycles
Description
The selection of appropriate life cycles in the realization of a system. Systems and their constituent elements have individual life cycles, characterizing the nature of their evolution.
Each life cycle is itself divided into a series of stages, marking key transition points during the evolution of that element. As different system elements may have different life
cycles, the relationship between life cycle stages on differing elements is complex, varying depending on the scope of the project, characteristics of the wider system of which it
forms a part, the stakeholder requirements, and perceived risk.
Why it matters
Life cycles form the basis for project planning and estimating. Selection of the appropriate life cycles and their alignment has a large impact on and may be crucial to project
success. Ensuring coordination between related life cycles at all levels is critical to the realization of a successful system.
Effective indicators of knowledge and experience

Awareness Supervised Practitioner Practitioner Lead Practitioner Expert

Identifies different life cycle Describes Systems Engineering Explains the advantages and Creates enterprise-­level policies, Communicates own knowledge and
types and summarizes the life cycle processes. [CLCS01] disadvantages of different types procedures, guidance, and best experience in life cycle definition and
key characteristics of each. of systems life cycle and where practice for life cycle definition and management in order to improve best
[CLCA01] each might be used management, including associated practice beyond the enterprise
advantageously. [CLCP01] tools. [CLCL01] boundary. [CLCE01]
Explains why selection of Identifies the impact of failing to Creates a governing project life Judges life cycle selections across Advises organizations beyond the
life cycle is important when consider future life cycle stages cycle, using enterprise-­level the enterprise, to ensure they meet enterprise boundary on the suitability of
developing a system in the current stage. [CLCS02] policies, procedures, guidance, the needs of the project. [CLCL02] life cycle tailoring or life cycle
solution. [CLCA02] and best practice. [CLCP02] definitions. [CLCE02]
Explains why it is necessary Prepares inputs to life cycle Identifies dependencies aligning Adapts standard life cycle models on Advises organizations beyond the
to define an appropriate life definition activities at system or life cycles and life cycle stages of behalf of the enterprise, to address enterprise boundary on complex,
cycle process model and the system element level. [CLCS03] different system elements complex or difficult situations or to concurrent, or sensitive projects.
key steps involved. accordingly. [CLCP03] resolve conflicts between life cycles [CLCE03]
[CLCA03] where required. [CLCL03]
Explains why differing Complies with a governing Acts to influence the life cycle of Identifies work or issues relevant to Champions the introduction of novel
engineering approaches are project system life cycle, using system elements beyond the current life cycle phase by techniques and ideas in life cycle
required in different life appropriate processes and tools boundary of the system of applying knowledge of life cycles to management, beyond the enterprise
cycle phases and provides to plan and control their own interest, to improve the projects across the enterprise. boundary, in order to develop the wider
examples. [CLCA04] activities. [CLCS04] development strategy. [CLCP04] [CLCL04] Systems Engineering community in
this competency. [CLCE04]
Explains how different life Describes the system life cycle Prepares plans addressing future Persuades key stakeholders across Coaches individuals beyond the
cycle characteristics relate in which they are working on life cycle phases to take into the enterprise to support activities enterprise boundary in life cycle
to the system life cycle. their project. [CLCS05] consideration their impact on the required now in order to address management techniques, in order to
[CLCA05] current phase, improving current future life cycle stages. [CLCL05] further develop their knowledge, abilities,
activities accordingly. [CLCP05] skills, or associated behaviors. [CLCE05]

48
Develops own understanding of Prepares plans governing Coaches or mentors practitioners Maintains expertise in this competency
this competency area through transitions between life cycle across the enterprise in life cycle area through specialist Continual
Continual Professional stages to reduce project impact at definition and management in order Professional Development (CPD)
Development (CPD). [CLCS06] those transitions. [CLCP06] to develop their knowledge, activities. [CLCE06]
abilities, skills, or associated
behaviors. [CLCL06]
Guides new or supervised Promotes the introduction and use of
practitioners in Systems Engineering novel techniques and ideas in life cycle
life cycles in order to develop their definition and management across the
knowledge, abilities, skills, or enterprise, to improve enterprise
associated behaviors. [CLCP07] competence in this area. [CLCL07]
Maintains and enhances own Develops expertise in this competency
competence in this area through area through specialist Continual
Continual Professional Development Professional Development (CPD)
(CPD) activities. [CLCP08] activities. [CLCL08]

49
Competency area – Core: Capability Engineering
Description
A system or enterprise “capability” relates to the delivery of a desired effect (outcome) rather than delivery of a desired performance level (output). Capability is achieved by
combining differing systems, products and services, using a combination of people, processes, information, as well as equipment. Capability-­based systems are enduring systems,
adapting to changing situations rather than remaining static against a fixed performance baseline.
Why it matters
Understanding the difference between capability and product is important in order to be able to separate the desired effect from any preconceived expectations as to its delivery
mechanism. Even if the system of interest only delivers part of a wider capability, obtaining a good understanding of the wider intent helps keep options option, facilitating innovation and
creativity in solutions. Failure to do this will generally result in suboptimization and lost opportunities.
Effective indicators of knowledge and experience

Awareness Supervised Practitioner Practitioner Lead Practitioner Expert

Explains the concept of Explains how project capability Identifies capability issues of the Creates enterprise-­level policies, Communicates own knowledge and
capability and how its use can and environment are linked. wider (super) system which will procedures, guidance, and best experience in capability engineering in
prove beneficial. [CCPA01] [CCPS01] affect the design of own system practice for capability engineering, order to improve best practice beyond
and translates these into system including associated tools. the enterprise boundary. [CCPE01]
requirements. [CCPP01] [CCPL01]
Explains how capability Identifies capability issues from Reviews proposed system Judges the suitability of capability Advises organizations beyond the
requirements can be satisfied the wider system, which will solutions to ensure their ability to solutions and the planned enterprise boundary on the suitability
by integrating several systems. affect the design of a system of deliver the capability required by approach on projects across the of their approach to capability
[CCPA02] interest. [CCPS02] a wider system, making changes enterprise. [CCPL02] engineering. [CCPE02]
as necessary. [CCPP02]
Explains how super system Prepares inputs to technology Prepares technology plan that Identifies impact and changes Advises organizations beyond the
capability needs impact on the planning activities required in includes technology innovation, needed in super system enterprise boundary on their handling
development of each system order to provide capability. risk, maturity, readiness levels, environment as a result of the of complex or sensitive capability
that contributes to the [CCPS03] and insertion points into existing capability development on behalf engineering strategy issues.
capability. [CCPA03] capability. [CCPP03] of the enterprise. [CCPL03] [CCPE03]
Describes the difficulties of Prepares information that Creates an operational concept for Identifies improvements required Advises organizations beyond the
translating capability needs of supports the embedding or a capability (what it does, why, to enterprise capabilities on behalf enterprise boundary on differences
the wider system into system utilization of capability. how, where, when, and who). of the enterprise. [CCPL04] and relationships between capability
requirements. [CCPA04] [CCPS04] [CCPP04] and product-­based systems. [CCPE04]
Identifies different elements that Reviews existing capability to Coaches or mentors practitioners Assesses capability engineering in
make up capability. [CCPS05] identify gaps relative to desired across the enterprise in capability multiple domains beyond the enterprise
capability, documenting engineering in order to develop boundary in order to develop or
approaches which reduce or their knowledge, abilities, skills, or improve capability solutions within
eliminate this deficit. [CCPP05] associated behaviors. [CCPL05] own enterprise. [CCPE05]

50
Prepares multiple views that Prepares information that supports Promotes the introduction and use Champions the introduction of novel
focus on value, purpose, and improvements to enterprise of novel techniques and ideas in techniques and ideas in capability
solution for capability. capabilities. [CCPP06] Capability Engineering across the engineering, beyond the enterprise
[CCPS06] enterprise, to improve enterprise boundary, in order to develop the wider
competence in the area. Systems Engineering community in this
[CCPL06] competency. [CCPE06]
Develops own understanding of Identifies key “pinch points” in Develops expertise in this Coaches individuals beyond the
this competency area through the development and competency area through enterprise boundary in capability
Continual Professional implementation of specific specialist Continual Professional engineering, in order to further develop
Development (CPD). [CCPS07] capability. [CCPP07] Development (CPD) activities. their knowledge, abilities, skills, or
[CCPL07] associated behaviors. [CCPE07]
Uses multiple views to analyze Maintains expertise in this
alignment, balance, and trade-­offs in competency area through specialist
and between the different elements Continual Professional Development
(in a level) ensuring that capability (CPD) activities. [CCPE08]
performance is not traded out.
[CCPP08]
Guides new or supervised
practitioners in Capability
engineering in order to develop their
knowledge, abilities, skills, or
associated behaviors. [CCPP09]
Maintains and enhances own
competence in this area through
Continual Professional Development
(CPD) activities. [CCPP10]

51
 Competency area – Core: General Engineering
Description
Foundational concepts in mathematics, science, and engineering and their application.
Why it matters
Systems Engineering is performed in a technical scientific environment and as a result, a good understanding of mathematics, science coupled with a sound appreciation of core
engineering principles is a critical foundation for effective Systems Engineering. Without this, systems engineers cannot communicate effectively and efficiently with engineers
from other domains.
Effective indicators of knowledge and experience

Awareness Supervised Practitioner Practitioner Lead Practitioner Expert

Explains core principles of Uses scientific and mathematical Selects software-­based tools Creates enterprise-­level policies, Communicates own knowledge and
science and mathematics knowledge when performing together with the products they procedures, guidance, and best experience in general engineering in
applicable to engineering. engineering tasks. [CGES01] create to facilitate and progress practice for general engineering, order to improve best practice beyond
[CGEA01] engineering tasks. [CGEP01] including associated tools. [CGEL01] the enterprise boundary. [CGEE01]
Explains fundamentals of Uses appropriate engineering Uses selected software-­based tools Adapts mathematics and engineering Advises organizations beyond the
engineering as a discipline. approaches when performing together with the products they principles so that they can be applied enterprise boundary on the suitability
[CGEA02] engineering tasks. [CGES02] create to facilitate and progress to specific engineering situations on of their approach to general engineering
engineering tasks. [CGEP02] behalf of the enterprise. [CGEL02] activities. [CGEE02]
Explains why probability Explains the concept of Selects scientific and mathematical Communicates the difference between Develops new applications of
and statistics are both “variation” and its effect in methods to be used in support of scientific and engineering mathematical methods to engineering
relevant to engineering. engineering tasks. [CGES03] tasks and justifies their selection. approaches in order to engage with practices applicable beyond the
[CGEA03] [CGEP03] pure scientific advances on behalf of enterprise boundary. [CGEE03]
the enterprise. [CGEL03]
Explains why analytical Uses proven analytical methods Selects relevant engineering Assesses items across the enterprise Advises organizations beyond the
methods and sound when performing engineering approaches and methods to be used for the appropriate level of enterprise boundary on their handling
judgment are central to tasks, while appreciating the in support of engineering tasks and understanding of impact of variation of complex general engineering
engineering decisions. limitations of their applicability. justifies their selection. [CGEP04] and uncertainty on engineering challenges. [CGEE04]
[CGEA04] [CGES04] outcomes. [CGEL04]
Explains the characteristics Uses software-­based tools, Uses probability and statistics in Advises stakeholders across the Maintains own awareness of
of an engineered system. together with the products they engineering tasks recognizing enterprise on issues requiring the developments in sciences,
[CGEA05] create, to facilitate and progress benefits and limitations on results application of engineering judgment. technologies, and related engineering
engineering tasks. [CGES05] obtained. [CGEP05] [CGEL05] disciplines beyond the enterprise
boundary, recognizing areas where
new developments might be applicable
within their own discipline or
enterprise. [CGEE05]

52
Describes engineered Explains why the value of a Determines the level of variation Fosters creative or innovative Fosters creative or innovative
systems that are physical, mathematical approach can be or probability appropriate to the approaches to performing general approaches to performing general
software, and socio-­technical limited in a human-­centric or current task and justifies this engineering activities across the engineering activities beyond the
systems or combinations human-­originated system, with decision. [CGEP06] enterprise. [CGEL06] enterprise boundary. [CGEE06]
thereof. [CGEA06] examples. [CGES06]
Explains how different Acts creatively or innovatively Uses practical and proven Advises stakeholders across the Champions the introduction of novel
sciences impact the when performing own activities. engineering principles to structure enterprise on issues affecting the techniques and ideas in general
technology domain and the [CGES07] engineering tasks. [CGEP07] “broader” engineering approach to engineering, beyond the enterprise
Systems Engineering engineering activities. [CGEL07] boundary, in order to develop the
discipline. [CGEA07] wider Systems Engineering
community in this competency.
[CGEE07]
Explains why uncertainty is Develops own understanding of Reviews situations using well-­ Judges the quality of engineering Coaches individuals beyond the
an important factor in this competency area through established engineering principles judgments made by others across the enterprise boundary in general
engineering and explains Continual Professional and uses these assessments to enterprise. [CGEL08] engineering techniques in order to
how it might arise from Development (CPD). [CGES08] make sound engineering further develop their knowledge,
many sources. [CGEA08] judgements. [CGEP08] abilities, skills, or associated
behaviors. [CGEE08]
Adapts engineering approaches to Coaches or mentors practitioners across Maintains expertise in this
take account of human-­centric the enterprise in general engineering competency area through specialist
aspects of systems development. techniques in order to develop their Continual Professional Development
[CGEP09] knowledge, abilities, skills, or (CPD) activities. [CGEE09]
associated behaviors. [CGEL09]
Uses creative or innovative Promotes the introduction and use of
approaches when performing novel techniques and ideas in
project activities. [CGEP10] general engineering across the
enterprise, to improve enterprise
competence in this area. [CGEL10]
Guides new or supervised Develops expertise in this
practitioners in Core Engineering competency area through specialist
principles in order to develop their Continual Professional Development
knowledge, abilities, skills, or (CPD) activities. [CGEL11]
associated behaviors. [CGEP11]
Maintains and enhances own
competence in this area through
Continual Professional
Development (CPD) activities.
[CGEP12]

53
Competency area – Core: Critical Thinking
Description
The objective analysis and evaluation of a topic in order to form a judgement.
Why it matters
Artifacts produced during the conduct of Systems Engineering need to be defendable. Critical thinking helps improve the quality of input information, assumptions, and decisions.
A failure to apply critical thinking may lead to invalid outputs including decisions and the solutions from which they are derived.
Effective indicators of knowledge and experience
Awareness Supervised Practitioner Practitioner Lead Practitioner Expert
Explains why conclusions and Collates evidence constructing Reviews work performed for the Creates enterprise-­level policies, Communicates own knowledge and
arguments made by others may arguments needed in order to quality of critical thinking applied procedures, guidance, and best experience in critical thinking in
be based upon incomplete, make informed decisions. in deriving outcomes. [CCTP01] practice for critical thinking, order to improve best practice
potentially erroneous, or [CCTS01] including associated tools. beyond the enterprise boundary.
inadequate information, with [CCTL01] [CCTE01]
examples. [CCTA01]
Identifies logical steps in an Uses logical relationships and Reviews the impact of Uses a range of techniques and Advises organizations beyond the
argument or proposition and the dependencies between assumptions or weak logic in viewpoints to critically evaluate enterprise boundary on the
information needed to justify propositions to develop an order to locate substantive assumptions, approaches, suitability of their approach to
each. [CCTA02] argument. [CCTS02] arguments. [CCTP02] arguments, conclusions, and critical thinking activities.
decisions made across the [CCTE02]
enterprise. [CCTL02]
Explains why assumptions are Uses critical thinking Develops robust arguments when Identifies alternative approaches to Advises organizations beyond the
important and why there is a techniques to review own work responding to critical thinking an existing approach to problem enterprise boundary on complex or
need to ensure that they are to test logic, assumptions, analyses. [CCTP03] solving, to address flawed thinking sensitive assumptions, approaches,
based upon sound information. arguments, approach, and and its results. [CCTL03] arguments, conclusions, and
[CCTA03] conclusions. [CCTS03] decisions. [CCTE03]
Explains the relationship Prepares robust arguments in Uses a range of different critical Judges impact of weak, incomplete Advises organizations beyond the
between assumptions and risk order to respond to critical thinking approaches to challenge or flawed arguments, conclusions, enterprise boundary on the resolution
and why assumptions need to be thinking within a collaborate conclusions of others. [CCTP04] and decisions made across the of weak, incomplete, or flawed
validated. [CCTA04] environment. [CCTS04] enterprise. [CCTL04] approaches impacting arguments,
conclusions, and decisions made.
[CCTE04]
Explains why ideas, arguments, Reviews ideas from others in Guides new or supervised Produces logical and clear Develops own critical thinking
and solutions need to be order to improve the quality of practitioners in systems thinking in explanations in support of the expertise through regular review and
critically evaluated. [CCTA05] their own approach, decisions, order to develop their knowledge, resolution of intricate or difficult analysis of critical thinking
or conclusions. [CCTS05] abilities, skills, or associated situations across the enterprise. successes and failures documented
behaviors. [CCTP05] [CCTL05] beyond the enterprise boundary.
[CCTE05]

54
Lists common techniques and Identifies weaknesses and Maintains and enhances own Assesses uncertainty in situational Champions the introduction of novel
approaches used to propose or assumptions in their own competence in this area through assessment made across the techniques and ideas in critical
define arguments. [CCTA06] arguments. [CCTS06] Continual Professional enterprise, recommending thinking, beyond the enterprise
Development (CPD) activities. approaches to address the impact of boundary, in order to develop the
[CCTP06] this. [CCTL06] wider Systems Engineering
community in this competency.
[CCTE06]
Explains how own perception of Uses common techniques to Uses own experiences to inform the Coaches individuals beyond the
arguments from others may be propose defining or challenging critical examination of novel enterprise boundary in critical
biased and how this can be arguments, and conclusions, scenarios or domains across the thinking in order to further develop
recognized. [CCTA07] with guidance. [CCTS07] enterprise. [CCTL07] their knowledge, abilities, skills, or
associated behaviors. [CCTE07]
Explains how different Identifies potential limitations Judges aspects of decision-­making Maintains expertise in this
stakeholders’ experiences may in others’ which may impact which require deeper critical competency area through specialist
cause arguments to be presented arguments made regarding review on behalf of the enterprise. Continual Professional
in an incomplete or biased proposals or ideas. [CCTS08] [CCTL08] Development (CPD) activities.
manner and how this can be [CCTE08]
overcome. [CCTA08]
Identifies own perspective for Develops own critical thinking
potential cognitive bias for or approaches through a regular
against arguments made by analysis of both personal experiences
others and modifies approach and the experiences of others across
accordingly. [CCTS09] the enterprise. [CCTL09]
Develops own understanding of Coaches or mentors practitioners
this competency area through across the enterprise in critical
Continual Professional thinking in order to develop their
Development (CPD). [CCTS10] knowledge, abilities, skills, or
associated behaviors. [CCTL10]
Promotes the introduction and use
of novel techniques and ideas in
critical thinking across the
enterprise, to improve enterprise
competence in this area. [CCTL11]
Develops expertise in this
competency area through specialist
Continual Professional Development
(CPD) activities. [CCTL12]

55
Competency area – Core: Systems Modeling and Analysis
Description
Modeling is a physical, mathematical, or logical representation of a system entity, phenomenon, or process. System analysis provides a rigorous set of data and information to aid
technical understanding and decision-­making across the life cycle. A key part of systems analysis is modeling.
Why it matters
Modeling, analysis, and simulation can provide early, cost-­effective, indications of function and performance, thereby driving the solution design, enabling risk mitigation and
supporting the verification and validation of a solution. Modeling and simulation also allow the exploration of scenarios outside the normal operating parameters of the system.
Effective indicators of knowledge and experience
Awareness Supervised Practitioner Practitioner Lead Practitioner Expert
Explains why system Uses modeling and simulation Identifies project-­specific modeling Creates enterprise-­level policies, Communicates own knowledge and
representations are required tools and techniques to or analysis needs that need to be procedures, guidance, and best experience in Systems Modeling and
and the benefits they can represent a system or system addressed when performing practice for systems modeling and Analysis in order to improve best
bring to developments. element. [CSMS01] modeling on a project. [CSMP01] analysis definition and management, practice beyond the enterprise
[CSMA01] including associated tools. [CSML01] boundary. [CSME01]
Explains the scope and Analyzes outcomes of modeling Creates a governing process, plan, Judges the correctness of tailoring Advises organizations beyond the
limitations of models and and analysis and uses this to and associated tools for systems of enterprise-­level modeling and enterprise on the appropriateness of
simulations, including improve understanding of a modeling and analysis in order to analysis processes to meet the needs their selected approaches in any
definition, implementation, system. [CSMS02] monitor and control systems of a project, on behalf of the given level of complexity and
and analysis. [CSMA02] modeling and analysis activities on a enterprise. [CSML02] novelty. [CSME02]
system or system element. [CSMP02]
Explains different types of Analyzes risks or limits of a Determines key parameters or Advises stakeholders across the Advises organizations beyond the
modeling and simulation model or simulation. [CSMS03] constraints, which scope or limit the enterprise, on systems modeling enterprise boundary on the modeling
approaches. [CSMA03] modeling and analysis activities. and analysis. [CSML03] and analysis of complex or novel
[CSMP03] systems, or system elements.
[CSME03]
Explains how the purpose of Uses systems modeling and Uses a governing process and Coordinates modeling or analysis Advises organizations beyond the
modeling and simulation analysis tools and techniques to appropriate tools to manage and activities across the enterprise in enterprise boundary on the model or
affect the approach taken. verify a model or simulation. control their own system modeling order to determine appropriate analysis validation issues and risks.
[CSMA04] [CSMS04] and analysis activities. [CSMP04] representations or analysis of [CSME04]
complex system or system
elements. [CSML04]
Explains why functional Prepares inputs used in support Analyzes a system, determining the Adapts approaches used to Advises organizations beyond the
analysis and modeling is of model development representation of the system or accommodate complex or challenging enterprise boundary on the
important in Systems activities. [CSMS05] system element, collaborating with aspects of a system of interest being suitability of their approach to
Engineering. [CSMA05] model stakeholders as required. modeled or analyze on projects across systems modeling and analysis.
[CSMP05] the enterprise. [CSML05] [CSME05]

56
Explains the relevance of Uses different types of models Selects appropriate tools and Assesses the outputs of systems Advises organizations beyond the
outputs from systems modeling for different reasons. [CSMS06] techniques for system modeling and modeling and analysis across the enterprise boundary on complex or
and analysis, and how these analysis. [CSMP06] enterprise to ensure that the results sensitive systems modeling and
relate to overall system can be used for the intended analysis issues. [CSME06]
development. [CSMA06] purpose. [CSML06]
Explains the difference Uses system analysis techniques Defines appropriate representations Advises stakeholders across the Champions the introduction of novel
between modeling and to derive information about the of a system or system element. enterprise on selection of techniques and ideas in systems
simulation. [CSMA07] real system. [CSMS07] [CSMP07] appropriate modeling or analysis modeling and analysis, beyond the
approach across the enterprise. enterprise boundary, in order to
[CSML07] develop the wider Systems
Engineering community in this
competency. [CSME07]
Describes a variety of system Develops own understanding of Uses appropriate representations Coordinates the integration and Coaches individuals beyond the
analysis techniques that can this competency area through and analysis techniques to derive combination of different models enterprise boundary in systems
be used to derive information Continual Professional information about a real system. and analyses for a system or system modeling and analysis, in order to
about a system. [CSMA08] Development (CPD). [CSMP08] element across the enterprise. further develop their knowledge,
[CSMS08] [CSML08] abilities, skills, or associated
behaviors. [CSME08]
Explains why the benefits of Ensures the content of models that Coaches or mentors practitioners Maintains expertise in this
modeling can only be realized are produced within a project are across the enterprise in systems competency area through specialist
if choices made in defining controlled and coordinated. modeling and analysis in order to Continual Professional Development
the model are correct. [CSMP09] develop their knowledge, abilities, (CPD) activities. [CSME09]
[CSMA09] skills, or associated behaviors.
[CSML09]
Explains why models and Uses systems modeling and analysis Promotes the introduction and use
simulations have a limit of tools and techniques to validate a of novel techniques and ideas in
valid use, and the risks of model or simulation. [CSMP10] Systems Modeling and Analysis
using models and simulations across the enterprise, to improve
outside those limits. enterprise competence in this area.
[CSMA10] [CSML10]
Guides new or supervised Develops expertise in this
practitioners in modeling and competency area through specialist
systems analysis to operation in Continual Professional
order to develop their knowledge, Development (CPD) activities.
abilities, skills, or associated [CSML11]
behaviors. [CSMP11]
Maintains and enhances own
competence in this area through
Continual Professional Development
(CPD) activities. [CSMP12]

57
Competency area – Professional: Communications
Description
The dynamic process of transmitting or exchanging information using various principles such as verbal, speech, body-­language, signals, behavior, writing, audio, video, graphics,
language, etc. Communication includes all interactions between individuals, individuals and groups, or between different groups.
Why it matters
Communication plays a fundamental role in all facets of business within an organization, in order to: transfer information between individuals and groups to develop a common
understanding and build and maintain relationships and other intangible benefits. Ineffective communication has been identified as the root cause of problems on projects.
Effective indicators of knowledge and experience
Awareness Supervised Practitioner Practitioner Lead Practitioner Expert
Explains communications in Follows guidance received (e.g. Uses a governing communications Creates enterprise-­level policies, Communicates own knowledge and
terms of the sender, the receiver, from mentors) when using plan and appropriate tools to procedures, guidance, and best experience in Communications
and the message and why these communications skills to plan and control communications. practice for systems engineering Techniques in order to improve best
three parameters are central to control their own communications [PCCP01] communications, including practice beyond the enterprise
the success of any team activities. [PCCS01] associated tools. [PCCL01] boundary. [PCCE01]
communication. [PCCA01]
Explains why there is a need for Uses appropriate communications Uses appropriate communications Uses best practice communications Advises organizations beyond the
clear and concise techniques to ensure a shared techniques to ensure a shared techniques to improve the enterprise boundary on the
communications. [PCCA02] understanding of information with understanding of information with effectiveness of Systems suitability of their approach to
peers. [PCCS02] all project stakeholders. [PCCP02] Engineering activities across the communications. [PCCE02]
enterprise. [PCCL02]
Describes the role Fosters positive relationships Uses appropriate communications Maintains positive relationships Fosters a collaborative learning,
communications has in through effective techniques to ensure positive across the enterprise through effective listening atmosphere among key
developing positive communications. [PCCS03] relationships are maintained. communications in challenging stakeholders beyond the enterprise
relationships. [PCCA03] [PCCP03] situations, adapting as necessary to boundary. [PCCE03]
achieve communications clarity or to
improve the relationship. [PCCL03]
Explains why employing the Uses appropriate communications Uses appropriate communications Uses effective communications Advises organizations beyond the
appropriate means for techniques to interact with others, techniques to express alternate techniques to convince enterprise boundary on complex or
communications is essential. depending on the nature of the points of view in a diplomatic stakeholders across the enterprise sensitive communications-­related
[PCCA04] relationship. [PCCS04] manner using the appropriate means to reach consensus in challenging matters affecting Systems
of communication. [PCCP04] situations. [PCCL04] Engineering. [PCCE04]
Explains why openness and Fosters trust through openness Fosters a communicating culture by Uses a proactive style, building Champions the introduction of
transparency in communications and transparency in finding appropriate language and consensus among stakeholders novel techniques and ideas in
matters. [PCCA05] communication. [PCCS05] communication styles, augmenting across the enterprise using “communications,” beyond the
where necessary to avoid techniques supporting the verbal enterprise boundary, in order to
misunderstanding. [PCCP05] messages (e.g. nonverbal develop the wider Systems
communication). [PCCL05] Engineering community in this
competency. [PCCE05]

58
Explains why systems engineers Uses active listening techniques Uses appropriate communications Adapts communications Coaches individuals beyond the
need to listen to stakeholders’ to clarify understanding of techniques to express own techniques or expresses enterprise boundary in
point of view. [PCCA06] information or views. [PCCS06] thoughts effectively and ideas differently to Communications techniques, in
convincingly in order to reinforce improve effectiveness of order to further develop their
the content of the message. communications to stakeholders knowledge, abilities, skills, or
[PCCP06] across the enterprise, by changing associated behaviors. [PCCE06]
language, content, or style.
[PCCL06]
Develops own understanding of Uses full range of active listening Reviews ongoing communications Maintains expertise in this
this competency area through techniques to clarify information across the enterprise, anticipating competency area through
Continual Professional or views. [PCCP07] and mitigating potential problems. specialist Continual Professional
Development (CPD). [PCCS07] [PCCL07] Development (CPD) activities.
[PCCE07]
Uses appropriate feedback Fosters the wider enterprise
techniques to verify success of vision, communicating it
communications. [PCCP08] successfully across the enterprise.
[PCCL08]
Guides new or supervised Systems Coaches or mentors practitioners
Engineering practitioners in across the enterprise, or those new
Communications techniques in to this competency are in order to
order to develop their knowledge, develop their knowledge, abilities,
abilities, skills, or associated skills, or associated behaviors.
behaviors. [PCCP09] [PCCL09]
Maintains and enhances own Develops expertise in this
competence in this area through competency area through
Continual Professional specialist Continual Professional
Development (CPD) activities. Development (CPD) activities.
[PCCP10] [PCCL10]

59
Competency area – Professional: Ethics and Professionalism
Description
Professional ethics encompass the personal, organizational, and corporate standards of behavior expected of systems engineers. Professional ethics also encompasses the use of specialist
knowledge and skills by systems engineers when providing a service to the public. Overall, competence in ethics and professionalism can be summarized by a personal commitment to
professional standards, recognizing obligations to society, the profession, and the environment.
Why it matters
Systems engineers are routinely trusted to apply their skills, make judgements, and to reach unbiased, informed, and potentially significant decisions because of their specialized
knowledge and skills. It is important that the professional systems engineer always acts ethically, in order to maintain trust, ensure professional standards are upheld, and that their
wider obligations to society and the environment are met.
Effective indicators of knowledge and experience
Awareness Supervised Practitioner Practitioner Lead Practitioner Expert
Explains why Systems Complies with applicable codes Follows governing ethics and Promotes best practice ethics and Communicates own knowledge
Engineering has a social of professional conduct within professionalism guidance, adapting professionalism across the and experience in ethics and
significance. [PEPA01] the enterprise. [PEPS01] as required to address new enterprise. [PEPL01] professionalism in order to improve
situations if required. [PEPP01] best practice beyond the enterprise
boundary. [PEPE01]
Describes applicable codes of Follows safe systems principles Acts to ensure safe systems are Judges compliance with relevant Persuades legislative and regulatory
conduct for professional systems at work, by interpreting relevant used at work, by interpreting workplace social and employment framework stakeholders beyond the
engineers including institutional health, safety, and welfare relevant health, safety, and legislation and regulatory enterprise to follow a particular path
or company codes of conduct. processes, legislation, and welfare legislation and standards. framework on behalf of the for in support of improving
[PEPA02] standards seeking guidance if [PEPP02] enterprise. [PEPL02] professionalism and ethics within
required. [PEPS02] Systems Engineering. [PEPE02]
Lists typical safety standards and Follows systems security Acts to promote consideration and [PEPL03] - ITEM DELETED Persuades stakeholders beyond the
requirements. [PEPA03] principles at work, by interpreting elimination of security issues or enterprise boundary to improve
relevant security processes, threats across project activities. health, safety, and welfare issues,
legislation, and standards seeking [PEPP03] systems, or safety culture in their
guidance if required. [PEPS03] activities. [PEPE03]
Explains why security has Acts to ensure their own Ensures compliance with relevant Judges the security of systems Persuades stakeholders beyond the
become increasingly important activities are performed in a workplace social and employment across the organization, including enterprise boundary to address
general requirement in the way that contributes to legislation and regulatory compliance with requirements, security issues, systems, or security
development of systems and sustainable development. framework across the project. security risk management, and culture in their activities. [PEPE04]
provides examples. [PEPA04] [PEPS04] [PEPP04] security awareness culture, on
behalf of the enterprise. [PEPL04]
Explains why there is a need to Acts to ensure their own Fosters a sustainable Promotes the goal of performing Persuades stakeholders beyond the
undertake engineering activities in a activities are conducted in a development, taking personal engineering activities in a enterprise boundary to address
way that contributes to sustainable, way that reduces their responsibility to promote this area sustainable manner across the relevant employment and social
environmentally sound development environmental impact. in project activities. [PEPP05] enterprise. [PEPL05] regulatory compliance issues within
and the relationship these have with [PEPS05] their activities. [PEPE05]
the economic sustainability of a
system. [PEPA05]

60
Explains why there is a need to Acts to take on personal Fosters an environmentally sound Promotes the goal of performing Champions the development of a
undertake engineering activities in responsibility for ensuring their approach to project activities, engineering activities in an sustainable and environmentally
a way that considers diversity, own activities consider taking personal responsibility to environmentally sound manner sound approach to systems
equality, and inclusivity, and diversity, equality, and promote environmental and across the enterprise. [PEPL06] engineering beyond the enterprise
provides examples. [PEPA06] inclusivity. [PEPS06] community considerations in boundary. [PEPE06]
project activities. [PEPP06]
Explains why it is necessary to Proposes changes to the project Acts to address own professional Judges continual professional Advises organizations beyond the
develop, plan, carry out, and or organization which maintain development needs in order to development planning activities at enterprise boundary on the
record Continued Professional and enhance the quality of the maintain and enhance professional enterprise level to ensure they suitability of their approach to ethics
Development (CPD) in order to environment and community competence in own area of maintain and enhance and professionalism. [PEPE07]
maintain and enhance competence and meet financial objectives. practice, evaluating outcomes organizational and individual
in own area of practice. [PEPA07] [PEPS07] against any plans made. [PEPP07] competencies. [PEPL07]
Explains why Systems Maintains personal continual Acts to ensure all members of the Coaches or mentors practitioners Champions an ethical and
Engineering has a relationship to development records and plans. project/team operate with across the enterprise in matters professional culture beyond the
ethics and professionalism. [PEPS08] integrity and in an ethical manner. relating to ethics and enterprise boundary. [PEPE08]
[PEPA08] [PEPP08] professionalism, including career
development planning, in order to
develop their knowledge, abilities,
skills, or associated behaviors.
[PEPL08]
Acts with integrity when Acts in an ethical manner when Promotes the introduction and use Champions the introduction of novel
fulfilling own responsibilities. fulfilling their own of novel techniques and ideas in techniques and ideas in Systems
[PEPS09] responsibilities, without support ethics and professionalism across Engineering ethics and
of guidance. [PEPP09] the enterprise, to improve professionalism, beyond the
enterprise competence in this enterprise boundary, in order to
area. [PEPL09] develop the wider Systems
Engineering community in these
competencies. [PEPE09]
Acts ethically when fulfilling Guides new or supervised Develops expertise in this Coaches individuals beyond the
own responsibilities. [PEPS10] practitioners in matters relating to competency area through enterprise boundary in ethics and
ethics and professionalism, specialist Continual Professional professionalism, including career
including career development Development (CPD) activities. development planning in order to
planning, in order to develop their [PEPL10] further develop their knowledge,
knowledge, abilities, skills, or abilities, skills, or associated
associated behaviors. [PEPP10] behaviors. [PEPE10]
Develops own understanding of Maintains and enhances own Maintains expertise in this
this competency area through competence in this area through competency area through specialist
Continual Professional Continual Professional Continual Professional
Development (CPD). [PEPS11] Development (CPD) activities. Development (CPD) activities.
[PEPP11] [PEPE11]

61
Competency area – Professional: Technical Leadership
Description
Systems Engineering technical leadership is the combination of the application of technical knowledge and experience in Systems Engineering with appropriate professional
competencies. This encompasses an understanding of customer need, problem solving, creativity and innovation skills, communications, team building, relationship management,
operational oversight, and accountability skills coupled with core Systems Engineering competency and engineering instinct.
Why it matters
The complexity of modern system designs, the severity of their constraints and the need to succeed in a high tempo, high-­stakes environment where competitive advantage matters,
demands the highest levels of technical excellence and integrity throughout the life cycle. Systems Engineering technical leadership helps teams meet these challenges.
Effective indicators of knowledge and experience
Awareness Supervised Practitioner Practitioner Lead Practitioner Expert
Explains the role of technical Follows guidance received (e.g. Follows guidance received to Uses best practice technical Communicates own knowledge and
leadership within Systems from mentors), to plan and develop their own technical leadership techniques to guide, experience in technical leadership in
Engineering. [PTLA01] control their own technical leadership skills, using leadership influence, and gain trust from order to improve best practice beyond
leadership activities or techniques and tools as instructed. systems engineering stakeholders the enterprise boundary. [PTLE01]
approaches. [PTLS01] [PTLP01] across the enterprise. [PTLL01]
Defines the terms “vision,” Acts to gain trust in their Acts with integrity in their Reacts professionally and Advises organizations beyond the
“strategy,” and “goal” terms Systems Engineering leadership leadership activities, being trusted enterprise boundary on the suitability of
positively to constructive criticism
explaining why each is important activities. [PTLS02] by their team. [PTLP02] received from others across the their approach to technical leadership
in leadership. [PTLA02] enterprise. [PTLL02] issues. [PTLE02]
Explains why understanding Complies with a project, or Guides and actively coordinates Uses appropriate communications Guides and actively coordinates the
the strategy is central to wider, vision in performing Systems Engineering activities techniques to offer constructive progress of Systems Engineering
Systems Engineering Systems Engineering leadership across a team, combining criticism to others across the activities beyond the enterprise
leadership. [PTLA03] activities. [PTLS03] appropriate professional and enterprise. [PTLL03] boundary, combining appropriate
technical competencies, with professional competencies with technical
demonstrable success. [PTLP03] knowledge and experience. [PTLE03]
Explains why fostering Uses team and project to guide Develops technical vision for a Fosters stakeholder collaboration Guides and actively coordinates the
collaboration is central to direction, thinking strategically, project team, influencing and across the enterprise, sharing ideas progress of collaborative activities
Systems Engineering. holistically, and systemically integrating the viewpoints of and knowledge, and establishing beyond the enterprise boundary,
[PTLA04] when performing own Systems others in order to gain acceptance. mutual trust. [PTLL04] establishing mutual trust. [PTLE04]
Engineering leadership [PTLP04]
activities. [PTLS04]
Explains why the art of Recognizes constructive Identifies a leadership strategy to Fosters the empowerment of Fosters empowerment of others beyond
communications is central to criticism from others following support of project goals, changing individuals across the enterprise, by the enterprise boundary. [PTLE05]
Systems Engineering including guidance to improve their SE as necessary, to ensure success. supporting, facilitating, promoting,
the impact of poor leadership. [PTLS05] [PTLP05] giving ownership, and supporting
communications. [PTLA05] them in their endeavors. [PTLL05]
Explains how technical analysis, Uses appropriate mechanisms to Recognizes constructive criticism Acts with creativity and Advises organizations beyond the
problem-­solving techniques, and offer constructive criticism to from others within the enterprise innovation, applying problem-­ enterprise boundary on complex or
established best practices can be others on the team. [PTLS06] following guidance to improve solving techniques to develop sensitive team leadership problems or
used to improve the excellence of their SE leadership. [PTLP06] strategies or resolve complex issues, applying creativity and
Systems Engineering solutions. project or enterprise technical innovation to ensure successful delivery.
[PTLA06] leadership issues. [PTLL06] [PTLE06]

62
Explains how creativity, Elicits viewpoints from others Uses appropriate communications Coaches or mentors practitioners Uses their extended network and
ingenuity, experimentation, and when developing solutions as techniques to offer constructive across the enterprise in technical influencing skills to gain collaborative
accidents or errors, often lead part of their Systems criticism to others on the team. and leadership issues in order to agreement with key stakeholders beyond
to technological and Engineering leadership role. [PTLP07] develop their knowledge, abilities, the enterprise boundary in order to
engineering successes and [PTLS07] skills, or associated behaviors. progress project or their own enterprise
advances and provides [PTLL07] needs. [PTLE07]
examples. [PTLA07]
Explains how different sciences Uses appropriate Fosters a collaborative approach in Promotes the introduction and use Champions the introduction of novel
impact the technology domain communications mechanisms to their Systems Engineering of novel techniques and ideas in techniques and ideas in Systems
and the engineering discipline. reinforce their Systems leadership activities. [PTLP08] SE technical leadership across the Engineering technical leadership, beyond
[PTLA08] Engineering leadership enterprise, to improve enterprise the enterprise boundary, in order to
activities. [PTLS08] competence in this area. [PTLL08] develop the wider Systems Engineering
community in this competency. [PTLE08]
Explains how complexity Acts creatively and innovatively Fosters the empowerment of team Develops expertise in this Coaches individuals beyond the enterprise
impacts the role of the in their SE leadership activities. members, by supporting, competency area through boundary, in technical leadership
engineering leader. [PTLA09] [PTLS09] facilitating, promoting, giving specialist Continual Professional techniques in order to further develop
ownership, and supporting them in Development (CPD) activities. their knowledge, abilities, skills, or
their endeavors. [PTLP09] [PTLL09] associated behaviors. [PTLE09]
Identifies concepts and ideas in Uses best practice Maintains expertise in this competency
sciences, technologies, or communications techniques in area through specialist Continual
engineering disciplines beyond their leadership activities, in order Professional Development (CPD)
their own discipline, applying to express their ideas clearly and activities. [PTLE10]
them to benefit their own Systems effectively. [PTLP10]
Engineering leadership activities
on a project. [PTLS10]
Develops own understanding of Develops strategies for leadership
this competency area through activities or the resolution of team
Continual Professional issues, using creativity and
Development (CPD). [PTLS11] innovation. [PTLP11]
Guides new or supervised
practitioners in matters relating to
technical leadership in Systems
Engineering, in order to develop
their knowledge, abilities, skills,
or associated behaviors. [PTLP12]
Maintains and enhances own
competence in this area through
Continual Professional Development
(CPD) activities. [PTLP13]

63
Competency area – Professional: Negotiation
Description
Negotiation is a dialogue between two or more parties intended to reach a beneficial outcome over one or more issues where differences exist with respect to at least one of these
issues. This beneficial outcome can be for all parties involved, or just for one or some of them. Negotiation aims to resolve points of difference, to gain advantage for an individual
or collective, or to craft outcomes to satisfy various interests. It is often conducted by putting forward a position and making small concessions to achieve an agreement.
Why it matters
Systems Engineers are the “glue” that hold elements of a complex system development together. To achieve success, they need to involve themselves in many aspects of a project,
interacting with different types of stakeholders and organizations. This necessitates resolution of many different types of issue in order to gain agreement between differing groups
of stakeholders. Good negotiation skills are central to this activity.
Effective indicators of knowledge and experience
Awareness Supervised Practitioner Practitioner Lead Practitioner Expert
Explains key terminology Develops good working level Follows established best practice Promotes best practice negotiation Communicates own knowledge and
associated with relationships with counterparts by strategies for negotiation in terms techniques across the enterprise to experience in negotiation skills in
negotiation. [PNEA01] negotiating to resolve routine of preparation, approach, strategy, improve the effectiveness of systems order to improve best practice beyond
issues. [PNES01] tactics, and style. [PNEP01] engineering negotiations. [PNEL01] the enterprise boundary. [PNEE01]
Describes situations Collates data from a range of Negotiates successfully with Judges the suitability of the planned Influences stakeholders beyond the
where it may be necessary sources through research and internal and external project approach or strategy for negotiations enterprise boundary in support of
to negotiate and why. analysis to provide useful input to stakeholders. [PNEP02] affecting Systems Engineering across negotiations activities affecting
[PNEA02] a negotiation team. [PNES02] the enterprise. [PNEL02] Systems Engineering. [PNEE02]
Explains how different Identifies stakeholders with Acts to ensure buy-­in and gain Guides and actively coordinates the Guides and actively coordinates the
stakeholders hold different different bargaining power on a trust with internal stakeholders direction of negotiation teams across direction of negotiations beyond the
positions and bargaining project. [PNES03] prior to and during negotiations. the enterprise, accepting accountability enterprise boundary, on complex or
power. [PNEA03] [PNEP03] for final negotiation outcomes whether strategic decisions. [PNEE03]
successful or not. [PNEL03]
Identifies situations which Describes key stakeholders’ Communicates negotiation Adapts personal positions and style Advises organizations beyond the
do or do not require negotiation positions of these developments to internal quickly if circumstances change enterprise boundary on the
negotiation, to support stakeholders. [PNES04] stakeholders in order to manage favorably and unfavorably. [PNEL04] suitability of their negotiating
negotiating strategies. expectations while keeping all strategies. [PNEE04]
[PNEA04] parties informed. [PNEP04]
Prepares inputs to the review of a Analyzes data from a range of Acts on behalf of the wider enterprise Champions the introduction of novel
negotiation, covering the broad sources to make robust fact-­based during tough, challenging negotiating techniques and ideas in negotiation
implications and unintended statements during negotiations, to situations with both external and techniques, beyond the enterprise
consequences of a negotiation make available choices clear and internal stakeholders. [PNEL05] boundary, in order to develop the wider
decision. [PNES05] simple to stakeholders. [PNEP05] Systems Engineering community in
this competency. [PNEE05]

64
Maintains own confidence in the Reacts positively when handling Acts on behalf of the wider enterprise Coaches individuals beyond the
face of objections during objections or points of view to gain credibility and gains trust and enterprise boundary, in negotiation
negotiations. [PNES06] expressed by others challenging respect of all parties during difficult techniques in order to further develop
these views without damaging negotiations. [PNEL06] their knowledge, abilities, skills, or
stakeholder relationship. [PNEP06] associated behaviors. [PNEE06]
Develops own understanding of Reviews the immediate results, Acts positively when handling Maintains expertise in this
this competency area through broad implications, and objections or points of view expressed competency area through specialist
Continual Professional unintended consequences of a by senior enterprise stakeholders Continual Professional Development
Development (CPD). [PNES07] negotiation decision to ensure challenging views without damaging (CPD) activities. [PNEE07]
decision is sound. [PNEP07] stakeholder relationship and persuading
them to change their mind. [PNEL07]
Acts with political awareness Persuades third-­party decision-­makers
when negotiating with key to move toward wider enterprise goals,
decision-­makers. [PNEP08] using good political awareness.
[PNEL08]
Acts to gain credibility and gains Acts to accept accountability for final
trust and respect of all parties to negotiation outcomes on behalf of the
negotiations. [PNEP09] enterprise, whether successful or not.
[PNEL09]
Guides new or supervised Coaches or mentors practitioners
practitioners in negotiation across the enterprise in negotiation
techniques, in order to develop techniques in order to develop their
their knowledge, abilities, skills, knowledge, abilities, skills, or
or associated behaviors. associated behaviors. [PNEL10]
[PNEP10]
Maintains and enhances own Promotes the introduction and use of
competence in this area through novel techniques and ideas in
Continual Professional negotiation across the enterprise, to
Development (CPD) activities. improve enterprise competence in this
[PNEP11] area. [PNEL11]
Develops expertise in this competency
area through specialist Continual
Professional Development (CPD)
activities. [PNEL12]

65
Competency area – Professional: Team Dynamics
Description
Team dynamics are the unconscious, psychological forces that influence the direction of a team’s behavior and performance. Team dynamics are created by the nature of the team’s
work, the personalities within the team, their working relationships with other people, and the environment in which the team works.
Why it matters
Team dynamics can be good – for example, when they improve overall team performance and/or get the best out of individual team members. They can also be bad – for example,
when they cause unproductive conflict, demotivation, and prevent the team from achieving its goals.
Effective indicators of knowledge and experience
Awareness Supervised Practitioner Practitioner Lead Practitioner Expert
Lists different types of team Identifies when and when not to Acts collaboratively with other Uses best practice team dynamics Communicates own knowledge and
and the role of each team identify own positions, roles, and teams to accomplish techniques to improve the experience in negotiation skills in
within the project or responsibilities within different interdependent project or effectiveness of Systems order to improve best practice
organization. [PTDA01] teams within the project, or organizational goals. [PTDP01] Engineering activities across the beyond the enterprise boundary.
organization. [PTDS01] enterprise. [PTDL01] [PTDE01]
Explains the different stages Uses team dynamics to improve Recognizes the dynamic of their Judges the dynamic of teams across Advises organizations beyond the
of team development and how their effectiveness in performing team and applies best practice to the enterprise, advising where enterprise boundary on the
they affect team dynamics and team goals. [PTDS02] improve this as necessary. improvement is necessary. suitability of their approach to team
performance. [PTDA02] [PTDP02] [PTDL02] dynamics. [PTDE02]
Explains the positive and Identifies the stage (e.g. forming, Fosters a common understanding Advises stakeholders across the Advises organizations beyond the
negative features of Storming, and Norming) at which of an assignment in line with enterprise, on the selection of enterprise boundary on the selection
cooperation and competition each of the teams within which organizational intent within their measurable group goals, and interpretation of goals used to
within teams. [PTDA03] they participate is operating and team. [PTDP03] communication, or interpersonal challenge, measure, and assess team
provides rationale. [PTDS03] actions designed to improve team performance. [PTDE03]
performance. [PTDL03]
Explains how the effectiveness Explains the building blocks of Fosters cooperation and pride within Challenges negative behaviors of Advises organizations beyond the
of communications affects successful team performance and the team through strategies focused key enterprise stakeholders, with enterprise boundary on how team
team dynamics. [PTDA04] why they affect performance. on group goals, communication, measurable success. [PTDL04] members can be rewarded to act
[PTDS04] and interpersonal actions. [PTDP04] cooperatively. [PTDE04]
Explains the differing nature Explains how team goals, Identifies negative behaviors Advises stakeholders across the Challenges negative behaviors of
of disagreement, conflict, and communication, and interpersonal within the team, challenging these enterprise on different best practice beyond the enterprise boundary,
criticism in teams, and core actions are affected by to create positive outcomes. team dynamics techniques across the with measurable success. [PTDE05]
strategies for resolving competitive behaviors. [PTDS05] [PTDP05] enterprise depending on the situation
conflict. [PTDA05] and decision required. [PTDL05]
Explains why team building Identifies competitive behaviors Uses communications skills to offer Fosters communication across the Influences key stakeholders beyond
can help form effective teams, within a team and their potential constructive feedback to improve wider enterprise building trust the enterprise boundary to follow a
what it involves, and its key cause (e.g. cultural, personal, and team performance, managing through the application of team revised path to improve team
challenges. [PTDA06] organizational reasons). emotions as an important aspect of dynamics techniques. [PTDL06] dynamics across or beyond the
[PTDS06] team’s communications. [PTDP06] enterprise. [PTDE06]

66
Identifies different types of Describes different potential types Recognizes conflict in a team in Influences key stakeholders across Champions the introduction of novel
team-­building activities, their of team conflict and the differing order to resolve it. [PTDP07] the enterprise to follow a revised techniques and ideas in team
aims, and provides examples. techniques available to resolve path to improve a project or dynamics, beyond the enterprise
[PTDA07] them. [PTDS07] enterprise team dynamics. boundary, in order to develop the
[PTDL07] wider Systems Engineering
community in this competency.
[PTDE07]
Explains how team dynamics Fosters an open team dynamic Uses different types of team-­ Coaches individuals beyond the
affect decision-­making. [PTDS08] within the team so that all team building activities depending on the enterprise boundary, in team
members can express their team context, to improve team dynamics in order to further develop
opinions and feelings. [PTDP08] dynamics across the enterprise. their knowledge, abilities, skills, or
[PTDL08] associated behaviors. [PTDE08]
Develops own understanding of Uses best practice team dynamics Coaches or mentors practitioners Maintains expertise in this
this competency area through techniques to obtain team across the enterprise in team competency area through specialist
Continual Professional consensus when making dynamics techniques in order to Continual Professional
Development (CPD). [PTDS09] decisions. [PTDP09] develop their knowledge, abilities, Development (CPD) activities.
skills, or associated behaviors. [PTDE09]
[PTDL09]
Uses team-­building activities to Promotes the introduction and use
improve team dynamics. of novel techniques and ideas in
[PTDP10] team dynamics across the
enterprise, to improve enterprise
competence in this area. [PTDL10]
Guides new or supervised Develops expertise in this
practitioners in negotiation competency area through specialist
techniques, in order to develop Continual Professional
their knowledge, abilities, skills, or Development (CPD) activities.
associated behaviors. [PTDP11] [PTDL11]
Maintains and enhances own
competence in this area through
Continual Professional
Development (CPD) activities.
[PTDP12]

67
Competency area – Professional: Facilitation
Description
The act of helping others to deal with a process, solve a problem, or reach a goal without getting directly involved. The goal is set by the individuals or groups, not by the facilitator.
Why it matters
Modern systems engineers must perform successfully in environments where accountability expectations are increasing, but where the use of direct authority may not achieve the
desired results. Numerous sources indicate that an alternative form of leadership can address these seemingly contradictory conditions. This form of leadership has been named
“facilitative leadership,” and is the ability to lead without controlling, while making it easier for everyone in the organization to achieve agreed-­upon goals.
Effective indicators of knowledge and experience
Awareness Supervised Practitioner Practitioner Lead Practitioner Expert
Explains the concept of Acts as a neutral servant of a Identifies rules of conduct Uses best practice facilitation Communicates own knowledge and
“facilitation,” summarizing its group performing a facilitated between individuals within a techniques to improve the experience in facilitation skills in
key characteristics and task. [PFAS01] facilitated group. [PFAP01] effectiveness of Systems order to improve best practice beyond
techniques. [PFAA01] Engineering activities across the the enterprise boundary. [PFAE01]
enterprise. [PFAL01]
Explains how facilitation can Identifies members of a group in Guides a facilitated group Creates a plan for a facilitated Advises organizations beyond the
help individuals and groups to order to perform a facilitated task. problem-­solving session. enterprise-­level activity, defining enterprise boundary on the
achieve their goals. [PFAA02] [PFAS02] [PFAP02] methods to be used, coordinating suitability of their approach to
the logistics of the meeting facilitation. [PFAE02]
arrangements. [PFAL02]
Describes why the effectiveness Identifies rules of conduct Acts to ensure own views and Selects the most appropriate style Persuades key stakeholders beyond
of facilitation can differ during between individuals within a feelings remain hidden, when of facilitation based upon the enterprise boundary to support
different stages of group facilitated group, with guidance. facilitating group activities on a enterprise-­level facilitated group facilitated group activities.
formation. [PFAA03] [PFAS03] project. [PFAP03] maturity. [PFAL03] [PFAE03]
Describes how different Acts as impartial observer Acts to facilitate self-­ Uses facilitation skills to ensure Reviews the suitability of
facilitation skills can help resolve focused on facilitated group improvement of the performance that an enterprise-­level facilitated facilitation programs affecting
different forms of conflict and activities, with guidance. of a group. [PFAP04] group clarifies its goals. [PFAL04] Systems Engineering beyond the
dissent in a group to mitigate their [PFAS04] enterprise boundary. [PFAE04]
impact. [PFAA04]
Describes how facilitation skills Acts in support of facilitation of a Acts to engage individuals to Uses facilitation skills to facilitate Identifies alternative ways of working
supplement different group problem-­solving session. improve performance of a group. an enterprise-­level facilitated group to reinforce collaboration within the
approaches to problem solving [PFAS05] [PFAP05] toward achieving its objectives. context of a facilitated group with
and the patterns of thinking [PFAL05] membership beyond the enterprise
associated with each. [PFAA05] boundary. [PFAE05]
Conducts a small, facilitated Acts to protect individuals and Acts as a referee in times of Advises organizations beyond the
group problem-­solving session on their ideas from attack within a conflict, disagreement, or tension enterprise boundary on complex or
their team. [PFAS06] facilitated group. [PFAP06] within an enterprise-­level sensitive matters, conflict
facilitated group. [PFAL06] disagreement, or tension affecting
facilitated group. [PFAE06]

68
Develops own understanding of Adapts strategy if a facilitated Fosters systematic patterns of Acts to anticipate and mitigate
this competency area through group requires a change of thinking during the facilitated potential problems in facilitation of
Continual Professional direction. [PFAP07] enterprise-­level group problem-­ a group extending beyond the
Development (CPD). [PFAS07] solving process. [PFAL07] enterprise boundary. [PFAE07]
Guides and actively coordinates a Coaches or mentors practitioners Fosters open communications
facilitated group problem-­solving across the enterprise in facilitation which surface prevailing mental
session on the project. [PFAP08] techniques in order to develop their models and challenge a facilitation
knowledge, abilities, skills, or group extending beyond the
associated behaviors. [PFAL08] enterprise boundary to build a
shared vision. [PFAE08]
Guides new or supervised Promotes the introduction and use Champions the introduction of
practitioners in facilitation of novel techniques and ideas in novel techniques and ideas in
techniques, in order to develop facilitation across the enterprise, to facilitation, beyond the enterprise
their knowledge, abilities, skills, improve enterprise competence in boundary, in order to develop the
or associated behaviors. [PFAP09] this area. [PFAL09] wider Systems Engineering
community in this competency.
[PFAE09]
Maintains and enhances own Develops expertise in this Coaches individuals beyond the
competence in this area through competency area through specialist enterprise boundary, in facilitation
Continual Professional Continual Professional techniques in order to further
Development (CPD) activities. Development (CPD) activities. develop their knowledge, abilities,
[PFAP10] [PFAL10] skills, or associated behaviors.
[PFAE10]
Maintains expertise in this
competency area through specialist
Continual Professional
Development (CPD) activities.
[PFAE11]

69
Competency area – Professional: Emotional Intelligence
Description
Emotional intelligence is the ability to monitor one’s own and others’ feelings, to discriminate among them, and to use this information to guide thinking and action. This is usually
broken down into four distinct but related proposed abilities: perceiving, using, understanding, and managing emotions.
Why it matters
Emotional intelligence is regularly cited as a critical competency for effective leadership and team performance in organizations. It influences the success with which individuals in
organizations interact with colleagues, the approaches they use to manage conflict and stress, and their overall job performance. As Systems Engineering involves interacting with
many diverse stakeholders, emotional intelligence is critical to its success.
Effective indicators of knowledge and experience
Awareness Supervised Practitioner Practitioner Lead Practitioner Expert
Explains why the perception of Identifies emotions in one’s Uses Emotional Intelligence Uses best practice emotional Communicates own knowledge and
emotion is important including physical states, feelings, and techniques to interpret meanings intelligence techniques to improve experience in emotional
differentiating one’s own emotions thoughts. [PEIS01] and origins of emotions and acts the effectiveness of Systems intelligence in order to improve
from those of others. [PEIA01] accordingly. [PEIP01] Engineering activities across the best practice beyond the enterprise
enterprise. [PEIL01] boundary. [PEIE01]
Explains how emotions can be used to Uses emotional intelligence Uses Emotional Intelligence Guides others across the Uses emotional intelligence to
facilitate thinking such as reasoning, techniques to identify the techniques to identify needs enterprise in controlling their own influence beyond the enterprise
problem solving, and interpersonal emotions of others via verbal related to emotional feelings. emotional responses. [PEIL02] boundary. [PEIE02]
communication and explains why this and nonverbal cues. [PEIS02] [PEIP02]
is important. [PEIA02]
Explains why it is important to be Explains the language used to Uses emotional intelligence Uses emotional intelligence Advises organizations beyond the
able to understand and analyze label emotions. [PEIS03] techniques to monitor their own techniques in tough, challenging enterprise boundary on the
emotions. [PEIA03] emotions in relation to others. situations with both external and suitability of their approach to
[PEIP03] internal stakeholders, with emotional intelligence awareness
demonstrable results. [PEIL03] and its utilization. [PEIE03]
Explains why managing and Develops own understanding of Acts to capitalize fully upon Uses emotional intelligence to Advises beyond the enterprise
regulating emotions in both oneself this competency area through changing moods in order to best influence key stakeholders within boundary on complex or sensitive
and in others is important. Continual Professional fit the task at hand. [PEIP04] the enterprise. [PEIL04] emotionally charged issues. [PEIE04]
[PEIA04] Development (CPD). [PEIS04]
Acts to remain open to feelings, Coaches or mentors practitioners Champions the introduction of novel
both those that are pleasant and across the enterprise in emotional techniques and ideas in the
those that are unpleasant. intelligence techniques in order to application of emotional intelligence,
[PEIP05] develop their knowledge, abilities, beyond the enterprise boundary, in
skills, or associated behaviors. order to develop the wider Systems
[PEIL05] Engineering community in this
competency. [PEIE05]

70
Acts to control own emotion by Promotes the introduction and use Coaches individuals beyond the
preventing, reducing, enhancing, of novel techniques and ideas in enterprise boundary, in emotional
or modifying an emotional Emotional Intelligence techniques intelligence techniques in order to
response. [PEIP06] across the enterprise, to improve further develop their knowledge,
enterprise competence in this abilities, skills, or associated
area. [PEIL06] behaviors. [PEIE06]
Guides new or supervised Develops expertise in this Maintains expertise in this
practitioners in emotional competency area through competency area through specialist
intelligence techniques, in order specialist Continual Professional Continual Professional
to develop their knowledge, Development (CPD) activities. Development (CPD) activities.
abilities, skills, or associated [PEIL07] [PEIE07]
behaviors. [PEIP07]
Maintains and enhances own
competence in this area through
Continual Professional
Development (CPD) activities.
[PEIP08]

71
Competency area – Professional: Coaching and Mentoring
Description
Coaching and mentoring are development approaches based on the use of one-­to-­one conversations to enhance an individual’s skills, knowledge, or work performance. Coaching is a
nondirective form of development aiming to produce optimal performance and improvement at work. It focuses on specific skills and goals, although may impact an individual’s personal
attributes. The process typically lasts for a defined period. Mentoring is a relationship where a more experienced colleague shares their greater knowledge to support development of a less
experienced member of staff. It uses many of the techniques associated with coaching. One key distinction is that mentoring relationships tend to be longer term than coaching arrangements.
Why it matters
Coaching and mentoring play an important role in the development of Systems Engineering professionals, providing targeted development and guidance, organizational and cultural
insights. They represent learning opportunities for both parties, encouraging sharing and learning across generations and/or between roles. In addition, an organization may benefit
through greater retention of staff, improved skills and productivity, improved communication, etc.
Effective indicators of knowledge and experience
Awareness Supervised Practitioner Practitioner Lead Practitioner Expert
Describes key characteristics and Identifies areas of own skills, Coaches (or mentors) others on Promotes the use of best practice Communicates own knowledge
personal attributes of coach and knowledge, or experience which the project as part of an enterprise coaching and mentoring and experience in coaching and
mentor roles, and how both could be improved. [PMES01] coaching and mentoring program. techniques to improve the mentoring skills in order to
approaches help to develop [PMEP01] effectiveness of Systems improve best practice beyond the
individual potential. [PMEA01] Engineering activities across the enterprise boundary. [PMEE01]
enterprise. [PMEL01]
Explains how those undergoing Identifies personal challenges Creates career development goals Judges the suitability of planned Persuades key stakeholders beyond
coaching and mentoring need to through various perspectives. and objectives with individuals. coaching and mentoring programs the enterprise boundary to follow a
act in order to benefit from the [PMES02] [PMEP02] affecting Systems Engineering particular path for coaching and
activity. [PMEA02] within the enterprise. [PMEL02] mentoring activities affecting
Systems Engineering. [PMEE02]
Explains why listening to an Prepares information supporting Develops individual career Defines the direction of enterprise Advises organizations beyond the
individual’s goals and objectives the development of others within development paths based on coaching and mentoring program enterprise boundary on the
is important. [PMEA03] the team. [PMES03] development goals and objectives. development. [PMEL03] suitability of their approach to
[PMEP03] coaching and mentoring. [PMEE03]
Lists enterprise goals and Develops own understanding of Uses available coaching and Guides and actively coordinates Advises organizations beyond the
describes the influence mentoring this competency area through mentoring opportunities to the implementation of an enterprise-­ enterprise boundary on the
may have on meeting those goals. Continual Professional develop individuals within the level coaching and mentoring development of coaching and
[PMEA04] Development (CPD). [PMES04] enterprise. [PMEP04] program. [PMEL04] mentoring programs. [PMEE04]
Explains why taking a Develops individuals within Assesses career development path Assesses the effectiveness of a
comprehensive approach to assess their team by supporting them in activities for individuals across mentoring program for an
an individual’s challenge is solving their individual the enterprise, providing regular organization beyond the
important. [PMEA05] challenges. [PMEP05] feedback. [PMEL05] enterprise boundary, providing
regular feedback. [PMEE05]

72
Describes the design and Guides new or supervised Advises stakeholders across the Advises organizations beyond the
operation of the enterprise’s practitioners in coaching and enterprise on individual coaching enterprise boundary on complex
coaching and mentoring program. mentoring techniques, in order to and mentoring issues with or challenging coaching and
[PMEA06] develop their knowledge, abilities, demonstrable success. [PMEL06] mentoring issues. [PMEE06]
skills, or associated behaviors.
[PMEP06]
Maintains and enhances own Coaches or mentors practitioners Champions the introduction of
competence in this area through across the enterprise in coaching novel techniques and ideas in
Continual Professional and mentoring techniques in order coaching and mentoring, beyond
Development (CPD) activities. to develop their knowledge, the enterprise boundary, in order
[PMEP07] abilities, skills, or associated to develop the wider Systems
behaviors. [PMEL07] Engineering community in this
competency. [PMEE07]
Promotes the introduction and use Coaches individuals beyond the
of novel techniques and ideas in enterprise boundary, in coaching
Coaching and Mentoring across and mentoring techniques in order
the enterprise, to improve to further develop their
enterprise competence in this knowledge, abilities, skills, or
area. [PMEL08] associated behaviors. [PMEE08]
Develops expertise in this Maintains expertise in this
competency area through competency area through
specialist Continual Professional specialist Continual Professional
Development (CPD) activities. Development (CPD) activities.
[PMEL09] [PMEE09]

73
Competency area – Technical: Requirements Definition
Description
To analyze the stakeholder needs and expectations to establish the requirements for a system.
Why it matters
The requirements of a system describe the problem to be solved (its purpose, how it performs, how it is to be used, maintained and disposed of, and what the expectations of the
stakeholders are).
Effective indicators of knowledge and experience
Awareness Supervised Practitioner Practitioner Lead Practitioner Expert
Describes what a requirement is, Uses a governing process using Creates a strategy for Creates enterprise-­level policies, Communicates own knowledge
the purpose of requirements, and appropriate tools to manage and requirements definition on a procedures, guidance, and best and experience in Systems
why requirements are important. control their own requirements project to support SE project and practice for requirements Engineering requirements
[TRDA01] definition activities. [TRDS01] wider enterprise needs. elicitation and management, definition in order to promote
[TRDP01] including associated tools. best practice beyond the
[TRDL01] enterprise boundary. [TRDE01]
Describes different types of Identifies examples of internal Creates a governing process, Judges the tailoring of enterprise-­ Persuades key stakeholders
requirements and constraints that and external project stakeholders plan, and associated tools for level requirements elicitation and beyond the enterprise boundary
may be placed on a system. highlighting their sphere of Requirements Definition, which management processes to meet to address identified requirements
[TRDA02] influence. [TRDS02] reflect project and business the needs of a project. [TRDL02] definition issues to reduce project
strategy. [TRDP02] risk. [TRDE02]
Explains why there is a need for Elicits requirements from Uses plans and processes for Advises on complex or Advises organizations beyond the
good quality requirements. stakeholders under guidance, in requirements definition, challenging requirements from enterprise boundary on the
[TRDA03] order to understand their need interpreting, evolving, or seeking across the enterprise to ensure suitability of their approach to
and ensuring requirement guidance where appropriate. completeness and suitability. requirements definition.
validity. [TRDS03] [TRDP03] [TRDL03] [TRDE03]
Identifies major stakeholders and Describes the characteristics of Elicits requirements from Defines strategies for Advises organizations beyond the
their needs. [TRDA04] good quality requirements and stakeholders ensuring their requirements resolution in enterprise boundary on the
provides examples. [TRDS04] validity, to understand their need. situations across the enterprise handling of complex or sensitive
[TRDP04] where stakeholders (or their Systems Engineering
requirements) demand unusual or requirements definition issues.
sensitive treatment. [TRDL04] [TRDE04]
Explains why managing Describes different mechanisms Develops good quality, consistent Persuades key stakeholders Champions the introduction of
requirements throughout the life used to gather requirements. requirements. [TRDP05] across the enterprise to address novel techniques and ideas in the
cycle is important. [TRDA05] [TRDS05] identified enterprise-­level requirements definition, beyond
requirements elicitation and the enterprise boundary, in order
management issues to reduce to develop the wider Systems
enterprise-­level risk. [TRDL05] Engineering community in this
competency. [TRDE05]

74
Describes the relationship Defines acceptance criteria for Determines derived requirements. Coaches or mentors practitioners Coaches individuals beyond the
between requirements, testing, requirements, under guidance. [TRDP06] across the enterprise in Systems enterprise boundary, in
and acceptance. [TRDA06] [TRDS06] Engineering Requirements requirements definition in order
Definition in order to develop to further develop their
their knowledge, abilities, skills, knowledge, abilities, skills, or
or associated behaviors. associated behaviors. [TRDE06]
[TRDL06]
Explains why there may be Creates a system to support Promotes the introduction and use Maintains expertise in this
potential requirement conflicts requirements management and of novel techniques and ideas in competency area through
within a requirement set. traceability. [TRDP07] Requirements Definition across the specialist Continual Professional
[TRDS07] enterprise, to improve enterprise Development (CPD) activities.
competence in this area. [TRDL07] [TRDE07]
Explains how requirements affect Determines acceptance criteria Develops expertise in this
design and vice versa. [TRDS08] for requirements. [TRDP08] competency area through
specialist Continual Professional
Development (CPD) activities.
[TRDL08]
Defines (or maintains) Negotiates agreement in
requirements traceability requirement conflicts within a
information. [TRDS09] requirement set. [TRDP09]
Reviews developed requirements. Analyzes the impact of changes
[TRDS10] to requirements on the solution
and program. [TRDP10]
Develops own understanding of Maintains requirements traceability
this competency area through information to ensure source(s) and
Continual Professional test records are correctly linked
Development (CPD). [TRDS11] over the life cycle. [TRDP11]
Guides new or supervised
practitioners in Systems
Engineering Requirements
Definition to develop their
knowledge, abilities, skills, or
associated behaviors. [TRDP12]
Maintains and enhances own
competence in this area through
Continual Professional
Development (CPD) activities.
[TRDP13]

75
Competency area – Technical: System Architecting
Description
The definition of the system structure, interfaces, and associated derived requirements to produce a solution that can be implemented to enable a balanced and optimum result that
considers all stakeholder requirements (business, technical, . . .). This includes the early generation of potential system concepts that meet a set of needs and demonstration that one
or more credible, feasible options exist.
Why it matters
Effective architectural design enables systems to be partitioned into realizable system elements which can be brought together to meet the requirements. Failure to explore
alternative conceptual options as part of architectural analysis may result in a nonoptimal system. There may be no viable option (e.g. technology not available).
Effective indicators of knowledge and experience
Awareness Supervised Practitioner Practitioner Lead Practitioner Expert
Describes the principles of Uses a governing process using Creates a strategy for system Creates enterprise-­level policies, Communicates own knowledge
architectural design and its role appropriate tools to manage and architecting on a project to procedures, guidance, and best and experience in Systems
within the life cycle. [TSAA01] control their own system support SE project and wider practice for system architectural Architecting in order to promote
architectural design activities. enterprise needs. [TSAP01] design including associated tools. best practice beyond the enterprise
[TSAS01] [TSAL01] boundary. [TSAE01]
Describes different types of Uses analysis techniques or Creates a governing process, plan, Assesses the tailoring of enterprise-­ Persuades key stakeholders beyond
architecture and provides principles used to support an and associated tools for systems level system architectural design the enterprise boundary in order to
examples. [TSAA02] architectural design process. architecting, which reflect project processes to meet the needs of a facilitate the system architectural
[TSAS02] and business strategy. [TSAP02] project. [TSAL02] design. [TSAE02]
Explains why architectural Develops multiple different Uses plans and processes for Advises stakeholders across the Advises organizations beyond the
decisions can constrain and limit architectural solutions (or parts system architecting, interpreting, enterprise on selection of enterprise boundary on the
future use and evolution and thereof) meeting the same set of evolving, or seeking guidance architectural design and functional suitability of their approach to
provides examples. [TSAA03] requirements to highlight different where appropriate. [TSAP03] analysis techniques to ensure system architectural design.
options available. [TSAS03] effectiveness and efficiency of [TSAE03]
approach. [TSAL03]
Explains why there is a need to Produces traceability information Creates alternative architectural Judges the suitability of Advises organizations beyond the
explore alternative and linking differing architectural designs traceable to the architectural solutions across the enterprise boundary on improving
innovative ways of satisfying the design solutions to requirements. requirements to demonstrate enterprise in areas of complex or their handling of complex or
requirements. [TSAA04] [TSAS04] different approaches to the challenging technical requirements sensitive Systems Architecting
solution. [TSAP04] or needs. [TSAL04] issues. [TSAE04]
Explains why alternative Uses different techniques to Analyzes options and concepts in Assesses system architectures Advises organizations beyond the
discipline technologies can be develop architectural solutions. order to demonstrate that credible, across the enterprise, to determine enterprise boundary on improving
used to satisfy the same [TSAS05] feasible options exist. [TSAP05] whether they meet the overall their concept generation activities.
requirement and provides needs of individual projects. [TSAE05]
examples. [TSAA05] [TSAL05]

76
Describes the process and key Compares the characteristics of Uses appropriate analysis Persuades key stakeholders across the Champions the introduction of
artifacts of functional analysis. different concepts to determine techniques to ensure different enterprise to address identified novel techniques and ideas in
[TSAA06] their strengths and weaknesses. viewpoints are considered. enterprise-­level Systems Engineering systems architecting, beyond the
[TSAS06] [TSAP06] architectural design issues to reduce enterprise boundary, in order to
project cost, schedule, or technical develop the wider Systems
risk. [TSAL06] Engineering community in this
competency. [TSAE06]
Explains why there is a need for Prepares a functional analysis Elicits derived discipline specific Coaches or mentors practitioners Coaches individuals beyond the
functional models of the system. using appropriate tools and architectural constraints from across the enterprise in Systems enterprise boundary in Systems
[TSAA07] techniques to characterize a specialists to support partitioning Architecting in order to develop Architecting, in order to further
system. [TSAS07] and decomposition. [TSAP07] their knowledge, abilities, skills, or develop their knowledge, abilities,
associated behaviors. [TSAL07] skills, or associated behaviors.
[TSAE07]
Explains how outputs from Prepares architectural design Uses the results of system Promotes the introduction and use Maintains expertise in this
functional analysis relate to the work products (or parts thereof) analysis activities to inform of novel techniques and ideas in competency area through
overall system design and traceable to the requirements. system architectural design. Systems Architecting across the specialist Continual Professional
provides examples. [TSAA08] [TSAS08] [TSAP08] enterprise, to improve enterprise Development (CPD) activities.
competence in this area. [TSAL08] [TSAE08]
Develops own understanding of Identifies the strengths and Develops expertise in this
this competency area through weaknesses of relevant competency area through specialist
Continual Professional technologies in the context of the Continual Professional
Development (CPD). [TSAS09] requirement and provides Development (CPD) activities.
examples. [TSAP09] [TSAL09]
Monitors key aspects of the evolving
design solution in order to adjust
architecture, if appropriate.
[TSAP10]
Guides new or supervised
practitioners in Systems
Architecting to develop their
knowledge, abilities, skills, or
associated behaviors. [TSAP11]
Maintains and enhances own
competence in this area through
Continual Professional
Development (CPD) activities.
[TSAP12]

77
Competency area – Technical: Design for. . .
Description
Ensuring that the requirements of all life cycle stages are addressed at the correct point in the system design. During the design process, consideration should be given to the design
attributes such as manufacturability, testability, reliability, maintainability, affordability, safety, security, human factors, environmental impacts, robustness and resilience, flexibility,
interoperability, capability growth, disposal, cost, natural variations, etc. Includes the need to design for robustness. A robust system is tolerant of misuse, out of spec scenarios,
component failure, environmental stress, and evolving needs.
Why it matters
Failure to design for these attributes at the correct point in the development life cycle may result in the attributes never being achieved or achieved at escalated cost. In particular, a
robust system provides greater availability during operation.
Effective indicators of knowledge and experience
Awareness Supervised Practitioner Practitioner Lead Practitioner Expert
Explains why there is a need to Uses a governing process using Creates a strategy for “Designing Creates enterprise-­level policies, Communicates own knowledge
accommodate the requirements appropriate tools and techniques to for. . .” specialties on a project to procedures, guidance, and best and experience in specialty
of all life cycle stages when manage and control their own specialty support SE project and wider practice relating to specialty engineering, in order to promote
determining a solution. engineering activities, interpreting, enterprise needs. [TDFP01] engineering including associated best practice beyond the enterprise
[TDFA01] evolving, or seeking guidance where tools. [TDFL01] boundary. [TDFE01]
appropriate. [TDFS01]
Identifies design attributes and Explains the concept of design Creates a governing process, plan, Judges the tailoring of enterprise-­ Persuades key stakeholders
explains why attributes must be attributes, explaining how they and associated tools for Specialty level system specialty engineering beyond the enterprise boundary to
balanced using trade-off influence the design. [TDFS02] engineering which reflect project processes to meet the needs of a accept recommendations in
studies. [TDFA02] and business strategy. [TDFP02] project. [TDFL02] support of specialty engineering
activities. [TDFE02]
Identifies different design Selects design attributes in order to Uses governing plans and processes Judges the strategy to be adopted Advises organizations beyond the
specialties and describes their balance differing specialty to ensure Specialty engineering is on projects across the enterprise to enterprise boundary on the
role and key activities. engineering needs. [TDFS03] accommodated in the evolving ensure required specialty suitability of their approach to
[TDFA03] design, interpreting, evolving, or engineering characteristics are specialty engineering including its
seeking guidance where appropriate. met. [TDFL03] organization and integration across
[TDFP03] their enterprise. [TDFE03]
Explains why it is important to Reviews design attributes with Selects design attributes throughout Judges the adequacy of sensitivity Advises organizations beyond the
integrate design specialties into specialists to ensure they are the design process balancing these analysis made for specialty enterprise boundary on complex or
the solution and how this can be a addressed. [TDFS04] to support specialty engineering engineering criteria across the sensitive specialty engineering
potential source of conflict with needs. [TDFP04] enterprise. [TDFL04] planning issues. [TDFE04]
requirements. [TDFA04]
Explains how design specialties Identifies conflicting demands from Identifies the appropriate Judges the suitability of plans across Coordinates activities beyond the
can affect the cost of ownership differing design specialties and specialists to ensure it addresses the enterprise, for the incorporation enterprise boundary which cover
and provides examples. records these in trade studies in design attributes effectively and at of all life cycle design attributes at multiple specialties. [TDFE05]
[TDFA05] order to compare alternative the correct time. [TDFP05] the correct point within the design
solutions. [TDFS05] process. [TDFL05]

78
Explains how the design, Elicits operational environment Analyzes demands from differing Judges selected solutions from Identifies conflicts involving
throughout the life cycle, characteristics from specialty design specialties highlighted in across the enterprise, against key specialty engineering issues that
affects the robustness of the engineers in support of specialty trade studies, resolving identified specialty engineering design extend beyond the enterprise
solution. [TDFA06] engineering activities. [TDFS06] conflicts as necessary. [TDFP06] parameters to support the decision-­ boundary in order to enable the
making process. [TDFL06] project to progress. [TDFE06]
Describes the relationship Compares specialty characteristics Produces a sensitivity analysis on Persuades key stakeholders to Advises organizations beyond the
between reliability, availability, for proposed solutions and records specialty engineering trade-­off address identified enterprise-­level enterprise boundary on how
maintainability, and safety. these in trade studies in order to criteria. [TDFP07] specialty-­related design issues to evolving needs impacts specialty
[TDFA07] compare differing solutions. reduce project cost, schedule, or engineering. [TDFE07]
[TDFS07] technical risk. [TDFL07]
Describes how design integrity Uses appropriate techniques to Coaches or mentors practitioners Champions the introduction of
affects their project and provides characterize the operational across the enterprise in “designing novel techniques and ideas in the
examples. [TDFS08] environment in order to support for. . .” specialties, in order to “Design for. . .” area, beyond the
specialty engineering activities. develop their knowledge, abilities, enterprise boundary, in order to
[TDFP08] skills, or associated behaviors. develop the wider Systems
[TDFL08] Engineering community in this
competency. [TDFE08]
Identifies constraints placed on the Uses appropriate techniques and Promotes the introduction and use Coaches individuals beyond the
system because of the needs of trade studies to determine and of novel techniques and ideas in enterprise boundary in designing
design specialties. [TDFS09] characterize specialty “designing for. . .” specialties for specialty engineering, in order
characteristics of proposed across the enterprise, to improve to further develop their
solutions. [TDFP09] enterprise competence in this area. knowledge, abilities, skills, or
[TDFL09] associated behaviors. [TDFE09]
Uses specialty engineering Ensures specialty engineering Develops expertise in this Maintains expertise in this
techniques and tools to ensure experts and specialty engineering competency area through competency area through
delivery of designs meeting activities are fully integrated into specialist Continual Professional specialist Continual Professional
specialty needs. [TDFS10] Systems Engineering development Development (CPD) activities. Development (CPD) activities.
activities. [TDFP10] [TDFL10] [TDFE10]
Develops own understanding of this Identifies constraints on a system
competency area through Continual which reflect the needs of different
Professional Development (CPD). design specialties. [TDFP11]
[TDFS11]
Guides new or supervised
practitioners in the area of specialty
engineering to develop their
knowledge, abilities, skills, or
associated behaviors. [TDFP12]
Maintains and enhances own
competence in this area through
Continual Professional Development
(CPD) activities. [TDFP13]

79
 Competency area – Technical: Integration
Description
Systems Integration is the logical process for assembling a set of system elements and aggregates into the realized system, product, or service that satisfies system requirements,
architecture, and design. Systems integration focuses on the testing of interfaces, data flows, and control mechanisms, checking that realized elements and aggregates perform as
predicted by their design and architectural solution, since it may not always be practicable or cost-­effective to confirm these lower-­level aspects at higher levels of system integration.
Why it matters
Systems Integration should be planned so that system elements are brought together in a logical sequence to avoid wasted effort. Systematic and incremental integration makes it
easier to find, isolate, diagnose, and correct problems. A system or system element that has not been integrated systematically cannot be relied on to meet its requirements.
Effective indicators of knowledge and experience
Awareness Supervised Practitioner Practitioner Lead Practitioner Expert
Explains why integration is Uses a governing process using Creates a strategy for system Creates enterprise-­level policies, Communicates own knowledge and
important and how it appropriate tools to manage and integration on a project to support procedures, guidance, and best experience in Systems Integration
confirms the system design, control their own integration SE project and wider enterprise practice for integration, including in order to promote best practice
architecture, and interfaces. activities. [TINS01] needs. [TINP01] associated tools for a project. beyond the enterprise boundary.
[TINA01] [TINL01] [TINE01]
Explains why it is Prepares inputs to integration plans Creates a governing process, plan, Judges the tailoring of enterprise-­ Persuades key stakeholders beyond
important to integrate the based upon governing standards and associated tools for systems level integration processes to meet the enterprise boundary to accept
system in a logical and processes including integration, which reflect project the needs of a project. [TINL02] recommendation associated with
sequence. [TINA02] identification of method and timing and business strategy. [TINP02] integration activities. [TINE02]
for each activity to meet project
requirements. [TINS02]
Explains why planning and Prepares plans which address Uses governing plans and processes Judges the suitability of integration Advises organizations beyond the
management of systems integration for system elements (or to plan and execute system plans from projects across the enterprise boundary on the suitability
integration is necessary. noncomplex systems) in order to integration activities, interpreting, enterprise, to ensure project success. of their approach to integration to
[TINA03] define or scope that activity. evolving, or seeking guidance where [TINL03] support enterprise needs. [TINE03]
[TINS03] appropriate. [TINP03]
Explains the relationship Records the causes of simple faults Performs rectification of faults Judges detailed integration procedures Advises organizations beyond the
between integration and typically found during integration found during integration activities. from projects across the enterprise, to enterprise boundary on evidence
verification. [TINA04] activities in order to communicate [TINP04] ensure project success. [TINL04] generated during integration to
with stakeholders. [TINS04] support enterprise needs. [TINE04]
Collates evidence during Prepares evidence obtained during Judges integration evidence Advises organizations beyond the
integration in support of integration in support of generated by projects across the enterprise boundary on complex or
downstream test and acceptance downstream test and acceptance enterprise, to ensure adequacy of sensitive integration-­related issues to
activities. [TINS05] activities. [TINP05] information. [TINL05] support enterprise needs. [TINE05]

80
Identifies an integration Guides and actively coordinates Guides and actively coordinates Champions the introduction of novel
environment to facilitate system integration activities for a system. integration activities on complex techniques and ideas in systems
integration activities. [TINS06] [TINP06] systems or across multiple projects integration, beyond the enterprise
from projects across the enterprise. boundary, in order to develop the wider
[TINL06] Systems Engineering community in
this competency. [TINE06]
Develops own understanding of Identifies a suitable integration Persuades key stakeholders to Coaches individuals beyond the
this competency area through environment. [TINP07] address identified enterprise-­level enterprise boundary in Systems
Continual Professional system integration issues to reduce Integration, in order to further develop
Development (CPD). [TINS07] project cost, schedule, or technical their knowledge, abilities, skills, or
risk. [TINL07] associated behaviors. [TINE07]
Creates detailed integration Coaches or mentors practitioners Maintains expertise in this
procedures. [TINP08] across the enterprise in systems competency area through specialist
integration in order to develop their Continual Professional
knowledge, abilities, skills, or Development (CPD) activities.
associated behaviors. [TINL08] [TINE08]
Guides new or supervised Promotes the introduction and use
practitioners in Systems integration of novel techniques and ideas in
to develop their knowledge, systems integration across the
abilities, skills, or associated enterprise, to improve enterprise
behaviors. [TINP09] competence in this area. [TINL09]
Maintains and enhances own Develops expertise in this
competence in this area through competency area through specialist
Continual Professional Development Continual Professional Development
(CPD) activities. [TINP10] (CPD) activities. [TINL10]

81
Competency area – Technical: Interfaces
Description
Interfaces occur where system elements interact, for example human, mechanical, electrical, thermal, data, etc. Interface Management comprises the identification, definition, and
control of interactions across system or system element boundaries.
Why it matters
Poor interface definition and management can result in incompatible system elements (either internal to the system or between the system and its environment) which may
ultimately result in system failure or project overrun.
Effective indicators of knowledge and experience
Awareness Supervised Practitioner Practitioner Lead Practitioner Expert
Defines key concepts within Uses a governing process to Creates a strategy for interface Creates enterprise-­level policies, Communicates own knowledge and
interface definition and manage and control their own definition and management on a procedures, guidance, and best experience in Systems Engineering
management. [TIFA01] interface management activities. project to support SE project and practice for interface definition and interface definition and management in
[TIFS01] wider enterprise needs. [TIFP01] management, including associated order to improve best practice beyond
tools. [TIFL01] the enterprise boundary. [TIFE01]
Explains how interface Identifies the properties of simple Creates a governing process, plan, Judges the tailoring of enterprise-­ Influences key stakeholders beyond
definition and management interfaces in order to define them. and associated tools for interface level interface definition and the enterprise boundary in interface
affects the integrity of the [TIFS02] definition and management, management processes to meet the definition and management to
system solution. [TIFA02] which reflect project and business needs of a project. [TIFL02] support enterprise needs. [TIFE02]
strategy. [TIFP02]
Identifies possible sources of Explains the potential Uses interface management Judges the suitability and Advises organizations beyond the
complexity in interface consequences of changes on techniques and governing completeness of interfaces and enterprise boundary on the suitability
definition and management. system interfaces to coordinate processes, to manage and control associated management practices of their approach to Systems
[TIFA03] and control ongoing development. their own interface management used on projects across the Engineering Interface Management
[TIFS03] activities. [TIFP03] enterprise. [TIFL03] and Control. [TIFE03]
Explains how different Maintains technical parameters Maintains interfaces over time to Identifies conflicts in the definition Advises organizations beyond the
sources of complexity affect associated with an interface to ensure continued coherence and or management of interfaces enterprise boundary on their handling
interface definition and ensure continued stability of alignment with project need. requiring resolution on projects of complex or sensitive Systems
management. [TIFA04] definition. [TIFS04] [TIFP04] across the enterprise. [TIFL04] Engineering Interface management
issues. [TIFE04]
Develops own understanding of Explains the effect of complexity Acts to arbitrate when there are Champions the introduction of novel
this competency area through on interface definition and conflicts in the definition of techniques and ideas in interface
Continual Professional management. [TIFP05] interfaces or their management on management, beyond the enterprise
Development (CPD). [TIFS05] projects across the enterprise. boundary, in order to develop the wider
[TIFL05] Systems Engineering community in
this competency. [TIFE05]

82
Negotiates interfaces between Coaches or mentors practitioners Coaches individuals beyond the
interface stakeholders to facilitate across the enterprise in Systems enterprise boundary in Interface
system development. [TIFP06] Engineering interface management in Management, in order to further
order to develop their knowledge, develop their knowledge, abilities,
abilities, skills, or associated skills, or associated behaviors.
behaviors. [TIFL06] [TIFE06]
Identifies impact on interface Promotes the introduction and use Maintains expertise in this
definitions as a result of wider of novel techniques and ideas in competency area through specialist
changes. [TIFP07] interface management across the Continual Professional Development
enterprise, to improve enterprise (CPD) activities. [TIFE07]
competence in this area. [TIFL07]
Guides new or supervised Develops expertise in this
practitioners in Systems competency area through specialist
Engineering interface Continual Professional
management in order to develop Development (CPD) activities.
their knowledge, abilities, skills, [TIFL08]
or associated behaviors. [TIFP08]
Maintains and enhances own
competence in this area through
Continual Professional Development
(CPD) activities. [TIFP09]

83
 Competency area – Technical: Verification
Description
Verification is the formal process of obtaining objective evidence that a system or system element, product, or service fulfills its specified requirements and characteristics. Verification
includes formal testing of the system against the system requirements; including qualification against the super system environment (e.g. electromagnetic compatibility, thermal, vibration,
humidity, fungus growth, etc.). Put simply, it answers the question “Did we build the system right?”
Why it matters
System verification should be planned so that system elements are tested in a logical sequence to avoid wasted effort. Systematic and incremental verification makes it easier to
find, isolate, diagnose, and correct problems. A system or system element that has not been verified cannot be relied on to meet its requirements. Systems verification is an essential
prerequisite to customer acceptance and certification.
Effective indicators of knowledge and experience
Awareness Supervised Practitioner Practitioner Lead Practitioner Expert
Explains what verification is, Complies with a governing Creates a strategy for system Creates enterprise-­level policies, Communicates own knowledge and
the purpose of verification, and process and appropriate verification on a project to support procedures, guidance, and best experience in Systems Engineering
why verification against the tools to plan and control SE project and wider enterprise practice for verification, including verification in order to improve best
system requirements is their own verification needs. [TVEP01] associated tools. [TVEL01] practice beyond the enterprise
important. [TVEA01] activities. [TVES01] boundary. [TVEE01]
Explains why there is a need to Prepares inputs to Creates a governing process, plan, Judges the tailoring of enterprise-­ Advises organizations beyond the
verify the system in a logical verification plans. [TVES02] and associated tools for systems level verification processes to meet enterprise boundary on the suitability
sequence. [TVEA02] verification, which reflect project the needs of a project. [TVEL02] of their approach to Systems
and business strategy. [TVEP02] Engineering verification. [TVEE02]
Explains why planning for Prepares verification plans Uses governing plans and processes Judges the suitability of Advises organizations beyond the
system verification is necessary. for smaller projects. for System verification, interpreting, verification plans, from multiple enterprise boundary on their Systems
[TVEA03] [TVES03] evolving, or seeking guidance where projects, on behalf of the Engineering Verification plans or
appropriate. [TVEP03] enterprise. [TVEL03] practices on complex systems or
projects. [TVEE03]
Explains how traceability can Performs verification testing Prepares verification plans for Advises on verification approaches Advises organizations beyond the
be used to establish whether a as part of system verification systems or projects. [TVEP04] on complex or challenging systems enterprise boundary on complex or
system meets requirements. activities. [TVES04] or projects across the enterprise. sensitive verification-­related issues.
[TVEA04] [TVEL04] [TVEE04]
Describes the relationship Identifies simple faults Reviews project-­level system Judges detailed verification Champions the introduction of novel
between verification, validation, found during verification verification plans. [TVEP05] procedures from multiple projects, techniques and ideas in systems
qualification, certification, and through diagnosis and on behalf of the enterprise. verification, beyond the enterprise
acceptance. [TVEA05] consequential corrective [TVEL05] boundary, in order to develop the wider
actions. [TVES05] Systems Engineering community in
this competency. [TVEE05]

84
Collates evidence in support Reviews verification results, Judges verification evidence Coaches individuals beyond the
of verification, qualification, diagnosing complex faults found generated from multiple projects enterprise boundary in Systems
certification, and acceptance. during verification activities. on behalf of the enterprise. Verification, in order to further develop
[TVES06] [TVEP06] [TVEL06] their knowledge, abilities, skills, or
associated behaviors. [TVEE06]
Reviews verification Prepares evidence obtained during Guides and actively coordinates Maintains expertise in this competency
evidence to establish verification testing to support verification activities for complex area through specialist Continual
whether a system meets system verification or downstream systems or projects across the Professional Development (CPD)
requirements. [TVES07] qualification, certification, and enterprise. [TVEL07] activities. [TVEE07]
acceptance activities. [TVEP07]
Selects a verification Monitors the traceability of Coaches or mentors practitioners
environment to ensure verification requirements and tests across the enterprise in systems
requirements can be fully to system requirements and vice verification in order to develop their
verified. [TVES08] versa. [TVEP08] knowledge, abilities, skills, or
associated behaviors. [TVEL08]
Develops own understanding Identifies a suitable verification Promotes the introduction and use
of this competency area environment. [TVEP09] of novel techniques and ideas in
through Continual verification across the enterprise,
Professional Development to improve enterprise competence
(CPD). [TVES09] in this area. [TVEL09]
Creates detailed verification Develops expertise in this
procedures. [TVEP10] competency area through specialist
Continual Professional Development
(CPD) activities. [TVEL10]
Performs system verification
activities. [TVEP11]
Prepares evidence obtained during
verification testing to support
downstream verification testing,
integration, or validation activities.
[TVEP12]
Guides new or supervised
practitioners in Systems verification
in order to develop their knowledge,
abilities, skills, or associated
behaviors. [TVEP13]
Maintains and enhances own
competence in this area through
Continual Professional Development
(CPD) activities. [TVEP14]

85
Competency area – Technical: Validation
Description
The purpose of validation is to provide objective evidence that the system, product, or service when in use, fulfills its business or mission objectives and stakeholder requirements,
achieving its intended use in its intended operational environment. Put simply, validation checks that the needs of the customer/end user have been met and answers the question
“Did we build the right system?”
Why it matters
Validation is used to check that the system meets the needs of the customer/end user. Failure to satisfy the customer will impact future business. Validation provides some important
inputs to future system development.
Effective indicators of knowledge and experience
Awareness Supervised Practitioner Practitioner Lead Practitioner Expert
Explains what validation is, Complies with a governing Creates a strategy for system Creates enterprise-­level policies, Communicates own knowledge and
the purpose of validation, process and appropriate tools to validation on a project to support SE procedures, guidance, and best experience in Systems Engineering
and why validation is plan and control their own project and wider enterprise needs. practice for validation, including validation in order to improve best
important. [TVAA01] validation activities. [TVAS01] [TVAP01] associated tools. [TVAL01] practice beyond the enterprise
boundary. [TVAE01]
Explains why there is a Prepares inputs to validation Creates a governing process, plan, Judges the tailoring of enterprise-­ Advises organizations beyond the
need for early planning for plans. [TVAS02] and associated tools for system level validation processes to meet enterprise boundary on the suitability
validation. [TVAA02] validation, which reflect project and the needs of a project. [TVAL02] of their approach to Systems
business strategy. [TVAP02] Engineering validation. [TVAE02]
Describes the relationship Prepares validation plans for Uses governing plans and processes Judges the suitability of validation Advises organizations beyond the
between validation, smaller projects. [TVAS03] for System validation, interpreting, plans from multiple projects, on enterprise boundary on their handling
verification, qualification, evolving, or seeking guidance where behalf of the enterprise. of complex or sensitive Systems
certification, and acceptance. appropriate. [TVAP03] [TVAL03] Engineering validation issues.
[TVAA03] [TVAE03]
Describes the relationship Performs validation testing as part Communicates using the Advises on validation approaches Advises organizations beyond the
between traceability and of system validation or system terminology of the customer while on complex or challenging enterprise boundary on complex or
validation. [TVAA04] acceptance. [TVAS04] focusing on customer need. systems or projects across the sensitive validation-­related issues.
[TVAP04] enterprise. [TVAL04] [TVAE04]
Identifies simple faults found Prepares validation plans for Judges detailed validation Champions the introduction of novel
during validation through systems or projects. [TVAP05] procedures from multiple techniques and ideas in system
diagnosis and consequential projects, on behalf of the validation, beyond the enterprise
corrective actions. [TVAS05] enterprise. [TVAL05] boundary, in order to develop the wider
Systems Engineering community in this
competency. [TVAE05]

86
Collates evidence in support of Reviews project-­level system Judges validation evidence Coaches individuals beyond the
validation, qualification, validation plans. [TVAP06] generated from multiple projects enterprise boundary in Systems
certification, and acceptance. on behalf of the enterprise. validation, in order to further develop
[TVAS06] [TVAL06] their knowledge, abilities, skills, or
associated behaviors. [TVAE06]
Reviews validation evidence to Reviews validation results, Guides and actively coordinates Maintains expertise in this
establish whether a system will diagnosing complex faults found validation activities on complex competency area through specialist
meet the operational need. during validation activities. systems or projects across the Continual Professional Development
[TVAS07] [TVAP07] enterprise. [TVAL07] (CPD) activities. [TVAE07]
Selects a validation environment Identifies a suitable validation Coaches or mentors practitioners
to ensure requirements can be environment. [TVAP08] across the enterprise in systems
fully validated. [TVAS08] validation in order to develop
their knowledge, abilities, skills,
or associated behaviors.
[TVAL08]
Develops own understanding of Creates detailed validation Promotes the introduction and use
this competency area through procedures. [TVAP09] of novel techniques and ideas in
Continual Professional validation across the enterprise, to
Development (CPD). [TVAS09] improve enterprise competence in
this area. [TVAL09]
Performs system validation Develops expertise in this
activities. [TVAP10] competency area through specialist
Continual Professional Development
(CPD) activities. [TVAL10]
Prepares evidence obtained during
validation testing to support
certification and acceptance
activities. [TVAP11]
Monitors the traceability of validation
requirements and tests to system
requirements and vice versa. [TVAP12]
Guides new or supervised
practitioners in System Validation in
order to develop their knowledge,
abilities, skills, or associated
behaviors. [TVAP13]
Maintains and enhances own
competence in this area through
Continual Professional Development
(CPD) activities. [TVAP14]

87
Competency area – Technical: Transition
Description
Transition is the integration of a verified system, product, or service into its operational environment including the wider (“Super”) system of which it forms a part.
Transition is performed in accordance with stakeholder agreements and includes support activities and provision of relevant enabling systems (e.g. production and volume
manufacturing, site preparation, support and logistics systems, and operator training). Transition is used at each level in the system structure.
Why it matters
Incorrectly transitioning the system into operation can lead to misuse, failure to perform, and customer or end user dissatisfaction. Failure to plan for transition to operation may
result in a system that is delayed into service or market with a consequential impact on the customer or business. Failure to satisfy the customer will impact future business.
Effective indicators of knowledge and experience
Awareness Supervised Practitioner Practitioner Lead Practitioner Expert
Explains why there is a Uses a governing process and Creates a strategy for transitioning Creates enterprise-­level policies, Communicates own knowledge and
need to carry out appropriate tools to plan and a system, which supports project procedures, guidance, and best experience in Systems transition in
transition to operation. control their own transition and wider enterprise needs. practice for system transition, order to improve best practice beyond
[TTRA01] activities. [TTRS01] [TTRP01] including associated tools. [TTRL01] the enterprise boundary. [TTRE01]
Explains key activities Performs transitioning of a system Creates a governing process, plan, Judges the tailoring of enterprise-­ Advises organizations beyond the
and work products into production or operation in and associated tools for systems level transition processes to meet the enterprise boundary on the suitability
required for transition order to meet the requirements of a transition activities that reflect needs of a project. [TTRL02] of their approach to Systems
to operation. [TTRA02] plan. [TTRS02] project and business strategy. Engineering Transition activities.
[TTRP02] [TTRE02]
Describes the system’s contribution Uses governing plans and processes Judges the adequacy of transition Advises organizations beyond the
to the wider system (super-­system) to plan and execute system approaches and procedures on enterprise boundary on the handling of
of which it forms a part. [TTRS03] transition activities, interpreting, complex or challenging systems or complex or sensitive Systems transition
evolving, or seeking guidance projects across the enterprise. issues. [TTRE03]
where appropriate. [TTRP03] [TTRL03]
Develops own understanding of this Performs a system transition to Judges the suitability of transition Champions the introduction of novel
competency area through Continual production and operation taking plans to ensure wider enterprise techniques and ideas in system
Professional Development (CPD). into consideration its contribution needs are addressed. [TTRL04] transition, beyond the enterprise
[TTRS04] to the wider (super) system. boundary, in order to develop the wider
[TTRP04] Systems Engineering community in
this competency. [TTRE04]
Communicates transition activities Persuades key stakeholders to Coaches individuals beyond the
using user terminology to ensure address identified enterprise-­level enterprise boundary in Systems
clear communications. [TTRP05] transition issues to reduce project and Transition, in order to further develop
business risk. [TTRL05] their knowledge, abilities, skills, or
associated behaviors. [TTRE05]

88
Acts to ensure system transition Guides the transition of a complex Maintains expertise in this
addresses export control and system or projects across the competency area through specialist
licensing obligations. [TTRP06] enterprise, into service. [TTRL06] Continual Professional Development
(CPD) activities. [TTRE06]
Acts to ensure system transition Coaches or mentors practitioners
activities gain customer approval. across the enterprise in systems
[TTRP07] transition in order to develop their
knowledge, abilities, skills, or
associated behaviors. [TTRL07]
Guides new or supervised Promotes the introduction and use of
practitioners in System transition to novel techniques and ideas in
operation in order to develop their transition management across the
knowledge, abilities, skills, or enterprise, to improve enterprise
associated behaviors. [TTRP08] competence in this area. [TTRL08]
Maintains and enhances own Develops expertise in this
competence in this area through competency area through specialist
Continual Professional Development Continual Professional Development
(CPD) activities. [TTRP09] (CPD) activities. [TTRL09]

89
Competency area – Technical: Utilization and Support
Description
Utilization is the stage of development when a system, product, or service is used (operated) in its intended environment to deliver its intended capabilities. The support stage of a
system life cycle encompasses the activities required to sustain operation of the system, product, or service over time, such as maintaining the system to continue or extend its
operational life, address performance issues, evolving needs, obsolescence, and technology upgrades and changes. Support entails monitoring system performance, addressing
system failures and performance issues, and updating the system to accommodate evolving needs and technology.
Why it matters
The Utilization and support stages of a system, product, or service typically account for the largest portion of the total life cycle cost. Proactive and systematic responses to
operational issues contribute significantly to user satisfaction and operational cost management.
Effective indicators of knowledge and experience
Awareness Supervised Practitioner Practitioner Lead Practitioner Expert
Explains why a system needs Uses a governing process and Creates a strategy for system Creates enterprise-­level policies, Communicates own knowledge and
to be supported during appropriate tools to plan and utilization and support, which procedures, guidance, and best experience in systems utilization and
operation. [TUSA01] control their own operations and reflects wider project and business practice for utilization and support, support in order to improve best
support activities. [TUSS01] strategies. [TUSP01] including associated tools. [TUSL01] practice beyond the enterprise
boundary. [TUSE01]
Describes the difference Identifies operational data in Creates a governing process, plan, Judges the tailoring of enterprise-­ Advises organizations beyond the
between preventive and order to assess system and associated tools for system level utilization and support enterprise boundary on the suitability
corrective maintenance. performance. [TUSS02] utilization and support, which processes to meet the needs of a of their approach to system
[TUSA02] reflect wider project and business project. [TUSL02] utilization and support. [TUSE02]
plans. [TUSP02]
Explains why it is necessary Reviews system failures or Uses governing plans and Advises across the enterprise on the Advises organizations beyond the
to address failures, parts performance issues, proposing processes for System Utilization application of advanced practices to enterprise boundary on the handling
obsolescence, and evolving design changes to rectify such and support, interpreting, improve the effectiveness of of complex or sensitive operations,
user requirements during failures. [TUSS03] evolving, or seeking guidance project-­level system support or maintenance, and support-­related
system operation. [TUSA03] where appropriate. [TUSP03] operations. [TUSL03] issues. [TUSE03]
Lists the different levels of Performs rectification of system Guides and actively coordinates Advises across the enterprise on Champions the introduction of novel
repair capability and failures or performance issues. in-­service support activities for a technology upgrade implementations techniques and ideas in systems
describes the characteristics [TUSS04] system. [TUSP04] in order to improve the cost–benefit utilization and support, beyond the
of each. [TUSA04] ratio of an upgraded design solution. enterprise boundary, in order to
[TUSL04] develop the wider Systems
Engineering community in this
competency. [TUSE04]
Explains the impact of Reviews the feasibility and Identifies data to be collected in Persuades key stakeholders across the Coaches individuals beyond the
operations and support on impact of evolving user need on order to assess system operational enterprise to address identified enterprise boundary in System Utilization
specialty engineering areas. operations, maintenance, and performance. [TUSP05] operation, maintenance, and support and support, in order to further develop
[TUSA05] support. [TUSS05] issues to reduce project or wider their knowledge, abilities, skills, or
enterprise risk. [TUSL05] associated behaviors. [TUSE05]

90
Prepares inputs to concept Reviews system failures or Coaches or mentors practitioners across Maintains expertise in this
studies to document the impact performance issues in order to the enterprise in systems utilization and competency area through specialist
or feasibility of new initiate design change proposals support in order to develop their Continual Professional Development
technologies or possible system rectifying these failures. knowledge, abilities, skills, or (CPD) activities. [TUSE06]
updates. [TUSS06] [TUSP06] associated behaviors. [TUSL06]
Prepares inputs to obsolescence Identifies system elements Promotes the introduction and use of
studies to identify obsolescent approaching obsolescence and novel techniques and ideas in systems
components and suitable conducts studies to identify operations and support across the
replacements. [TUSS07] suitable replacements. [TUSP07] enterprise, to improve enterprise
competence in this area. [TUSL07]
Prepares updates to technical Maintains system elements and Develops expertise in this
data (e.g. procedures, guidelines, associated documentation competency area through specialist
checklists, and training following their replacement due Continual Professional Development
materials) to ensure operations to obsolescence. [TUSP08] (CPD) activities. [TUSL08]
and maintenance activities and
data are current. [TUSS08]
Identifies potential changes to Monitors the effectiveness of
system operational environment system support or operations.
or external interfaces. [TUSS09] [TUSP09]
Develops own understanding of Reviews the timing of technology
this competency area through upgrade implementations in order
Continual Professional to improve the cost–benefit ratio
Development (CPD). [TUSS10] of an upgraded design solution.
[TUSP10]
Reviews potential changes to the
system operational environment
or external interfaces. [TUSP11]
Reviews technical support data
(e.g. procedures, guidelines,
checklists, training, and
maintenance materials) to ensure
it is current. [TUSP12]
Guides new or supervised
practitioners in System operation,
support, and maintenance, in
order to develop their knowledge,
abilities, skills, or associated
behaviors. [TUSP13]
Maintains and enhances own
competence in this area through
Continual Professional Development
(CPD) activities. [TUSP14]

91
Competency area – Technical: Retirement
Description
The retirement stage of a system is the final stage of a system life cycle, where the existence of a system or product is ended for a specific use, through appropriate and often
controlled handling or recycling. System engineering activities in this stage primarily focus on ensuring that disposal requirements are addressed. They could also concern
preparing for the next generation of a system.
Why it matters
Retirement is an essential part of a system overall concept as experience has shown that failure to plan for retirement (e.g. disposal, recycling, and reuse) early can be both costly
and time-­consuming. Indeed, many countries have changed their laws to insist that the developer is now responsible for ensuring the proper end-­of-­life disposal of all system
components.
Effective indicators of knowledge and experience
Awareness Supervised Practitioner Practitioner Lead Practitioner Expert
Explains why the needs of Uses a governing process and Creates a strategy for system Creates enterprise-­level policies, Communicates own knowledge and
system retirement need to be appropriate tools to plan and retirement which reflects wider procedures, guidance, and best experience in System retirement, in
considered, even as part of the control their retirement activities. project and business strategies. practice for retirement, including order to improve best practice beyond
original system design [TRES01] [TREP01] associated tools. [TREL01] the enterprise boundary. [TREE01]
concept. [TREA01]
Identifies areas requiring special Identifies required retirement Uses governing plans and Judges the tailoring of enterprise-­ Advises organizations beyond the
consideration when determining requirements or design changes in processes for system retirement, level retirement processes to meet enterprise boundary on the suitability
retirement requirements across order to address system retirement interpreting, evolving, or seeking the needs of a project. [TREL02] of their approach to system
each of the life cycle stages. needs. [TRES02] guidance where appropriate. retirement. [TREE02]
[TREA02] [TREP02]
Explains how evolving user Reviews the feasibility and impact Complies with governing plans and Advises across the enterprise on Advises organizations beyond the
requirements could affect of evolving user need on system processes for system retirement, the application of advanced enterprise boundary on their handling
retirement. [TREA03] retirement. [TRES03] interpreting, evolving, or seeking practices to improve the of complex or sensitive retirement-­
guidance where appropriate. effectiveness of project-­level related issues. [TREE03]
[TREP03] retirement activities. [TREL03]
Prepares updates to technical data Guides and actively coordinates Persuades key stakeholders across Champions the introduction of novel
(e.g. procedures, guidelines, the retirement of a system at the enterprise to address identified techniques and ideas in system
checklists, and training) to ensure end-­of-­life. [TREP04] retirement issues to reduce project retirement, beyond the enterprise
retirement activities and data are and business risk. [TREL04] boundary, in order to develop the wider
current. [TRES04] Systems Engineering community in
this competency. [TREE04]
Prepares inputs to obsolescence Determines the data to be Coaches or mentors practitioners Coaches individuals beyond the
studies to identify impact on collected in order to assess system across the enterprise in system enterprise boundary, in System
retirement of obsolescent retirement performance. retirement in order to develop their retirement in order to further develop
components and their [TREP05] knowledge, abilities, skills, or their knowledge, abilities, skills, or
replacements. [TRES05] associated behaviors. [TREL05] associated behaviors. [TREE05]

92
Identifies potential changes to Monitors the implementation of Promotes the introduction and use Maintains expertise in this
system retirement environment or changes to system retirement of novel techniques and ideas in competency area through specialist
external interfaces as a result of environment or external system retirement across the Continual Professional Development
system evolution or other interfaces. [TREP06] enterprise, to improve enterprise (CPD) activities. [TREE06]
technology change. [TRES06] competence in this area.
[TREL06]
Identifies potential changes to Reviews retirement technical Develops expertise in this
system retirement process or support data (e.g. procedures, competency area through
interfaces as a result of changes to guidelines, checklists, training, specialist Continual Professional
interfacing systems or usage and materials) to ensure it is Development (CPD) activities.
changes. [TRES07] current. [TREP07] [TREL07]
Develops own understanding of Guides new or supervised
this competency area through practitioners in system retirement
Continual Professional in order to develop their
Development (CPD). [TRES08] knowledge, abilities, skills, or
associated behaviors. [TREP08]
Maintains and enhances own
competence in this area through
Continual Professional
Development (CPD) activities.
[TREP09]

93
 Competency area – Systems Engineering Management: Planning
Description
The purpose of planning is to produce, coordinate, and maintain effective and workable plans across multiple disciplines. Systems Engineering planning includes planning the way
the engineering of the system will be performed and managed, tailoring generic engineering processes to address specific project context, technical activities, and identified risks.
This includes estimating the effort, resources, and timescales required to complete the project to the required quality level. Planning is performed in association with the Project
Manager. Plans and estimates may need updating to reflect changes or to overcome unexpected issues encountered during the development process.
Why it matters
It is important to identify the full scope and timing of all Systems Engineering activities and their associated resource needs and to link this with task effort and cost estimation through
controlled planning. Alignment between Systems Engineering planning and estimation is vital to ensure that assumptions made when developing a plan, such as ways of working and
process tailoring are taken into consideration. Failure to plan correctly will mean inadequate visibility of progress and is likely to cause ongoing problems with time, budget, and quality.
Effective indicators of knowledge and experience
Awareness Supervised Practitioner Practitioner Lead Practitioner Expert
Identifies key planning and Follows a defined governing Creates a strategy for performing Creates enterprise-­level policies, Communicates own knowledge
estimating terms and acronyms process, using appropriate tools, to Systems Engineering life cycle procedures, guidance, and best and experience in Systems
and the relationships between guide their Systems Engineering activities considering the wider practice for Systems Engineering Engineering planning, in order to
them. [MPLA01] planning activities. [MPLS01] project plan to ensure integration planning, including associated tools promote best practice beyond the
and coherence across the to improve organizational enterprise boundary. [MPLE01]
development. [MPLP01] effectiveness. [MPLL01]
Explains why planning Explains the role of Systems Creates a governing Systems Judges tailoring of enterprise-­level Advises organizations beyond the
Systems Engineering activities Engineering planning and its Engineering management plan, Systems Engineering planning enterprise boundary on the
is important and how planning relationship to wider project which reflect project and business processes to balance the needs of suitability of their approach to
interacts across disciplines and planning and management. strategy and all development the project and business. [MPLL02] Systems Engineering planning
organizations. [MPLA02] [MPLS02] constraints. [MPLP02] and estimation. [MPLE02]
Identifies key areas that need Prepares information required in Develops effort, resource, and Creates Systems Engineering plans Advises organizations beyond the
to be addressed in a project order to create an SE plan, in order schedule estimates to scope integrating multiple diverse projects or enterprise boundary on the
Systems Engineering plan. to control the management of a Systems Engineering life cycle a complex system to ensure coherence handling of complex or sensitive
[MPLA03] system development. [MPLS03] activities. [MPLP03] across the development. [MPLL03] Systems Engineering planning
issues. [MPLE03]
Explains the principles of Prepares inputs to SE management Selects key design parameters Judges Systems Engineering plans Champions the introduction of
Systems Engineering process plan. [MPLS04] required to track critical aspects from across the enterprise for their novel techniques and ideas in
tailoring including its benefits of the design during development. suitability in meeting both the needs Systems Engineering planning,
and potential issues. [MPLP04] of the project and the wider beyond the enterprise boundary, in
[MPLA04] enterprise. [MPLL04] order to develop the wider
Systems Engineering community
in this competency. [MPLE04]

94
Identifies key potential sources Explains how Systems Engineering Negotiates successfully with Judges Systems Engineering effort, Coaches individuals beyond the
of change on a project and why estimates are compiled in order to others to secure identified future resource, and schedule estimates enterprise boundary in Systems
the impact of such changes scope the size of a development. Systems Engineering needs of a from across the enterprise for their Engineering planning, in order to
needs to be carefully assessed [MPLS05] project. [MPLP05] quality. [MPLL05] further develop their knowledge,
and planned. [MPLA05] abilities, skills, or associated
behaviors. [MPLE05]
Explains the relationship Prepares inputs to Systems Negotiates successfully with Reviews engineering changes from Maintains expertise in this
between life cycle reviews and Engineering work packages to project management to secure across the enterprise to establish the competency area through
planning. [MPLA06] support the scoping of Systems identified future Systems impact on both the project itself and specialist Continual Professional
Engineering tasks. [MPLS06] Engineering needs of a project. the wider enterprise. [MPLL06] Development (CPD) activities.
[MPLP06] [MPLE06]
Prepares inputs to Systems Prepares updates required to Persuades key stakeholders to address
Engineering replanning activities Systems Engineering plan to identified enterprise-­level Systems
in order to implement engineering address internal or external Engineering project planning issues to
changes. [MPLS07] changes. [MPLP07] reduce project cost, schedule, or
technical risk. [MPLL07]
Prepares updates to Systems Coordinates implementation of Coaches or mentors practitioners
Engineering plans to reflect updates to Systems Engineering across the enterprise in Systems
authorized changes. [MPLS08] plan to address internal or Engineering planning in order to
external changes. [MPLP08] develop their knowledge, abilities,
skills, or associated behaviors.
[MPLL08]
Identifies development lessons Guides new or supervised Promotes the introduction and use
learned performing SE planning to practitioners in Systems of novel techniques and ideas in
inform future projects. [MPLS09] Engineering planning to develop Systems Engineering planning
their knowledge, abilities, skills, across the enterprise, to improve
or associated behaviors. enterprise competence in this area.
[MPLP09] [MPLL09]
Develops own understanding of Maintains and enhances own Develops expertise in this
this competency area through competence in this area through competency area through specialist
Continual Professional Continual Professional Continual Professional
Development (CPD). [MPLS10] Development (CPD) activities. Development (CPD) activities.
[MPLP10] [MPLL10]

95
Competency area – Systems Engineering Management: Monitoring and Control
Description
Monitoring and control assesses the project to see if the current plans are aligned and feasible; determines the status of a project, including its technical and process performance,
and directs execution to ensure that performance is according to plans and schedule, within project budgets, and satisfies technical objectives.
Why it matters
Failure to adequately assess and monitor performance against the plan prevents visibility of progress and, in consequence, appropriate corrective actions may not be identified and/
or taken when project performance deviates from that required.
Effective indicators of knowledge and experience
Awareness Supervised Practitioner Practitioner Lead Practitioner Expert
Explains why monitoring Follows a defined governing Creates a strategy for Monitoring Creates enterprise-­level policies, Communicates own knowledge and
and controlling Systems process, using appropriate and Control on a project to procedures, guidance, and best practice experience in Systems Engineering
Engineering activities is tools, to guide their Systems support project and wider for Systems Engineering monitoring monitoring and control in order to
important. [MMCA01] Engineering monitoring and enterprise needs. [MMCP01] and control, including associated tools improve best practice beyond the
control activities. [MMCS01] to improve organizational effectiveness. enterprise boundary. [MMCE01]
[MMCL01]
Explains how Systems Records technical data Creates a governing process, Assesses tailoring of enterprise-­level Advises organizations beyond the
Engineering monitoring and identified as requiring plan, and associated tools for Systems Engineering monitoring and enterprise boundary on the handling
control fits within the wider monitoring or control in plans systems decision management, control processes to balance the needs of complex or sensitive Systems
execution and control of a to facilitate analysis. which reflect project and of the project and business. [MMCL02] Engineering monitoring and control
project. [MMCA02] [MMCS02] business strategy. [MMCP02] issues. [MMCE02]
Explains the purpose of Monitors key data parameters Complies with governing plans Assesses ongoing Systems Engineering Advises organizations beyond the
reviews and decision gates against expectations to and processes for system projects at enterprise-­level to ensure enterprise boundary on the
and their relationship to the determine deviations. monitoring and control, they are being monitored and suitability of their approach to
monitoring and control of [MMCS03] interpreting, evolving, or seeking controlled successfully. [MMCL03] Systems Engineering monitoring
Systems Engineering tasks. guidance where appropriate. and control. [MMCE03]
[MMCA03] [MMCP03]
Explains how Systems Identifies potential corrective Monitors Systems Engineering Judges the suitability of management Champions the introduction of novel
Engineering metrics and actions to control and correct activities in order to determine and trading of design technical margins techniques and ideas in Systems
measures contribute to deviations from expectations. and report progress against to satisfy the needs of the project, on Engineering monitoring and control,
monitoring and controlling [MMCS04] estimates and plans on a project. ongoing projects across the enterprise. beyond the enterprise boundary, in
Systems Engineering on a [MMCP04] [MMCL04] order to develop the wider Systems
project. [MMCA04] Engineering community in this
competency. [MMCE04]

96
Explains how Monitors technical margins Monitors Systems Engineering Assesses proposals for preventative or Coaches individuals beyond the
communications support the both horizontally and vertically activities by processing remedial actions when assessment enterprise boundary in Systems
successful monitoring and through the project hierarchy measurement data in order to indicates a trend toward deviation on Engineering monitoring and control,
control of a Systems and over time, to control and determine deviations or trends multiple distinct projects across the in order to further develop their
Engineering project. monitor design evolution. against plans. [MMCP05] enterprise or a complex project. knowledge, abilities, skills, or
[MMCA05] [MMCS05] [MMCL05] associated behaviors. [MMCE05]
Identifies development lessons Analyzes measurement and Analyzes monitoring and control data Maintains expertise in this
learned performing monitoring assessment data to determine and from multiple diverse projects or a competency area through specialist
and control to inform future implement necessary remedial complex system to provide Continual Professional
projects. [MMCS06] corrective actions in order to enterprise level coordination Development (CPD) activities.
control SE activities. [MMCP06] of SE. [MMCL06] [MMCE06]
Develops own understanding Prepares recommendations for Persuades key stakeholders to address
of this competency area updates to existing monitoring identified enterprise-­level Systems
through Continual Professional and control plans to address Engineering monitoring and control
Development (CPD). internal or external changes. issues to reduce project cost, schedule, or
[MMCS07] [MMCP07] technical risk. [MMCL07]
Reviews technical margins both Coaches or mentors practitioners across
horizontally and vertically the enterprise in Systems Engineering
through the project hierarchy to monitoring and control in order to
maintain overall required develop their knowledge, abilities, skills,
margins. [MMCP08] or associated behaviors. [MMCL08]
Guides new or supervised Promotes the introduction and use of
practitioners in Systems novel techniques and ideas in monitoring
Engineering monitoring and and control of Systems Engineering,
control in order to develop their across the enterprise, to improve
knowledge, abilities, skills, or enterprise competence in this area.
associated behaviors. [MMCP09] [MMCL09]
Maintains and enhances own Develops expertise in this competency
competence in this area through area through specialist Continual
Continual Professional Professional Development (CPD)
Development (CPD) activities. activities. [MMCL10]
[MMCP10]

97
Competency area – Systems Engineering Management: Risk and Opportunity Management
Description
Risk is an uncertain event or condition that, if it occurs, has a positive or negative effect on project or enterprise objectives. The purpose of risk and opportunity management is to
reduce potential risks to an acceptable level before they occur, or maximize the potential of any opportunity, throughout the life of the project. Risk and opportunity management is
a continuous, forward-­looking process that is applied to anticipate and avert risks that may adversely impact the project and can be considered both a project management and a
Systems Engineering activity.
Why it matters
Every new system (or existing system modification) has inherent risk but is also based upon the pursuit of an opportunity. Risk and opportunity are both present throughout the life
cycle of systems and the primary objective of managing these areas as part of Systems Engineering activities is to balance the allocation of resources to achieve greatest risk
mitigation (or opportunity benefits).
Effective indicators of knowledge and experience
Awareness Supervised Practitioner Practitioner Lead Practitioner Expert
Describes the distinction Follows a governing process Creates a strategy for risk and Creates enterprise-­level policies, Communicates own knowledge and
between risk, issue, and and appropriate tools to plan opportunity management on a procedures, guidance, and best practice experience in Systems Engineering risk
opportunity, and can provide and control their own risk and project to support SE project and for Systems Engineering risk and and opportunity management, in order to
examples of each. [MROA01] opportunity management wider enterprise needs. opportunity management, including best practice beyond the enterprise
activities. [MROS01] [MROP01] associated tools. [MROL01] boundary. [MROE01]
Identifies key factors Identifies potential risks and Creates a governing process, Judges the tailoring of enterprise-­level Influences key stakeholders beyond the
associated with good risk opportunities on a project. plan, and associated tools for risk risk and opportunity management enterprise boundary in support of risk
management and why these [MROS02] and opportunity management, processes and associated work products and opportunity management.
factors are important. which reflect project and to meet the needs of a project. [MROE02]
[MROA02] business strategy. [MROP02] [MROL02]
Identifies different classes of Identifies action plans to treat Develops a project risk and Guides and actively coordinates Systems Advises organizations beyond the
risk and can provide examples risks and opportunities on a opportunity profile including Engineering risk and opportunity enterprise boundary on the handling of
of each. [MROA03] project. [MROS03] context, probability, consequences, management across multiple diverse complex or sensitive risk and
thresholds, priority, and risk action projects or across a complex system, opportunity issues. [MROE03]
and status. [MROP03] with proven success. [MROL03]
Identifies different types of Develops own understanding Analyzes risks and opportunities Produces an enterprise-­level risk Advises organizations beyond the
risk treatment available and of this competency area through for likelihood and consequence in profile including context, probability, enterprise boundary on the suitability
can provide examples of each. Continual Professional order to determine magnitude and consequences, thresholds, priority, and of their approach to risk and
[MROA04] Development (CPD). [MROS04] priority for treatment. [MROP04] risk action and status. [MROL04] opportunity management. [MROE04]
Identifies different types of Monitors Systems Engineering Judges on the treatment of risks and Champions the introduction of novel
opportunity and can provide risks and opportunities during opportunities across multiple diverse techniques and ideas in Systems
examples of each. [MROA05] project execution. [MROP05] projects or a complex project, with Engineering risk and opportunity
proven success. [MROL05] management, beyond the enterprise
boundary, in order to develop the wider
Systems Engineering community in
this competency. [MROE05]

98
Describes a typical high-­level Analyzes risks and opportunities Persuades key enterprise stakeholders Coaches individuals beyond the
process for risk and effectively, considering to address identified enterprise-­level enterprise boundary in Systems
opportunity management. alternative treatments and project risks and opportunities to Engineering risk and opportunity
[MROA06] generating a plan of action when reduce enterprise-­level risks. management, in order to further develop
thresholds exceed certain levels. [MROL06] their knowledge, abilities, skills, or
[MROP06] associated behaviors. [MROE06]
Explains how risk is typically Communicates risk and Coaches or mentors practitioners Maintains expertise in this competency
assessed and can provide opportunity status to affected across the enterprise in Systems area through specialist Continual
examples. [MROA07] stakeholders. [MROP07] Engineering risk and opportunity Professional Development (CPD)
management in order to develop their activities. [MROE07]
knowledge, abilities, skills, or
associated behaviors. [MROL07]
Guides new or supervised Promotes the introduction and use of
practitioners in risk and novel techniques and ideas in Systems
opportunity Management Engineering risk and opportunity
techniques in order to develop management across the enterprise, to
their knowledge, abilities, skills, or improve enterprise competence in this
associated behaviors. [MROP08] area. [MROL08]
Maintains and enhances own Develops expertise in this competency
competence in this area through area through specialist Continual
Continual Professional Professional Development (CPD)
Development (CPD) activities. activities. [MROL09]
[MROP09]

99
Competency area – Systems Engineering Management: Decision Management
Description
Decision management provides a structured, analytical framework for objectively identifying, characterizing, and evaluating a set of alternatives for a decision at any point in the
life cycle in order to select the most beneficial course of action.
Why it matters
System development entails an array of interrelated decisions that require the holistic perspective of the Systems Engineering discipline. Decisions include selection of preferred
solution at every level of the system, including technology option selection, architecture selection, make-­or-­buy decisions, strategy selection for maintenance, disposal. While some
low-­value decisions can be made and recorded simply, key decisions which might affect the long-­term success and delivery of the project’s desired value need to be controlled using
a formalized decision management process.
Effective indicators of knowledge and experience
Awareness Supervised Practitioner Practitioner Lead Practitioner Expert
Identifies the Systems Follows a governing process Creates a strategy for decision Creates enterprise-­level policies, Communicates own knowledge and
Engineering situations where a and appropriate tools to plan management on a project to procedures, guidance, and best experience in Systems Engineering
structured decision is, and is not, and control their own decision support SE project and wider practice for decision management decision management, in order to
appropriate. [MDMA01] management activities. enterprise needs. [MDMP01] and communication, including improve best practice beyond the
[MDMS01] associated tools. [MDML01] enterprise boundary. [MDME01]
Explains why there is a need to Identifies potential decision Creates a governing process, plan, Judges the tailoring of enterprise-­ Influences key decision stakeholders
select a preferred solution. criteria and performance and associated tools for systems level decision management beyond the enterprise boundary.
[MDMA02] parameters for consideration. decision management, which processes and associated work [MDME02]
[MDMS02] reflect project and business products to meet the needs of a
strategy. [MDMP02] project. [MDML02]
Describes the relevance of Identifies tools and techniques Complies with governing plans and Coordinates decision management Advises organizations beyond the
comparative techniques (e.g. trade for the decision process. processes for system decision and trade analysis using different enterprise boundary on complex or
studies, and make/buy) to assist [MDMS03] management, interpreting, techniques, across multiple sensitive decision management or
decision processes. [MDMA03] evolving, or seeking guidance diverse projects or across a trade-­off issues. [MDME03]
where appropriate. [MDMP03] complex system, with proven
success. [MDML03]
Explains how to frame, tailor, and Prepares information in Develops governing decision Persuades key stakeholders across Advises organizations beyond the
structure a decision including its support of decision trade management plans, processes, and the enterprise to address identified enterprise boundary on the suitability
objectives and measures and studies. [MDMS04] appropriate tools and uses these to enterprise-­level decision of their approach to decision
outlines the key characteristics of control and monitor decision management issues. [MDML04] management. [MDME04]
a structured decision-­making management activities. [MDMP04]
approach. [MDMA04]
Explains how uncertainty impacts Monitors the decision process Guides and actively coordinates Negotiates complex trades on Identifies strategies for organizations
on decision-­making. [MDMA05] to catalog actions taken and ongoing decision management behalf of the enterprise. beyond the enterprise boundary, in
their supporting rationale. activities to ensure successful [MDML05] order to resolve their issues with
[MDMS05] outcomes with decision management complex system trade-­offs.
stakeholders. [MDMP05] [MDME05]

100
Explains why there is a need for Develops own understanding Determines decision selection Judges decisions affecting Champions the introduction of novel
communication and accurate of this competency area criteria, weightings of the criteria, solutions and the criteria for techniques and ideas in Systems
recording in all aspects of the through Continual Professional and assess alternatives against making the solution across the Engineering decision management,
decision-­making process. Development (CPD). selection criteria. [MDMP06] enterprise. [MDML06] beyond the enterprise boundary, in
[MDMA06] [MDMS06] order to develop the wider Systems
Engineering community in this
competency. [MDME06]
Selects appropriate tools and Coaches or mentors practitioners Coaches individuals beyond the
techniques for making different across the enterprise in Systems enterprise boundary in Systems
types of decision. [MDMP07] Engineering decision management Engineering decision management,
in order to develop their in order to further develop their
knowledge, abilities, skills, or knowledge, abilities, skills, or
associated behaviors. [MDML07] associated behaviors. [MDME07]
Prepares trade-­off analyses and Promotes the introduction and use Maintains expertise in this
justifies the selection in terms that of novel techniques and ideas in competency area through specialist
can be quantified and qualified. decision resolution and Continual Professional Development
[MDMP08] management across the enterprise, (CPD) activities. [MDME08]
to improve enterprise competence
in this area. [MDML08]
Assesses sensitivity of selection Develops expertise in this
criteria through a sensitivity competency area through
analysis, reporting as required. specialist Continual Professional
[MDMP09] Development (CPD) activities.
[MDML09]
Guides new or supervised
practitioners in Decision
management techniques in order to
develop their knowledge, abilities,
skills, or associated behaviors.
[MDMP10]
Maintains and enhances own
competence in this area through
Continual Professional Development
(CPD) activities. [MDMP11]

101
Competency area – Systems Engineering Management: Concurrent Engineering
Description
Concurrent engineering is a work methodology based on the parallelization of tasks (i.e. performing tasks concurrently). It refers to an approach used in Systems Engineering in
which functions of design and development engineering, manufacturing engineering, and other enterprise functions are integrated to reduce the elapsed time required to bring a new
system, product, or service to market.
Why it matters
Systems Engineering life cycles involve multiple, concurrent processes and activities which must be coordinated to mitigate risk and prevent unnecessary work, paralysis, and a
lack of convergence to an effective solution. Concurrency may be the only approach capable of meeting the customer schedule or gaining a competitive advantage. Performance can
be constrained unnecessarily by allowing individual system elements to progress too quickly.
Effective indicators of knowledge and experience
Awareness Supervised Practitioner Practitioner Lead Practitioner Expert
Explains how Systems Describes Systems Engineering Creates governing concurrency Creates enterprise-­level policies, Communicates own knowledge and
Engineering life cycle processes life cycle processes in place on management strategies and uses procedures, guidance, and best experience in Systems Engineering
and activities and the development their project and how concurrency these to perform concurrent practice for concurrent engineering, concurrent engineering in order to
of systems elements can be issues may impact its successful engineering on a project. including associated tools. improve best practice beyond the
concurrent and provides execution. [MCES01] [MCEP01] [MCEL01] enterprise boundary. [MCEE01]
examples. [MCEA01]
Describes the advantages and Coordinates concurrent Identifies elements which can Judges the tailoring of enterprise-­ Influences key stakeholders beyond
disadvantages of concurrent engineering activities on a be developed concurrently on a level concurrency processes and the enterprise boundary in order to
engineering. [MCEA02] Systems Engineering project. Systems Engineering project. associated work products to meet resolve concurrent engineering
[MCES02] [MCEP02] the needs of a project. [MCEL02] issues. [MCEE02]
Prepares inputs to concurrency-­ Identifies concurrent Coordinates concurrent activities Advises organizations beyond the
related inputs to management interactions within a Systems and deals with emerging issues enterprise boundary on the
plans for a Systems Engineering Engineering life cycle on a across multiple diverse projects, or suitability of their approach to
project. [MCES03] project. [MCEP03] across a complex system, with concurrent engineering
proven results. [MCEL03] developments. [MCEE03]
Develops own understanding of Coordinates concurrent Guides and actively coordinates Advises organizations beyond the
this competency area through activities and deals with interactions within Systems enterprise boundary on complex or
Continual Professional emerging issues on a Systems Engineering concurrency issues sensitive concurrency issues.
Development (CPD). [MCES04] Engineering project. [MCEP04] across multiple diverse projects, or [MCEE04]
across a complex system. [MCEL04]
Identifies concurrency-­related Judges on concurrency issues and Develops new strategies for
aspects of appropriate risks across multiple diverse concurrent engineering for use
management plans for a Systems projects, or on a complex system. beyond the enterprise boundary.
Engineering project. [MCEP05] [MCEL05] [MCEE05]

102
Analyzes concurrency issues Judges the suitability of plans for Advises organizations beyond the
and risks on a Systems concurrent system developments from enterprise boundary on concurrency
Engineering project. [MCEP06] across the enterprise. [MCEL06] issues and risks. [MCEE06]
Guides new or supervised Persuades key stakeholders to Champions the introduction of novel
practitioners in concurrent address identified enterprise-­level techniques and ideas in concurrency
engineering principles in order concurrent engineering issues. management, beyond the enterprise
to develop their knowledge, [MCEL07] boundary, in order to develop the wider
abilities, skills, or associated Systems Engineering community in
behaviors. [MCEP07] this competency. [MCEE07]
Maintains and enhances own Coaches or mentors practitioners Coaches individuals beyond the
competence in this area through across the enterprise in Systems enterprise boundary, in the concurrent
Continual Professional Engineering concurrent engineering engineering of Systems Engineering
Development (CPD) activities. in order to develop their knowledge, projects in order to further develop
[MCEP08] abilities, skills, or associated their knowledge, abilities, skills, or
behaviors. [MCEL08] associated behaviors. [MCEE08]
Promotes the introduction and use Maintains expertise in this
of novel techniques and ideas in competency area through specialist
concurrent engineering Continual Professional Development
management across the enterprise, (CPD) activities. [MCEE09]
to improve enterprise competence
in this area. [MCEL09]
Develops expertise in this
competency area through specialist
Continual Professional Development
(CPD) activities. [MCEL10]

103
Competency area – Systems Engineering Management: Business and Enterprise Integration
Description
Businesses and Enterprises are systems in their own right. Systems Engineering is just one of many activities that must occur in order to bring about a successful system
development meeting the needs of all its stakeholders. Systems Engineering addresses the needs of all other internal business and enterprise stakeholders, covering areas such as
infrastructure, portfolio management, human resources, knowledge management, quality, information technology, production, sales, marketing, commercial, legal, and finance,
within and beyond the local enterprise.
Why it matters
As businesses and enterprises become larger, more complex, and the functions within the enterprise more insular, the interdependencies between individual enterprise functions
should be engineered using a systems approach at an enterprise level in order to meet the demands of increased business effectiveness and efficiency.
Effective indicators of knowledge and experience
Awareness Supervised Practitioner Practitioner Lead Practitioner Expert
Explains why a business or Follows a governing process and Creates a strategy for Business Creates enterprise-­level policies, Communicates own knowledge
enterprise is a system in its own appropriate tools to plan and and Enterprise integration on a procedures, guidance, and best and experience in business and
right and describes the business or control their own business and project to support SE project and practice for business and enterprise integration, in order to
enterprise “system” using Systems enterprise integration activities. wider enterprise needs. enterprise integration, including best practice beyond the
Engineering ideas and [MBES01] [MBEP01] associated tools. [MBEL01] enterprise boundary. [MBEE01]
terminology. [MBEA01]
Lists other business or enterprise Describes Systems Engineering Identifies the needs of the wider Judges the tailoring of enterprise-­ Influences stakeholders beyond
functions and provides examples. work products that support business and enterprise in order to level business and enterprise the enterprise boundary on
[MBEA02] business and enterprise ensure integration of ongoing processes and associated work business or enterprise issues.
infrastructure and provides activities (e.g. portfolio sustainment, products to meet the needs of a [MBEE02]
examples of why this is the case. infrastructure, HR, and knowledge project. [MBEL02]
[MBES02] management). [MBEP02]
Lists work products from business Describes work products produced Creates Systems Engineering Coordinates business and Advises organizations beyond the
and enterprise functions to the elsewhere in the enterprise, which work products needed by to enterprise integration across enterprise boundary on the
Systems Engineering process and impact Systems Engineering manage infrastructure across multiple diverse projects or across suitability of their approach to
vice versa and can provide activities and provides examples of business or enterprise objectives. a complex system, with proven business or enterprise integration.
examples. [MBEA03] why this is the case. [MBES03] [MBEP03] success. [MBEL03] [MBEE03]
Prepares inputs to Systems Creates Systems Engineering Judges Systems Engineering work Advises organizations beyond the
Engineering work products work products needed to initiate products created for use by other enterprise boundary on the
required by other business and or sustain the needs of the wider parts of the business and effectiveness of the business or
enterprise functions. [MBES04] business or enterprise project enterprise. [MBEL04] enterprise as a system. [MBEE04]
portfolio. [MBEP04]
Analyzes the impact of work Creates Systems Engineering Advises stakeholders across the Advises organizations beyond the
products produced by other work products needed by Human enterprise regarding activities and enterprise boundary on
business and enterprise functions Resources in order to meet work products affecting Systems developing a Systems
for their impact on Systems business or enterprise objectives. Engineering. [MBEL05] Engineering capability within a
Engineering activities, in order to [MBEP05] business or enterprise context.
improve integration across the [MBEE05]
project or enterprise. [MBES05]

104
Develops own understanding of Creates Systems Engineering Advises stakeholders across the Advises organizations beyond the
this competency area through work products needed by to enterprise regarding the use of enterprise boundary on the impact
Continual Professional manage knowledge across Systems Engineering techniques of inputs from other business/
Development (CPD). [MBES06] business or enterprise objectives to contribute to the definition of enterprise functions on the
in order to support enterprise the business/enterprise. Systems Engineering process.
knowledge management, reuse, or [MBEL06] [MBEE06]
exploitation. [MBEP06]
Complies with governing plans Persuades key stakeholders to Advises organizations beyond the
and processes for business and address identified enterprise-­level enterprise boundary on the impact
enterprise integration, business and enterprise of inputs from other business/
interpreting, evolving, or seeking integration issues and constraints enterprise functions on the
guidance where appropriate. to reduce project cost, schedule, Systems Engineering process.
[MBEP07] or technical risk. [MBEL07] [MBEE07]
Uses Systems Engineering Coaches or mentors practitioners Champions the introduction of
techniques to contribute to the across the enterprise in business novel techniques and ideas in
definition of the business or and enterprise integration in order business and enterprise integration,
enterprise. [MBEP08] to develop their knowledge, beyond the enterprise boundary, in
abilities, skills, or associated order to develop the wider Systems
behaviors. [MBEL08] Engineering community in this
competency. [MBEE08]
Reviews work products produced Promotes the introduction and use Coaches individuals beyond the
by other enterprise functions for of novel techniques and ideas in enterprise boundary in business and
their impact on Systems business and enterprise integration enterprise integration techniques, in
Engineering activities. [MBEP09] across the enterprise, to improve order to further develop their
the enterprise competence in this knowledge, abilities, skills, or
area. [MBEL09] associated behaviors. [MBEE09]
Identifies constraints placed on Develops expertise in this Maintains expertise in this
the Systems Engineering process competency area through competency area through
by the business or enterprise. specialist Continual Professional specialist Continual Professional
[MBEP10] Development (CPD) activities. Development (CPD) activities.
[MBEL10] [MBEE10]
Guides new or supervised
practitioners in Business and
Enterprise integration in order to
develop their knowledge, abilities,
skills, or associated behaviors.
[MBEP11]
Maintains and enhances own
competence in this area through
Continual Professional Development
(CPD) activities. [MBEP12]

105
 Competency area – Systems Engineering Management: Acquisition and Supply
Description
The purpose of Acquisition is to obtain a product or service in accordance with the Acquirer’s requirements. The purpose of Supply is to provide an Acquirer with a product or
service that meets agreed needs.
Why it matters
All system solutions require agreements between different organizations under which one party acquires or supplies products or services from the other. Systems Engineering helps
facilitate the successful acquisition and supply of products or services, in order to ensure that the need is defined accurately, to evaluate the supplier against complex criteria, to monitor
the ongoing agreement especially when technical circumstances change, and to support formal acceptance of the product or service.
Effective indicators of knowledge and experience
Awareness Supervised Practitioner Practitioner Lead Practitioner Expert
Describes the key stages in the Follows a governing process and Creates a strategy for Acquisition Creates enterprise-­level policies, Communicates own knowledge
acquisition of a system. appropriate tools to plan and or Supply on a project to support procedures, guidance, and for and experience in acquisition and
[MASA01] control their own acquisition and SE project and wider enterprise acquisition and supply, including supply in order to best practice
supply activities. [MASS01] needs. [MASP01] associated tools. [MASL01] beyond the enterprise boundary.
[MASE01]
Describes the key stages in the Prepares inputs to work products Creates governing plans, Judges the tailoring of enterprise-­ Influences key acquisition and
supply of a system. [MASA02] associated with acquisition of a processes, and appropriate tools level acquisition and supply supply stakeholders beyond the
system. [MASS02] and uses these to control and processes and associated work enterprise boundary. [MASE02]
monitor Acquisition or Supply on products to meet the needs of a
a project. [MASP02] project. [MASL02]
Describes legal and ethical Identifies potential acquirers of Develops a tender document Coordinates acquisition and Advises organizations beyond the
obligations associated with organization systems, products, requesting the supply of a system. supply across multiple diverse enterprise boundary on complex
acquisition and supply, and and services on their program. [MASP03] projects or across a complex or sensitive acquisition and supply
provides examples. [MASA03] [MASS03] system, with proven success. issues. [MASE03]
[MASL03]
Prepares inputs to work products Identifies potential suppliers using Identifies opportunities, arising Advises organizations beyond the
associated with supply of a criteria to judge their suitability. from projects across the enterprise, enterprise boundary on the
system. [MASS04] [MASP04] to supply systems, products, or suitability of their approach to
services in accordance with wider acquisition and supply.
enterprise goals. [MASL04] [MASE04]
Develops own understanding of Reviews supplier responses to a Persuades key stakeholders to Champions the introduction of
this competency area through tender document and makes address identified enterprise-­level novel techniques and ideas in
Continual Professional formal recommendations. acquisition and supply issues in acquisition and supply, beyond the
Development (CPD). [MASS05] [MASP05] order to reduce risk or eliminate enterprise boundary, in order to
issues. [MASL05] develop the wider Systems
Engineering community in this
competency. [MASE05]

106
Reviews acquirer requests and Coaches or mentors practitioners Coaches individuals beyond the
works with key internal across the enterprise in acquisition enterprise boundary in system or
stakeholders to propose a solution and supply in order to develop element acquisition and supply, in
that meets acquirer needs. their knowledge, abilities, skills, or order to further develop their
[MASP06] associated behaviors. [MASL06] knowledge, abilities, skills, or
associated behaviors. [MASE06]
Negotiates an agreement with a Promotes the introduction and use Maintains expertise in this
supplier for a system including of novel techniques and ideas in competency area through
acceptance criteria. [MASP07] Acquisition and Supply, across the specialist Continual Professional
enterprise, to improve enterprise Development (CPD) activities.
competence in this area. [MASL07] [MASE07]
Negotiates an agreement with an Develops expertise in this
acquirer for a system, including competency area through
acceptance criteria. [MASP08] specialist Continual Professional
Development (CPD) activities.
[MASL08]
Monitors supplier adherence to
terms of agreement to ensure
compliance. [MASP09]
Maintains an agreement with a
supplier to reflect changes on a
project. [MASP10]
Maintains an agreement with an
acquirer maintaining in
accordance with agreement terms
and conditions. [MASP11]
Guides new or supervised
practitioners in Acquisition and
Supply in order to develop their
knowledge, abilities, skills, or
associated behaviors. [MASP12]
Maintains and enhances own
competence in this area through
Continual Professional
Development (CPD) activities.
[MASP13]

107
Competency area – Systems Engineering Management: Information Management
Description
Information Management addresses activities associated with the generation, obtaining, confirming, transforming, retaining, retrieval, dissemination, and disposal of information to
designated stakeholders with appropriate levels of timeliness, accuracy, and security. Information Management plans, executes, and controls the provision of information to
designated stakeholders that is unambiguous, complete, verifiable, consistent, modifiable, traceable, and presentable. Information includes technical, project, organizational,
agreement, and user information.
Why it matters
System Engineering requires relevant, timely, and complete information during and after the system life cycle to support all aspects of the development; from the analysis of future
concepts to the ultimate archiving and potential subsequent retrieval of project data. Information also supports decision-­making across every aspect of the development including
suppliers and agreements. Information security and assurance are crucial parts of Information Management: ensuring only designated individuals are able to access certain data,
while protecting intellectual property and making sure information is available as required in line with the sender’s intent.
Effective indicators of knowledge and experience
Awareness Supervised Practitioner Practitioner Lead Practitioner Expert
Describes various types of Follows a governing process and Creates a strategy for Information Creates enterprise-­level policies, Communicates own knowledge
information required to be appropriate tools to plan and Management on a project to procedures, guidance, and best and experience in information
managed in support of Systems control information management support SE project and wider practice for information management, in order to best
Engineering activities and activities. [MIMS01] enterprise needs. [MIMP01] management, including associated practice beyond the enterprise
provides examples. [MIMA01] tools. [MIML01] boundary. [MIME01]
Describes various types of Prepares inputs to a data Creates governing plans, Judges the tailoring of enterprise-­ Influences individuals beyond the
information assets that may need dictionary and technical data processes, and appropriate tools level information management enterprise boundary to adopt
to be managed within a project or library. [MIMS02] and uses these to control and processes and associated work appropriate information
system. [MIMA02] monitor information management products to meet the needs of a management techniques or
and associated communications project. [MIML02] approaches. [MIME02]
activities. [MIMP02]
Identifies different classes of risk Identifies valid sources of Maintains a data dictionary, Coordinates information Advises organizations beyond the
to information integrity and can information and associated technical data library appropriate management across multiple enterprise boundary on complex
provide examples of each. authorities on a project. to the project. [MIMP03] diverse projects or across a or sensitive information
[MIMA03] [MIMS03] complex system, with proven management issues
success. [MIML03] recommending appropriate
solutions. [MIME03]
Describes the relationship between Maintains information in Identifies valid sources of Advises on appropriate information Advises organizations beyond the
information management and accordance with integrity, information and designated management solutions to be used on enterprise boundary on the suitability
configuration change management. security, privacy requirements, authorities and responsibilities for projects across the enterprise. of their approach to information
[MIMA04] and data rights. [MIMS04] the information. [MIMP04] [MIML04] management. [MIME04]
Describes potential scenarios Identifies information or Maintains information artifacts in Influences key stakeholders to Advises organizations beyond the
where information may require approaches which requires accordance with integrity, address identified enterprise-­level enterprise boundary on security,
modification. [MIMA05] replanning in order to implement security, privacy requirements, information management issues. data management, data rights,
engineering changes on a project. and data rights. [MIMP05] [MIML05] privacy standards, and
[MIMS05] regulations. [MIME05]

108
Explains how data rights may Identifies designated information Determines formats and media for Communicates Systems Champions the introduction of
affect information management requiring archiving in compliance capture, retention, transmission, Engineering lessons learned novel techniques and ideas in
on a project. [MIMA06] with the requirements on a and retrieval of information, and gathered from projects across the information management, beyond
project. [MIMS06] data requirements for the sharing enterprise. [MIML06] the enterprise boundary, in order to
of information. [MIMP06] develop the wider Systems
Engineering community in this
competency. [MIME06]
Describes the legal and ethical Identifies information requiring Selects information archival Coaches or mentors practitioners Coaches individuals beyond the
responsibilities associated with disposal such as unwanted, requirements reflecting legal, across the enterprise in enterprise boundary in
access to and sharing of enterprise invalid, or unverifiable audit, knowledge retention, and information management in order information management, in order
and customer information and information in accordance with project closure obligations. to develop their knowledge, to further develop their
summarizes regulations regarding requirements on a project. [MIMP07] abilities, skills, or associated knowledge, abilities, skills, or
information sharing. [MIMA07] [MIMS07] behaviors. [MIML07] associated behaviors. [MIME07]
Describes what constitutes Prepares information management Prepares managed information in Promotes the introduction and use Maintains expertise in this
personal data and why its data products to support support of organizational of novel techniques and ideas in competency area through
protection and management is management reporting at configuration management and Information Management, across specialist Continual Professional
important. [MIMA08] organizational level. [MIMS08] knowledge management the enterprise, to improve Development (CPD) activities.
requirements (e.g. sharing lessons enterprise competence in this [MIME08]
learned). [MIMP08] area. [MIML08]
Prepares inputs to plans and work Follows security, data Develops expertise in this
products addressing information management, privacy standards, competency area through specialist
management and its and regulations applicable to the Continual Professional Development
communication. [MIMS09] project. [MIMP09] (CPD) activities. [MIML09]
Records lessons learned and Selects and implements
shares beyond the project information management solutions
boundary. [MIMS10] consistent with project security
and privacy requirements, data
rights, and information
management standards. [MIMP10]
Develops own understanding of Guides new or supervised
this competency area through practitioners in Information
Continual Professional Management to develop their
Development (CPD). [MIMS11] knowledge, abilities, skills, or
associated behaviors. [MIMP11]
Maintains and enhances own
competence in this area through
Continual Professional Development
(CPD) activities. [MIMP12]

109
Competency area – Systems Engineering Management: Configuration Management
Description
Configuration Management (CM) manages and controls system elements and configurations over the program life cycle, ensuring the overall coherence of the “evolving” design of a system is
maintained in a verifiable manner, throughout the life cycle, and retains the original intent. The CM activity includes planning, identification, change management and control, reporting, and
auditing.
Why it matters
CM ensures that the product functional, performance, and physical characteristics are properly identified, documented, validated, and verified to establish product integrity; that
changes to these product characteristics are properly identified, reviewed, approved, documented, and implemented; and that the products produced against a given set of
documentation are known. Without CM, loss of control over the evolving design, development, and operation of a product will occur.
Effective indicators of knowledge and experience
Awareness Supervised Practitioner Practitioner Lead Practitioner Expert
Explains why the integrity of Follows a governing configuration Creates a strategy for Configuration Creates enterprise-­level policies, Communicates own knowledge
the design needs to be and change management process Management on a project to support procedures, guidance, and best and experience in configuration
maintained and how and appropriate tools to plan and SE project and wider enterprise practice for configuration management in order to best
configuration management control their own activities needs. [MCMP01] management, including associated practice beyond the enterprise
supports this. [MCMA01] relating to maintaining design tools. [MCML01] boundary. [MCME01]
integrity. [MCMS01]
Describes the key Prepares information for Creates governing configuration Judges the tailoring of enterprise-­ Influences individuals beyond the
characteristics of a configuration management work and change management plans, level configuration and change enterprise boundary regarding
configuration item (CI) products. [MCMS02] processes, and appropriate tools, management processes and configuration and change
including how configuration and uses these to control and associated work products to meet management issues. [MCME02]
items are selected and monitor design integrity during the the needs of a project. [MCML02]
controlled. [MCMA02] full life cycle of a project or system.
[MCMP02]
Identifies key baselines and Describes the need to identify Identifies required remedial actions Coordinates configuration Advises organizations beyond the
baseline reviews in a typical configuration items and why this in the presence of baseline management across multiple enterprise boundary on the
development life cycle. is done. [MCMS03] inconsistencies. [MCMP03] diverse projects or across a suitability of their approach to
[MCMA03] complex system, with proven configuration management.
success. [MCML03] [MCME03]
Describes the process for Prepares information in support of Coordinates changes to Influences key stakeholders to Advises organizations beyond the
changing baselined information configuration change control configuration items understanding address identified enterprise-­level enterprise boundary on complex
and a typical life cycle for an activities. [MCMS04] the potential scope within the configuration management issues. or sensitive configuration and
engineering change. [MCMA04] context of the project. [MCMP04] [MCML04] change management issues.
[MCME04]

110
Lists key activities performed Prepares material in support of Identifies selection of configuration Advises stakeholders across the Champions the introduction of
as part of configuration change control decisions and items and associated documentation enterprise on remedial actions to novel techniques and ideas in
management and can outline associated review meetings. by working with design teams address baseline inconsistencies configuration management,
the key activities involved in [MCMS05] justifying the decisions reached. for projects of various size and beyond the enterprise boundary,
each. [MCMA05] [MCMP05] complexity. [MCML05] in order to develop the wider
Systems Engineering community
in this competency. [MCME05]
Explains why change occurs Produces management reports in Coordinates change control review Advises stakeholders across the Coaches individuals beyond the
and why changes need to be support of configuration item activities in conjunction with enterprise on major changes and enterprise boundary in
carefully managed. [MCMA06] status accounting and audits. customer representative and directs influences them to reduce impact Configuration Management, in
[MCMS06] resolutions and action items. of such changes. [MCML06] order to further develop their
[MCMP06] knowledge, abilities, skills, or
associated behaviors. [MCME06]
Describes the processes and Identifies applicable standards, Coordinates configuration status Coaches or mentors practitioners Maintains expertise in this
work products used to assist in regulations, and enterprise level accounting reports and audits. across the enterprise in competency area through
Change Management. processes on their project. [MCMP07] configuration management in specialist Continual Professional
[MCMA07] [MCMS07] order to develop their knowledge, Development (CPD) activities.
abilities, skills, or associated [MCME07]
behaviors. [MCML07]
Describes the meaning of key Identifies and reports baseline Guides new or supervised Promotes the introduction and use
terminology and acronyms used inconsistencies. [MCMS08] practitioners in configuration of novel techniques and ideas in
within Change Management management to develop their Configuration Management,
and their relationships. knowledge, abilities, skills, or across the enterprise, to improve
[MCMA08] associated behaviors. [MCMP08] enterprise competence in this
area. [MCML08]
Develops own understanding of Maintains and enhances own Develops expertise in this
this competency area through competence in this area through competency area through specialist
Continual Professional Continual Professional Continual Professional
Development (CPD). [MCMS09] Development (CPD) activities. Development (CPD) activities.
[MCMP09] [MCML09]

111
Competency area – Integrating Competencies: Project Management
Description
Project Management identifies, plans, and coordinates activities required in order to deliver a satisfactory system, product, service of appropriate quality, within the constraints of
schedule, budget, resources, infrastructure, available staffing, and technology. Project Management includes development engineering but covers the complete project (i.e. beyond
the engineering boundary), encompassing disciplines such as sales, business development, finance, commercial, legal, human resources, production, procurement and supply chain
management, and logistics.
Why it matters
Good project management reduces risk, maximizes opportunity, cut system, product, or service costs, and improves both the success rate and the return on investment of projects.
Effective indicators of knowledge and experience
Awareness Supervised Practitioner Practitioner Lead Practitioner Expert
Explains the role the project Follows a governing process in Follows governing project Creates enterprise-­level policies, Communicates own knowledge and
management function plays in order to interface successfully to management plans and processes, procedures, guidance, and best experience in the integration of
developing a successful system project management activities. and uses appropriate tools to practice in order to ensure project management with Systems
product or service. [IPMA01] [IPMS01] control and monitor project Systems Engineering project Engineering, in order to improve
management-­related Systems management activities integrate Systems Engineering best practice
Engineering tasks, interpreting as with enterprise-­level Project beyond the enterprise boundary.
necessary. [IPMP01] Management goals. [IPML01] [IPME01]
Explains the meaning of Prepares inputs to work products Identifies Systems Engineering Assesses enterprise-­level project Advises organizations beyond the
commonly used project which interface to project tasks ensuring that these tasks management processes and enterprise boundary on complex or
management terms and management stakeholders to ensure integrate successfully with project tailoring to ensure they integrate sensitive project management-­
applicable standards. [IPMA02] Systems Engineering work aligns management activities. [IPMP02] with Systems Engineering needs. related issues affecting Systems
with wider project management [IPML02] Engineering. [IPME02]
activities. [IPMS02]
Explains the relationship Identifies potential issues with Identifies activities required to Assesses project management Advises organizations beyond the
between cost, schedule, quality, interfacing work products received ensure integration of project information produced across the enterprise boundary on the
and performance and why this from project management management planning and enterprise using appropriate suitability of their approach to
matters. [IPMA03] Stakeholders or produced by estimating with Systems techniques for its integration with project management plans affecting
Systems Engineering for project Engineering planning and Systems Engineering data. Systems Engineering activities.
management stakeholders taking estimating. [IPMP03] [IPML03] [IPME03]
appropriate action. [IPMS03]
Describes the role and typical Prepares Systems Engineering Develops inputs to a project Judges appropriateness of Champions the introduction of novel
responsibilities of a project information for project management plan for a complete enterprise-­level project techniques and ideas to improve the
manager on a project team, management in support of wider project beyond those required for management decisions in a integration of Systems Engineering
within the wider project project initiation activities. Systems Engineering planning to rational way to ensure alignment and project management functions,
management function. [IPMS04] support wider project or business with Systems Engineering needs. beyond the enterprise boundary, in
[IPMA04] project management. [IPMP04] [IPML04] order to develop the wider Systems
Engineering community in this
competency. [IPME04]

112
Describes the differences Prepares Systems Engineering Develops Systems Engineering Judges conflicts between project Coaches individuals beyond the
between performing project Work Breakdown Structure inputs for project management management needs and Systems enterprise boundary, in the
management and Systems (WBS) information for project status reviews to enable informed Engineering needs on behalf of relationship between Systems
Engineering management on management in support of their decision-­making. [IPMP05] the enterprise, arbitrating as Engineering and project
that project. [IPMA05] creation of a wider project WBS. required. [IPML05] management, to further develop
[IPMS05] their knowledge, abilities, skills, or
associated behaviors. [IPME05]
Describes the key interfaces Prepares Systems Engineering Develops project initiation Guides and actively coordinates Maintains expertise in this
between project management Work Package definitions and information required to support complex or challenging competency area through specialist
stakeholders within the estimating information for project Project Start-­up by project relationships with key Continual Professional Development
enterprise and the project team. management in support of their management on a project. stakeholders affecting Systems (CPD) activities. [IPME06]
[IPMA06] work creating project-­level Work [IPMP06] Engineering. [IPML06]
Packages and estimates. [IPMS06]
Describes the wider program Follows a governing process in Develops Systems Engineering Persuades key project management
environment within which the order to interface successfully to information required to support stakeholders to address identified
system is being developed, and project management activities. termination of a project by senior enterprise-­level project management
the influence each can have on [IPMS07] management. [IPMP07] issues affecting Systems
this other. [IPMA07] Engineering. [IPML07]
Prepares information used in Creates working groups extending Coaches or mentors practitioners
project management contract beyond Systems Engineering. across the enterprise in the
reviews for project management [IPMP08] integration of project management
on a project. [IPMS08] with Systems Engineering, in
order to develop their knowledge,
abilities, skills, or associated
behaviors. [IPML08]
Prepares Systems Engineering Guides new or supervised Promotes the introduction and use
information for project practitioners in finance and its of novel techniques and ideas
management in support of wider relationship to Systems across the enterprise, which
project termination activities. Engineering, to develop their improve the integration of
[IPMS09] knowledge, abilities, skills, or Systems Engineering and project
associated behaviors. [IPMP09] management functions. [IPML09]
Develops own understanding of Maintains and enhances own Develops expertise in this
this competency area through competence in this area through competency area through
Continual Professional Continual Professional specialist Continual Professional
Development (CPD). [IPMS10] Development (CPD) activities. Development (CPD) activities.
[IPMP10] [IPML10]

113
Competency area – Integrating Competencies: Finance
Description
Finance is the area of estimating and tracking costs associated with the project. It also includes understanding of the financial environment in which the project is being executed.
Why it matters
Appropriate funding is the life blood of any system development project. It is important for systems engineers to recognize the importance of cost estimation, budgeting, and controlling
project finances and to support the finance discipline in its activities.
Effective indicators of knowledge and experience
Awareness Supervised Practitioner Practitioner Lead Practitioner Expert
Explains the role the finance Follows a governing process in order Follows governing finance plans, Creates enterprise-­level policies, Communicates own knowledge and
function plays in developing a to interface successfully to financial processes, and uses appropriate procedures, guidance, and best experience in the integration of
successful system product or management activities. [IFIS01] tools to control and monitor practice in order to ensure Systems finance needs with Systems
service. [IFIA01] finance-­related Systems Engineering finance-­related Engineering, in order to improve
Engineering tasks, interpreting as activities integrate with enterprise Systems Engineering best practice
necessary. [IFIP01] financial goals, including associated beyond the enterprise boundary.
tools. [IFIL01] [IFIE01]
Explains the meaning of Prepares inputs to work products Prepares work products required by Assesses enterprise-­level financial Advises organizations beyond the
commonly used financial which interface to financial financial stakeholders to ensure management materials to ensure enterprise boundary on the
terms and applicable stakeholders to ensure Systems Systems Engineering work aligns they integrate with Systems suitability of financial management
standards. [IFIA02] Engineering work aligns with wider with wider financial management Engineering needs. [IFIL02] plans affecting Systems
financial management activities. activities. [IFIP02] Engineering activities. [IFIE02]
[IFIS02]
Explains how business Identifies potential issues with Creates detailed cost estimating Judges tailoring required for Advises organizations beyond the
financial decisions may interfacing work products received work products required by enterprise-­level Systems enterprise boundary on complex or
impact a product or service from Financial Stakeholders or financial stakeholders to scope the Engineering processes in order to sensitive Financial matters and
through its entire life cycle, produced by Systems Engineering for financial aspects of a project. ensure that the needs of financial their effect on Systems
and vice versa. [IFIA03] financial stakeholders taking [IFIP03] stakeholders are fully integrated. Engineering. [IFIE03]
appropriate action. [IFIS03] [IFIL03]
Explains primary interfaces Prepares inputs to financial cost Analyzes activity costs and Judges appropriateness of Champions the introduction of
between the finance function estimation work products for scheduling as required by enterprise-­level financial novel techniques and ideas to
and the Systems Engineering financial stakeholders ensuring financial stakeholders in order to decisions in a rational way to improve the integration of Systems
team. [IFIA04] Systems Engineering work aligns develop project funding ensure alignment with Systems Engineering with the finance
with wider financial management requirements and a cost Engineering needs. [IFIL04] function, beyond the enterprise
activities. [IFIS04] management plan. [IFIP04] boundary, in order to develop the
wider Systems Engineering
community in this competency.
[IFIE04]

114
Describes the key work Uses cost aggregation and analysis Analyzes system life cycle cost Assesses financial information Coaches individuals beyond the
products exchanged between techniques to communicate funding issues and decisions as required produced across the enterprise enterprise boundary, in the
finance stakeholders and the information for financial by financial stakeholders in order using appropriate techniques for relationship between Systems
Systems Engineering team. stakeholders during creation or to make recommendations. its integration with Systems Engineering and finance, to further
[IFIA05] approval of funding requests. [IFIP05] Engineering data. [IFIL05] develop their knowledge, abilities,
[IFIS05] skills, or associated behaviors.
[IFIE05]
Describes the difference Uses system life cycle cost analysis Analyzes project performance and Persuades key financial Maintains expertise in this
between performing financial techniques to communicate cost expenditures as required by stakeholders to address identified competency area through specialist
management on a project or information to financial stakeholders financial stakeholders in order to enterprise-­level financial Continual Professional
wider enterprise and managing on a project. [IFIS06] determine variance from plans. management issues affecting Development (CPD) activities.
financial resources as part of [IFIP06] Systems Engineering. [IFIL06] [IFIE06]
Systems Engineering activities.
[IFIA06]
Explains how financial Uses project performance and Analyzes variances to budget Coaches or mentors practitioners
management concerns relate expenditure tracking techniques to tolerance as required by financial across the enterprise in the
to Systems Engineering. communicate performance and stakeholders in order to identify integration of finance with
[IFIA07] expenditure tracking information to and implement corrective actions. Systems Engineering to develop
financial stakeholders on a project. [IFIP07] their knowledge, abilities, skills,
[IFIS07] or associated behaviors. [IFIL07]
Uses financial variance and tolerance Guides new or supervised Promotes the introduction and use
data to communicate budget or practitioners in finance and its of novel techniques and ideas
financial variances to financial relationship to Systems across the enterprise, which
stakeholders on a project. [IFIS08] Engineering, to develop their improve the integration of Systems
knowledge, abilities, skills, or Engineering and finance functions.
associated behaviors. [IFIP08] [IFIL08]
Develops own understanding of this Maintains and enhances own Develops expertise in this
competency area through Continual competence in this area through competency area through
Professional Development (CPD). Continual Professional specialist Continual Professional
[IFIS09] Development (CPD) activities. Development (CPD) activities.
[IFIP09] [IFIL09]

115
Competency area – Integrating Competencies: Logistics
Description
Logistics focuses on the support and sustainment of the product once it is transitioned to the end user. It includes areas such as life cycle cost analysis, supportability analysis,
sustainment engineering, maintenance planning and execution, training, spares and inventory control, associated facilities and infrastructure, packaging, handling and shipping, and
support equipment for the system and its elements.
Why it matters
Factoring logistics considerations such as availability, storage and transport, and training needs early in the design effort can significantly reduce total life cycle cost for the system.
Effective indicators of knowledge and experience
Awareness Supervised Practitioner Practitioner Lead Practitioner Expert
Explains the role the Follows a governing process in Follows governing logistics plans, Creates enterprise-­level policies, Communicates own knowledge and
logistics function plays in order to interface successfully to processes, and uses appropriate procedures, guidance, and best experience in the integration of logistics
developing a successful logistics management activities. tools to control and monitor practice in order to ensure Systems needs with Systems Engineering, in
system, product, or service. [ILOS01] logistics-­related Systems Engineering logistics-­related order to improve Systems Engineering
[ILOA01] Engineering tasks, interpreting as activities integrate with enterprise best practice beyond the enterprise
necessary. [ILOP01] logistics goals, including boundary. [ILOE01]
associated tools. [ILOL01]
Explains the meaning of Identifies potential issues with Prepares work products required Assesses enterprise-­level logistics Advises organizations beyond the
commonly used logistics interfacing work products received by logistics stakeholders to ensure management processes to ensure enterprise boundary on the suitability
terms and applicable from logistics Stakeholders or Systems Engineering work aligns they integrate with Systems of their approach to logistics
standards. [ILOA02] produced by Systems Engineering with wider logistics management Engineering needs. [ILOL02] management within Systems
for logistics stakeholders taking activities. [ILOP02] Engineering. [ILOE02]
appropriate action. [ILOS02]
Describes key logistics Prepares inputs to a Prepares supportability analysis Judges the appropriateness of Assesses the suitability of Logistics
activities and why they are supportability analysis on a information required by logistics enterprise-­level logistics decisions Management Plans affecting Systems
important to the success of a project to assist logistics stakeholders to meet project and in a rational way to ensure Engineering activities. [ILOE03]
system. [ILOA03] stakeholders. [ILOS03] enterprise requirements. [ILOP03] alignment with Systems
Engineering needs. [ILOL03]
Explains primary interfaces Explains how different concepts Develops maintenance concepts Judges the supportability strategies Advises organizations beyond the
between the logistics for maintenance may have required by logistics stakeholders and supportability decisions across enterprise boundary on complex or
function and the Systems different life cycle costs. to ensure alignment with system the enterprise to ensure they align sensitive logistics-­related issues and
Engineering team. [ILOA04] [ILOS04] engineering activities. [ILOP04] with Systems Engineering its effect on Systems Engineering.
performance, readiness, and life [ILOE04]
cycle cost needs. [ILOL04]
Describes the key work Uses recognized analysis Develops spares and repair Judges logistics plans and Champions the introduction of novel
products exchanged between techniques to calculate spares, concepts required by logistics decisions across the enterprise to techniques and ideas to improve the
logistics stakeholders and the repairs, or supply-­related stakeholders to ensure alignment ensure they align with Systems integration of Systems Engineering and
Systems Engineering team. information for logistics with system engineering activities. Engineering performance, logistics functions, beyond the enterprise
[ILOA05] stakeholders on a project. [ILOP05] readiness, and life cycle cost boundary, in order to develop the wider
[ILOS05] needs. [ILOL05] Systems Engineering community in this
competency. [ILOE05]

116
Explains the concept and Uses recognized analysis Develops facilities infrastructure Assesses enterprise-­level logistics Coaches individuals beyond the
value of life cycle cost and techniques to produce facilities concepts required by logistics work products for their alignment enterprise boundary, in the relationship
how this affects both the and infrastructure operation and stakeholders to support operation with Systems Engineering. between Systems Engineering and
system solution and maintenance information for and maintenance of a system [ILOL06] logistics, to further develop their
logistics. [ILOA06] logistics stakeholders on a across its life cycle. [ILOP06] knowledge, abilities, skills, or
project. [ILOS06] associated behaviors. [ILOE06]
Describes the wider logistics Uses recognized techniques to Develops logistics training Persuades key logistics Maintains expertise in this
environment within which produce system engineering products required by logistics stakeholders to address identified competency area through specialist
the system is being information in support of operator stakeholders to maximize the enterprise-­level logistics Continual Professional Development
developed, and the influence or personnel training or simulation effectiveness of operators and management issues affecting (CPD) activities. [ILOE07]
each can have on this other. activities for logistics stakeholders personnel sustaining the system at Systems Engineering. [ILOL07]
[ILOA07] on a project. [ILOS07] lowest life cycle cost. [ILOP07]
Uses recognized techniques to Develops concepts for support Coaches or mentors practitioners
produce system operation and equipment in collaboration with across the enterprise in the
maintenance information for logistics stakeholders to sustain integration of logistics with Systems
logistics stakeholders on a the operation and maintenance of Engineering in order to develop
project. [ILOS08] a system across its life cycle. their knowledge, abilities, skills, or
[ILOP08] associated behaviors. [ILOL08]
Uses recognized techniques to Develops packaging, handling, Promotes the introduction and use
produce system installation, storage, and transportation of novel techniques and ideas
operation, maintenance, and required by logistics stakeholders across the enterprise, which
sustainment information for to ensure safe and secure improve the integration of
logistics stakeholders on a transportation of a system. Systems Engineering and logistics
project. [ILOS09] [ILOP09] functions. [ILOL09]
Uses recognized techniques to Develops work products required Develops expertise in this
produce system packaging, by logistics stakeholders in order to competency area through
handling, storage, and transportation support the installation, operation, specialist Continual Professional
information for logistics maintenance, and sustainment of Development (CPD) activities.
stakeholders on a project. [ILOS10] the system. [ILOP10] [ILOL10]
Develops own understanding of Guides new or supervised
this competency area through practitioners in logistics and its
Continual Professional relationship to Systems
Development (CPD). [ILOS11] Engineering, to develop their
knowledge, abilities, skills, or
associated behaviors. [ILOP11]
Maintains and enhances own
competence in this area through
Continual Professional Development
(CPD) activities. [ILOP12]

117
Competency area – Integrating Competencies: Quality
Description
Quality focuses on customer satisfaction via the control of key product characteristics and corresponding key manufacturing process characteristics.
Why it matters
Proactive quality management improves both the quality of the system, product, or service provided, as well as the quality of the project’s management processes.
Effective indicators of knowledge and experience
Awareness Supervised Practitioner Practitioner Lead Practitioner Expert
Explains the role the quality Follows a governing process in Follows governing quality plans Creates enterprise-­level policies, Communicates own knowledge and
function plays in developing order to interface successfully to and processes, and uses procedures, guidance, and best experience in the integration of
a successful system product quality management activities. appropriate tools to control and practice in order to ensure Systems quality function needs with Systems
or service. [IQUA01] [IQUS01] monitor quality-­related Systems Engineering quality-­related Engineering, in order to improve
Engineering tasks, interpreting as activities integrate with enterprise-­ Systems Engineering best practice
necessary. [IQUP01] level quality goals including beyond the enterprise boundary.
associated tools. [IQUL01] [IQUE01]
Explains the meaning of Prepares inputs to work products Prepares work products required Assesses enterprise-­level quality Advises organizations beyond the
commonly used quality-­ which interface to quality by quality stakeholders to ensure management processes to ensure enterprise boundary on the
related terms and applicable stakeholders to ensure Systems Systems Engineering work aligns they integrate with Systems suitability of their approach to
standards. [IQUA02] Engineering work aligns with with wider quality management Engineering needs. [IQUL02] Quality Management and the effect
wider quality management activities. [IQUP02] of their plans on Systems
activities. [IQUS02] Engineering activities. [IQUE02]
Explains primary interfaces Identifies potential issues with Identifies alternative mechanisms Judges appropriateness of Fosters a culture of continuous
between the quality interfacing work products received for measuring quality to support enterprise-­level quality decisions in quality improvement beyond the
management function and the from quality Stakeholders or produced the quality function in achieving a rational way to ensure alignment enterprise boundary. [IQUE03]
Systems Engineering team. by Systems Engineering for quality the targeted standard of with Systems Engineering needs.
[IQUA03] taking appropriate action. [IQUS03] excellence on a project. [IQUP03] [IQUL03]
Describes the key work Identifies measures of quality Identifies mechanisms measuring Persuades quality stakeholders to Advises organizations beyond the
products exchanged between which ensure an appropriate process performance to support address identified enterprise-­level enterprise boundary on complex or
quality management standard of excellence is targeted the quality function in achieving quality management issues sensitive quality-­related issues
stakeholders and the Systems on a project in support of quality the targeted standard of affecting Systems Engineering. affecting Systems Engineering.
Engineering team. [IQUA04] function activities. [IQUS04] excellence on a project. [IQUP04] [IQUL04] [IQUE04]
Explains the difference Identifies quality characteristics Guides and actively coordinates Assesses quality information Champions the introduction of
between quality assurance which ensure an appropriate Systems Engineering process produced across the enterprise novel techniques and ideas to
and quality control. standard of excellence is targeted improvement activities to enable using appropriate techniques for its improve the integration of Systems
[IQUA05] on a project in support of quality the quality function to achieve its integration with Systems Engineering and quality functions,
function activities. [IQUS05] targeted standard of Systems Engineering data. [IQUL05] beyond the enterprise boundary, in
Engineering excellence on a order to develop the wider Systems
project. [IQUP05] Engineering community in this
competency. [IQUE05]

118
Explains how project-­level Monitors process adherence on a Analyzes design information or Reviews quality audit outcomes at Coaches individuals beyond the
decisions can impact the project in support of quality test (e.g. verification) results for a enterprise level to establish their enterprise boundary, in the
quality of a system. function activities. [IQUS06] product or project to confirm impact on system engineering relationship between Systems
[IQUA06] conformance to standards. across the enterprise. [IQUL06] Engineering and quality
[IQUP06] management, to further develop
their knowledge, abilities, skills, or
associated behaviors. [IQUE06]
Explains the difference Uses recognized techniques to Analyzes the root-­cause analysis Promotes continuous improvement Maintains expertise in this
between performing quality support verification of product or of failures, determining in Systems Engineering at the competency area through specialist
management on a project or system conformity for quality appropriate corrective actions in enterprise level to support quality Continual Professional
wider enterprise and stakeholders on a project. support of quality function needs. management function initiatives. Development (CPD) activities.
managing quality as part of [IQUS07] [IQUP07] [IQUL07] [IQUE07]
Systems Engineering
activities. [IQUA07]
Describes the wider quality Uses recognized techniques to Conducts an audit of project Assesses quality management
environment within which the perform system root-­cause analysis practices against recognized plans from projects across the
system is being developed, and failure elimination for quality quality or project standards to enterprise for their impact on
and the influence each can stakeholders on a project. support quality function needs. Systems Engineering activities.
have on this other. [IQUA08] [IQUS08] [IQUP08] [IQUL08]
Identifies measures of quality Reviews the results of Quality Fosters a culture of continuous
which ensure an appropriate Management Plans affecting quality improvement in projects
standard of excellence is targeted Systems Engineering activities. across the enterprise. [IQUL09]
on a project in support of quality [IQUP09]
function activities. [IQUS09]
Complies with required quality Guides new or supervised Coaches or mentors practitioners
standards to support the quality practitioners in quality and its across the enterprise in the
function in auditing ongoing relationship to Systems integration of quality with Systems
projects. [IQUS10] Engineering, to develop their Engineering in order to develop
knowledge, abilities, skills, or their knowledge, abilities, skills, or
associated behaviors. [IQUP10] associated behaviors. [IQUL10]
Develops own understanding of Maintains and enhances own Promotes the introduction and use
this competency area through competence in this area through of novel techniques and ideas
Continual Professional Continual Professional across the enterprise, which
Development (CPD). [IQUS11] Development (CPD) activities. improve the integration of Systems
[IQUP11] Engineering and quality
management functions. [IQUL11]
Develops expertise in this
competency area through specialist
Continual Professional Development
(CPD) activities. [IQUL12]

119
SECF ANNEX E: SECF COMMENT FORM

Please submit feedback comment form information to [email protected].

Reviewed document: INCOSE Systems Engineering Competency Framework (SECF)

Name of submitter: Given name, family name (e.g. Jo DOE)
Date of submission: YYYY-­MM-­DD (e.g. 2018-­04-­09)
Contact Info: Email address (e.g. [email protected])
Type of submission: Group, individual
Group name and Group name if applicable (e.g. INCOSE XYZ Working group)
number of
contributors
Comments Please provide comment details including precise reference to the document section, paragraph,
or line item requiring change.
Ideally, comments should be formatted as shown in the table below.
Proposed change
Section Specific Issue, comment, or new text
Comment ID Category number reference and rationale (mandatory)
Unique Identifier G, E, TH, TL E.g. section n, E.g. paragraph, Please provide Good quality new
As follows: table m line rationale so that or revised text
• G = general comment is clear will increase
• E = editorial and supportable. odds of
• TH = technical acceptance.
comment, high
priority
• TL = technical
comment, low
priority

Systems Engineering Competency Assessment Guide: A combined INCOSE Systems Engineering Competency Framework (SECF)
and associated Systems Engineering Competency Assessment Guide (SECAG) document, First Edition. INCOSE.
© 2023 John Wiley & Sons, Inc. Published 2023 by John Wiley & Sons, Inc.

120
PART II: SECAG - SYSTEMS ENGINEERING
COMPETENCY ASSESSMENT GUIDE

The INCOSE Systems Engineering Competency Assessment Guide (SECAG) is a collaborative product from a series
of meetings of the INCOSE International Competency Working Group, held at INCOSE International Workshops and
on conference calls between January 2019 and December 2021. The Competency Working Group is Chaired by Cliff
Whitcomb and Co-­Chaired by Lori Zipes.

Compiled and edited by:

Ian Presland CEng, FIET, ESEP (Primary Editor)
Clifford Whitcomb, Ph.D., INCOSE Fellow
Lori Zipes, ESEP

Primary contributing authors (alphabetical order):

Juan P. Amenabar, ESEP
Jonas Hallqvist, ESEP
Ian Presland, CEng, FIET, ESEP
Clifford Whitcomb, Ph.D., INCOSE Fellow
Lori Zipes, ESEP

Reviewers and additional contributors (alphabetical order):

Richard Beasley, ESEP
Ray Dellefave
Suja Joseph-­Malherbe, CSEP
Ruediger Kaffenberger, CSEP
Rabia Khan, ASEP
Kirk Michealson

Systems Engineering Competency Assessment Guide: A combined INCOSE Systems Engineering Competency Framework (SECF)
and associated Systems Engineering Competency Assessment Guide (SECAG) document, First Edition. INCOSE.
© 2023 John Wiley & Sons, Inc. Published 2023 by John Wiley & Sons, Inc.

121
122 PART II: SECAG - Systems Engineering Competency Assessment Guide

Susan Plano-­Faber, ASEP

Philip Quan, CSEP
Sven-­Olaf Schulze, CSEP
Corina White, CSEP

SECAG ACKNOWLEDGEMENTS

We would like to acknowledge the contribution of INCOSE UK Advisory Board members who participated in the UK
Working group that created the INCOSE UK Systems Engineering Competencies Framework (Issue 3, 2010) which
was used as the original basis for the first edition of the INCOSE Systems Engineering Competency Framework
(INCOSE 2018b). A full list of contributing UK organizations and individuals is included in the main body of the
INCOSE Systems Engineering Competency Framework (First Edition) (INCOSE 2018b).
We would like to thank all other past and current members of the INCOSE Competency Working Group for their
support, ideas, and comments.

DISCLAIMER

Reasonable endeavors have been used throughout its preparation to ensure that the Systems Engineering Competency
Framework is as complete and correct as is practical. INCOSE, its officers, and members shall not be held liable for
the consequences of decisions based on any information contained in or excluded from this framework. Inclusion or
exclusion of references to any organization, individual, or service shall not be construed as endorsement or the con-
verse. Where value judgements are expressed, these are the consensus view of expert and experienced members of
INCOSE.

COPYRIGHT

This product was prepared by the International Competency Working Group of the International Council on Systems
Engineering (INCOSE). It is approved by the INCOSE Technical Operations for release as an INCOSE Technical
Product.
Copyright © 2022 by INCOSE, subject to the following restrictions:

Author use: Authors have full rights to use their contributions in a totally unfettered way with credit to the INCOSE
Technical Product.
INCOSE use: Permission to reproduce this document and to prepare derivative works from this document for INCOSE
use is granted provided this copyright notice is included with all reproductions and derivative works.
External Use: This document may NOT be shared or distributed to non-­INCOSE third parties without written permis-
sion of INCOSE.
Extracts for use in other works are permitted provided this copyright notice and INCOSE attribution are included with
all reproductions; and, all uses including derivative works and commercial use, acquire additional permission for
use of images unless indicated as a public image in the General Domain.
Requests for permission to prepare derivative works of this document or any for commercial use will be denied unless
covered by other formal agreements with INCOSE. Contact INCOSE Administration Office, 7670 Opportunity
Rd., Suite 220, San Diego, CA 92111-­2222, USA.
SECAG INTRODUCTION

SECAG SCOPE

This document is the INCOSE Systems Engineering Competency Assessment Guide (SECAG).
The SECAG is an Assessment Guide for users of the INCOSE Systems Engineering Competency Framework
(SECF), Part I of this book, designed to guide those assessing systems engineering competencies characterized within
that framework.
The SECAG is a general document which is expected to be tailored to reflect organizational SECF tailoring, and
further tailored to reflect local or organizational specifics as defined herein.

SECAG PURPOSE

The purpose of this document is to provide guidance on how to evaluate individuals to establish their proficiency in
the competencies defined in the framework and how to differentiate between proficiency at each of the five levels
defined within that document.

SECAG CONTEXT

The content of this document aligns with INCOSE technical products and initiatives published by end 2021.
In particular, the document uses the INCOSE Systems Engineering Handbook (Fourth Edition) (INCOSE 2015) as
its primary technical knowledge base as well as extracts taken from the INCOSE Systems Engineering Body of
Knowledge (SEBoK) wiki (Ref: https://www.sebokwiki.org/wiki) during its production.
The INCOSE SECF was originally published in 2018 by INCOSE (2018a). The SECAG is aligned to an updated
version of that document which we have included as Annex D in Part I of this book in order to ensure completeness.

Systems Engineering Competency Assessment Guide: A combined INCOSE Systems Engineering Competency Framework (SECF)
and associated Systems Engineering Competency Assessment Guide (SECAG) document, First Edition. INCOSE.
© 2023 John Wiley & Sons, Inc. Published 2023 by John Wiley & Sons, Inc.

123
124 SECAG INTRODUCTION

SECAG OBJECTIVE

The objective of this assessment guide is to provide detailed guidance to users of the competency framework in
order to:

•• Create a benchmark standard for each level of proficiency within each competence area.
•• Define a set of standardized terminology for competency indicators to promote like-­for-­like comparison.
•• Provide typical non-­domain-­specific indicators of evidence which may be used to confirm experience in each
competency area.

LINK TO COMPETENCY-­BASED CERTIFICATION WITHIN THE INCOSE SEP PROGRAM

In 2020, INCOSE piloted a “Practitioner” level “competency-­based” equivalent as part of their INCOSE Systems
Engineering Professional (SEP) Certification program. For simplicity, the INCOSE pilot used an older version of the
framework than that defined in this document.
However, the success of the pilot means that INCOSE is now considering adopting a version of this assessment
guide for a future “competence-­based” equivalent. Please contact INCOSE for more details.

SECAG DOCUMENT OVERVIEW

The SECAG Introduction summarizes the scope, purpose, context, objective, and describes the link to competency-­
based certification within the INCOSE SEP program.
The Tailoring the Assessment Guide section explains terminology tailoring and provides general guidance for
tailoring assessment of proficiency levels.
The Applying the Assessment Guide section explains assessing the assessors.
The Explanation of Assessment Guide Tables section explains assessment guide language usage, describes sub-­
indicator classifications, and explains assessing evidence sub-­indicator types.
The SECAG Bibliography section provides a list of the documents referenced.
The SECAG Acronyms and Abbreviations section provides a table for acronyms and abbreviations.
The SECAG Glossary section provides definitions of the terminology used in the assessment guide.
SECAG Annex A contains the competency framework assessment guidance.
SECAG Annex B provides a set of examples of usage of both the framework and assessment guide documents.
The authors welcome feedback on this document. SECAG Annex C is a comment form provided for this purpose.
TAILORING THE ASSESSMENT GUIDE

The INCOSE Systems Engineering Competency Assessment Guide will be applicable to a variety of ­organizations and
institutions covering many different domains, in different countries worldwide. In addition, the framework can be
applied in support of a number of goals from recruitment to individual and organizational capability development.
Every organization, institution, domain, and country operate in a unique context – having its own constraints, ter-
minology, regulations, standards, tools, procedures, standard practices, etc.
Therefore, it is critical that this Assessment Guide is tailored before use to reflect the operational context.
Tailoring should align the terminology and the content of the guide to the specific needs of the organization or enterprise
using the guide. Tailoring the guide will help maximize the value of the assessments performed. Tailoring will typically include:

•• Removal of unnecessary or less important element(s)

•• Modification of element(s) (e.g. to reflect terminology)
•• Addition of new element(s)

An “element” could be a competence area, a competency indicator, or an evidence indicator.

Tailoring helps simplify deployment by increasing alignment with other organizational systems and with domain-­
specific language and concepts.
An approach to tailoring is defined in the core framework definition document. However, some additional points
are described below.

TERMINOLOGY TAILORING

Terminology is often organization specific. We have endeavored to use the same terms consistently throughout.
Organizations are free to modify the terminology to reflect their own organizational definitions.
For example, the term “system” has a standard INCOSE definition which is consistently used in this guide. However,
some organizations applying the guide may prefer to adopt an alternative word (such as “product,” “service,” or even
“project”) depending on the nature of the organization.

Systems Engineering Competency Assessment Guide: A combined INCOSE Systems Engineering Competency Framework (SECF)
and associated Systems Engineering Competency Assessment Guide (SECAG) document, First Edition. INCOSE.
© 2023 John Wiley & Sons, Inc. Published 2023 by John Wiley & Sons, Inc.

125
126 TAILORING THE ASSESSMENT GUIDE

“LEAD PRACTITIONER” VS “LEAD ROLE” ASSESSMENT

We have tried to avoid assuming any organizational hierarchy in the framework (e.g. a requirement to be an appointed
“team lead” or “project lead”) although clearly, a “Lead Practitioner” will generally be in an organizational role with
greater seniority (e.g. responsibility, authority, and accountability) than a “Practitioner” due to a requirement for hav-
ing accrued increased experience. (The same argument applies with other level comparisons.)
There is however no implication that an individual is required to be in a “team leader” role or “project leader”
role when being assessed as a “Lead Practitioner.” For instance, they may be operating in an organizational
role which identifies them as part of a team led by another individual. Clearly, their additional experience will help
the team, and the individual may be underutilized in their role, but the individual’s underlying competence is
not affected.

“EXPERT” PRACTITIONER VS “EXPERT ROLE”

Many organization’s use the term “Expert” in defining roles. Some organizations even grant the title “Expert” to reflect
that organizations valuation of particular experience or leadership contributions. Indeed, INCOSE uses the term
“Expert” in its Systems Engineering Certification program for its “ESEP designation (ESEP = Expert Systems
Engineering Professional).
However, within this framework, as with the “Lead Practitioner” level, there is no expectation that an individual is
required to have an organizational (or INCOSE) designation of “expert” in order to be assessed as an Expert Practitioner
in a competence area.

GENERAL GUIDANCE FOR TAILORING ASSESSMENT OF PROFICIENCY LEVELS –

ACCUMULATED EVIDENCE

With five increasing levels of competency defined for each competency area, a question remains about assessment of
indicators for higher levels of competency.
Some have argued that assessing an individual for competence at any proficiency level above Awareness should require
explicit confirmation that all indicators at all lower proficiency levels should also be confirmed through evidence.
However, the INCOSE Working Group members have concluded that this is neither beneficial nor cost-­effective.
Furthermore, there are arguments that at higher proficiency levels, assessments should change to increase their focus
on an individual’s effectiveness in applying their accrued knowledge and experience to resolve increasingly complex
challenges, rather than their accumulated experience alone.
With this in mind, the following provides guidance on how to select appropriate lower-­level evidence when assess-
ing an individual’s proficiency in a competency above Awareness level.

•• Assessment of proficiency at “Awareness” level should validate the knowledge indicators defined for the compe-
tency area.
While organizations may choose to tailor the knowledge to meet their domain needs, basic knowledge is always
a central aspect of competency.
•• For Supervised Practitioner level, a reconfirmation of Awareness level (knowledge) indicators may still be rea-
sonable. However, at this level, assessment should focus on new knowledge indicators defined for the level and
on validating the experiential evidence showing Awareness knowledge applied.
 TAILORING THE ASSESSMENT GUIDE 127

Assessors may choose to include revalidation of some Awareness knowledge in areas where they have doubt
as to the other evidence provided or for knowledge formally identified by the organization as key
to success.
•• When assessing a competency proficiency level at the Practitioner level (and above), adopting a “100% com-
pliant” approach is unlikely to be beneficial or cost-­effective. Furthermore, the nature of competency indicators
is such that assessing an individual at this level will usually (directly or indirectly) confirm the experiential and
knowledge expectations of both Supervised Practitioner and Awareness levels. As a result, explicit assessment of
all indicators for Supervised Practitioner and Awareness levels during an assessment at the Practitioner level
should be left to the discretion of the assessor (e.g. to confirm a specific item within evidence provided, or to
cover an area wholly omitted through the evidence provided).
Practitioner level indicators are generally an elaboration of those defined at Supervised Practitioner level and
thus repeating assessment of Supervised Practitioner indicators will not be beneficial. However, there may be
merit in explicitly confirming some selected knowledge indicators, especially those formally identified by the
organization as key to success or where the assessors have doubts as to the depth of experience or knowledge
provided.
•• When assessing a competency proficiency level at the Lead Practitioner level, the degree to which lower-­level
competency indicators need to be explicitly confirmed during an assessment will be driven primarily by organi-
zational needs. But in principle, assessors should focus on assessing the evidence for all Lead Practitioner profi-
ciency level indicators since usually this will directly or indirectly highlight deficiencies of experience and core
knowledge.
There is merit in supplementing the above with explicit confirmation of some selected lower-­level indicators,
especially those formally identified by the organization as key to success or where the assessors have doubts as
to the depth of experience or knowledge provided for those indicators. The degree to which this is done will be at
the discretion of the assessors, based upon their belief as to whether or not the candidate has demonstrated the
necessary experience and knowledge required.
•• Assessing a competency proficiency level at the Expert level may (directly or indirectly) confirm some aspects of
the expectations of the Lead Practitioner level (and by implication, all other lower levels). Assessment of profi-
ciency at the Expert level will normally be focused on examining an individual’s wider contributions to the com-
petency area (e.g. beyond the organizational boundary).
There is merit in supplementing the above with explicit confirmation of some selected lower-­level indicators,
especially those formally identified by the organization as key to success or where the assessors have doubts as
to the depth of experience or knowledge evidence provided for those indicators. The degree to which this is done
will be at the discretion of the assessors, based upon their belief as to whether or not the candidate has demon-
strated the necessary experience and knowledge required.

Notwithstanding the above, instructions for assessing a competency at any level within an organization should be
documented as part of assessment tailoring guidance for the organization.

EVIDENCE INDICATOR TAILORING

Work products (e.g. documents, models, and drawings) are often domain, organization, or project specific. They will
also be unique to the processes applied to create them.
128 TAILORING THE ASSESSMENT GUIDE

As a result, our stated “evidence indicators” are examples only. Organizations are free to modify the terminology
in evidence indicators to reflect their own organizational definitions.

ASSESSMENT APPROACH TAILORING

Competence assessment can be implemented with any one of three approaches (or combinations of these). These are
analyzed in SECAG Table 1. The pros and cons of each basic approach need to be considered when determining the
deployment approach for an organization.

ATLAS 1.1 PROFICIENCY ASSESSMENT

The Atlas 1.1 technical report (Hutchison et al. 2018), Section 5.3 Proficiency Assessments, describes another method
to assess proficiency. The Atlas model assesses proficiency across five levels: Fundamental Awareness, Novice,
Intermediate, Advanced, and Expert. The Atlas model uses radar maps to illustrate the evolving proficiency level pro-
files of individuals against the six areas. Using organizations could also use radar maps to assess the proficiency levels
of individuals against the competency areas identified in the ATLAS model, or against a subset of the 37 competencies
described in the INCOSE SECF.

SECAG TABLE 1 Comparison between competency assessment régimes

Method Description Benefits Disadvantages
Self-­ Individuals are provided with a • Reasonably • Individuals may not understand
assessment formal description of each cost-­effective. the full scope of the competence,
competence area and • Effort of assessment is leading to potential overstating of
competence level indicator by split across the their own competence.
the organization, and organization. • Equally individuals may also
independently determine what • Requires little support understate their competence, due
they believe their competence from the organization. to lack of self-­confidence in
levels to be. • Individuals can include competency areas.
experience which may • Organizational consistency is
not be. Well-­known hard as individuals may self-­
within their current assess to different standards.
organization. • Individuals reluctant to accept
• Can be used by Systems Engineering may
­individuals in overscore themselves to
organizations for career demonstrate they do not need
planning where Systems development in this area.
Engineering is not well
established.
 TAILORING THE ASSESSMENT GUIDE 129

SECAG TABLE 1 (Continued)

Method Description Benefits Disadvantages

Manager Managers are provided with a • Cost-­effective. • May be a burden to managers

assessment formal description of each • If managers understand with large numbers of staff, or if
competence area and the competencies and the manager formally interviews
competence level indicator, and know their staff well, individuals.
independently determine the assessment can be a quick • If managers do not understand the
individual competence levels of process. full scope of the competencies,
staff members for the purpose of • If managers use an errors in ratings can occur (e.g. if
training or job assignments. This interview-­based tech- a manager is not an expert in
could be with or without nique, this can be very Systems Engineering).
interview of the individual accurate. • If managers do not know their
concerned. • The consistency of staff well, assessment can be
organizational assessment erroneous.
can be good, if managers • Individuals may feel uncomfort-
are prepared well. able admitting a lack of compe-
• Can be aligned well to tence to their manager or may
organizational strategies – feel stressed at the idea of
implemented through assessment, which may influence
managers. accuracy.
• Managers may exhibit bias for/
against an individual influencing
outcome. Managers may not be
aware of experience gained by
individuals before they worked
for the manager.
Independent Independent trained assessors • The use of trained • Can be quite expensive, espe-
assessment (from inside or outside the assessors ensures cially if assessors are formally
organization) formally interview candidates are put at ease, trained internally as part of the
individual staff members to helping to ensure initiative to ensure their full
assess their competence. This is complete and honest understanding of the framework.
commonly deployed with two responses. • Administration required to set up
assessors to provide consistency • The use of trained interviews can be
and results analysis but can be assessors ensures an time-­consuming.
achieved with just one or indeed accurate reflection of the • Individuals may feel uncomfort-
three. scope of competence able admitting a lack of compe-
areas and indicators in the tence if they feel they are being
framework. “judged” or may feel stressed at
• There is unlikely to be the idea of independent
any subjective bias from assessment, both of which may
knowing the history or influence accuracy.
circumstances of a
candidate. The
assessment is fact-­based.
• Two or more assessors
can further ensure
consistency against the
defined standards than
one alone.
USING THE ASSESSMENT GUIDE

While the INCOSE Systems Engineering Competency Framework defines an overarching framework set of “require-
ments” for 37 competencies at each of the five levels of competence, this assessment guide completes that definition
by defining a method of “verification” of the competency indicators listed in the SECF and examples of documents
and other items which could be produced as supporting evidence. These elements will be tailored as required within
an organization and as described in the tailoring section of this document.
This section provides additional guidance supporting the deployment and application of the framework and
assessment guide. This guidance is based upon experience from real applications in INCOSE organizations. These
examples implement particular competency framework use cases identified in the framework.

ASSESSING THE ASSESSORS

Successful competence assessment relies upon those carrying out the assessment (“assessors”) being competent them-
selves. How can this be achieved within an organization “new” to the discipline of Systems Engineering? Here are
some general points to consider.

•• Assessors should be trained in how to perform a competency-­based interview. Competency-­based assessment is

not the same as merely asking questions about statements made in a résumé provided by the interviewee.
Competency-­based interviews search for evidence, not just for affirmations by the candidate. Put simply, one of
the key skills of this form of assessment is to examine evidence of competency by asking “open” questions. (An
open question is one which does not immediately elicit the response (” Yes” or “No”). Follow-­up questions can
probe further detail as necessary.
•• Assessors should be selected for their ability to conduct the assessment in an open and constructive manner. This
helps candidates to relax and should help ensure their responses are open and honest as well.
•• Lack of a full understanding of the full scope and meaning of the competence and its associated competence indi-
cators will undermine the assessment approach. Even a well-­written competence framework can only help so far;
it is necessary to understand, interpret, and contextualize the framework for an organizational need.
•• Assessors may be highly regarded experts within the organization’s business domain, but this does not guaran-
tee they are experts in Systems Engineering.
130
 Using THE ASSESSMENT GUIDE 131

•• There may be merit in seeking out training in the scope of the SECF from Systems Engineering experts, to
ensure that each competence area is properly understood by both assessors.
•• There may be merit in selecting assessors based upon formal Systems Engineering credentials. For example,
INCOSE offers Certification at three levels. Ensuring that assessors have attained “Practitioner” or “Expert”
level accreditation (i.e. “CSEP,” “ESEP” levels) within the INCOSE Systems Engineering Professional (SEP)
program (INCOSE 2018b) would help ensure their knowledge and understanding of the full scope of Systems
Engineering as defined within the framework was adequate to interpret the framework correctly.

FRAMEWORK AND ASSESSMENT USE CASE EXAMPLES

A set of SECF and SECAG application examples are included in SECAG Annex B.
EXPLANATION OF ASSESSMENT GUIDE TABLES

Each of the 37 competencies identified in the INCOSE SECF has five tabular sections in the SECAG, one for each of
the defined proficiency levels (i.e. Awareness, Supervised Practitioner, Practitioner, Lead Practitioner, and Expert).
The general layout and interpretation of each competency area is similar and is defined in SECAG Table 2.

SECAG TABLE 2 Assessment guide table structure

Assessment table item Where found Explanation

Competency Area All competence area The name of the competency area as taken from the INCOSE Systems
headers, all levels Engineering Competency Framework main body.

Description As above Summary of the scope of the competency area, as taken from the
INCOSE Systems Engineering Competency Framework main body.

Why it matters As above Rationale for defining the competency area, as taken from the INCOSE
Systems Engineering Competency Framework main body.

Possible contributory As above This introduces the nature of information that might be useful to
types of evidence evidence competence. Evidence examples are provided in detail
within each section against the indicators listed.
Evidence will be organization and domain driven and therefore needs
tailoring. Examples provided in this framework are not intended to
be definitive or exhaustive, merely illustrative. It is the responsibility
of the organization applying the framework and/or the assessors
performing an assessment to determine the validity of any evidence
items provided in support of competence.
Further detail is provided later in this table.

132
 EXPLANATION OF ASSESSMENT GUIDE TABLES 133

SECAG TABLE 2 (Continued)

Assessment table item Where found Explanation

Learning and As above This section is currently a placeholder to accommodate potential future
Development expansion. A general reference is made to the “INCOSE Professional
Development Portal (PDP).”
The INCOSE PDP is a web-­based facility currently under development
within INCOSE. It is expected that in due course the PDP will
provide a validated source of personal development guidance
covering both how to gain an initial awareness of a competency area
and options for developing competence thereafter.

ID All competence area A sequential identifier designed to aid in referencing indicators within a
tables, all levels competence area.

Indicators of Competence As above This is the text of the competence indicators defined in the INCOSE
Systems Engineering Competency Framework (SECF). Competency
indicators are high-­level statements each summarizing one particular
aspect of a competency at a particular level of proficiency.
For information only, the structure of the identifier is as follows:
[Group][Competency name][Proficiency]
Where:
Group = A Competency Group identifier (e.g. Core (C), Professional
(P), Technical (T), Management (M) or Integrating (I))
Competency name = A unique two alphanumeric competency area
identifier (e.g. Systems Thinking = “ST”)
Proficiency = A level identifier (e.g. Awareness (A), Supervised
Practitioner (S) etc.)
Indicator = A two-­digit identifier for a specific framework indicator in
the SECF (e.g. 01, 02, 03. etc.)

Sub ID As above A sequential identifier for each of the competency sub-­identifiers (i.e.
(K), (A), (P) sub-­indicators) within a competency indicator.
Sub-­indicators (A), (K), and (P) are explained in detail elsewhere in
this document.

Ref ID As above A reference used internally by INCOSE. However, this ID can also be
used as a location reference when making comments on the
document.
For information only, the structure of the identifier is as follows:
[Group][Competency name][Proficiency]-­[Indicator][Assessment
table line item]
Where:
Group = A Competency Group identifier (e.g. Core (C), Professional
(P), Technical (T), Management (M), or Integrating (I))
Competency name = A unique two alphanumeric competency area
identifier (e.g. Systems Thinking = “ST”)
Proficiency = A level identifier (e.g. Awareness (A), Supervised
Practitioner (S), etc.)
Indicator = A two-­digit identifier for a specific framework indicator in
the SECF (e.g. 01, 02, 03, etc.)
Assessment table line item = A unique two-­digit reference identifier for
a line item within the current table (e.g. 10, 20, 30, etc.)
(Continued)
134 EXPLANATION OF ASSESSMENT GUIDE TABLES

SECAG TABLE 2 (Continued)

Assessment table item Where found Explanation

Relevant knowledge All “Awareness Level” This column addresses items which form the evidence of competence at
sub-­indicators tables this level. In the INCOSE SE Competency Framework at Awareness
level, competence is demonstrated solely by “knowledge.”
Because the competency indicators identified in the INCOSE SE
Competency Framework represent distinct combinations of knowledge,
experience, and behavior, evidence of competence at all proficiency
levels has been subdivided into a demonstration of knowledge (K),
evidence of required activities performed (A), or required professional
behaviors displayed (P). Since “Awareness” level is limited to
knowledge, all indicators at this level are marked with “(K)” and
represent items of knowledge that are expected to be known at this level.
We have tried to make the definitions of knowledge agnostic to domains.
However, in different organizations, aspects of knowledge will be
different (e.g. naming conventions for documents, review names, or
domain ideas) but the underlying knowledge scope will be similar.

Relevant knowledge, All tables excluding This column addresses items which characterize competence at this
experience, and/or “Awareness” tables, level in detail. This column attempts to break down the higher-­level
behaviors i.e. tables from “Indicators of Competence” into a set of constituent Sub-­Indicators
“Supervised which are themselves somewhat more verifiable. (Note, some
Practitioner” to sub-­indicators are identical to their indicators.)
“Expert” levels The competency indicators identified in the INCOSE SE Competency
Framework represent combinations of knowledge, experience, and
behavior, and so evidence of competence at each proficiency level is
subdivided into more verifiable demonstrations of knowledge (K),
activities performed (A), or professional behaviors displayed (P)
through a set of sub-­indicators.
Sub-­indicators (A), (K), and (P) are explained in detail elsewhere in
this document.
We have tried to make the definitions of all items agnostic to domains.
However, in different organizations, knowledge, activities, and
occasionally behaviors will be different, but we believe the
underlying scope will be broadly similar.
Possible examples of All tables excluding This column is designed to provide some representative examples of
objective evidence of “Awareness” tables, possible objective evidence that might be used to formally verify an
personal contribution i.e. from individual has the required competency indicator. Other examples
to activities performed, “Supervised may well exist both generally and specifically within an
or professional Practitioner” to organization.
behaviors applied “Expert” levels Evidence items may be physical (e.g. documents and drawings) but
could equally be digital artifacts (e.g. contained within software
applications and software models). Ideally, these will be accessible
to those assessing competence, in order to confirm its validity and
content. However, the extent to which any proof is required will be
determined by the nature or purpose of the assessment.
Determining appropriate evidence items and access requirements for
assessment forms part of the tailoring activity at this level.
NOTE: This column represents example evidence at the INDICATOR
level, not SUB-­INDICATOR level. There is no implied correspondence
between the knowledge, although clearly some example evidence items
may relate better to one sub-­indicator rather than another.
 EXPLANATION OF ASSESSMENT GUIDE TABLES 135

ASSESSMENT GUIDE LANGUAGE USAGE

Verbs used in the SECAG to define indicators and sub-­indicators (e.g. “Describes . . .” or “(A) Identifies. . .” at sublevel)
have been standardized in order to assist in the understanding of the intent of each of the indicators and sub-­indicators.
The nature of evidence expected in order to demonstrate competence for an indicator will differ depending on whether
the indicator relates to concerns knowledge, activities, professional behaviors, and the proficiency level at which the
verb is being applied. SECAG Table 3 explains the meaning of the standardized set of verbs used.

SECAG TABLE 3 Indicator language definitions

Verb Definition Additional notes on interpretation

Acts Behaves in the way specified. When referenced as a Professional skill or behavior . . .
Written or oral commentary should demonstrate the identified behavior,
how this was performed, the challenges involved and the skills used,
coupled with any supporting knowledge used, thinking applied or
activities performed to achieve a successful outcome.

Adapts Make (something) suitable for a When referenced as an activity . . .

new use, or new conditions. Written or oral commentary should identify the knowledge used,
thinking applied or activities performed for the identified adaptation.
When referenced as a Professional skill and behavior . . .
Written or oral commentary should demonstrate what needed to be
adapted, how this was performed, the challenges involved and the
skills used, coupled with any supporting knowledge used, thinking
applied or activities performed to achieve a successful outcome.

Advises Offers suggestions about the best When referenced as an activity . . .

course of action. Written or oral commentary should identify the knowledge used,
thinking applied or activities performed for the identified adaptation.
When referenced as a Professional skill and behavior . . .
Written or oral commentary should demonstrate the advice required,
how this was performed, the challenges involved and the skills used,
coupled with any supporting knowledge used, thinking applied or
activities performed to achieve a successful outcome.

Analyzes Examines (something) When referenced as an activity . . .

methodically and in detail, Written or oral commentary should identify the knowledge used,
typically in order to explain thinking applied, or activities performed in order to complete the
and interpret it. identified analysis.

Arbitrates Reaches an authoritative When referenced as a Professional skill and behavior . . .

judgement or settlement in a Written or oral commentary should demonstrate what needed to be
dispute or decision. arbitrated, how this was performed, the challenges involved and the
skills used, coupled with any supporting knowledge used, thinking
applied, or activities performed to achieve a successful outcome.

Assesses Evaluates the nature, ability, or When referenced as an activity . . .

quality of something (or Written or oral commentary should identify the knowledge used,
someone). thinking applied, or activities performed to complete the identified
assessment.
(Continued)
136 EXPLANATION OF ASSESSMENT GUIDE TABLES

SECAG TABLE 3 (Continued)

Verb Definition Additional notes on interpretation

Authorizes Gives official (e.g. project or When referenced as an activity . . .

organizational) permission for Written or oral commentary should identify the knowledge used,
or approval to. thinking applied, or activities performed to complete the identified
authorization.

Challenges Dispute the truth or validity of. When referenced as a Professional skill and behavior . . .
Written or oral commentary should demonstrate why the challenge was
needed, how this was performed, the challenges involved and the
skills used, coupled with any supporting knowledge used, thinking
applied, or activities performed to achieve a successful outcome.

Champions Vigorously supports or defends When referenced as a Professional skill and behavior . . .
the cause of (a cause, idea, Written or oral commentary should demonstrate why the identified
technique, tool, method, etc.). support was needed, how this was performed, the challenges involved
and the skills used, coupled with any supporting knowledge used,
thinking applied, or activities performed to achieve a successful
outcome.

Coaches Trains or instructs (a team When referenced as a Professional skill and behavior . . .
member or individual) using a Written or oral commentary should demonstrate why the identified
set of defined professional instruction was needed, how this was performed, the challenges
skills in this area. involved and the professional skills used, coupled with any
supporting knowledge used, thinking applied. or activities performed
to achieve a successful outcome.

Collaborates Works jointly on an activity or When referenced as a Professional skill and behavior . . .
project. Written or oral commentary should demonstrate why the identified
collaboration activity was needed how this was performed, the
challenges involved and the skills used, coupled with any supporting
knowledge used, thinking applied. or activities performed to achieve
a successful outcome.

Collates Collects and combines (texts, When referenced as an activity . . .

information, or data). Written or oral commentary should identify the knowledge used,
thinking applied, or activities performed to collect or combine the
identified information.

Communicates Shares or exchanges information, When referenced as an activity . . .

news, or ideas. Written or oral commentary should identify the knowledge used,
thinking applied, or activities performed to achieve the identified
communication result.
When referenced as a Professional skill and behavior . . .
Written or oral commentary should demonstrate what needed to be
communicated, how this was performed, the challenges involved and
the skills used, coupled with any supporting knowledge used,
thinking applied or activities performed to achieve a successful
outcome.
 EXPLANATION OF ASSESSMENT GUIDE TABLES 137

SECAG TABLE 3 (Continued)

Verb Definition Additional notes on interpretation

Compares Notes or measures the similarity When referenced as an activity . . .

or dissimilarity between two or Written or oral commentary should identify the knowledge used,
more items. thinking applied, or activities performed to compare the identified
information.

Complies Acts in accordance with certain When referenced as an activity . . .

specified standard or guidance. Written or oral commentary should identify the knowledge used,
thinking applied, or activities performed to comply with the identified
guidance or standard.

Conducts Organizes, and carries out. When referenced as an activity . . .

Written or oral commentary should identify the knowledge used,
thinking applied, or activities performed to conduct the identified
activity.

Coordinates Regulates, adjusts, or combines When referenced as an activity . . .

the actions of others to attain Written or oral commentary should identify the knowledge used,
coherence or harmony. thinking applied, or activities performed to coordinate the identified
activity.

Creates Brings something into existence, When referenced as an activity . . .

causes something to happen as Written or oral commentary should identify the knowledge used,
a result of one’s actions. thinking applied, or activities performed to create the identified work
product(s).

Defines Characterizes the essential When referenced as a knowledge item . . .

qualities or meaning of an Written or oral commentary which demonstrate that the essential
item. qualities or scope of the referenced item is known and comprehended.

Describes Gives an account in words, When referenced as a knowledge item . . .

including all the relevant Written or oral commentary which demonstrate that the essential all the
characteristics, qualities, or relevant characteristics, qualities, or events associated with the
events. referenced item are known and comprehended.

Determines Ascertains or establishes specific When referenced as an activity . . .

values of an item by research Written or oral commentary should identify the knowledge used,
or through calculation. thinking applied, or activities performed to establish or ascertain the
identified item.

Develops Grows or causes something to When referenced as an activity . . .

grow and become more mature, Written or oral commentary should identify the knowledge used,
advanced, or elaborate. thinking applied, or activities performed to advance the maturity of
the identified item.

Elicits Evokes or draws out (a need or When referenced as an activity . . .

requirement, reaction, answer, Written or oral commentary should identify the knowledge used,
or fact) from someone. thinking applied, or activities performed to draw out the identified
information (e.g. requirement or need).
(Continued)
138 EXPLANATION OF ASSESSMENT GUIDE TABLES

SECAG TABLE 3 (Continued)

Verb Definition Additional notes on interpretation

Ensures Makes certain that (something) When referenced as an activity . . .

will occur or be the case, Written or oral commentary should identify the knowledge used,
thinking applied, or activities performed to make certain that the
identified item will be correct.

Evaluates Makes a judgement as a result of When referenced as an activity . . .

informed analysis. Written or oral commentary should identify the knowledge used,
thinking applied, or activities performed to judge the identified item.

Explains Makes an idea, situation, or When referenced as a knowledge item . . .

problem clear to someone by Written or oral commentary which provide additional detail and facts
describing it in more detail or regarding the identified item or situation and display an
revealing relevant facts. understanding and comprehension of its scope or complexity.

Follows Acts or adheres to instructions as When referenced as an activity . . .

ordered or required, Written or oral commentary should identify the knowledge used,
thinking applied, or activities performed to follow the identified
instructions.

Fosters encourages the development of When referenced as a Professional skill and behavior . . .
(something, especially Written or oral commentary should identify the individual or item
something desirable), requiring development encouragement, how this was performed, the
challenges involved and the skills used, coupled with any supporting
knowledge used, thinking applied, or activities performed to achieve
a successful outcome.

Guides Directs or influences the behavior When referenced as a Professional skill and behavior . . .
or development of someone, Written or oral commentary should identify the nature of the individuals
requiring guidance or development, how guidance or development
was performed, the challenges involved and the skills used, coupled
with any supporting knowledge used, thinking applied, or activities
performed to achieve a successful outcome.

Identifies Establishes the identity or When referenced as a knowledge item . . .

complete scope of an item, Written or oral commentary which provide additional detail and facts
regarding the referenced item or situation and display an
understanding and comprehension of its scope or complexity.
When referenced as an activity . . .
Written or oral commentary should identify the knowledge used,
thinking applied, or activities performed to establish the identity and
scope of the referenced item.

Influences Has an effect on someone or NOTE: “Influences” is only used within the main SECF framework. In
something. the SECAG, this term is decomposed into associated activities and
behaviors.

Judges Forms an opinion or conclusion When referenced as an activity . . .

about. Written or oral commentary should identify the knowledge used,
thinking applied, or activities performed to establish the identity and
scope of the referenced item.
 EXPLANATION OF ASSESSMENT GUIDE TABLES 139

SECAG TABLE 3 (Continued)

Verb Definition Additional notes on interpretation

Liaises Acts as a link to assist When referenced as a Professional skill and behavior . . .
communication between Written or oral commentary should identify the nature of the individuals
(people or groups). requiring liaison for the identified activity, how liaison was
performed, the challenges involved and the skills used, coupled with
any supporting knowledge used, thinking applied, or activities
performed to achieve a successful outcome.

Lists Names a set of items that form a When referenced as a knowledge item . . .
meaningful grouping. Written or oral commentary which names the full group in the
referenced item, or if the group is large, its most common or key
constituent members.

Maintains Keeps in an existing state. When referenced as an activity . . .

Written or oral commentary should identify the knowledge used,
thinking applied, or activities performed to keep the referenced item
in its required state.

Monitors Observes and checks the progress When referenced as an activity . . .

or quality of (something) over Written or oral commentary should identify the knowledge used,
a period of time; keeps under thinking applied, or activities performed to observe and check the
systematic review. identified item(s) over time.

Negotiates Confers or discusses with others When referenced as a Professional skill and behavior . . .
with a view to reaching Written or oral commentary should identify the nature of the agreement
agreement. required, the nature of the individuals involved, how negotiation was
performed, the challenges involved and the skills used, coupled with
any supporting knowledge used, thinking applied, or activities
performed to achieve a successful outcome.

Performs Carries out, accomplishes, or When referenced as an activity . . .

fulfills (an action, task, or Written or oral commentary should identify the knowledge used,
function). thinking applied or activities, tasks, or functions carried out.

Persuades Causes someone to do something When referenced as a Professional skill and behavior . . .
through reasoning or argument. Written or oral commentary should identify the nature of the decision,
or change in opinion required, the nature of the individuals concerned
and arguments used, the challenges involved and the skills used,
coupled with any supporting knowledge used, thinking applied, or
activities performed to achieve a successful outcome.

Prepares Makes (something) ready for use When referenced as an activity . . .

or consideration. Written or oral commentary should identify the knowledge used,
thinking applied, or activities performed to make the referenced item
ready for use or consideration.

Produces Causes something to come into When referenced as an activity . . .

existence, by intellectual effort. Written or oral commentary should identify the knowledge used,
thinking applied. or activities performed to cause the referenced item
to come into existence.
(Continued)
140 EXPLANATION OF ASSESSMENT GUIDE TABLES

SECAG TABLE 3 (Continued)

Verb Definition Additional notes on interpretation

Promotes Supports or actively encourages NOTE: “Promotes” is only used within the main SECF framework. In
further the progress of (a cause, the SECAG, this term is decomposed into associated activities and
idea, technique, tool, behaviors.
method, etc.).

Proposes Puts forward (an idea or plan) for When referenced as an activity . . .
consideration or discussion by Written or oral commentary should identify the knowledge used,
others. thinking applied, or activities performed to put forward the referenced
item(s).

Provides Makes something available for When referenced as an activity . . .

use; supplies. Written or oral commentary should identify the knowledge used,
thinking applied, or activities performed to make available the
referenced item(s).

Reacts Acts in response to something; When referenced as a Professional skill and behavior . . .
responds in a particular way. Written or oral commentary should identify the nature of the situation
requiring the identified response, the nature of the individuals
involved, the challenges and skills used, coupled with any supporting
knowledge, and thinking applied or activities performed to achieve a
successful outcome.

Recognizes Acknowledges or takes notice of When referenced as a Professional skill and behavior . . .
in some definite way. Written or oral commentary should identify the references item
requiring acknowledgement, the nature of individuals involved, the
challenges and skills used, coupled with any supporting knowledge,
and thinking applied or activities performed to achieve a successful
outcome.

Records Registers or sets down in writing. When referenced as an activity . . .

Written or oral commentary should identify the knowledge used,
thinking applied. or activities performed to register or set the
referenced item in writing.

Reviews Formally assesses a topic or When referenced as an activity . . .

issue, proposing any necessary Written or oral commentary should identify the knowledge used,
or desirable changes. thinking applied, or activities performed to examine the referenced
item.

Selects Carefully chooses as being the When referenced as an activity . . .

best or most suitable. Written or oral commentary should identify the knowledge used,
thinking applied, or activities performed to choose the referenced
item.

Trains Teaches a particular skill or type When referenced as an activity . . .

of behavior through sustained Written or oral commentary should identify the knowledge used,
practice or instruction. thinking applied, or activities performed to ensure that the referenced
skill or behavior has been successfully passed on the recipients.
 EXPLANATION OF ASSESSMENT GUIDE TABLES 141

SECAG TABLE 3 (Continued)

Verb Definition Additional notes on interpretation
Uses Employs something as a means of When referenced as an activity . . .
accomplishing a purpose or Written or oral commentary should identify the referenced knowledge
achieving a result. used, thinking applied, or activities performed to accomplish the
referenced result.
When referenced as a Professional skill and behavior . . .
Written or oral commentary should identify the referenced outcome to
be accomplished, the nature of individuals involved, the challenges
and skills used, coupled with any supporting knowledge, and thinking
applied or activities performed to achieve a successful outcome.

SUB-­INDICATOR CLASSIFICATIONS (“K”, “A,” AND “P”)

Evidence indicators defined in the SECF can often be complex and thus hard to assess. In order to help assessors in
their understanding this complexity, competency indicators defined in the framework have been broken down into
combinations of one or more “sub-­indicators” which will be classified as of types:

•• “K” – indicating a competence sub-­indicator defining an item of knowledge which is required in order to dem-
onstrate the competency indicator.
•• “A” – indicating a competence sub-­indicator defining an activity to be performed (or “ability” in order to demon-
strate the competency indicator.
•• “P” – indicating a competence sub-­indicator defining a professional attitude or behavior to be demonstrated in
order to demonstrate the competency indicator.

Most competencies are a combination of several sub-­indicators.

A review of the competency assessment tables in the guide will show that competence indicators at the “Awareness”
proficiency level are always defined as knowledge only (type “K”), in order to reflect that fact that the “Awareness”
proficiency level is aligned to the acquisition of knowledge but no experience.
Above “Awareness” proficiency level, additional knowledge may be required (type “K”); however, in general,
higher-­level proficiency levels focus mostly on demonstrable experience of performing activities often with demon-
strated behaviors.

ASSESSING EVIDENCE SUB-­INDICATOR TYPES (“K”, “A,” AND “P”)

There are many ways in which the possession of an aspect of competence can be assessed. Examples of how each of
the three types identified in this assessment guide might be assessed are listed in SECAG Table 4. Organizational
tailoring guidance for assessors should define the precise methods used within any organization.
142 EXPLANATION OF ASSESSMENT GUIDE TABLES

SECAG TABLE 4 Assessment mechanisms for the different indicator types

Indicator type Possible assessment mechanisms

“Knowledge” (K) • Responses to “open” questions (“Tell me about topic xxx . . .”, “List items which . . .”) containing
specific words or phrases.
• Examination (e.g. INCOSE Systems Engineering Professional [SEP] knowledge examination –
although this currently does not address all areas in the Competency Framework).
• Validation of certificates from activities assessing relevant knowledge (e.g. prior assessment(s),
accredited or internally approved course completion certificates).
• Evidence produced indirectly as part of a response to the assessment of another competence area.
“Activity” or • Validation of physical evidence items (e.g. documents, drawings, reports, and minutes).
“Ability” (A) • Validation of digital artifacts evidence items (e.g. data held within software applications such as
tools, models. or repositories).
• Attestations by approved or independent individuals regarding their contribution, signature pages,
management records, etc.
• Responses to “open” questions (“Can you give me an example of when you performed activity xxx
. . .”) and their own contribution and impact on the identified activities, challenges overcome, and
learning gained.
• Evidence produced indirectly as part of a response to the assessment of another competence area.
“Professional • Validation of physical evidence items (e.g. documents, drawings, reports, and minutes).
Behavior” (P) • Validation of digital artifacts evidence items (e.g. items held within software applications such as
data repositories).
• Attestations by approved or independent individuals regarding their behavior or responses to certain
scenarios (e.g. human resources, customers, and suppliers).
• Reponses to “open” questions (“Tell me about a situation where you had to act/respond to someone
else’s actions . . .”) regarding demonstration of specific behaviors, behavioral responses, challenges,
and learning gained.
• Evidence produced indirectly as part of a response to the assessment of another competence area.

A key point about all evidence produced as part of an assessment is that it should reflect an individual’s PERSONAL
contribution to a system development rather than just being a document produced by others on a project.
Individuals who only originated a small part of the document or digital artifact, produced a complete document or
digital artifact with little “help,” reviewed a document or digital artifact originated wholly by others, or who have
merely “overseen” the origination and review of a document or digital artifact without any direct technical contribution
to its technical content should all highlight this aspect since it affects the experience they will have gained in that docu-
ment’s production.
SECAG ACRONYMS AND ABBREVIATIONS

SECAG Table 5 summarizes the acronyms and abbreviations used in the SECAG.

SECAG TABLE 5 Acronyms and abbreviations

ACRONYM MEANING
8D “8D” is a technique for problem diagnosis and resolution
A3 A term used for a particular system architecture representation
BKCASE Body of Knowledge and Curriculum to Advance Systems Engineering
CCB Change Control Board
CM Configuration Management
CMM Capability Maturity Model
COTS Commercial Off the Shelf
CPD Continued (Continuous) Professional Development
CPI Cost Performance Index
DMSMS Diminishing Manufacturing Sources and Material Shortages
DoD Department of Defense
DoDAF Department of Defense Architectural Framework
ECP Engineering Change Proposal
ECR Engineering Change Request
ESEP Expert Systems Engineering Professional
(Continued)

Systems Engineering Competency Assessment Guide: A combined INCOSE Systems Engineering Competency Framework (SECF)
and associated Systems Engineering Competency Assessment Guide (SECAG) document, First Edition. INCOSE.
© 2023 John Wiley & Sons, Inc. Published 2023 by John Wiley & Sons, Inc.

143
144 SECAG ACRONYMS AND ABBREVIATIONS

SECAG TABLE 5 (Continued)

ACRONYM MEANING
FMEA Failure Mode and Effects Analysis
FMECA Failure Modes, Effects, and Criticality Analysis
FTA Fault Tree Analysis
GROW Goal, Reality, Options, What-next
HCI Human Computer Interface
HR Human Resources
ICD Interface Control Document
ID Identifier
IDD Interface Definition (or Description) Document
IEEE Institute of Electrical and Electronics Engineers
IM Information Management
INCOSE International Council on Systems Engineering
ISO International Organization for Standardization
ISO/IEC International Organization for Standardization/International Electrotechnical Commission
ISR In-­Service Review
IT Information Technology
LRU Line Replaceable Unit
MBSE Model-­Based Systems Engineering
MIL-­STD Military Standard
MoDAF Ministry of Defence Architectural Framework (UK)
OBS Organizational Breakdown Structure
OEM Original Equipment Manufacturer
OODA A Quality management approach (Observe, Orient, Decide, and Act)
PDCA A Quality Management approach (Plan, Do, Check, Act)
PDR Preliminary Design Review
PHS&T Packaging Handling Storage and Transportation
PMP Project (or Program) Management Plan
QFD Quality Function Deployment
QMP Quality Management Plan
RMP Risk Management Plan
RPR Rapid Problem Resolution
SE Systems Engineering
SEP Systems Engineering Professional
 SECAG ACRONYMS AND ABBREVIATIONS 145

SECAG TABLE 5 (Continued)

ACRONYM MEANING
SEBOK Systems Engineering Body of Knowledge
SECF Systems Engineering Competency Framework
SECAG Systems Engineering Competency Assessment Guide
SEIT Systems Engineering Integration Team
SEMP Systems Engineering Management Plan
SFIA Skills Framework for the Information Age
SFR System (or Solution) Functional Review
SME Subject Matter Expert
SPI Schedule Performance Index
STEM Science, Technology, Engineering, and Mathematics
SysML Systems Modeling Language
TCF Tailored Competency Framework
TLCC Total Life Cycle Cost
TOGAF The Open Group Architectural Framework
TQM Total Quality Management
TRIZ A problem-­solving, analysis and forecasting tool
TRR Test Readiness Review
UK United Kingdom
US United States
WBS Work Breakdown Structure
SECAG GLOSSARY

This glossary defines words/phrases in the context of use within the Systems Engineering Competency Assessment
Guide (SECAG). Several sources have been provided in some cases to aid explanation.
Where multiple potential definitions exist, the glossary definition is based upon definitions from the following
sources, in the priority listed below:

1. INCOSE Systems Engineering Handbook (Fourth Edition) (INCOSE 2015).

2. INCOSE Systems Engineering Body of Knowledge (SEBoK) (BKCASE Project 2017).
3. INCOSE UK Ltd. Systems Engineering Competencies Framework (Issue 3) (INCOSE UK 2010).
4. Other well-­established internationally recognized sources.
5. INCOSE Competency Working Group.

Glossary Term Definition

Ability A term used in human resource management denoting an acquired or natural capacity or talent that
enables an individual to perform a particular task successfully (BusinessDictionary.com 2018).
Architecture (System) fundamental concepts or properties of a system in its environment embodied in its elements,
relationships, and in the principles of its design and evolution (INCOSE 2015).
Architecting Process of conceiving, defining, expressing, documenting, communicating, certifying proper implementation
of, maintaining, and improving an architecture throughout a system’s life cycle (ISO/IEC/IEEE 2011).
The architecting process sometimes involves the use of heuristics to establish the form of architectural
options before quantitative analyses can be applied. Heuristics are design principles learned from
experience (Rechtin 1990).
Authored Wrote the document or work product (i.e. did not just sign the front page) (INCOSE UK 2010).
Behavior The way in which one acts or conducts oneself, especially towards others (Oxford Dictionaries 2018).
(Continued)

Systems Engineering Competency Assessment Guide: A combined INCOSE Systems Engineering Competency Framework (SECF)
and associated Systems Engineering Competency Assessment Guide (SECAG) document, First Edition. INCOSE.
© 2023 John Wiley & Sons, Inc. Published 2023 by John Wiley & Sons, Inc.

146
 SECAG GLOSSARY 147

Glossary Term Definition

Best practice A procedure that has been shown by research and experience to produce optimal results and that is
established or proposed as a standard suitable for widespread adoption (Merriam-­Webster 2018).
Capability An expression of a system, product, function, or process ability to achieve a specific objective under
stated conditions (INCOSE 2015).
The ability to achieve a desired effect under specified (performance) standards and conditions through
combinations of ways and means (activities and resources) to perform a set of activities (DoD 2009).
Coaching Helping, supporting, advising, explaining, demonstrating, instructing, and directing others resulting in
transfer of knowledge and skills (INCOSE 2015).
Competence The measure of specified ability (INCOSE 2015).
Competence-­based An evidence-­based activity, where an individual is independently assessed (or self-­assesses) in one or
assessment more defined areas, to determine whether they are able to demonstrate that their knowledge, skills,
and experience meet a defined or required level of proficiency (“competence level”).
Competency An observable, measurable set of skills, knowledge, abilities, behaviors, and other characteristics an
individual needs to successfully perform work roles or occupational functions. Competencies are
typically required at different levels of proficiency depending on the specific work role or
occupational function. Competencies can help ensure individual and team performance aligns with the
organization’s mission and strategic direction (U.S. Office of Personnel Management (OPM) 2015).
A measure of an individual’s ability in terms of their knowledge, skills, and behavior to perform a given
role (Holt and Perry 2011).
Competent Having a specified level of competence (INCOSE UK 2010).
Complexity (of a A measure of how difficult it is to understand how a system will behave or to predict the consequences
system) of changing it (Sheard and Mostashari 2009).
The degree to which a system’s design or code is difficult to understand because of numerous
components or relationships among components (ISO/IEC 2009).
In a complex system, the exact relationship between elements is either unknown and possibly unknowable.
Complicated system A system comprising many interacting elements where the overall behavior of the system is both
knowable and deterministic (cf. complex).
Configuration Configuration management is the discipline of identifying and formalizing the functional and physical
Management characteristics of a configuration item at discrete points in the product evolution for the purpose of
maintaining the integrity of the product system and controlling changes to the baseline (INCOSE 2017).
Discipline Area of expertise, e.g. systems, software, hardware, program management, quality assurance, etc.
(INCOSE UK 2010).
Domain A “problem space” (IEEE 2010).
Element The level below the system of interest (INCOSE 2015). A system that is part of a larger system
(Merriam-­Webster 2018).
Enterprise One or more organizations sharing a definite mission, goals, and objectives to offer an output such as a
product or service (ISO 2000).
An organization (or cross-­organizational entity) supporting a defined business scope and mission that includes
interdependent resources (people, organizations, and technologies) that must coordinate their functions and
share information in support of a common mission (or set of related missions) (CIO Council 1999).
The term enterprise can be defined in one of two ways. The first is when the entity being considered is tightly
bounded and directed by a single executive function. The second is when organizational boundaries are
less well defined and where there may be multiple owners in terms of direction of the resources being
employed. The common factor is that both entities exist to achieve specified outcomes (MOD 2004).
A complex, (adaptive) socio-­technical system that comprises interdependent resources of people,
processes, information, and technology that must interact with each other and their environment in
support of a common mission (Giachetti 2010).
148 SECAG GLOSSARY

Glossary Term Definition

Enterprise Asset (As applied to a person) known by reputation to be a leader in the field, highly valued, highly regarded.
Recognized by the community outside employer organization (e.g. asked to be on conference panel,
government advisory board, etc.) (INCOSE UK 2010).
Framework A basic conceptional structure (as of ideas) (Merriam-­Webster 2018).
Broad overview, outline, or skeleton of interlinked items which supports a particular approach to a
specific objective and serves as a guide that can be modified as required by adding or deleting items
(BusinessDictionary.com 2018).
Information Information is an item of data concerning something or someone. Information includes technical,
project, organizational, agreement, and user information.
Interface A point where two or more entities interact. Interactions may involve systems, system elements
including their environment, organizations, disciplines, humans (users, operators, maintainers,
developers, etc.), or some combination thereof.
Job A job is a recognized organizational position, usually performed in exchange for payment. Historically,
the terms “job” and “role” have been used interchangeably, more recently a distinction has appeared.
A job comprises all, or parts, of one or more defined “roles” which govern organizational processes
and activities. An individual may remain in the same “job” for a long period, but during this time will
usually perform multiple roles. This topic is discussed in further detail in Annex C of this document.
Knowledge (In the context of KSA) A body of information applied directly to the performance of a function. US
Office of Personnel Management (Wikipedia 2017).
Mentoring Mentoring is a relationship where a more experienced colleague shares their greater knowledge to support
development of a less-­experienced member of staff. It uses many of the techniques associated with coaching.
One key distinction is that mentoring relationships tend to be longer term than coaching arrangements.
Organization A group of people and facilities with an arrangement of responsibilities, authorities, and relationships
(INCOSE 2015).
Professional A structured approach to learning to help ensure competence to practice, taking in knowledge, skills, and
Development practical experience. Continued Professional Development (CPD) can involve any relevant learning
activity, whether formal and structured or informal and self-­directed (INCOSE UK Chapter 2017).
Project An endeavor with defined start and finish criteria undertaken to create a product or service in
accordance with specified resources and requirements (INCOSE 2015).
Program A group of related projects managed in a coordinated way to obtain benefits and control not available
from managing them individually. Programs may include elements of related work outside of the
scope of the discrete projects in the program (PMI 2008).
Recent (In the context of competency assessment) Within the last five years (INCOSE UK 2010).
Role A role is a recognized organizational position, usually performed in exchange for payment. Historically,
the terms “job” and “role” have been used interchangeably, more recently a distinction has appeared.
A job comprises all, or parts, of one or more defined “roles” which govern organizational processes
and activities. An individual may remain in the same “job” for a long period, but during this time will
usually perform multiple roles. This topic is discussed in further detail in Annex C of this document.
Skills (In the context of KSA) An observable competence to perform a learned psychomotor act. US Office of
Personnel Management (Wikipedia 2017).
Specialty Engineering (Verb) Analysis of specific features of a system that requires special skills to identify requirements and
assess their impact on the system life cycle (INCOSE 2015).
(Noun) Specialty engineering is the collection of those narrow disciplines that are needed to engineer a
complete system (Elowitz 2006).
(Continued)
 SECAG GLOSSARY 149

Glossary Term Definition

Stakeholder A party having a right, share, claim, or vested interest in a system or in its possession of characteristics
that meet that party’s needs and expectations (INCOSE 2015).
Stage (life cycle A period within the life cycle of an entity that relates to the state of its description or realization (ISO/
Stage) IEC/IEEE 2015).
System A system is an arrangement of parts or elements that together exhibit behavior or meaning that the
individual constituents do not (INCOSE 2019).
Systems Engineering Systems Engineering is a transdisciplinary and integrative approach to enable the successful realization,
use, and retirement of engineered systems, using systems principles and concepts, and scientific,
technological, and management methods (INCOSE 2019).
INCOSE uses the terms “engineering” and “engineered” in their widest sense: “the action of working
artfully to bring something about.” “Engineered systems” may be composed of any or all of people,
products, services, information, processes, and natural elements.
System Element A member of a set of elements that constitutes a system. A system element is a discrete part of a system
that can be implemented to fulfill specified requirements. A system element can be hardware,
software, data, humans, processes (e.g. processes for providing service to users), procedures (e.g.
operator instructions), facilities, materials, and naturally occurring entities (e.g. water, organisms,
and minerals), or any combination (ISO/IEC/IEEE 2015). A system element can be a subsystem.
Sub System See element
Super system The level above the system of interest (INCOSE 2015). A system that is made up of systems (Merriam-­
Webster 2018).
System of Interest The system whose life cycle is under consideration (INCOSE 2015).
System of Systems A System of Interest whose system elements are themselves systems; typically, these entail large-­scale
interdisciplinary problems with multiple, heterogeneous, distributed systems (INCOSE 2015).
Tailoring Tailoring a process adapts the process description for a particular end. For example, a project creates its
defined process by tailoring the organization’s set of standard processes to meet the objectives,
constraints, and environment of the project. (Adapted from notes/discussion of “tailoring guide”)
(ISO/IEC/IEEE 2009).
Team A group of individuals who work together to achieve a common goal.
Verification Provision of objective evidence that the system or system element fulfills its specified requirements and
characteristics (INCOSE 2015).
Validation Provision of objective evidence that the system, when in use, fulfills its business or mission objectives
and stakeholder requirements, achieving its intended use in its intended operational environment
(INCOSE 2015).
SECAG BIBLIOGRAPHY

Beasley, R. (2013). The need to tailor competency models – with a use case from Rolls-­Royce. INCOSE International Symposium
IS2013, Philadelphia, PA (24–27 June 2013).
BKCASE Project (2017). SEBoK v1.9 section 5: enabling systems engineering. http://sebokwiki.org/wiki/Enabling_Systems_
Engineering (accessed 30 November 2018).
Brackett, M.A., Rivers, S.E., and Salovey, P. (2011). Emotional intelligence: implications for personal, social, academic, and workplace
success. Social and Personality Psychology Compass 5: 88–103. https://doi.org/10.1111/j.1751-­9004.2010.00334.
BusinessDictionary.com (2018). Framework definition. http://www.businessdictionary.com/definition/framework.html (accessed
April 2018).
Chartered Institute of Personnel Development (CIPD) (2021a). What are coaching and mentoring?. Coaching and
Mentoring Factsheet. https://www.cipd.co.uk/knowledge/fundamentals/people/development/coaching-­mentoring-­factsheet
(accessed 2018).
Chartered Institute of Personnel Development (CIPD) (2021b). Competence or competency? https://www.cipd.co.uk/knowledge/
fundamentals/people/performance/competency-­factsheet.
CIO Council (1999). Federal Enterprise Architecture Framework (FEAF). Washington, DC, USA: Chief Information Officer (CIO)
Council.
CMMI® Institute (2010). Capability Maturity Model Integration (CMMI®) V1.3. CMMI® Institute.
Defense Acquisition University (2013). SPRDE Competency Model. Defense Acquisition University (DAU)/U.S. Department of
Defense June 12.
DoD (2009). DoD Architecture Framework (DoDAF), Version 2.0. Washington, DC, USA: U.S. Department of Defense (DoD).
Electronic Industries Alliance (2002). Systems Engineering Capability Model EIA731_1:2002. EIA.
Elowitz, M. 2006. Specialty engineering as an element of systems engineering. Presentation to Enchantment Chapter, INCOSE,
Albuquerque, NM, USA (9 August).
Gelosh, D., Heisey, M., Snoderly, J. and Nidiffer, K. (2017). Version 0.75 of the proposed INCOSE systems engineering compe-
tency framework. Proceedings of the International Symposium 2017 of the International Council on Systems Engineering
(INCOSE), Adelaide, Australia (15–20 July 2017).
Giachetti, R.E. (2010). Design of Enterprise Systems: Theory, Architecture, and Methods. Boca Raton, FL, USA: CRC Press, Taylor
and Francis Group.

Systems Engineering Competency Assessment Guide: A combined INCOSE Systems Engineering Competency Framework (SECF)
and associated Systems Engineering Competency Assessment Guide (SECAG) document, First Edition. INCOSE.
© 2023 John Wiley & Sons, Inc. Published 2023 by John Wiley & Sons, Inc.

150
 SECAG BIBLIOGRAPHY 151

GOV.UK (2017). Equality act 2010: guidance. https://www.gov.uk/guidance/equality-­ act-­

2010-­
guidance#age-­ discrimination
(accessed 31 December 2017).
Hahn, H.A. and Whitcomb, C.A. (2017). Use cases for the INCOSE competencies framework. Unpublished.
Holt, J. and Perry, S. (2011). A Pragmatic Guide to Competency Tools, Frameworks and Assessment. BCS.
Hutchison, N., Verma, D., Burke, P. et al. (2018). Atlas 1.1: An Update to the Theory of Effective Systems Engineers. Technical
Report SERC-­2018-­TR-­101A. Report, Hoboken, NJ: Systems Engineering Research Center, Stevens Institute of Technology.
http://www.dtic.mil/dtic/tr/fulltext/u2/1046509.pdf (accessed 2018).
IEEE (2010). IEEE 1570-­2010 Standards for Information Technology Standard. New York, NY, USA: Institute of Electrical and
Electronics Engineers.
INCOSE (2004). What is systems engineering? http://www.incose.org/practice/whatissystemseng.aspx (accessed April 2018).
INCOSE (2021). Engineering Solutions for a Better World Vision 2035. San Diego, CA: INCOSE.
INCOSE (2015). Systems Engineering Handbook – A Guide for System Life Cycle Processes and Activities, 4e. San Diego, CA:
Wiley.
INCOSE (2017). SEBoK v1.9 systems engineering body of knowledge. http://www.sebokwiki.org/wiki/Guide_to_the_Systems_
Engineering_Body_of_Knowledge_(SEBoK) (accessed 30 November).
INCOSE (2018a). INCOSE Systems Engineering Competency Framework. INCOSE INCOSE-­TP-­2018-­002-­01.0.
INCOSE (2018b). Certification. https://www.incose.org/certification (accessed 2018).
INCOSE (2019). INCOSE website SE and SE definitions. https://www.incose.org/about-­systems-­engineering/system-­and-­se-­
definition (accessed November 2021).
INCOSE UK Chapter (2017). U3: what is continuing professional development (CPD). https://incoseonline.org.uk/Documents/
uGuides/dot107_U-­guide_U3_WEB.pdf (accessed February 2018).
INCOSE UK (2010). INCOSE UK SE Competency Framework/Guide. INCOSE UK.
INCOSE, OMG (2018). MBSE wiki. http://www.omgwiki.org/MBSE/doku.php (accessed April 2018).
Institution of Engineering and Technology (2013). Competency framework for independent safety assessors (ISAs),. November 17.
https://www.theiet.org/factfiles/isa/index.cfm (accessed 19 February 2018).
ISO 2000. ISO 15704. 2000 (2000). Industrial Automation Systems – Requirements for Enterprise-­Reference Architectures and
Methodologies Standard. Geneva, Switzerland: International Organization for Standardization (ISO).
ISO/IEC (2009). ISO/IEC 24765. Systems and Software Engineering Vocabulary (SEVocab) Standard. Geneva, Switzerland:
International Organization for Standardization (ISO)/International Electrotechnical Commission (IEC) [database online].
ISO/IEC JTC 1/SC 7 Software and Systems Engineering Technical Committee (2015). ISO/IEC/IEEE 15288:2015 Systems and
Software Engineering – System Life Cycle Processes. ISO/IEC.
ISO/IEC/IEEE (2009). ISO/IEC/IEEE 24765:2009 Systems and Software Engineering – System and Software Engineering
Vocabulary. Geneva, Switzerland: International Organization for Standardization (ISO)/ International Electrotechnical
Commission (IEC)/ Institute of Electrical and Electronics Engineers (IEEE).
ISO/IEC/IEEE (2011). ISO/IEC/IEEE 42010 Systems and software engineering – Architecture Description. Geneva: International
Organization for Standardization (ISO)/International Electrotechnical Commission (IEC)/Institute of Electrical and Electronics
Engineers (IEEE).
ISO/IEC/IEEE (2015). ISO15288: Systems and Software Engineering -­-­System Life Cycle Processes. Geneva, Switzerland:
International Organization for Standardization/International Electrotechnical Commissions/Institute of Electrical and Electronics
Engineers. ISO/IEC/IEEE.
Kendall, F. (2014). US DoD’s better buying power 3.0 implementation plan. White Paper, Office of the Under Secretary of Defense
Acquisition, Technology and Logistics.
Mayer, J.D. and Salovey, P. (1997). What is emotional intelligence? In: Emotional Development and Emotional Intelligence:
Educational implications (ed. P. Salovey and D.J. Sluyter), 3–31. New York: Harper Collins.
Merriam Webster (2018). Dictionary by Merriam Webster. https://www.merriam-­webster.com/ (accessed 2018).
MOD (2004). Ministry of Defence Architecture Framework (MODAF), Version 2. London, UK: U.K. Ministry of Defence.
National Aeronautics and Space Administration (NASA) (2016). NASA Systems Engineering Handbook (SP-­2016-­6105, Rev 2).
NASA.
Oxford Dictionaries (2018). Definition: behaviour (US: behavior). https://en.oxforddictionaries.com/definition/behaviour (accessed
April 2018).
PMI (2008). A Guide to the Project Management Body of Knowledge (PMBOK® Guide), 4e. Newtown Square, PA, USA: Project
Management Institute (PMI).
152 SECAG BIBLIOGRAPHY

Prati, L.M., Douglas, C., Ferris, G.R. et al. (2003). Emotional intelligence, leadership effectiveness, and team outcomes. The
International Journal of Organizational Analysis 11 (9): 21–40.
Presland, I. 2017. Comparison of SEP technical areas with version 4 framework competencies performed for certification advisory
group. Unpublished – Internal INCOSE Document, June.
Rechtin, E. (1990). Systems Architecting: Creating & Building Complex Systems. Upper Saddle River, NJ, USA: Prentice-­Hall.
Rumsfeld, D. (2012). There are known knowns. Briefing at United States Defence Department, 12 February 2002, Wikipedia.
(accessed 2018).
Salovey, P. and Mayer, J.D. (1990). Emotional intelligence. Imagination, Cognition and Personality 9 (3): 185–211.
SFIA Foundation (2021). Skills framework for the information age (V8). https://sfia-­online.org/en/sfia-­8 (accessed 31 December
2021).
Sheard, S.A. and Mostashari, A. (2009). Principles of complex systems for systems engineering. Systems Engineering 12 (4):
295–311.
Sheard, S. (1996). 12 systems engineering roles. INCOSE International Symposium (7–11 July 1996). Boston MA: INCOSE.
U.S. Office of Personnel Management (OPM) (2015). Human capital assessment and accountability framework (HCAAF) resource
center, “glossary”. http://www.opm.gov/hcaaf_resource_center/glossary.asp (accessed June 2015).
Whitcomb, C., Khan, R. and White, C. (2014). Development of a System Engineering Competency Career Model: An Analytical
Approach Using Bloom’s Taxonomy. Technical Report, US Naval Postgraduate School.
Wikipedia (2017). Knowledge, skills and abilities. https://en.m.wikipedia.org/wiki/Knowledge,_Skills,_and_Abilities (accessed 31
December 2017).
Williams, C.R. and Reyes, A. (2012). Developing Systems Engineers at NASA. Global Journal of Flexible Systems Management
13 (3): 159–164.
SECAG ANNEX A: SYSTEMS ENGINEERING
COMPETENCY ASSESSMENT GUIDE TABLES

This annex provides a set of tables providing detailed assessment criteria associated with each of the competence areas
identified in the Systems Engineering Competency Framework.

Systems Engineering Competency Assessment Guide: A combined INCOSE Systems Engineering Competency Framework (SECF)
and associated Systems Engineering Competency Assessment Guide (SECAG) document, First Edition. INCOSE.
© 2023 John Wiley & Sons, Inc. Published 2023 by John Wiley & Sons, Inc.

153
Competency area – Core: Systems Thinking
Description
The application of the fundamental concepts of systems thinking to Systems Engineering. These concepts include understanding what a system is, its context within its
environment, its boundaries and interfaces, and that it has a life cycle. System thinking applies to the definition, development, and production of systems within an enterprise
and technological environment and is a framework for curiosity about any system of interest.
Why it matters
Systems thinking is a way of dealing with increasing complexity. The fundamental concepts of systems thinking involve understanding how actions and decisions in one area
affect another, and that the optimization of a system within its environment does not necessarily come from optimizing the individual system components. Systems Thinking
is conducted within an enterprise and technological context. These contexts impact the life cycle of the system and place requirements and constraints on the systems thinking
being conducted. Failing to meet such constraints can have a serious effect on the enterprise and the value of the system.
Possible contributory types of evidence
Any combination of the types of evidence may be acceptable (depending on how the Framework is tailored and used). The evidence items identified at each level indicate
example work products only. Contributions to work products will generally differ at each proficiency level.
Learning and development
The INCOSE Professional Development Portal provides example guidance on how to gain an initial awareness of a competency area and options for developing further
competence thereafter.

Awareness – Core: Systems Thinking

ID Indicators of Competence Relevant knowledge sub-­indicators
1 Explains what “systems thinking” is and explains why it is (K) Explains why systems are more than interfaced collections of parts. [CSTA01-­10K]
important. [CSTA01]
(K) Lists static and dynamic properties of systems. [CSTA01-­20K]
(K) Lists different perspectives on systems (viewpoints). [CSTA01-­30K]
(K) Defines the concepts of abstraction, interaction, and emergence. [CSTA01-­40K]
2 Explains what “emergence” is, why it is important, and how (K) Explains why the whole may be different (not just greater) than the sum of the parts.
it can be “positive” or “negative” in its effect upon the [CSTA02-­10K]
system as a whole. [CSTA02]
(K) Lists examples of attributes or performance characteristics that are only associated with the whole
rather than the parts. [CSTA02-­20K]
(K) Explains how emergence may be unanticipated and only found late in system development and how
pre-­work and anticipation can help prevent this. [CSTA02-­30K]
3 Explains what a “system hierarchy” is and why it is (K) Defines what a system hierarchy is. [CSTA03-­10K]
important. [CSTA03]
(K) Explains why a “system hierarchy” implies more than just a decomposition. [CSTA03-­20K]
(K) Describes the idea of levels of detail. [CSTA03-­30K]

154
 (K) Explains the relationship between system hierarchy and context, super system, system of interest,
system elements (subsystems), and lower-­level elements. [CSTA03-­40K]
4 Explains what “system context” is for a given system of (K) Defines context as part of a hierarchical view. [CSTA04-­10K]
interest and describes why it is important. [CSTA04]
(K) Explains why context is important when considering systems. [CSTA04-­20K]
5 Explains why it is important to be able to identify and (K) Defines the concept of a system boundary. [CSTA05-­10K]
understand what interfaces are. [CSTA05]
(K) Explains how the system interacts across its boundary. [CSTA05-­20K]
(K) Explains how interfaces may be external or internal to a system. [CSTA05-­30K]
6 Explains why it is important to recognize interactions among (K) Explains how different parts of a system may affect each other just by being there. [CSTA06-­10K]
systems and their elements. [CSTA06]
(K) Explains how a part of a system is affected as much by being within the system as the system is by the
part itself. [CSTA06-­20K]
7 Explains why it is important to understand purpose and (K) Explains how an abstract, solution-­free description of the purpose (and functions) of a system can
functionality of a system of interest. [CSTA07] help ensure developers think more widely about potential solutions. [CSTA07-­10K]
(K) Explains how improving our understanding of a system’s purpose helps improve our understanding of the
context of the development and the underlying needs to be addressed during the development. [CSTA07-­20K]
8 Explains how business, enterprise, and technology can each (K) Lists business, enterprise and technology influences that may affect the system development and
influence the definition and development of the system and how. [CSTA08-­10K]
vice versa. [CSTA08]
(K) Explains why stakeholder needs may influence the agreement of stakeholders. [CSTA08-­20K]
(K) Describes potential risks of mandating a particular technology. [CSTA08-­30K]
(K) Explains the risk of relying on technology innovation to provide solutions. [CSTA08-­40K]
(K) Explains how technology availability and maturity affects system development. [CSTA08-­50K]
(K) Explains why the system may have an effect on the enterprise (e.g. facilities and number of staff).
[CSTA08-­60K]
(K) Explains why business, enterprise, and technology effects may not be apparent in the early stages of
system development. [CSTA08-­70K]
(K) Explains how a new system development may reinforce or broaden an enterprise’s understanding of
its technology base when internally sourced or may do the same for a supplier when outsourced.
[CSTA08-­80K]
(K) Explains why determining the supplier of a technology (e.g. in house or external) is an enterprise-­level
strategic issue. [CSTA08-­90K]
9 Explains why it may be necessary to approach systems thinking (K) Explains why systems thinking is not a rigid process but a way of thinking (or a thinking “toolkit”).
in different ways, depending on the situation, and provides [CSTA09-­10K]
examples. [CSTA09]
(K) Explains how systems thinking can facilitate investigation into a system solution. [CSTA09-­20K]

155
Supervised Practitioner – Core: Systems Thinking
ID Indicators of competence (in addition Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
to those at awareness level) contribution to activities performed, or professional
behaviors applied
1 Defines the properties of a system. (A) Defines the following system properties for a system they Concept map or other model of a system. [CSTS01-­E10]
[CSTS01] have worked on life cycle, context, hierarchy, sum of parts,
purpose, boundary, interactions. [CSTS01-­10A]
System concept document defining system life cycle,
context, hierarchy, sum of parts, purpose, boundary, and
key interactions. [CSTS01-­E20]
2 Explains how system behavior produces (A) Identifies interactions between system elements, which may Emergent properties of different types identified in
emergent properties. [CSTS02] cause emergent properties of a system to appear. [CSTS02-­10A] analysis work. [CSTS02-­E10]
(K) Explains how emergent properties may be desirable or
undesirable, planned or unplanned. [CSTS02-­20K]
3 Uses the principles of system (K) Explains how system partitioning may be carried out through Contributions to a functional analysis or other system
partitioning within system hierarchy on a various techniques such as an analysis of scenarios, functional decomposition model. [CSTS03-­E10]
project. [CSTS03] decomposition, physical decomposition, interface reduction, and
heritage. [CSTS03-­10K]
(K) Explains how the process of system partitioning deals with
complexity by breaking down the system into realizable system
elements. [CSTS03-­20K]
(K) Explains how partitioning moves from an understanding of
high-­level purpose, through analysis, to an eventual allocation of
identified functions to elements within the system. [CSTS03-­30K]
(K) Explains the challenges of system partitioning. [CSTS03-­40K]
(K) Explains the relative merits of different system partitioning
approaches. [CSTS03-­50K]
(K) Explains why hierarchy and partitions are merely constructs
but how they impact our solution. [CSTS03-­60K]
(A) Uses partitioning principles to support system
decomposition. [CSTS03-­70A]
4 Defines system characteristics in order to (K) Defines what a function is using active verb–noun System function descriptions/definitions and
improve understanding of need. combinations. [CSTS04-­10K] characteristics created. [CSTS04-­E10]
[CSTS04]
(A) Prepares information characterizing a system in order to
improve understanding of need. [CSTS04-­20A]

156
 (A) Uses functional analysis to create descriptions/definitions of
system functions defining functional performance requirements,
suggesting implementation methods for functions in system
design. [CSTS04-­30A]
5 Explains why the boundary of a system (K) Explains how system boundaries are identified. Functional partitioning or interface work contributions.
needs to be managed. [CSTS05] [CSTS05-­10K] [CSTS05-­E10]
(K) Defines the concepts of physical and functional boundaries, Physical boundaries of a system of interest defined.
illustrating why these may differ. [CSTS05-­20K] [CSTS05-­E20]
(K) Describes the potential impact of failing to manage Functional boundaries of a system of interest defined.
boundaries they identified on a project. [CSTS05-­30K] [CSTS05-­E30]
(A) Identifies system external interfaces in order to bound a
system, using appropriate methods or tools. [CSTS05-­40A]
6 Explains how humans and systems interact (K) Explains the difference between humans in the loop and System human factors analysis contributions.
and how humans can be elements of human activity systems. [CSTS06-­10K] [CSTS06-­E10]
systems. [CSTS06]
(K) Explains how a human can be regarded as a part of the
system, or as another system interacting with the system of
interest. [CSTS06-­20K]
(K) Explains the importance of human factors and their effect on
the wider system. [CSTS06-­30K]
(A) Analyzes human factor considerations for elements of a
system. [CSTS06-­40A]
7 Identifies the influence of wider (K) Lists potential influences at enterprise level including how Contribution to a project/program analysis highlighting
enterprise on a project. [CSTS07] they affect behavior (part and future), e.g. markets, products, enterprise issues. [CSTS07-­E10]
policies, and finance. [CSTS07-­10K]
(K) Explains how cultural barriers and norms can be important
when dealing with soft systems. [CSTS07-­20K]
(A) Identifies the part played by the enterprise in a system design.
[CSTS07-­30A]
(A) Uses one or more appropriate systems methods to support
their enterprise-­level analysis work. [CSTS07-­40A]
8 Uses systems thinking to contribute to (K) Explains how technology plans cover technologies required Comments made on an enterprise technology plan.
enterprise technology development and how they are obtained. [CSTS08-­10K] [CSTS08-­E10]
activities. [CSTS08]
(K) Identifies various technology factors that could influence a Contribution to an enterprise technology plan.
system. [CSTS08-­20K] [CSTS08-­E20]
(Continued)

157
ID Indicators of competence (in addition Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
to those at awareness level) contribution to activities performed, or professional
behaviors applied
(K) Explains how technology is sometimes part of another Technology (or capability) recommendations made as part
system and the effect of this. [CSTS08-­30K] of enterprise planning. [CSTS08-­E30]
(A) Uses systems thinking in support of enterprise technology
planning. [CSTS08-­40A]
(A) Identifies technology (or capability) required to enable a
system to be realized. [CSTS08-­50A]
(A) Prepares work products documenting the influence of
technology development on a project. [CSTS08-­60A]
9 Develops their own systems thinking (A) Records own insights gained from considering a situation Contributions to a cross-­discipline (or similar) team.
insights to share thinking across the from a systems perspective. [CSTS09-­10A] [CSTS09-­E10]
wider project (e.g. working groups and
other teams). [CSTS09]
(A) Prepares inputs to a Project Team or Working group, which Systems thinking reflections (mental, pictures, or
document their thinking. [CSTS09-­20A] electronic), modeling insights. [CSTS09-­E20]
10 Develops own understanding of this (A) Identifies potential gaps in own knowledge or development Records of Continual Professional Development (CPD)
competency area through Continual needs in this area, identifying opportunities to address these performed and learning outcomes. [CSTS10-­E10]
Professional Development (CPD). through continual professional development activities.
[CSTS10] [CSTS10-­10A]
(A) Performs continual professional development activities to
improve their knowledge and understanding in this area.
[CSTS10-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained. [CSTS10-­30A]

158
Practitioner – Core: Systems Thinking
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Supervised Practitioner level) contribution to activities performed, or professional
behaviors applied
1 Identifies and manages complexity using (A) Identifies sources of both complication and System studies tackling complication/complexity and
appropriate techniques. [CSTP01] complexity on a project. [CSTP01-­10A] recommending suitable approaches. [CSTP01-­E10]
(A) Performs system partitioning on projects/programs,
explaining the choices made. [CSTP01-­20A]
(A) Uses different simplification techniques, discussing
the relative merits of each. [CSTP01-­30A]
(A) Uses simplification techniques to appreciate there are
complexity overheads to partitioning and other forms of
“simplifying” complexity. [CSTP01-­40A]
2 Uses analysis of a system functions and parts to (A) Analyzes a system functions and parts in a model System analysis used to predict behavior. [CSTP02-­E10]
predict resultant system behavior. [CSTP02] (e.g. a systems model). [CSTP02-­10A]
(A) Uses model analysis to predict resultant system
behavior. [CSTP02-­20A]
3 Identifies the context of a system from a (A) Creates system boundaries. [CSTP03-­10A] System boundary analysis document. [CSTP03-­E10]
range of viewpoints including system
boundaries and external interfaces. [CSTP03]
(A) Creates external system interfaces. [CSTP03-­20A] System interface definition document. [CSTP03-­E20]
4 Identifies the interaction between humans (A) Uses human factors modeling/task analysis, System interface control document (human factors
and systems, and systems and systems. ergonomic models, or other modeling techniques to aspects). [CSTP04-­E10]
[CSTP04] characterize human interactions. [CSTP04-­10A]
(A) Uses system analysis, simulation and modeling to Human factors analysis reports. [CSTP04-­E20]
determine and understand interactions between systems to
characterize human interactions. [CSTP04-­20A]
Human Computer Interface (HCI) models. [CSTP04-­E30]
System analysis reports (human factors aspects). [CSTP04-­E40]
5 Identifies enterprise and technology issues (A) Elicits enterprise and technology issues on a project System requirements taking enterprise and technology
affecting the design of a system and addresses from stakeholder dialogue to capture potential needs. considerations into account. [CSTP05-­E10]
them using a systems thinking approach. [CSTP05-­10A]
[CSTP05]
(A) Creates system requirements to capture enterprise Records from enterprise/technology projects recognizing
technology requirements. [CSTP05-­20A] the needs of the systems to be used to achieve the needs of
the ultimate system. [CSTP05-­E20]
6 Uses appropriate systems thinking approaches to (A) Selects an appropriate systems thinking methodology Records of contribution to enquiry into a system situation
a range of situations, integrating the outcomes to (from a broad portfolio) based upon understanding the addressing techniques and insights gained. [CSTP06-­E10]
get a full understanding of the whole. [CSTP06] most relevant to the situation. [CSTP06-­10A]
(Continued)

159
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Supervised Practitioner level) contribution to activities performed, or professional
behaviors applied
(A) Uses appropriate systems thinking methodologies to
increase understanding of a system. [CSTP06-­20A]
7 Identifies potential enterprise improvements (A) Identifies and plans what is needed (in the Records of contribution to activities improving “system
to enable system development. [CSTP07] organization) to enable the system development. capability” for realization of systems in an enterprise (i.e.
[CSTP07-­10A] not enterprise output “products” but the systems needed to
create them). [CSTP07-­E10]
8 Guides team systems thinking activities in (A) Defines appropriate approach and methods to use Records of applying systems thinking activities at team
order to ensure current activities align to based upon the need. [CSTP08-­10A] level to guide other team actions or activities.
purpose. [CSTP08] [CSTP08-­E10]
(P) Uses insights gained from team systems thinking activities to Records of applying systems thinking activities at team
guide and actively coordinate actions performed. [CSTP08-­20P] level to guide own actions or activities. [CSTP08-­E20]
9 Develops existing case studies and examples (A) Analyzes the approach used in the existing systems Lessons learned from personal application of systems
of systems thinking to apply in new thinking, identifying the rationale for the approach taken. thinking and how experience on one system situation
situations. [CSTP09] [CSTP09-­10A] informed approach to another. [CSTP09-­E10]
(A) Maintains systems thinking approach to reflect new Lessons learned from a given situation that made certain
circumstances. [CSTP09-­20A] aspects more or less easy to do and relevant to the
situation. [CSTP09-­E20]
(A) Reviews approach over time, updating as required to
overcome unforeseen challenges or issues (e.g. as
understanding emerges). [CSTP09-­30A]
10 Guides new or supervised practitioners in (P) Guides new or supervised practitioners in executing Organizational Breakdown Structure showing
system thinking techniques in order to activities that form part of this competency. responsibility for technical supervision in this area.
develop their knowledge, abilities, skills, or [CSTP10-­10P] [CSTP10-­E10]
associated behaviors. [CSTP10]
(A) Trains individuals to an “Awareness” level in this Records of on-­the-­job training objectives/guidance etc.
competency area. [CSTP10-­20A] provided. [CSTP10-­E20]
Coaching or mentoring assignment records. [CSTP10-­E30]
Records highlighting their impact on another individual in
terms of improvement or professional development in this
competency. [CSTP10-­E40]
11 Maintains and enhances own competence in (A) Identifies potential development needs in this area, Records of Continual Professional Development (CPD)
this area through Continual Professional identifying opportunities to address these through continual performed and learning outcomes. [CSTP11-­E10]
Development (CPD) activities. [CSTP11] professional development activities. [CSTP11-­10A]
(A) Performs continual professional development
activities to maintain and enhance their competency in this
area. [CSTP11-­20A]
(A) Records continual professional development activities
undertaken, including learning or insights gained. [CSTP11-­30A]

160
Lead Practitioner – Core: Systems Thinking
ID Indicators of competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at practitioner level) contribution to activities performed, or professional
behaviors applied
1 Creates enterprise-­level policies, (A) Analyzes enterprise need for systems thinking policies, Records showing their role in embedding systems thinking
procedures, guidance, and best practice for processes, tools, or guidance. [CSTL01-­10A] into enterprise policies (e.g. guidance introduced at
systems thinking, including associated enterprise level, enterprise-­level review minutes).
tools. [CSTL01] [CSTL01-­E10]
(A) Creates enterprise policies, procedures, or guidance for Procedures they have written. [CSTL01-­E20]
systems thinking activities. [CSTL01-­20A]
(A) Selects and acquires appropriate tools supporting Records of support for tool introduction. [CSTL01-­E30]
systems thinking activities. [CSTL01-­30A]
2 Judges the suitability of project-­level (A) Reviews systems thinking approaches based on a deep Records of role as independent reviewer in the assessment
systems thinking on behalf of the understanding of systems thinking in assessing suitability of of project-­or enterprise-­level systems thinking (e.g. ideas,
enterprise to ensure its validity. [CSTL02] systems solutions. [CSTL02-­10A] proposals, decisions, and their underlying justification).
[CSTL02-­E10]
(P) Communicates conclusions made based on a deep
understanding of systems thinking in assessing suitability of
systems solutions. [CSTL02-­20P]
3 Persuades key enterprise-­level stakeholders (A) Uses systems thinking to analyze capability and Dialog (e.g. meeting minutes, documents, or
across the enterprise to support and strategy issues at enterprise level. [CSTL03-­10A] communications) advising with key enterprise stakeholders
maintain the technical capability and on technical capability or strategy at enterprise level.
strategy of the enterprise. [CSTL03] [CSTL03-­E10]
(A) Uses systems thinking to maintain the technical Records indicating changed stakeholder thinking from
capability and strategy of an enterprise. [CSTL03-­20A] personal intervention. [CSTL03-­E20]
(P) Persuades key stakeholders to address identified
enterprise-­level systems thinking issues. [CSTL03-­30P]
4 Adapts existing systems thinking practices (A) Develops updates to systems thinking in complex or Records of changes made to stakeholder thinking, which
on behalf of the enterprise to difficult system situations or where situations require a identify the novelty/difficulty of situation, how the practice
accommodate novel, complex, or difficult novel approach. [CSTL04-­10A] was applied, and how understanding was gained.
system situations or problems. [CSTL04] [CSTL04-­E10]
5 Persuades project stakeholders across the (A) Reviews local technical strategy from a systems Records of local guidance and improvement plans for the
enterprise to improve the suitability of thinking perspective. [CSTL05-­10A] practice, which include reflections on application of systems
project technical strategies in order to thinking. [CSTL05-­E10]
maintain their validity. [CSTL05]
(Continued)

161
ID Indicators of competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at practitioner level) contribution to activities performed, or professional
behaviors applied
(P) Persuades key stakeholders to accept improvements to Records of contributions to system strategy planning.
technical strategy in order to address identified systems [CSTL05-­E20]
thinking issues. [CSTL05-­20P]
6 Persuades key stakeholders to address (A) Reviews systems thinking in organization, not just on Records of enterprise-­wide role (e.g. minutes, reports, and
enterprise-­level issues identified through specific system or product development. [CSTL06-­10A] communications) in resolving differing system thinking issues
systems thinking. [CSTL06] (i.e. not just project role). [CSTL06-­E10]
(P) Persuades key stakeholders to address identified Records showing senior/organization/enterprise leadership
enterprise-­level systems thinking issues. [CSTL06-­20P] engagement in systems thinking problems, not just project
leaders. [CSTL06-­E20]
7 Coaches or mentors practitioners across (P) Coaches or mentors practitioners across the enterprise in Coaching or mentoring assignment records. [CSTL07-­E10]
the enterprise in Systems thinking in order competency-­related techniques, recommending development
to develop their knowledge, abilities, activities. [CSTL07-­10P]
skills, or associated behaviors. [CSTL07]
(A) Develops or authorizes enterprise training materials in Records of formal training courses, workshops, seminars, and
this competency area. [CSTL07-­20A] authored training material supported by successful post-­training
evaluation data. [CSTL07-­E20]
(A) Provides enterprise workshops/seminars or training in Listing as an approved organizational trainer for this
this competency area. [CSTL07-­30A] competency area. [CSTL07-­E30]
8 Promotes the introduction and use of novel (A) Analyzes different approaches across different domains Research records. [CSTL08-­E10]
techniques and ideas in systems thinking through research. [CSTL08-­10A]
across the enterprise, to improve enterprise
competence in this area. [CSTL08]
(A) Defines novel approaches that could potentially Published papers in refereed journals/company literature.
improve the SE discipline within the enterprise. [CSTL08-­E20]
[CSTL08-­20A]
(P) Fosters awareness of these novel techniques within the Records showing introduction of enabling systems
enterprise. [CSTL08-­30P] supporting the new techniques or ideas. [CSTL08-­E30]
(P) Collaborates with enterprise stakeholders to facilitate Published papers (or similar) at enterprise level.
the introduction of techniques new to the enterprise. [CSTL08-­E40]
[CSTL08-­40P]
(A) Monitors new techniques after their introduction to Records of improvements made against a recognized
determine their effectiveness. [CSTL08-­50A] process improvement model. [CSTL08-­E50]
(A) Adapts approach to reflect actual enterprise
performance improvements. [CSTL08-­60A]

162
9 Develops expertise in this competency (A) Identifies own needs for further professional Records of Continual Professional Development (CPD)
area through specialist Continual development in order to increase competence beyond performed and learning outcomes. [CSTL09-­E10]
Professional Development (CPD) practitioner level. [CSTL09-­10A]
activities. [CSTL09]
(A) Performs professional development activities to move
competence toward expert level. [CSTL09-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained.
[CSTL09-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by senior management in current organization as an expert in this competency area
b. Evidence of role as Product/System Design Authority or Technical Authority on a complex project with responsibilities in this area or where skills within this
competency area were used
c. Recognized as an authorizing signatory on behalf of enterprise for formal documentation in this competency area (e.g. policies, processes, and deliverables)
d. Formal commendation or award within own enterprise for contribution or item of work successfully performed, which required proficiency in this competency area
e. Customer, Supplier, or other external project-­specific key Stakeholder accolades for specific work performed in this competency area
f. Independently assessed or accredited work in this competency area (e.g. for independent publication or use)
g. Formal organizational HR records positively highlighting any specific professional competencies or behaviors identified (if applicable) plus any of the
evidence indicators listed at Expert level below

163
Expert – Core: Systems Thinking
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Lead Practitioner level) contribution to activities performed, or
professional behaviors applied
1 Communicates own knowledge and experience (A) Produces papers, seminars, or presentations outside Published papers or books etc. on new technique in
in systems thinking in order to improve best own enterprise for publication in order to share own ideas refereed journals/company literature. [CSTE01-­E10]
practice beyond the enterprise boundary. and improve industry best practices in this competence area.
[CSTE01] [CSTE01-­10A]
(P) Fosters incorporation of own ideas into industry best Published papers in refereed journals or internal
practices in this area. [CSTE01-­20P] literature proposing new practices in this competence
area (or presentations, tutorials, etc.). [CSTE01-­E20]
(P) Develops guidance materials identifying new (or Own proposals adopted as industry best practices in
updating existing) best practice in this competence area. this competence area. [CSTE01-­E30]
[CSTE01-­30P]
2 Influences individuals and activities beyond the (A) Reviews systems thinking approaches proposed by Records of review, including personal role played and
enterprise boundary to support the systems organizations beyond the enterprise boundary. review outcome, including recommendations and
thinking approach of their own enterprise. [CSTE02-­10A] changes resulting. [CSTE02-­E10]
[CSTE02]
(A) Advises organizations on changes required to their Records of advice requested and provided on the
systems thinking strategies. [CSTE02-­20A] suitability of systems solutions or approaches.
[CSTE02-­E20]
(A) Produces guidance and recommendations of best Records of own involvement in external company
practice for use by external organizations. [CSTE02-­30A] reviews and recommendations into System Thinking.
[CSTE02-­E30]
(P) Persuades individuals beyond the enterprise boundary to
adopt approaches, which help underpin the systems
thinking of their own enterprise. [CSTE02-­40P]
3 Advises organizations beyond the enterprise (A) Reviews systems thinking strategies. [CSTE03-­10A] Records of review, including personal role played, and
boundary on the suitability of their approach to review outcome, including recommendations and
systems thinking. [CSTE03] changes resulting. [CSTE03-­E10]
(A) Advises on systems thinking strategies of changes Records of advice requested and provided on the
required. [CSTE03-­20A] suitability of systems solutions or approaches.
[CSTE03-­E20]
(A) Produces guidance and recommendations or best Records of own involvement in external company
practice for external stakeholders. [CSTE03-­30A] reviews and recommendations into a systems
approach taken. [CSTE03-­E30]

164
4 Advises organizations beyond the enterprise (A) Advises stakeholders beyond the enterprise on their Records of systems thinking advice provided together
boundary on complex or sensitive systems systems thinking handling of complex or sensitive issues. with evidence that the issues advised on were by their
thinking issues. [CSTE04] [CSTE04-­10A] nature either complex or sensitive. [CSTE04-­E10]
(P) Conducts sensitive negotiations on a highly complex or Records from negotiations demonstrating awareness
sensitive system thinking issue, making limited use of of customer’s background and knowledge.
specialized, technical terminology. [CSTE04-­20P] [CSTE04-­E20]
(A) Uses a systems thinking approach to complex issue Records of role as meeting or activity arbiter
resolution including balanced, rational arguments on way determining the most appropriate approach to take.
forward. [CSTE04-­30A] [CSTE04-­E30]
5 Champions the introduction of novel techniques (A) Analyzes different approaches across different domains Records of activities promoting research and need to
and ideas in systems thinking beyond the through research. [CSTE05-­10A] adopt novel technique or ideas. [CSTE05-­E10]
enterprise boundary, in order to develop the
wider Systems Engineering community in this
competency. [CSTE05]
(A) Produces reports for the wider SE community on the Records of improvements made to process and
effectiveness of new techniques after their introduction. appraisal against a recognized process improvement
[CSTE05-­20A] model. [CSTE05-­E20]
(P) Collaborates with those introducing novel techniques Research records. [CSTE05-­E30]
within the wider SE community. [CSTE05-­30P]
(A) Defines novel approaches that could potentially Published papers in refereed journals/company
improve the wider SE discipline. [CSTE05-­40A] literature. [CSTE05-­E40]
(P) Fosters awareness of these novel techniques within the Records showing introduction of enabling systems
wider SE community. [CSTE05-­50P] supporting the new techniques or ideas. [CSTE05-­E50]
6 Coaches individuals beyond the enterprise (P) Coaches or mentors individuals beyond the enterprise Coaching or mentoring assignment records.
boundary in systems thinking techniques, in order boundary, in competency-­related techniques, recommending [CSTE06-­E10]
to further develop their knowledge, abilities, development activities. [CSTE06-­10P]
skills, or associated behaviors. [CSTE06]
(A) Develops or authorizes training materials in this Records of formal training courses, workshops,
competency area, which are subsequently successfully seminars, and authored training material supported by
delivered beyond the enterprise boundary. [CSTE06-­20A] successful post-­training evaluation data.
[CSTE06-­E20]
(A) Provides workshops/seminars or training in this Records of training/workshops/seminars created
competency area for practitioners or lead practitioners supported by successful post-­training evaluation data.
beyond the enterprise boundary (e.g. conferences and open [CSTE06-­E30]
training days). [CSTE06-­30A]
(Continued)

165
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Lead Practitioner level) contribution to activities performed, or
professional behaviors applied
7 Maintains expertise in this competency area (A) Reviews research, new ideas, and state of the art to identify Records of documents reviewed and insights gained as
through specialist Continual Professional relevant new areas requiring personal development in order to part of own research into this competency area.
Development (CPD) activities. [CSTE07] maintain expertise in this competency area. [CSTE07-­10A] [CSTE07-­E10]
(A) Performs identified specialist professional development Records of Continual Professional Development
activities in order to maintain or further develop (CPD) performed and learning outcomes.
competence at expert level. [CSTE07-­20A] [CSTE07-­E20]
(A) Records continual professional development activities
undertaken including learning or insights gained.
[CSTE07-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party-­generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by a reputable external organization as an expert in this competency area
b. Evidence of role as independent assessor or reviewer on project outside own organization where skills in this competency area were used
c. Evidence of invitation(s) from wider community for contribution of systems engineering expertise in this area (e.g. industry conference panel, government
advisory board etc. cross-­industry working groups, partnerships, accredited advanced university courses or research, or as part of professional institute)
d. Formal commendation beyond the enterprise (e.g. by INCOSE or other recognized authority) for work performed in this competency area
e. Independently assessed or accredited work product in this competency area (e.g. for independent publication or use)
f. Accolades of expertise in this area from recognized industry leaders

166
Competency area – Core: Life Cycles
Description
The selection of appropriate life cycles in the realization of a system. Systems and their constituent elements have individual life cycles, characterizing the nature of their
evolution. Each life cycle is itself divided into a series of stages, marking key transition points during the evolution of that element. As different system elements may have
different life cycles, the relationship between life cycle stages on differing elements is complex, varying depending on the scope of the project, characteristics of the wider
system of which it forms a part, the stakeholder requirements, and perceived risk.
Why it matters
Life cycles form the basis for project planning and estimating. Selection of the appropriate life cycles and their alignment has a large impact on and may be crucial to project
success. Ensuring coordination between related life cycles at all levels is critical to the realization of a successful system.
Possible contributory types of evidence
Any combination of the types of evidence may be acceptable (depending on how the Framework is tailored and used). The evidence items identified at each level indicate
example work products only. Contributions to work products will generally differ at each proficiency level.
Learning and development
The INCOSE Professional Development Portal provides example guidance on how to gain an initial awareness of a competency area and options for developing further
competence thereafter.

Awareness – Core: Life Cycles

ID Indicators of competence Relevant knowledge sub-­indicators
1 Identifies different life cycle types and summarizes (K) Defines key characteristics of the following life cycle types: Waterfall, Vee, Iterative, Incremental,
the key characteristics of each. [CLCA01] Evolutionary/Spiral. [CLCA01-­10K]
(K) Lists the different life cycle stages from concept top retirement identified in ISO/IEC 15288. [CLCA01-­20K]
(K) Defines the difference between a project and a system life cycle (from Planning). [CLCA01-­30K]
(K) Defines the relationship between different project life cycle types (e.g. “bid,” “development,” “support”)
and different system life cycle stages or activities (from Planning). [CLCA01-­40K]
(K) Defines the stages involved and the similarities and differences between a system or product “Acquisition”
by a customer or 3rd party and system or product development by a supplier. [CLCA01-­50K]
2 Explains why selection of life cycle is important (K) Defines the relationship between different stages of the life cycle. [CLCA02-­10K]
when developing a system solution. [CLCA02]
(K) Explains why different life cycles may suit different types of development. [CLCA02-­20K]
(K) Explains why activities within different life cycle stages may interact, requiring trade-­offs in solutions,
such as development cost versus operating costs. [CLCA02-­30K]
(Continued)

167
ID Indicators of competence Relevant knowledge sub-­indicators
3 Explains why it is necessary to define an appropriate (K) Describes what a life cycle process model is and how it is used to manage and control a project
life cycle process model and the key steps involved. development. [CLCA03-­10K]
[CLCA03]
(K) Describes different life cycle process models (e.g. the Project model vs. product model). [CLCA03-­20K]
(K) Explains how differing project or program characteristics (e.g. size of project/program, experience of staff,
cycle time, acceptable defect levels) may affect life cycle models. [CLCA03-­30K]
(K) Describes the concept of “tailoring” and (K) Explains how this affects life cycle process definition.
[CLCA03-­40K]
4 Explains why differing engineering approaches are (K) Explains why early stages may require more investigation or concept proving (iterative, spiral) or could be
required in different life cycle phases and provides waterfall if requirements are few and well-­defined. [CLCA04-­10K]
examples. [CLCA04]
(K) Explains why later stages of program may become more predictable as design stabilizes, but how this may
also be offset by the presence of “legacy systems” and how such factors may influence the selected approach.
[CLCA04-­20K]
(K) Explains how while a software-­intensive system may benefit from a software-­optimized life cycle (e.g.
agile, incremental) even this approach may be limited to underlying hardware development life cycle or
constraints. [CLCA04-­30K]
(K) Explains why tailoring defines but also optimizes the SE process and how too little or too much may
increase rather than decrease cost or risk. [CLCA04-­40K]
5 Explains how different life cycle characteristics relate (K) Explains how different life cycle types (such as “Waterfall,” “Vee,” “Spiral,” “Iterative,” “Incremental,”
to the system life cycle. [CLCA05] “Evolutionary”) relate to the stages of a system development identified in the ISO15288 model. [CLCA05-­10K]

168
Supervised Practitioner – Core: Life Cycles
ID Indicators of competence (in addition Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
to those at awareness level) personal contribution to activities performed, or
professional behaviors applied
1 Describes Systems Engineering life (K) Describes Systems Engineering processes applicable to their Systems Engineering processes followed on a
cycle processes. [CLCS01] project (e.g. Requirements capture, requirements analysis, design, Project or Program. [CLCS01-­E10]
build, integration, verification, validation, operation, or disposal).
[CLCS01-­10K]
(A) Uses system engineering life cycle processes within a project/ System engineering life cycle processes developed.
program life cycle. [CLCS01-­20A] [CLCS01-­E20]
2 Identifies the impact of failing to (K) Describes why the impact of future life cycle stages needs to be Records of life cycle considerations taken into
consider future life cycle stages in the considered within the current life cycle stage. [CLCS02-­10K] account in life cycle stages. [CLCS02-­E10]
current stage. [CLCS02]
(A) Identifies how future life cycle needs might be accommodated in Records showing the impact of omission of future
activities they perform. [CLCS02-­20A] life cycle considerations on an outcome.
[CLCS02-­E20]
3 Prepares inputs to life cycle definition (K) Explains how life cycle tailoring can address variables such as nature Contributions to project process life cycle tailoring.
activities at system or system element of the customer, cost, schedule, quality of trade-­offs, technical difficulty, [CLCS03-­E10]
level. [CLCS03] and experience of the people implementing the process. [CLCS03-­10K]
(K) Explains why a fully integrated project/program team should be Contributions to project/program definition or
involved in tailoring the process. [CLCS03-­20K] tailoring. [CLCS03-­E20]
(A) Identifies a life cycle within the enterprise including the rationale
for life cycle decisions made. [CLCS03-­30A]
4 Complies with a governing project (K) Explains the purpose and key activities of each stage of the system Contributions to project/program definition or
system life cycle, using appropriate life cycle in which they are working. [CLCS04-­10K] tailoring. [CLCS04-­E10]
processes and tools to plan and control
their own activities. [CLCS04]
(K) Explains the model used within the business, which handles life
cycle realization and maintenance processes. [CLCS04-­20K]
(K) Explains actual or potential limitations of the life cycle and tailoring
process they are using and how this might be addressed. [CLCS04-­30K]
(A) Complies with the processes, tools, and reviews defined within a
project life cycle. [CLCS04-­40A]
(Continued)

169
ID Indicators of competence (in addition Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
to those at awareness level) personal contribution to activities performed, or
professional behaviors applied
5 Describes the system life cycle in (K) Describes the different stages of the life cycle being used on their Contributions to project/program definition or
which they are working on their current project. [CLCS05-­10K] tailoring. [CLCS05-­E10]
project. [CLCS05]
(K) Identifies the life cycle stage in which they are working on their Records of Systems Engineering life cycles used on
project (e.g. concept, development, and production) and the primary projects/programs to which they have contributed.
goals of the stage in which they are working. [CLCS05-­20K] [CLCS05-­E20]
(A) Identifies the Systems Engineering life cycle processes they are
following and where they are identified on their project (e.g. Systems
Engineering Management Plan (SEMP)). [CLCS05-­30A]
(A) Identifies key life cycle review gates on their project. [CLCS05-­40A]
6 Develops own understanding of this (A) Identifies potential gaps in own knowledge or development needs Records of Continual Professional Development
competency area through Continual in this area, identifying opportunities to address these through (CPD) performed and learning outcomes.
Professional Development (CPD). continual professional development activities. [CLCS06-­10A] [CLCS06-­E10]
[CLCS06]
(A) Performs continual professional development activities to improve
their knowledge and understanding in this area. [CLCS06-­20A]
(A) Records continual professional development activities undertaken
including learning or insights gained. [CLCS06-­30A]

170
Practitioner – Core: Life Cycles
ID Indicators of competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
those at supervised practitioner level) personal contribution to activities performed,
or professional behaviors applied
1 Explains the advantages and (K) Identifies different types of system life cycle (e.g. Waterfall, Spiral, Records showing rationale for life cycle
disadvantages of different types of Iterative, Incremental, and Evolutionary), their key characteristics, and selection(s) made on a project. [CLCP01-­E10]
systems life cycle and where each might the pros and cons of each type. [CLCP01-­10K]
be used advantageously. [CLCP01]
(K) Explains why characteristics of complex systems mean that different Process tailoring performed on projects/
life cycle approaches (e.g. probe sense respond c.f. sense analyze programs (e.g. in a systems engineering
respond) may be required to optimize development. [CLCP01-­20K] management plan). [CLCP01-­E20]
(K) Identifies factors that affect selection and definition of life cycle such as
customer program life cycle, complexity, requirements stability, milestones,
delivery dates, technology insertion/readiness, standards, internal policy/
process requirements, product life cycle, availability of tools. [CLCP01-­30K]
(A) Selects life cycles to address identified project-­specific development
factors. [CLCP01-­40A]
2 Creates a governing project life cycle, (A) Uses enterprise policies and procedures when selecting life cycles Gaining approval for a project life cycle, which
using enterprise-­level policies, procedures, for a project. [CLCP02-­10A] selects appropriate enterprise policies and
guidance, and best practice. [CLCP02] procedures (e.g. a systems engineering
management plan). [CLCP02-­E10]
(A) Uses enterprise guidelines and best practices when selecting life Gaining approval for a project life cycle, which
cycles for a project. [CLCP02-­20A] interprets selection guidelines (e.g. a systems
engineering management plan). [CLCP02-­E20]
(A) Creates life cycle definition information for the project. [CLCP02-­30A]
(P) Communicates definition to affected stakeholders. [CLCP02-­40P]
3 Identifies dependencies aligning life (A) Identifies the life cycle of different system elements in a system and Contributions made to documents identifying life
cycles and life cycle stages of different potential dependencies caused. [CLCP03-­10A] cycle dependencies between system elements
system elements accordingly. [CLCP03] (e.g. a systems engineering management plan, or
its review). [CLCP03-­E10]
(A) Identifies the constraints and risks on the system elements as a result Contributions made to documents identifying
of dependencies between system elements. [CLCP03-­20A] development constraints and risks due to
differing life cycles of system elements (e.g. a
systems engineering management plan, or its
review). [CLCP03-­E20]
4 Acts to influence the life cycle of system (A) Identifies super system elements related to system of interest and Minutes of meetings with the Customer /
elements beyond boundary of the system their life cycles. [CLCP04-­10A] Acquirer discussing super system and system
of interest, to improve the development life cycle-­related issues. [CLCP04-­E10]
strategy. [CLCP04]
(A) Identifies the potential dependencies, constraints, and risks on the Document they have contributed to
target system from super-­system elements leading to changes in life highlighting dependencies, constraints, and
cycle. [CLCP04-­20A] risks of differing life cycles. [CLCP04-­E20]

(Continued)

171
ID Indicators of competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
those at supervised practitioner level) personal contribution to activities performed,
or professional behaviors applied
5 Prepares plans addressing future life cycle (K) Explains how activities in future life cycle phases may affect Document they have contributed to identifying
phases to take into consideration their activities in current phase. [CLCP05-­10K] needs of future life cycle phases.
impact on the current phase, improving [CLCP05-­E10]
current activities accordingly. [CLCP05]
(A) Analyzes the needs of future life cycle phases when planning current Document they have contributed to
life cycle phase. [CLCP05-­20A] demonstrating that needs of future life cycle
activities have influenced or changed activities
performed in current phase. [CLCP05-­E20]
6 Prepares plans governing transitions (A) Identifies key life cycle stages and associated reviews on their Contribution to end of stage review, which
between life cycle stages to reduce project project. [CLCP06-­10A] identifies needs of next stage. [CLCP06-­E10]
impact at those transitions. [CLCP06]
(A) Identifies key elements addressed when transitioning between Document they have contributed, which
different life cycle stages. [CLCP06-­20A] identified and prepared for changed needs in
the next stage of development (e.g. systems
engineering management plan or life cycle
review minutes). [CLCP06-­E20]
7 Guides new or supervised practitioners in (P) Guides new or supervised practitioners in executing activities that Organizational Breakdown Structure showing
Systems Engineering Life cycles in order form part of this competency. [CLCP07-­10P] their responsibility for technical supervision in
to develop their knowledge, abilities, this area. [CLCP07-­E10]
skills, or associated behaviors. [CLCP07]
(A) Trains individuals to an “Awareness” level in this competency area. On-­the-­job training records. [CLCP07-­E20]
[CLCP07-­20A]
Coaching or mentoring assignment records.
[CLCP07-­E30]
Records highlighting their impact on another
individual in terms of improvement or professional
development in this competency. [CLCP07-­E40]
8 Maintains and enhances own competence (A) Identifies potential development needs in this area, identifying Records of Continual Professional
in this area through Continual opportunities to address these through continual professional Development (CPD) performed and learning
Professional Development (CPD) development activities. [CLCP08-­10A] outcomes. [CLCP08-­E10]
activities. [CLCP08]
(A) Performs continual professional development activities to maintain and
enhance their competency in this area. [CLCP08-­20A]
(A) Records continual professional development activities undertaken
including learning or insights gained. [CLCP08-­30A]

172
Lead Practitioner – Core: Life Cycles
ID Indicators of competence (in addition to those at Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
practitioner level) contribution to activities performed, or professional
behaviors applied
1 Creates enterprise-­level policies, procedures, (A) Analyzes enterprise need for life cycle policies, Records showing their role in embedding Life cycle
guidance, and best practice for life cycle definition processes, tools, or guidance. [CLCL01-­10A] definition into enterprise policies (e.g. guidance
and management, including associated tools. introduced at enterprise level, enterprise -­level review
[CLCL01] minutes). [CLCL01-­E10]
(A) Creates enterprise policies, procedures, or guidance Procedures they have written. [CLCL01-­E20]
for life cycle activities. [CLCL01-­20A]
(A) Selects and acquires appropriate tools supporting Records of support for tool introduction. [CLCL01-­E30]
life cycle activities. [CLCL01-­30A]
2 Judges life cycle selections across the enterprise to (A) Reviews program life cycles and process tailoring. Review comments on selections made by others.
ensure they meet the needs of the project. [CLCL02] [CLCL02-­10A] [CLCL02-­E10]
3 Adapts standard life cycle models on behalf of the (K) Explains how the variability of life cycle stages of Documentation of SE life cycles on many occasions.
enterprise to address complex or difficult situations different elements of a system impacts on standard life [CLCL03-­E10]
or to resolve conflicts between life cycles where cycle model selection. [CLCL03-­10K]
required. [CLCL03]
(K) Explains how the variability of life cycle of Records of life cycle adaptations made. [CLCL03-­E20]
elements of a system at different levels impacts on
standard life cycle model selection. [CLCL03-­20K]
(A) Analyzes standard life cycle models to ensure that Life cycle definition documents they have written which
they address project-­specific context. [CLCL03-­30A] addressed life cycle challenges between elements.
[CLCL03-­E30]
(A) Adapts standard life cycle models to address Life cycle plans for different products demonstrating
project-­specific life cycle constraints. [CLCL03-­40A] different life cycle approaches. [CLCL03-­E40]
(A) Adapts life cycle stages of both the system-­of-­ Risks and mitigations they applied across the stages of
interest and its elements to define or refine life the systems engineering “V” diagram. [CLCL03-­E50]
cycle-­related plans. [CLCL03-­50A]
4 Identifies work or issues relevant to the current life (A) Uses knowledge of life cycles to identify activities Life cycle definition documents, which identify life
cycle phase by applying knowledge of life cycles required in current life cycle stage. [CLCL04-­10A] cycle activities required. [CLCL04-­E10]
to projects across the enterprise. [CLCL04]
(A) Uses knowledge of life cycles to identify challenges or Life cycle definition documents, which address
potential issues in current life cycle stage. [CLCL04-­20A] identified life cycle challenges. [CLCL04-­E20]

(Continued)

173
ID Indicators of competence (in addition to those at Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
practitioner level) contribution to activities performed, or professional
behaviors applied
5 Persuades key stakeholders across the enterprise to (A) Identifies and engages with key stakeholders where Records of advice provided, which resulted in a life
support activities required now in order to address life cycle challenges exist. [CLCL05-­10A] cycle process change. [CLCL05-­E10]
future life cycle stages. [CLCL05]
(P) Fosters agreement between key stakeholders at Minutes of key stakeholder review meetings and actions
enterprise level to resolve life cycle issues by promoting taken. [CLCL05-­E20]
a holistic viewpoint. [CLCL05-­20P]
(P) Persuades key stakeholders to address identified Records indicating changed stakeholder thinking from
enterprise-­level transition issues. [CLCL05-­30P] personal intervention. [CLCL05-­E30]
6 Coaches or mentors practitioners across the (P) Coaches or mentors practitioners across the Coaching or mentoring assignment records.
enterprise in life cycle definition and management enterprise in competency-­related techniques, [CLCL06-­E10]
in order to develop their knowledge, abilities, recommending development activities. [CLCL06-­10P]
skills, or associated behaviors. [CLCL06]
(A) Develops or authorizes enterprise training materials Records of formal training courses, workshops,
in this competency area. [CLCL06-­20A] seminars, and authored training material supported by
successful post-­training evaluation data. [CLCL06-­E20]
(A) Provides enterprise workshops/seminars or training Listing as an approved organizational trainer for this
in this competency area. [CLCL06-­30A] competency area. [CLCL06-­E30]
7 Promotes the introduction and use of novel (A) Analyzes different approaches across different Research records. [CLCL07-­E10]
techniques and ideas in life cycle definition and domains through research. [CLCL07-­10A]
management across the enterprise to improve
enterprise competence in this area. [CLCL07]
(A) Defines novel approaches that could potentially Published papers in refereed journals/company
improve the SE discipline within the enterprise. literature. [CLCL07-­E20]
[CLCL07-­20A]
(P) Fosters awareness of these novel techniques within Records showing introduction of enabling systems
the enterprise. [CLCL07-­30P] supporting the new techniques or ideas. [CLCL07-­E30]
(P) Collaborates with enterprise stakeholders to Published papers (or similar) at enterprise level.
facilitate the introduction of techniques new to the [CLCL07-­E40]
enterprise. [CLCL07-­40P]
(A) Monitors new techniques after their introduction to Records of improvements made against a recognized
determine their effectiveness. [CLCL07-­50A] process improvement model. [CLCL07-­E50]
(A) Adapts approach to reflect actual enterprise Health metrics records tracking a return to program health.
performance improvements. [CLCL07-­60A] [CLCL07-­E60]

174
8 Develops expertise in this competency area (A) Identifies own needs for further professional Records of Continual Professional Development (CPD)
through specialist Continual Professional development in order to increase competence beyond performed and learning outcomes. [CLCL08-­E10]
Development (CPD) activities. [CLCL08] practitioner level. [CLCL08-­10A]
(A) Performs professional development activities in
order to move own competence toward expert level.
[CLCL08-­20A]
(A) Records continual professional development
activities undertaken including learning or insights
gained. [CLCL08-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party-­generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by senior management in current organization as an expert in this competency area
b. Evidence of role as Product/System Design Authority or Technical Authority on a complex project with responsibilities in this area or where skills within
this competency area were used
c. Recognized as an authorizing signatory on behalf of enterprise for formal documentation in this competency area (e.g. policies, processes, and deliverables)
d. Formal commendation or award within own enterprise for contribution or item of work successfully performed, which required proficiency in this
competency area
e. Customer, Supplier, or other external project-­specific key Stakeholder accolades for specific work performed in this competency area
f. Independently assessed or accredited work in this competency area (e.g. for independent publication or use)
g. Formal organizational HR records positively highlighting any specific professional competencies or behaviors identified (if applicable) plus any of the
evidence indicators listed at Expert level below

175
Expert – Core: Life Cycles
ID Indicators of competence (in addition to those at Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
Lead Practitioner level) personal contribution to activities performed, or
professional behaviors applied
1 Communicates own knowledge and experience in (A) Produces papers, seminars, or presentations outside own Published papers or books etc. on new technique in
life cycle definition and management in order to enterprise for publication in order to share own ideas and refereed journals/company literature. [CLCE01-­E10]
improve best practice beyond the enterprise improve industry best practices in this competence area.
boundary. [CLCE01] [CLCE01-­10A]
(P) Fosters incorporation of own ideas into industry best Published papers in refereed journals or internal
practices in this area. [CLCE01-­20P] literature proposing new practices in this competence
area (or presentations, tutorials, etc.). [CLCE01-­E20]
(P) Develops guidance materials identifying new (or updating Proposals adopted as industry best practices.
existing) best practice in this competence area. [CLCE01-­E30]
[CLCE01-­30P]
2 Advises organizations beyond the enterprise (A) Advises stakeholders beyond the enterprise boundary Records of advice provided. [CLCE02-­E10]
boundary on the suitability of life cycle tailoring on program life cycles and process tailoring.
or life cycle definitions. [CLCE02] [CLCE02-­10A]
(A) Advises stakeholders beyond the enterprise boundary Peer-­reviewed paper on life cycle usage or adaptation
on issues or implications of life cycle definitions. on complex or concurrent projects. [CLCE02-­E20]
[CLCE02-­20A]
3 Advises organizations beyond the enterprise (A) Advises stakeholders beyond enterprise boundary on Records of life cycle advice provided together with
boundary on complex, concurrent, or sensitive how their separate life cycles inter-­relate and best practices evidence that the issues advised on were by their
projects. [CLCE03] to ensure a balanced solution. [CLCE03-­10A] nature either complex or sensitive. [CLCE03-­E10]
(A) Advises on complex or sensitive life cycle issues relating Review comments. [CLCE03-­E20]
to assumptions, approaches, arguments, conclusions, and
decisions with successful outcome. [CLCE03-­20A]
(A) Advises external organizations on complex or sensitive
situation demanding the application of their life cycle
knowledge. [CLCE03-­30A]
4 Champions the introduction of novel techniques (A) Analyzes different approaches across different Records of activities promoting research and need to
and ideas in life cycle management, beyond the domains through research. [CLCE04-­10A] adopt novel technique or ideas. [CLCE04-­E10]
enterprise boundary, in order to develop the wider
Systems Engineering community in this
competency. [CLCE04]
(A) Produces reports for the wider SE community on the Records of improvements made to process and
effectiveness of new techniques after their introduction. appraisal against a recognized process improvement
[CLCE04-­20A] model. [CLCE04-­E20]

176
 (P) Collaborates with those introducing novel techniques Research records. [CLCE04-­E30]
within the wider SE community. [CLCE04-­30P]
(A) Defines novel approaches that could potentially Published papers in refereed journals/company
improve the wider SE discipline. [CLCE04-­40A] literature. [CLCE04-­E40]
(P) Fosters awareness of these novel techniques within the Records showing introduction of enabling systems
wider SE community. [CLCE04-­50P] supporting the new techniques or ideas.
[CLCE04-­E50]
5 Coaches individuals beyond the enterprise (P) Coaches or mentors individuals beyond the enterprise Coaching or mentoring assignment records.
boundary in life cycle management techniques, in boundary, in competency-­related techniques, [CLCE05-­E10]
order to further develop their knowledge, abilities, recommending development activities. [CLCE05-­10P]
skills, or associated behaviors. [CLCE05]
(A) Develops or authorizes training materials in this Records of formal training courses, workshops,
competency area, which are subsequently successfully seminars, and authored training material supported by
delivered beyond the enterprise boundary. [CLCE05-­20A] successful post-­training evaluation data. [CLCE05-­E20]
(A) Provides workshops/seminars or training in this Records of Training/ workshops/ seminars created
competency area for practitioners or lead practitioners supported by successful post-­training evaluation data.
beyond the enterprise boundary (e.g. conferences and open [CLCE05-­E30]
training days). [CLCE05-­30A]
6 Maintains expertise in this competency area (A) Reviews research, new ideas, and state of the art to Records of documents reviewed and insights gained
through specialist Continual Professional identify relevant new areas requiring personal development as part of own research into this competency area.
Development (CPD) activities. [CLCE06] in order to maintain expertise in this competency area. [CLCE06-­E10]
[CLCE06-­10A]
(A) Performs identified specialist professional Records of Continual Professional Development
development activities in order to maintain or further (CPD) performed and learning outcomes.
develop competence at expert level. [CLCE06-­20A] [CLCE06-­E20]
(A) Records continual professional development activities
undertaken including learning or insights gained.
[CLCE06-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party-­generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by a reputable external organization as an expert in this competency area
b. Evidence of role as independent assessor or reviewer on project outside own organization where skills in this competency area were used
c. Evidence of invitation(s) from wider community for contribution of systems engineering expertise in this area (e.g. industry conference panel, government
advisory board etc. cross-­industry working groups, partnerships, accredited advanced university courses or research, or as part of professional institute)
d. Formal commendation beyond the enterprise (e.g. by INCOSE or other recognized authority) for work performed in this competency area
e. Independently assessed or accredited work product in this competency area (e.g. for independent publication or use)
f. Accolades of expertise in this area from recognized industry leaders

177
Competency area – Core: Capability Engineering
Description
A system or enterprise “capability” relates to the delivery of a desired effect (outcome) rather than delivery of a desired performance level (output). Capability is achieved by
combining differing systems, products, and services, using a combination of people, processes, information, as well as equipment. Capability-­based systems are enduring
systems, adapting to changing situations rather than remaining static against a fixed performance baseline.
Why it matters
Understanding the difference between capability and product is important in order to be able to separate the desired effect from any preconceived expectations as to its
delivery mechanism. Even if the system of interest only delivers part of a wider capability, obtaining a good understanding of the wider intent helps keep options open,
facilitating innovation and creativity in solutions. Failure to do this will generally result in sub-­optimization and lost opportunities.
Possible contributory types of evidence
Any combination of the types of evidence may be acceptable (depending on how the Framework is tailored and used). The evidence items identified at each level indicate
example work products only. Contributions to work products will generally differ at each proficiency level.
Learning and development
The INCOSE Professional Development Portal provides example guidance on how to gain an initial awareness of a competency area and options for developing further
competence thereafter.

Awareness – Core: Capability Engineering

ID Indicators of competence Relevant knowledge sub-­indicators
1 Explains the concept of capability and how its use can prove (K) Explains why capability includes people, information, organization, strategic goals, and the technical
beneficial. [CCPA01] systems needed to achieve the aims of the super system owner. [CCPA01-­10K]
(K) Describes the concept of capability and its relationship to system requirements. [CCPA01-­20K]
(K) Explains how the use of capabilities to characterize systems can prove beneficial. [CCPA01-­30K]
(K) Describes the concept of “levels” within a system and a system hierarchy. [CCPA01-­40K]
2 Explains how capability requirements can be satisfied by (K) Describes the term systems of systems. [CCPA02-­10K]
integrating several systems. [CCPA02]
(K) Explains how different organizations/teams may develop the individual systems. [CCPA02-­20K]
3 Explains how super system capability needs impact on the (K) Explains how different levels of a system interact and why this interaction may not be fully captured
development of each system that contributes to the in an interface alone, i.e. the system affects the super system and vice versa. [CCPA03-­10K]
capability. [CCPA03]
(K) Explains how the super system constraints/impacts the system of interest. [CCPA03-­20K]
4 Describes the difficulties of translating capability needs of (K) Describes the conceptual mapping between capability and lower-­level requirements. [CCPA04-­10K]
the wider system into system requirements. [CCPA04]
(K) Explains why there may be difficulties which might arise when trying to translate capability needs of
the wider system into system requirements. [CCPA04-­20K]
(K) Explains why there may be a need for modeling or simulation to assist the mapping of super system
capabilities to system requirements. [CCPA04-­30K]

178
Supervised Practitioner – Core: Capability Engineering
ID Indicators of competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
those at awareness level) personal contribution to activities performed,
or professional behaviors applied
1 Explains how project capability and (K) Explains what “emergence” is and how project environment Project context diagram identifying super system
environment are linked. [CCPS01] may cause “emergence” to arise downstream on a project. and environmental elements. [CCPS01-­E10]
[CCPS01-­10K]
(A) Identifies the context of a system of interest and its Project capabilities identifies and their associated
relationship to a super system. [CCPS01-­20A] requirements. [CCPS01-­E20]
(A) Defines the nature of an “environment” of a project.
[CCPS01-­30A]
(A) Identifies project capabilities and their associated
requirements. [CCPS01-­40A]
2 Identifies capability issues from the wider (K) Explains how elements of the super system may be at different System context definition document.
system, which will affect the design of a stages of the life cycle. [CCPS02-­10K] [CCPS02-­E10]
system of interest. [CCPS02]
(A) Identifies capability interfaces and interactions with the super
system. [CCPS02-­20A]
(A) Identifies the mapping between a system of interest and the
super system and vice versa. [CCPS02-­30A]
3 Prepares inputs to technology planning (K) Explains how technology obsolescence requires planning Records demonstrating Technology Plan
activities required in order to provide and how it impacts requirements, design, and testing. contributions. [CCPS03-­E10]
capability. [CCPS03] [CCPS03-­10K]
(K) Explains why technology refresh may require planning and
how it impacts requirements, design, and testing. [CCPS03-­20K]
(A) Identifies project technology readiness levels and how emerging
technology impacts requirements, design, and testing. [CCPS03-­30A]
(A) Prepares project technology refresh or obsolescence for use in
capability planning. [CCPS03-­40A]
4 Prepares information that supports the (K) Explains how capability utilization can affect the wider Organizational or Enterprise Capability Utilization
embedding or utilization of capability. enterprise. [CCPS04-­10K] plans. [CCPS04-­E10]
[CCPS04]
(K) Explains why the concept of capability needs to be embedded Organizational or Enterprise Capability
at enterprise level to ensure utilization. [CCPS04-­20K] Development Plans. [CCPS04-­E20]
(Continued)

179
ID Indicators of competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
those at awareness level) personal contribution to activities performed,
or professional behaviors applied
(K) Explains how capability utilization can be improved through
changes at enterprise level. [CCPS04-­30K]
(A) Prepares information that embeds or improves capability utilization.
[CCPS04-­40A]
5 Identifies different elements that make up (K) Explains how distinct parts or aspects of a project may combine Organizational or Enterprise Capability
capability. [CCPS05] to deliver own project or own enterprise capability. [CCPS05-­10K] Breakdown document. [CCPS05-­E10]
(A) Identifies own Organizational or Enterprise Capability Records showing overlap between Capability
Breakdown role and how responsibilities can contribute to a definition and their own Role Definition.
capability. [CCPS05-­20A] [CCPS05-­E20]
6 Prepares multiple views that focus on value, (A) Uses multiple views/focus on value, purpose, and solution for Records demonstrating contribution to the
purpose, and solution for capability. capability (rather than any one of these). [CCPS06-­10A] different viewpoints in capability. [CCPS06-­E10]
[CCPS06]
(A) Prepares information documenting multiple views for a Trade-off studies or report contributions.
capability. [CCPS06-­20A] [CCPS06-­E20]
7 Develops own understanding of this (A) Identifies potential gaps in own knowledge or development Records of Continual Professional Development
competency area through Continual needs in this area, identifying opportunities to address these (CPD) performed and learning outcomes.
Professional Development (CPD). through continual professional development activities. [CCPS07-­E10]
[CCPS07] [CCPS07-­10A]
(A) Performs continual professional development activities to improve
their knowledge and understanding in this area. [CCPS07-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained. [CCPS07-­30A]

180
Practitioner – Core: Capability Engineering
ID Indicators of competence (in addition to those at Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
supervised practitioner level) personal contribution to activities performed,
or professional behaviors applied
1 Identifies capability issues of the wider (super) system, (A) Identifies the context in which a system operated System Requirements Documentation showing
which will affect the design of own system and in order to deliver a specific super system capability. capabilities identified. [CCPP01-­E10]
translates these into system requirements. [CCPP01] [CCPP01-­10A]
(A) Identifies the effect upon the design of the system User/system Capability Review contributions.
changed super systems contexts. [CCPP01-­20A] [CCPP01-­E20]
(A) Develops a capability change successfully, dealing Capability Technical Reports or Review
with implementation issues raised. [CCPP01-­30A] contributions. [CCPP01-­E30]
(A) Analyzes potential conflicts between capabilities Capability Development or Enhancement Plan
at different levels and resolves issues found. contributions. [CCPP01-­E40]
[CCPP01-­40A]
(A) Identifies the translation of requirements set
against clear statements of capability. [CCPP01-­50A]
2 Reviews proposed system solutions to ensure their (A) Analyzes the extent to which the proposed system Trade studies generated. [CCPP02-­E10]
ability to deliver the capability required by a wider solution meets the super system capability.
system, making changes as necessary. [CCPP02] [CCPP02-­10A]
(A) Identifies trade-­offs to improve capability delivery Review contributions made. [CCPP02-­E20]
if required. [CCPP02-­20A]
(A) Reviews and comments on capability trade-­offs. Technical reports generated. [CCPP02-­E30]
[CCPP02-­30A]
3 Prepares technology plan that includes technology (A) Ensures that innovative technology (or technology Technology Plans, Readiness Plans, Obsolescence
innovation, risk, maturity, readiness levels, and insertion innovation) is incorporated into existing capability. Plans. [CCPP03-­E10]
points into existing capability. [CCPP03] [CCPP03-­10A]
(K) Explains how factors such as risk, technology Technology risk mitigation items and actions
maturity, and readiness levels affected the completed from Risk Register. [CCPP03-­E20]
implementation. [CCPP03-­20K]
(A) Ensures that technology refresh requirements are Capability Enhancement Plan contributions.
incorporated into existing capability. [CCPP03-­30A] [CCPP03-­E30]
(A) Uses existing plans to address technology Technology planning Review records.
obsolescence. [CCPP03-­40A] [CCPP03-­E40]
(Continued)

181
ID Indicators of competence (in addition to those at Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
supervised practitioner level) personal contribution to activities performed,
or professional behaviors applied
4 Creates an operational concept for a capability (what it (A) Analyzes an operational concept addressing the Technical Reports generated. [CCPP04-­E10]
does, why, how, where, when, and who). [CCPP04] “what,” “why,” “where,” “when,” “who,” and “how” of
the concept. [CCPP04-­10A]
(A) Prepares work products documenting a capability. Operational Concept or Concept of Operations
[CCPP04-­20A] documentation. [CCPP04-­E20]
5 Reviews existing capability to identify gaps relative to desired (A) Identifies and addresses current or future gaps in Technology or Capability Enhancement Plans
capability, documenting approaches which reduce or technology capability to reduce the deficit. implemented. [CCPP05-­E10]
eliminate this deficit. [CCPP05] [CCPP05-­10A]
(A) Determines solutions that address gaps in Review contributions. [CCPP05-­E20]
technology capability. [CCPP05-­20A]
Technical reports generated. [CCPP05-­E30]
6 Prepares information that supports improvements to (A) Identifies potential improvements to an enterprise Technical Reports generated. [CCPP06-­E10]
enterprise capabilities. [CCPP06] capability. [CCPP06-­10A]
(A) Prepares work products in order to maintain an Review contributions. [CCPP06-­E20]
existing enterprise capability. [CCPP06-­20A]
Technology Plans, Readiness Plans, Obsolescence
Plans implemented. [CCPP06-­E30]
7 Identifies key “pinch points” in the development and (A) Identifies key “pinch points” in the development Records demonstrating contribution to capability
implementation of specific capability. [CCPP07] and implementation of specific capability. engineering improvements in this area.
[CCPP07-­10A] [CCPP07-­E10]
8 Uses multiple views to analyze alignment, balance, and (A) Analyzes trade-­offs between the different elements Records demonstrating contribution to capability
trade-­offs in and between the different elements (in a (in a level) to ensure alignment and balance. engineering improvements in this area.
level) ensuring that capability performance is not traded [CCPP08-­10A] [CCPP08-­E10]
out. [CCPP08]
(A) Analyzes trade-­offs between the different elements Trade-­off studies or report contributions.
(in a level) to ensure that capability performance is not [CCPP08-­E20]
traded out. [CCPP08-­20A]
(A) Analyzes multiple views/focus on value, purpose,
and solution for capability (rather than any one of
these). [CCPP08-­30A]

182
9 Guides new or supervised practitioners in Capability (P) Guides new or supervised practitioners in Organizational Breakdown Structure showing their
engineering in order to develop their knowledge, executing activities that form part of this competency. responsibility for technical supervision in this
abilities, skills, or associated behaviors. [CCPP09] [CCPP09-­10P] area. [CCPP09-­E10]
(A) Trains individuals to an “Awareness” level in this On-­the-­job training objectives/guidance.
competency area. [CCPP09-­20A] [CCPP09-­E20]
Coaching or mentoring assignment records.
[CCPP09-­E30]
Records highlighting their impact on another
individual in terms of improvement or professional
development in this competency. [CCPP09-­E40]
10 Maintains and enhances own competence in this area (A) Identifies potential development needs in this area, Records of Continual Professional Development
through Continual Professional Development (CPD) identifying opportunities to address these through continual (CPD) performed and learning outcomes.
activities. [CCPP10] professional development activities. [CCPP10-­10A] [CCPP10-­E10]
(A) Performs continual professional development
activities to maintain and enhance their competency in
this area. [CCPP10-­20A]
(A) Records continual professional development
activities undertaken including learning or insights
gained. [CCPP10-­30A]

183
Lead Practitioner – Core: Capability Engineering
ID Indicators of competence (in addition Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
to those at practitioner level) contribution to activities performed, or professional
behaviors applied
1 Creates enterprise-­level policies, (A) Analyzes enterprise need for capability policies, Records showing their role in embedding capability engineering
procedures, guidance, and best practice processes, tools, or guidance. [CCPL01-­10A] into enterprise policies (e.g. guidance introduced at enterprise
for capability engineering, including level, enterprise -­level review minutes). [CCPL01-­E10]
associated tools. [CCPL01]
(A) Creates enterprise policies, procedures, or guidance Procedures they have written. [CCPL01-­E20]
for capability activities. [CCPL01-­20A]
(A) Selects and acquires appropriate tools supporting Records of support for tool introduction. [CCPL01-­E30]
capability activities. [CCPL01-­30A]
2 Judges the suitability of capability solutions (A) Evaluates the attributes of a capability strategy in the Records demonstrating role as internal or external reviewer or
and the planned approach on projects context of the project/program/domain/business to ensure consultant in the relevant areas. [CCPL02-­E10]
across the enterprise. [CCPL02] a successful outcome. [CCPL02-­10A]
(A) Evaluates capability risks and proposes mitigation
strategies to reduce project or enterprise risk. [CCPL02-­20A]
3 Identifies impact and changes needed in (A) Identifies impact and changes needed in super system Records demonstrating contribution to capability engineering
super system environment as a result of the environment as a result of the capability development. improvements in this area. [CCPL03-­E10]
capability development on behalf of the [CCPL03-­10A]
enterprise. [CCPL03]
4 Identifies improvements required to (A) Analyzes enterprise capability against current and Technical Reports generated. [CCPL04-­E10]
enterprise capabilities on behalf of the future needs. [CCPL04-­10A]
enterprise. [CCPL04]
(A) Evaluates changes required in order to maintain or Review contributions. [CCPL04-­E20]
develop an existing enterprise capability. [CCPL04-­20A]
(A) Proposes changes to an existing enterprise capability Technology Plans, Readiness Plans, Obsolescence Plans
to align with enterprise needs. [CCPL04-­30A] implemented. [CCPL04-­E30]
5 Coaches or mentors practitioners across (P) Coaches or mentors practitioners across the enterprise Coaching or mentoring assignment records. [CCPL05-­E10]
the enterprise in capability engineering in in competency-­related techniques, recommending
order to develop their knowledge, abilities, development activities. [CCPL05-­10P]
skills, or associated behaviors. [CCPL05]
(A) Develops or authorizes enterprise training materials Records of formal training courses, workshops, seminars, and
in this competency area. [CCPL05-­20A] authored training material supported by successful post-­training
evaluation data. [CCPL05-­E20]
(A) Provides enterprise workshops/seminars or training Listing as an approved organizational trainer for this competency
in this competency area. [CCPL05-­30A] area. [CCPL05-­E30]

184
6 Promotes the introduction and use of (A) Analyzes different approaches across different Research records. [CCPL06-­E10]
novel techniques and ideas in Capability domains through research. [CCPL06-­10A]
Engineering across the enterprise, to
improve enterprise competence in the
area. [CCPL06]
(A) Defines novel approaches that could potentially improve Published papers in refereed journals/company literature.
the SE discipline within the enterprise. [CCPL06-­20A] [CCPL06-­E20]
(P) Fosters awareness of these novel techniques within Records showing introduction of enabling systems supporting the
the enterprise. [CCPL06-­30P] new techniques or ideas. [CCPL06-­E30]
(P) Collaborates with enterprise stakeholders to facilitate Published papers (or similar) at enterprise level. [CCPL06-­E40]
the introduction of techniques new to the enterprise.
[CCPL06-­40P]
(A) Monitors new techniques after their introduction to Records of improvements made against a recognized process
determine their effectiveness. [CCPL06-­50A] improvement model in this area. [CCPL06-­E50]
(A) Adapts approach to reflect actual enterprise
performance improvements. [CCPL06-­60A]
7 Develops expertise in this competency (A) Identifies own needs for further professional Records of Continual Professional Development (CPD)
area through specialist Continual development in order to increase competence beyond performed and learning outcomes. [CCPL07-­E10]
Professional Development (CPD) practitioner level. [CCPL07-­10A]
activities. [CCPL07]
(A) Performs professional development activities in order
to move own competence toward expert level.
[CCPL07-­20A]
(A) Records continual professional development
activities undertaken including learning or insights
gained. [CCPL07-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party-­generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by senior management in current organization as an expert in this competency area
b. Evidence of role as Product/System Design Authority or Technical Authority on a complex project with responsibilities in this area or where skills within
this competency area were used
c. Recognized as an authorizing signatory on behalf of enterprise for formal documentation in this competency area (e.g. policies, processes, and deliverables)
d. Formal commendation or award within own enterprise for contribution or item of work successfully performed, which required proficiency in this
competency area
e. Customer, Supplier, or other external project-­specific key Stakeholder accolades for specific work performed in this competency area
f. Independently assessed or accredited work in this competency area (e.g. for independent publication or use)
g. Formal organizational HR records positively highlighting any specific professional competencies or behaviors identified (if applicable) plus any of the
evidence indicators listed at Expert level below

185
Expert – Core: Capability Engineering
ID Indicators of competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Lead Practitioner level) contribution to activities performed, or professional
behaviors applied
1 Communicates own knowledge and (A) Produces papers, seminars, or presentations outside own Published papers or books etc. on new technique
experience in capability engineering in order enterprise for publication in order to share own ideas and in refereed journals/company literature.
to improve best practice beyond the improve industry best practices in this competence area. [CCPE01-­E10]
enterprise boundary. [CCPE01] [CCPE01-­10A]
(P) Fosters incorporation of own ideas into industry best Published papers in refereed journals or internal literature
practices in this area. [CCPE01-­20P] proposing new practices in this competence area (or
presentations, tutorials, etc.). [CCPE01-­E20]
(P) Develops guidance materials identifying new (or updating Own proposals adopted as industry best practices in this
existing) best practice in this competence area. [CCPE01-­30P] competence area. [CCPE01-­E30]
2 Advises organizations beyond the enterprise (A) Advises on the suitability of capability solutions or Records demonstrating internal or external advisory or
boundary on the suitability of their approach derived needs for the systems that make up the capability. consultative role in capability engineering and
to capability engineering. [CCPE02] [CCPE02-­10A] management. [CCPE02-­E10]
(A) Advises on capability strategies. [CCPE02-­20A]
3 Advises organizations beyond the enterprise (A) Advises stakeholders beyond enterprise boundary to Records demonstrating internal or external advisory or
boundary on their handling of complex or improve their handling of complex or sensitive capability consultative role in capability engineering and
sensitive capability engineering strategy strategy issues, arbitrating as necessary. [CCPE03-­10A] management. [CCPE03-­E10]
issues. [CCPE03]
Records of advice provided together with evidence that
the issues advised on were by their nature either complex
or sensitive. [CCPE03-­E20]
4 Advises organizations beyond the enterprise (A) Advises on differences and relationships between Records demonstrating internal or external advisory or
boundary on differences and relationships capability and product-­based systems. [CCPE04-­10A] consultative role in capability engineering and
between capability and product-­based management. [CCPE04-­E10]
systems. [CCPE04]
5 Assesses capability engineering in multiple (A) Analyzes different approaches across different domains Research records. [CCPE05-­E10]
domains beyond the enterprise boundary in through research. [CCPE05-­10A]
order to develop or improve capability
solutions within own enterprise. [CCPE05]
(A) Develops improvements in capabilities within the Published papers in refereed journals on this topic.
enterprise to incorporate knowledge from other systems or [CCPE05-­E20]
domains. [CCPE05-­20A]
Published articles or books etc. [CCPE05-­E30]
Records demonstrating the successful application of
capability engineering research in other domains to own
domain. [CCPE05-­E40]

186
6 Champions the introduction of novel (A) Analyzes different approaches across different domains Records of activities promoting research and need to
techniques and ideas in capability engineering, through research. [CCPE06-­10A] adopt novel technique or ideas. [CCPE06-­E10]
beyond the enterprise boundary, in order to
develop the wider Systems Engineering
community in this competency. [CCPE06]
(A) Produces reports for the wider SE community on the Records of improvements made to process and appraisal
effectiveness of new techniques after their introduction. against a recognized process improvement model.
[CCPE06-­20A] [CCPE06-­E20]
(P) Collaborates with those introducing novel techniques Research records. [CCPE06-­E30]
within the wider SE community. [CCPE06-­30P]
(A) Defines novel approaches that could potentially improve Published papers in refereed journals/company literature.
the wider SE discipline. [CCPE06-­40A] [CCPE06-­E40]
(P) Fosters awareness of these novel techniques within the Records showing introduction of enabling systems
wider SE community. [CCPE06-­50P] supporting the new techniques or ideas. [CCPE06-­E50]
7 Coaches individuals beyond the enterprise (P) Coaches or mentors individuals beyond the enterprise Coaching or mentoring assignment records.
boundary in capability engineering, in order to boundary, in competency-­related techniques, recommending [CCPE07-­E10]
further develop their knowledge, abilities, development activities. [CCPE07-­10P]
skills, or associated behaviors. [CCPE07]
(A) Develops or authorizes training materials in this Records of formal training courses, workshops, seminars,
competency area, which are subsequently successfully and authored training material supported by successful
delivered beyond the enterprise boundary. [CCPE07-­20A] post-­training evaluation data. [CCPE07-­E20]
(A) Provides workshops/seminars or training in this Records of training/workshops/seminars created
competency area for practitioners or lead practitioners supported by successful post-­training evaluation data.
beyond the enterprise boundary (e.g. conferences and open [CCPE07-­E30]
training days). [CCPE07-­30A]
8 Maintains expertise in this competency area (A) Reviews research, new ideas, and state of the art to identify Records of documents reviewed and insights gained as
through specialist Continual Professional relevant new areas requiring personal development in order to part of own research into this competency area.
Development (CPD) activities. [CCPE08] maintain expertise in this competency area. [CCPE08-­10A] [CCPE08-­E10]
(A) Performs identified specialist professional development Records of Continual Professional Development (CPD)
activities in order to maintain or further develop competence performed and learning outcomes. [CCPE08-­E20]
at expert level. [CCPE08-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained. [CCPE08-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party-­generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by a reputable external organization as an expert in this competency area
b. Evidence of role as independent assessor or reviewer on project outside own organization where skills in this competency area were used
c. Evidence of invitation(s) from wider community for contribution of systems engineering expertise in this area (e.g. industry conference panel and govern-
ment advisory board cross-­industry working groups, partnerships, accredited advanced university courses or research, or as part of professional institute)
d. Formal commendation beyond the enterprise (e.g. by INCOSE or other recognized authority) for work performed in this competency area
e. Independently assessed or accredited work product in this competency area (e.g. for independent publication or use)
f. Accolades of expertise in this area from recognized industry leaders

187
Competency area – Core: General Engineering
Description
Foundational concepts in mathematics, science, and engineering and their application. Provides depth and breadth subject understanding beyond typical specialty depth.
Why it matters
Systems Engineering is performed in a technical scientific environment and as a result, a good understanding of mathematics, science coupled with a sound appreciation of
core engineering principles is a critical foundation for effective Systems Engineering. Without this, systems engineers cannot communicate effectively and efficiently with
engineers from other domains. Typical systems engineering profile is of someone with depth in a particular area and general top-­level awareness across other areas. General
engineering is someone with depth across several areas providing greater knowledge breath.
Possible contributory types of evidence
Any combination of the types of evidence may be acceptable (depending on how the Framework is tailored and used). The evidence items identified at each level indicate
example work products only. Contributions to work products will generally differ at each proficiency level.
Learning and development
The INCOSE Professional Development Portal provides example guidance on how to gain an initial awareness of a competency area and options for developing further
competence thereafter.

Awareness – Core: General Engineering

ID Indicators of competence Relevant knowledge sub-­indicators
1 Explains core principles of science and mathematics (K) Describes basic mathematical theories apply to physics and engineering. [CGEA01-­10K]
applicable to engineering. [CGEA01]
(K) Describes shortcomings of theoretical foundations and need for experimental, stochastic, numerical solutions.
[CGEA01-­20K]
(K) Describes a central mathematical theory and its possible application to engineering principles. [CGEA01-­30K]
2 Explains fundamentals of engineering as a (K) Lists key engineering fundamentals of a selected engineering area. [CGEA02-­10K]
discipline. [CGEA02]
(K) Describes the context of a selected engineering application and theories applicable to this application.
[CGEA02-­20K]
(K) Describes key interfaces and links between engineering functions and stakeholders in the wider enterprise
outside engineering (e.g. infrastructure management, human resource management, quality management,
knowledge management, portfolio management, and life cycle model management). [CGEA02-­30K]
3 Explains why probability and statistics are both (K) Describes aspects of probability and statistics applicable to core engineering activities. [CGEA03-­10K]
relevant to engineering. [CGEA03]
(K) Describes some shortcomings of theoretical foundations and the consequential need for experimental,
stochastic, numerical solutions. [CGEA03-­20K]

188
4 Explains why analytical methods and sound (K) Describes the principles of an analytical method applicable to a selected engineering discipline.
judgment are central to engineering decisions. [CGEA04-­10K]
[CGEA04]
(K) Describes the principal foundations of a mathematical or scientific theory and summarizes the understanding
it provides for problem solving and reasoning. [CGEA04-­20K]
(K) Explains how sound judgement would normally be required in addition to mathematical results within the
engineering discipline. [CGEA04-­30K]
5 Explains the characteristics of an engineered (K) Defines key concepts and underlying differences between “engineered” and “natural” systems.
system. [CGEA05] [CGEA05-­10K]
(K) Explains how different engineering disciplines relate to differing types of systems and how they interact with
each other. [CGEA05-­20K]
6 Describes engineered systems that are physical, (K) Defines key concepts and underlying differences between “physical,” “software,” and “socio-­technical”
software, and socio-­technical systems or systems. [CGEA06-­10K]
combinations thereof. [CGEA06]
(K) Lists examples of physical, software, and socio-­technical engineered systems and combinations of these
types. [CGEA06-­20K]
7 Explains how different sciences impact the technology (K) Explains how different sciences impact the technology domain, such as cybersecurity or artificial intelligence.
domain and the Systems Engineering discipline. [CGEA07-­10K]
[CGEA07]
8 Explains why uncertainty is an important factor in (K) Describes potential sources of uncertainty in differing types of system. [CGEA08-­10K]
engineering and explains how it might arise from
many sources. [CGEA08]
(K) Describes potential sources of uncertainty in differing life cycle types (e.g. spiral, waterfall, incremental,
iterative, agile). [CGEA08-­20K]
(K) Explains how uncertainty might be reduced or eliminated (e.g. through additional analysis, mockups,
simulation, expert opinion, and other techniques). [CGEA08-­30K]

189
Supervised Practitioner – Core: General Engineering
ID Indicators of competence (in Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
addition to those at awareness level) contribution to activities performed, or professional
behaviors applied
1 Uses scientific and mathematical (A) Uses underlying engineering principles to achieve desired Contributions to work products containing scientific or
knowledge when performing outcomes. [CGES01-­10A] mathematical study and analysis. [CGES01-­E10]
engineering tasks. [CGES01]
(A) Uses basic analytical methods and stochastic data analysis Contributions to scientific or mathematical plans and
methods and techniques. [CGES01-­20A] reports. [CGES01-­E20]
2 Uses appropriate engineering (K) Explains how shortcomings of basic theoretical foundations Contributions to and analysis work products which used
approaches when performing may impact the activities they perform and the steps taken to engineering approaches to support a task. [CGES02-­E10]
engineering tasks. [CGES02] address this. [CGES02-­10K]
(K) Describes phenomenological aspects and extension to theory Contributions to a study plan or report where they have
applicable to engineering activities they have performed. used engineering approaches to support a task.
[CGES02-­20K] [CGES02-­E20]
(A) Selects engineering approaches appropriate to different types
of engineering problem. [CGES02-­30A]
(A) Uses selected engineering approach to address different types
of engineering problem. [CGES02-­40A]
3 Explains the concept of “variation” (K) Explains how probability and random process theory may Contributions to a stochastic data analysis.
and its effect in engineering tasks. affect the work they are performing, and the steps taken to address [CGES03-­E10]
[CGES03] this. [CGES03-­10K]
(A) Identifies variability between theory and practice on a project. Contributions to study plans and reports dealing with
[CGES03-­20A] variability. [CGES03-­E20]
Modeling and simulation performed where variability was
a factor. [CGES03-­E30]
4 Uses proven analytical methods when (A) Uses basic analytical methods to support their work. Contributions to stochastic data analysis. [CGES04-­E10]
performing engineering tasks, while [CGES04-­10A]
appreciating the limitations of their
applicability. [CGES04]
(A) Identifies variations from theory in real-­world applications. Contributions to study plans and reports dealing with
[CGES04-­20A] variability. [CGES04-­E20]
(A) Uses phenomenological principles to study events. Reports highlighting limitation of Modeling and
[CGES04-­30A] simulation analysis. [CGES04-­E30]

190
5 Uses software-­based tools, together (K) Explains how software-­based tools and products can be used in Software-­based modeling and simulation outputs.
with the products they create, to support of the resolution of a variety of different engineering [CGES05-­E10]
facilitate and progress engineering problems. [CGES05-­10K]
tasks. [CGES05]
(A) Uses software-­based tools or products to address specific
engineering problems. [CGES05-­20A]
(A) Uses software-­based tools and products in support of engineering
problems and their potential or actual limitations. [CGES05-­30A]
6 Explains why the value of a (K) Explains how human-­originated systems may have limitations, Contributions to mathematical modeling or simulation
mathematical approach can be limited which produce variation from mathematical theory to real-­world where theory and reality differed. [CGES06-­E10]
in a human-­centric or human-­ practice. [CGES06-­10K]
originated system, with examples.
[CGES06]
(A) Identifies variation from mathematical theory to real-­world
practice due to the effect of humans within the system. [CGES06-­20A]
7 Acts creatively or innovatively when (A) Uses creative or innovative approaches when performing own Project records, agendas, organization charts, minutes, or
performing own activities. [CGES07] activities. [CGES07-­10A] reports demonstrating leading projects with creativity or
innovation. [CGES07-­E10]
8 Develops own understanding of this (A) Identifies potential gaps in own knowledge or development Records of Continual Professional Development (CPD)
competency area through Continual needs in this area, identifying opportunities to address these performed and learning outcomes. [CGES08-­E10]
Professional Development (CPD). through continual professional development activities.
[CGES08] [CGES08-­10A]
(A) Performs continual professional development activities to improve
their knowledge and understanding in this area. [CGES08-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained. [CGES08-­30A]

191
Practitioner –­Core: General Engineering
ID Indicators of competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at supervised practitioner level) contribution to activities performed, or professional
behaviors applied
1 Selects software-­based tools together with (A) Identifies software-­based tools available for selection on the Trade study analysis reports. [CGEP01-­E10]
the products they create to facilitate and project. [CGEP01-­10A]
progress engineering tasks. [CGEP01]
(A) Explains how specific software-­based tools were selected as Reports commissioned on tools or techniques.
appropriate including the criteria used. [CGEP01-­20A] [CGEP01-­E20]
Tool output work products. [CGEP01-­E30]
2 Uses selected software-­based tools together (K) Explains how software tools used in support of engineering Trade study analysis reports. [CGEP02-­E10]
with the products they create to facilitate can facilitate progress. [CGEP02-­10K]
and progress engineering tasks. [CGEP02]
(A) Uses a variety of software tools in support of engineering, Reports commissioned on tools or techniques.
summarizing their differing characteristics and the progress they [CGEP02-­E20]
have facilitated. [CGEP02-­20A]
Tool output work products. [CGEP02-­E30]
3 Selects scientific and mathematical methods to (A) Identifies scientific and mathematical models available to Trade study analysis reports. [CGEP03-­E10]
be used in support of tasks and justifies their support specific engineering tasks. [CGEP03-­10A]
selection. [CGEP03]
(A) Reviews the theoretical strengths and weaknesses of available Reports commissioned on tools or techniques.
scientific and mathematical models in the context of the task for [CGEP03-­E20]
which they were being considered. [CGEP03-­20A]
(A) Reviews the practical strengths and weaknesses of available
scientific and mathematical models in the context of the task for
which they were being considered. [CGEP03-­30A]
(A) Selects appropriate specific scientific and mathematical
models from those available to support specific engineering
tasks, justifying the selection. [CGEP03-­40A]
4 Selects relevant engineering approaches and (A) Identifies engineering approaches and methods available to Systems Engineering plan. [CGEP04-­E10]
methods to be used in support of engineering support specific engineering tasks. [CGEP04-­10A]
tasks and justifies their selection. [CGEP04]
(A) Reviews the strengths and weaknesses of available Trade studies for different approaches. [CGEP04-­E20]
engineering approaches and methods in the context of the task for
which they were being considered. [CGEP04-­20A]
(A) Reviews the practical strengths and weaknesses of available Test results, analysis reports, corrective action findings.
engineering approaches and methods in the context of the task for [CGEP04-­E30]
which they were being considered. [CGEP04-­30A]

192
 (A) Adapts specific engineering approaches and methods to
address project need. [CGEP04-­40A]
(A) Selects appropriate engineering approaches and methods
from those available to support specific engineering tasks,
justifying their selection. [CGEP04-­50A]
5 Uses probability and statistics in (A) Reviews the strengths and weaknesses of specific probability Trade study reports. [CGEP05-­E10]
engineering tasks recognizing benefits and and statistical methods in the context of the task for which they
limitations on results obtained. [CGEP05] were being considered. [CGEP05-­10A]
(A) Selects appropriate probabilistic and statistical from those Engineering reports or work products. [CGEP05-­E20]
available to support specific engineering tasks, justifying the
selection. [CGEP05-­20A]
(A) Uses selected probability and statistics in support of specific Data analysis reviews. [CGEP05-­E30]
engineering tasks. [CGEP05-­30A]
(A) Reviews data analysis results for accuracy. [CGEP05-­40A] Test results, analysis reports, corrective action findings.
[CGEP05-­E40]
6 Determines the level of variation or (A) Identifies how probabilistic or statistical variability exists Engineering reports or work products. [CGEP06-­E10]
probability appropriate to the current task within the context of a task they have performed. [CGEP06-­10A]
and justifies this decision. [CGEP06]
(A) Creates probabilistic and statistical variability limits for Data analysis reviews. [CGEP06-­E20]
specific engineering tasks, justifying the limits defined.
[CGEP06-­20A]
Test results, analysis reports, corrective action findings.
[CGEP06-­E30]
7 Uses practical and proven engineering (A) Identifies goals and constraints from their project and how Contributions to Systems Engineering Management Plan
principles to structure engineering tasks. they may have impacted selection of engineering approaches and (SEMP) or similar document. [CGEP07-­E10]
[CGEP07] methods. [CGEP07-­10A]
(K) Explains how engineering tasks were selected, planned, and Trade studies for different approaches. [CGEP07-­E20]
executed in a particular way in order to address the specific needs,
constraints, or challenges of the project. [CGEP07-­20K]
Test strategies or test Plans. [CGEP07-­E30]
8 Reviews situations using well-­established (K) Identifies day-­to-­day project situations that could require an Study reports, whitepapers. [CGEP08-­E10]
engineering principles and uses these engineering technical review. [CGEP08-­10K]
assessments to make sound engineering
judgments. [CGEP08]
(K) Identifies engineering technical review principles. [CGEP08-­20K] Trade studies for different approaches. [CGEP08-­E20]
(A) Reviews engineering situations using well-­established Review minutes. [CGEP08-­E30]
engineering review principles to achieve a successful outcome.
[CGEP08-­30A]
(Continued)

193
 ID Indicators of competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at supervised practitioner level) contribution to activities performed, or professional
behaviors applied
(A) Records engineering review activities and judgments made. Team briefings on key decisions made. [CGEP08-­E40]
[CGEP08-­40A]
(A) Records judgments made. [CGEP08-­50A]
9 Adapts engineering approaches to take (A) Identifies the impact of human factors on an engineering Human factors requirements, analysis, or design
account of human-­centric aspects of systems task. [CGEP09-­10A] adapted. [CGEP09-­E10]
development. [CGEP09]
(A) Uses human-­factors standards or guidelines to adapt their own Trade studies for different approaches. [CGEP09-­E20]
development activities. [CGEP09-­20A]
Review minutes. [CGEP09-­E30]
10 Uses creative or innovative approaches (P) Acts to support creative or innovative approaches in others Project records, agendas, organization charts, minutes,
when performing project activities. when performing project activities. [CGEP10-­10P] or reports demonstrating leading projects with creativity
[CGEP10] or innovation. [CGEP10-­E10]
(P) Acts creatively or innovatively to overcome wider project-­ Records of actions implemented creatively or
level challenges. [CGEP10-­20P] innovatively to overcome wider project-­level challenges.
[CGEP10-­E20]
11 Guides new or supervised practitioners in (P) Guides new or supervised practitioners in executing activities Organizational Breakdown Structure showing their
Core Engineering principles in order to that form part of this competency. [CGEP11-­10P] responsibility for technical supervision in this area.
develop their knowledge, abilities, skills, or [CGEP11-­E10]
associated behaviors. [CGEP11]
(A) Trains individuals to an “Awareness” level in this On-­the-­job training records. [CGEP11-­E20]
competency area. [CGEP11-­20A]
Coaching or mentoring assignment records. [CGEP11-­E30]
Records highlighting their impact on another individual
in terms of improvement or professional development in
this competency. [CGEP11-­E40]
12 Maintains and enhances own competence in (A) Identifies potential development needs in this area, Records of Continual Professional Development (CPD)
this area through Continual Professional identifying opportunities to address these through continual performed and learning outcomes. [CGEP12-­E10]
Development (CPD) activities. [CGEP12] professional development activities. [CGEP12-­10A]
(A) Performs continual professional development activities to
maintain and enhance their competency in this area. [CGEP12-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained. [CGEP12-­30A]

194
Lead Practitioner – Core: General Engineering
ID Indicators of Competence (in addition to those at Relevant knowledge, experience, and/or Possible examples of objective evidence of personal
Practitioner level) behaviors contribution to activities performed, or professional
behaviors applied
1 Creates enterprise-­level policies, procedures, (A) Analyzes enterprise need for general engineering Records showing their role in embedding general
guidance, and best practice for general engineering, policies, processes, tools, or guidance. engineering approaches into enterprise policies (e.g.
including associated tools. [CGEL01] [CGEL01-­10A] guidance introduced at enterprise level, enterprise-­level
review minutes). [CGEL01-­E10]
(A) Creates enterprise policies, procedures, or Procedures they have written. [CGEL01-­E20]
guidance for general engineering activities.
[CGEL01-­20A]
(A) Selects and acquires appropriate tools Records of support for tool introduction.
supporting general engineering activities. [CGEL01-­E30]
[CGEL01-­30A]
2 Adapts mathematics and engineering principles so (A) Reviews standard mathematical and engineering Documentation demonstrating mathematics and
that they can be applied to specific engineering principles and modifies for their applicability within engineering principles adapted to address project need.
situations on behalf of the enterprise. [CGEL02] the project-­specific context. [CGEL02-­10A] [CGEL02-­E10]
(A) Adapts standard mathematical and engineering
principles to address project-­specific conflicts where
appropriate. [CGEL02-­20A]
3 Communicates the difference between scientific and (P) Communicates the differences between scientific Studies and analysis performed. [CGEL03-­E10]
engineering approaches in order to engage with pure and engineering approaches to stakeholders.
scientific advances on behalf of the enterprise. [CGEL03-­10P]
[CGEL03]
(A) Proposes the investigation of new scientific Records of recommendations made to perform scientific
advance(s). [CGEL03-­20A] investigations. [CGEL03-­E20]
4 Assesses items across the enterprise for the appropriate (A) Determines an appropriate level of variability or Records showing contribution to projects in the area of
level of understanding of impact of variation and uncertainty in assessing potential system performance understanding variation and uncertainty. [CGEL04-­E10]
uncertainty on engineering outcomes. [CGEL04] and engineering outcomes. [CGEL04-­10A]
(A) Uses an appropriate level of stochastic analysis
to improve understanding of system performance
and engineering outcomes. [CGEL04-­20A]
5 Advises stakeholders across the enterprise on issues (A) Uses engineering knowledge in order to advise Records of advice provided on engineering judgments
requiring the application of engineering judgment. the wider organization on issues requiring the made at project and enterprise levels. [CGEL05-­E10]
[CGEL05] application of engineering judgment where this
advice has been formally acknowledged.
[CGEL05-­10A]
(Continued)

195
ID Indicators of Competence (in addition to those at Relevant knowledge, experience, and/or Possible examples of objective evidence of personal
Practitioner level) behaviors contribution to activities performed, or professional
behaviors applied
6 Fosters creative or innovative approaches to (P) Fosters creatively or innovatively in general Enterprise-­level records, agendas, organization charts,
performing general engineering activities across the engineering activities across the enterprise. minutes, or reports demonstrating leading projects with
enterprise. [CGEL06] [CGEL06-­10P] creativity or innovation. [CGEL06-­E10]
(P) Acts creatively or innovatively to overcome Records of actions implemented creatively or
wider enterprise-­level challenges. [CGEL06-­20P] innovatively to overcome wider enterprise-­level
challenges. [CGEL06-­E20]
7 Advises stakeholders across the enterprise on issues (A) Uses engineering knowledge in order to advise Records documenting advice provided on broader
affecting the “broader” engineering approach to the wider organization on broader engineering issues engineering approach to be used at project and
engineering activities. [CGEL07] and approaches made. [CGEL07-­10A] enterprise levels. [CGEL07-­E10]
8 Judges the quality of engineering judgments made by (A) Reviews the quality of general engineering Review comments made on engineering judgments
others across the enterprise. [CGEL08] judgments made across the enterprise. made by others. [CGEL08-­E10]
[CGEL08-­10A]
(P) Challenges the quality of general engineering Changes made as a result of assessments made.
judgments made across the enterprise, resulting in [CGEL08-­E20]
improvement. [CGEL08-­20P]
9 Coaches or mentors practitioners across the enterprise (P) Coaches or mentors practitioners across the Coaching or mentoring assignment records.
in general engineering techniques in order to develop enterprise in competency-­related techniques, [CGEL09-­E10]
their knowledge, abilities, skills, or associated recommending development activities.
behaviors. [CGEL09] [CGEL09-­10P]
(A) Develops or authorizes enterprise training Records of formal training courses, workshops,
materials in this competency area. [CGEL09-­20A] seminars, and authored training material supported by
successful post-­training evaluation data. [CGEL09-­E20]
(A) Provides enterprise workshops/seminars or Listing as an approved organizational trainer for this
training in this competency area. [CGEL09-­30A] competency area. [CGEL09-­E30]
10 Promotes the introduction and use of novel techniques (A) Analyzes different approaches across different Research records. [CGEL10-­E10]
and ideas in general engineering across the enterprise domains through research. [CGEL10-­10A]
to improve enterprise competence in this area.
[CGEL10]
(A) Defines novel approaches that could potentially Published papers in refereed journals/company
improve the SE discipline within the enterprise. literature. [CGEL10-­E20]
[CGEL10-­20A]
(P) Fosters awareness of these novel techniques Records showing introduction of enabling systems
within the enterprise. [CGEL10-­30P] supporting the new techniques or ideas. [CGEL10-­E30]

196
 (P) Collaborates with enterprise stakeholders to Published papers (or similar) at enterprise level.
facilitate the introduction of techniques new to the [CGEL10-­E40]
enterprise. [CGEL10-­40P]
(A) Monitors new techniques after their introduction Records of improvements made against a recognized
to determine their effectiveness. [CGEL10-­50A] process improvement model. [CGEL10-­E50]
(A) Adapts approach to reflect actual enterprise
performance improvements. [CGEL10-­60A]
11 Develops expertise in this competency area through (A) Identifies own needs for further professional Records of Continual Professional Development (CPD)
specialist Continual Professional Development (CPD) development in order to increase competence performed and learning outcomes. [CGEL11-­E10]
activities. [CGEL11] beyond practitioner level. [CGEL11-­10A]
(A) Performs professional development activities in
order to move own competence toward expert level.
[CGEL11-­20A]
(A) Records continual professional development
activities undertaken including learning or insights
gained. [CGEL11-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party-­generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by senior management in current organization as an expert in this competency area
b. Evidence of role as Product/System Design Authority or Technical Authority on a complex project with responsibilities in this area or where skills within
this competency area were used
c. Recognized as an authorizing signatory on behalf of enterprise for formal documentation in this competency area (e.g. policies, processes, and deliverables)
d. Formal commendation or award within own enterprise for contribution or item of work successfully performed, which required proficiency in this compe-
tency area
e. Customer, Supplier, or other external project-­specific key Stakeholder accolades for specific work performed in this competency area
f. Independently assessed or accredited work in this competency area (e.g. for independent publication or use)
g. Formal organizational HR records positively highlighting any specific professional competencies or behaviors identified (if applicable) plus any of the
evidence indicators listed at Expert level below

197
Expert – Core: General Engineering
ID Indicators of Competence (in addition to those Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
at Lead Practitioner level) contribution to activities performed, or
professional behaviors applied
1 Communicates own knowledge and experience in (A) Produces papers, seminars, or presentations outside own Published papers or books etc. on new technique in
general engineering in order to improve best enterprise for publication in order to share own ideas and improve refereed journals/company literature. [CGEE01-­E10]
practice beyond the enterprise boundary. [CGEE01] industry best practices in this competence area. [CGEE01-­10A]
(P) Fosters incorporation of own ideas into industry best Published papers in refereed journals or internal
practices in this area. [CGEE01-­20P] literature proposing new practices in this competence
area (or presentations, tutorials, etc.). [CGEE01-­E20]
(P) Develops guidance materials identifying new (or updating Own proposals adopted as industry best practices in
existing) best practice in this competence area. [CGEE01-­30P] this competence area. [CGEE01-­E30]
2 Advises organizations beyond the enterprise (A) Advises on the suitability of general engineering Records demonstrating internal or external advisory or
boundary on the suitability of their approach to solutions. [CGEE02-­10A] consultative role in general engineering and
general engineering activities. [CGEE02] management. [CGEE02-­E10]
(A) Advises on general engineering strategies. [CGEE02-­20A]
3 Develops new applications of mathematical (A) Produces research to understand the application of Published papers in refereed journals on this topic.
methods to engineering practices applicable mathematical methods to general engineering practice in [CGEE03-­E10]
beyond the enterprise boundary. [CGEE03] different domains. [CGEE03-­10A]
Published articles or books etc. [CGEE03-­E20]
4 Advises organizations beyond the enterprise (A) Advises stakeholders on their general engineering Records showing internal or external advisory or
boundary on their handling of complex general requirements and issues. [CGEE04-­10A] consultative role in general engineering and
engineering challenges. [CGEE04] management. [CGEE04-­E10]
(P) Communicates effectively on highly complex system making
limited use of specialized, technical terminology. [CGEE04-­20P]
(A) Uses a holistic approach to complex issue resolution
including balanced, rational arguments on way forward.
[CGEE04-­30A]
5 Maintains own awareness of developments in (A) Analyzes applicable research developments in sciences, Papers, publications, books. [CGEE05-­E10]
sciences, technologies, and related engineering technologies, and related engineering to evaluate their
disciplines beyond the enterprise boundary, potential applicability to general engineering practice in
recognizing areas where new developments different domains. [CGEE05-­10A]
might be applicable within their own discipline
or enterprise. [CGEE05]
Records showing Society participation. [CGEE05-­E20]
6 Fosters creative or innovative approaches to (P) Fosters creatively or innovatively in general engineering Records showing creativity or innovation support
performing general engineering activities beyond activities beyond the enterprise boundary. [CGEE06-­10P] beyond enterprise boundary. [CGEE06-­E10]
the enterprise boundary. [CGEE06]
(P) Acts creatively or innovatively to overcome wider Records showing successful creative or innovative
general engineering challenges beyond the enterprise ventures beyond enterprise boundary. [CGEE06-­E20]
boundary. [CGEE06-­20P]

198
7 Champions the introduction of novel techniques (A) Analyzes different approaches across different domains Records of activities promoting research and need to
and ideas in general engineering, beyond the through research. [CGEE07-­10A] adopt novel technique or ideas. [CGEE07-­E10]
enterprise boundary, in order to develop the
wider Systems Engineering community in this
competency. [CGEE07]
(A) Produces reports for the wider SE community on the Records of improvements made to process and
effectiveness of new techniques after their introduction. appraisal against a recognized process improvement
[CGEE07-­20A] model. [CGEE07-­E20]
(P) Collaborates with those introducing novel techniques Research records. [CGEE07-­E30]
within the wider SE community. [CGEE07-­30P]
(A) Defines novel approaches that could potentially improve Published papers in refereed journals/company
the wider SE discipline. [CGEE07-­40A] literature. [CGEE07-­E40]
(P) Fosters awareness of these novel techniques within the Records showing introduction of enabling systems
wider SE community. [CGEE07-­50P] supporting the new techniques or ideas. [CGEE07-­E50]
8 Coaches individuals beyond the enterprise (P) Coaches or mentors individuals beyond the enterprise Coaching or mentoring assignment records.
boundary in general engineering techniques in boundary, in competency-­related techniques, recommending [CGEE08-­E10]
order to further develop their knowledge, abilities, development activities. [CGEE08-­10P]
skills, or associated behaviors. [CGEE08]
(A) Develops or authorizes training materials in this Records of formal training courses, workshops, seminars,
competency area, which are subsequently successfully and authored training material supported by successful
delivered beyond the enterprise boundary. [CGEE08-­20A] post-­training evaluation data. [CGEE08-­E20]
(A) Provides workshops/seminars or training in this Records of training/ workshops/ seminars created
competency area for practitioners or lead practitioners supported by successful post-­training evaluation data.
beyond the enterprise boundary (e.g. conferences and open [CGEE08-­E30]
training days). [CGEE08-­30A]
9 Maintains expertise in this competency area (A) Reviews research, new ideas, and state of the art to identify Records of documents reviewed and insights gained as
through specialist Continual Professional relevant new areas requiring personal development in order to part of own research into this competency area.
Development (CPD) activities. [CGEE09] maintain expertise in this competency area. [CGEE09-­10A] [CGEE09-­E10]
(A) Performs identified specialist professional development Records of Continual Professional Development
activities in order to maintain or further develop competence (CPD) performed and learning outcomes.
at expert level. [CGEE09-­20A] [CGEE09-­E20]
(A) Records continual professional development activities
undertaken including learning or insights gained. [CGEE09-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party-­generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by a reputable external organization as an expert in this competency area
b. Evidence of role as independent assessor or reviewer on project outside own organization where skills in this competency area were used
c. Evidence of invitation(s) from wider community for contribution of systems engineering expertise in this area (e.g. industry conference panel, government
advisory board etc. cross-­industry working groups, partnerships, accredited advanced university courses or research, or as part of professional institute)
d. Formal commendation beyond the enterprise (e.g. by INCOSE or other recognized authority) for work performed in this competency area
e. Independently assessed or accredited work product in this competency area (e.g. for independent publication or use)
f. Accolades of expertise in this area from recognized industry leaders

199
Competency area – Core: Critical Thinking
Description
The objective analysis and evaluation of a topic in order to form a judgement.
Why it matters
Artifacts produced during the conduct of Systems Engineering need to be defendable. Critical thinking helps improve the quality of input information, assumptions, and
decisions. A failure to apply critical thinking may lead to invalid outputs including decisions and the solutions from which they are derived.
Possible contributory types of evidence
Any combination of the types of evidence may be acceptable (depending on how the Framework is tailored and used). The evidence items identified at each level indicate
example work products only. Contributions to work products will generally differ at each proficiency level.
Learning and development
The INCOSE Professional Development Portal provides example guidance on how to gain an initial awareness of a competency area and options for developing further
competence thereafter.

Awareness – Core: Critical Thinking

ID Indicators of Competence Relevant knowledge sub-­indicators
1 Explains why conclusions and arguments made by others (K) Explains how incomplete, inadequate or erroneous information can cause false conclusions or poor
may be based upon incomplete, potentially erroneous, or outcomes to be drawn. [CCTA01-­10K]
inadequate information, with examples. [CCTA01]
2 Identifies logical steps in an argument or proposition and (K) Describes each of the steps to a logical argument (e.g. organize information, structure reasoning, consider
the information needed to justify each. [CCTA02] all evidence, identify assumptions, evaluate arguments, communicate outcome). [CCTA02-­10K]
3 Explains why assumptions are important and why there (K) Explains how assumptions used to underpin the validity of any argument can affect an outcome.
is a need to ensure that they are based upon sound [CCTA03-­10K]
information. [CCTA03]
(K) Explains why “context” is important in assessing the validity of an argument. [CCTA03-­20K]
(K) Explains why the test of a solid argument is how good the evidence to underpin the claims made.
[CCTA03-­30K]
4 Explains the relationship between assumptions and risk (K) Explains why risk management is based upon an expectation that the risk being assessed is fully
and why assumptions need to be validated. [CCTA04] understood. [CCTA04-­10K]
(K) Explains how a failure to understand the underlying problem causing a risk may lead to incorrect assumptions
about risk probabilities and possible outcomes, and therefor incorrect risk assessment. [CCTA04-­20K]
(K) Explains why additional analysis helps ensure assumptions underpinning a risk are valid. [CCTA04-­30K]
5 Explains why ideas, arguments, and solutions need to be (K) Explains why failure to critically evaluate an argument, proposal, or solution (e.g. leaping to first answer
critically evaluated. [CCTA05] found) may result in an incomplete or inadequate result or fail to deliver maximum value to stakeholders.
[CCTA05-­10K]
(K) Explains why it is easy to gather information, but the key is to present it effectively for consumption of
others. [CCTA05-­20K]

200
 (K) Describes common fallacies in logical arguments (e.g. ad hominem, strawman, bandwagon, false premise,
appeal to authority, false dilemma, correlation/causation, anecdotal evidence, to quoque, appeal to emotion,
black and white/dichotomy, burden of proof…). [CCTA05-­30K]
(K) Explains why arguments may be presented in a way which supports particular stakeholder perspectives
and that ideally arguments need to be reasoned and unbiased or at least recognize the perspective they
represent. [CCTA05-­40K]
6 Lists common techniques and approaches used to (K) Explains why presenting results with clarity is essential to their acceptance when analyzing complex
propose or define arguments. [CCTA06] situations. [CCTA06-­10K]
(K) Explains the four common ways of presenting an argument: Deductive; Inductive; Abductive; Analogy.
[CCTA06-­20K]
(K) Explains the terms: proposition, premise, inference, conclusion. [CCTA06-­30K]
7 Explains how own perception of arguments from others (K) Explains why while an opinion is reasonable, it is not necessarily substantiated by adequate supporting
may be biased and how this can be recognized. rationale and thus needs to be tested. [CCTA07-­10K]
[CCTA07]
(K) Explains why good critical thinkers need to be open-­minded. [CCTA07-­20K]
(K) Explains how personal experience scan affect the interpretation of arguments from others and how this
bias can be overcome. [CCTA07-­30K]
8 Explains how different stakeholders, experiences may (K) Explains how different stakeholders experiences may cause arguments to be presented in an incomplete
cause arguments to be presented in an incomplete or or biased manner and how this can be overcome. [CCTA08-­10K]
biased manner and how this can be overcome. [CCTA08]

201
Supervised Practitioner – Core: Critical Thinking
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Awareness level) contribution to activities performed, or professional
behaviors applied
1 Collates evidence constructing arguments (A) Collates supporting analysis for project decisions, such as Inputs created to facilitate project decisions.
needed in order to make informed the nature of the analysis required, the information, the [CCTS01-­E10]
decisions. [CCTS01] arguments presented. [CCTS01-­10A]
(A) Records arguments in support of project decisions. Project decision data. [CCTS01-­E20]
[CCTS01-­20A]
(A) Identifies improvements they would make next time they
presented similar arguments. [CCTS01-­30A]
2 Uses logical relationships and (K) Describes the relationship between differed parts on an An argument they have written having multiple parts and
dependencies between propositions to argument. [CCTS02-­10K] several related propositions. [CCTS02-­E10]
develop an argument. [CCTS02]
(K) Identifies the links between propositions made within an
argument. [CCTS02-­20K]
(A) Uses relationships between parts of an argument and
links between propositions within an argument to develop an
argument. [CCTS02-­30A]
3 Uses critical thinking techniques to review (A) Uses critical thinking techniques to review own work, Authored notes/reports testing validity of own decisions or
own work to test logic, assumptions, testing their own logic, assumptions, arguments, approach, results. [CCTS03-­E10]
arguments, approach, and conclusions. or conclusions. [CCTS03-­10A]
[CCTS03]
(A) Uses critical thinking techniques to adjust own thinking Authored notes/reports adjusting own decisions or results
as a result of testing their own logic, assumptions, through critical thinking. [CCTS03-­E20]
arguments, approach, or conclusions. [CCTS03-­20A]
4 Prepares robust arguments in order to (A) Uses critical thinking techniques to support the Complex arguments supporting key project decisions.
respond to critical thinking within a construction of arguments from other team members. [CCTS04-­E10]
collaborate environment. [CCTS04] [CCTS04-­10A]
(A) Uses critical thinking techniques to challenge aspects of Reports challenging arguments decisions or propositions
arguments made by others in order to improve the overall on a project. [CCTS04-­E20]
outcome. [CCTS04-­20A]
Records of positive outcomes to complex scenarios
resulting from critical thinking applied. [CCTS04-­E30]

202
5 Reviews ideas from others in order to (A) Reviews their chosen analysis approach, decisions, or Comments made on reviews from others on one’s own
improve the quality of their own approach, conclusions as a result of the input from others. work or thinking. [CCTS05-­E10]
decisions, or conclusions. [CCTS05] [CCTS05-­10A]
(A) Produces updates to their analysis, decisions, or Unilateral updates on arguments or decisions as a result of
conclusions, improving the outcome. [CCTS05-­20A] comments from others. [CCTS05-­E20]
6 Identifies weaknesses and assumptions in (A) Identifies weaknesses in an existing piece of own Unilateral updates of own arguments or decisions to
their own arguments. [CCTS06] analysis or arguments. [CCTS06-­10A] address weaknesses detected by self. [CCTS06-­E10]
(A) Maintains an existing piece of own analysis as a result of Records of updates of own arguments or decisions.
identifying weaknesses. [CCTS06-­20A] [CCTS06-­E20]
7 Uses common techniques to propose defining (A) Uses appropriate techniques to challenge arguments and Work products created to challenge arguments or
or challenging arguments, and conclusions, conclusions made by others, with guidance. [CCTS07-­10A] conclusions of others. [CCTS07-­E10]
with guidance. [CCTS07]
8 Identifies potential limitations in others’ (A) Identifies potential limitations in arguments or ideas Comments made on limitations detected in others’ reports/
which may impact arguments made made by others. [CCTS08-­10A] documentation. [CCTS08-­E10]
regarding proposals or ideas. [CCTS08]
(A) Develops arguments and ideas using critical thinking. Review comments critiquing analysis performed by others.
[CCTS08-­20A] [CCTS08-­E20]
(A) Prepares documentation for review by others.
[CCTS08-­30A]
9 Identifies own perspective for potential (A) Identifies potential cognitive bias in their own arguments Comments highlighting potential cognitive bias in others’
cognitive bias for or against arguments or ideas. [CCTS09-­10A] work. [CCTS09-­E10]
made by others and modifies approach
accordingly. [CCTS09]
(A) Uses awareness gained to modify own arguments or Updates made to own work or thinking following detection
ideas positively. [CCTS09-­20A] of potential cognitive bias. [CCTS09-­E20]
Report or analysis contributions addressing potential
cognitive bias. [CCTS09-­E30]
10 Develops own understanding of this (A) Identifies potential gaps in own knowledge or development Records of Continual Professional Development (CPD)
competency area through Continual needs in this area, identifying opportunities to address these performed and learning outcomes. [CCTS10-­E10]
Professional Development (CPD). [CCTS10] through continual professional development activities.
[CCTS10-­10A]
(A) Performs continual professional development activities
to improve their knowledge and understanding in this area.
[CCTS10-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained.
[CCTS10-­30A]

203
Practitioner –­Core: Critical Thinking
ID Indicators of Competence (in addition to those at Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
Supervised Practitioner level) contribution to activities performed, or
professional behaviors applied
1 Reviews work performed for the quality of critical (A) Reviews assumptions, approaches, arguments, Reports or technical papers to which they have
thinking applied in deriving outcomes. [CCTP01] conclusions, and decisions made by colleagues using contributed. [CCTP01-­E10]
critical thinking. [CCTP01-­10A]
(A) Prepares balanced critique of decisions made.
[CCTP01-­20A]
2 Reviews the impact of assumptions or weak logic in (A) Reviews assumptions or logic used by others in an Reports or technical papers to which they have
order to locate substantive arguments. [CCTP02] argument or decision-­making activity. [CCTP02-­10A] contributed. [CCTP02-­E10]
(A) Communicates challenges to assumptions or weak
logic used by others effectively. [CCTP02-­20A]
(A) Identifies more substantive arguments to be used as part
of an argument or decision-­making process. [CCTP02-­30A]
3 Develops robust arguments when responding to (A) Uses critical thinking techniques to support others in Reports reviewing assumptions, approaches, arguments,
critical thinking analyses. [CCTP03] constructing arguments. [CCTP03-­10A] conclusions, and decisions made. [CCTP03-­E10]
(A) Develops robust arguments when responding to Documents which demonstrate development of
critical thinking analyses. [CCTP03-­20A] complex arguments. [CCTP03-­E20]
4 Uses a range of different critical thinking (K) Lists differing critical thinking techniques available. Reports or technical papers highlighting awareness of
approaches to challenge conclusions of others. [CCTP04-­10K] potential cognitive bias. [CCTP04-­E10]
[CCTP04]
(K) Lists potential sources of cognitive bias in an
argument or report. [CCTP04-­20K]
(A) Uses awareness of cognitive bias issues to challenge
others regarding the way an argument was examined, or
analyzed or conclusions drawn. [CCTP04-­30A]
(A) Uses critical thinking to challenge others regarding the
way an argument was examined, or analyzed or
conclusions drawn. [CCTP04-­40A]
(P) Communicates challenges to others effectively.
[CCTP04-­50P]

204
5 Guides new or supervised practitioners in system (P) Guides new or supervised practitioners in executing Organizational Breakdown Structure showing their
thinking in order to develop their knowledge, activities that form part of this competency. responsibility for technical supervision in this area.
abilities, skills, or associated behaviors. [CCTP05] [CCTP05-­10P] [CCTP05-­E10]
(A) Trains individuals to an “Awareness” level in this On-­the-­job training objectives/guidance etc.
competency area. [CCTP05-­20A] [CCTP05-­E20]
Coaching or mentoring assignment records.
[CCTP05-­E30]
Records highlighting their impact on another individual in
terms of improvement or professional development in this
competency. [CCTP05-­E40]
6 Maintains and enhances own competence in this (A) Identifies potential development needs in this area, Records of Continual Professional Development
area through Continual Professional Development identifying opportunities to address these through continual (CPD) performed and learning outcomes.
(CPD) activities. [CCTP06] professional development activities. [CCTP06-­10A] [CCTP06-­E10]
(A) Performs continual professional development
activities to maintain and enhance their competency in
this area. [CCTP06-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained.
[CCTP06-­30A]

205
Lead Practitioner – Core: Critical Thinking
ID Indicators of Competence (in addition to those at Relevant knowledge, experience, and/or Possible examples of objective evidence of personal
Practitioner level) behaviors contribution to activities performed, or professional
behaviors applied
1 Creates enterprise-­level policies, procedures, (A) Analyzes enterprise need for critical thinking Records showing their role in embedding critical thinking into
guidance, and best practice for critical thinking, policies, processes, tools, or guidance. enterprise policies (e.g. guidance introduced at enterprise
including associated tools. [CCTL01] [CCTL01-­10A] level, enterprise-­level review minutes). [CCTL01-­E10]
(A) Creates enterprise policies, procedures or guidance Procedures they have written. [CCTL01-­E20]
for critical thinking activities. [CCTL01-­20A]
(A) Selects and acquires appropriate tools Records of support for tool introduction. [CCTL01-­E30]
supporting critical thinking activities.
[CCTL01-­30A]
2 Uses a range of techniques and viewpoints to (A) Uses a range of critical thinking techniques to Analysis or decision-­making reports and other documents
critically evaluate assumptions, approaches, assess a range of projects across the enterprise. highlighting own critical thinking. [CCTL02-­E10]
arguments, conclusions, and decisions made across [CCTL02-­10A]
the enterprise. [CCTL02]
(A) Assesses the critical thinking used in order to test Organizational communications resulting from critical
assumptions, approaches, arguments, conclusions, thinking. [CCTL02-­E20]
and decisions across the enterprise. [CCTL02-­20A]
(A) Identifies potential errors or issues in
approach or conclusions made. [CCTL02-­30A]
(P) Communicates conclusions made based on a
deep understanding of critical thinking.
[CCTL02-­40P]
3 Identifies alternative approaches to an existing (A) Identifies possible alternative thinking Records showing alternative approaches to problem
approach to problem solving, to address flawed approaches to an existing approach to problem resolution. [CCTL03-­E10]
thinking and its results. [CCTL03] solving, to address flawed thinking and its results.
[CCTL03-­10A]
(P) Communicates new or improved approaches, Records showing critical thinking advice provided in this
leading to changed thinking on the affected area. [CCTL03-­E20]
projects. [CCTL03-­20P]
4 Judges impact of weak, incomplete or flawed (A) Assesses the impact of weak, incomplete or Independent of the application of critical thinking in the
arguments, conclusions, and decisions made across flawed arguments, conclusions, and decisions review or assessment of ideas, proposals, decisions, and
the enterprise. [CCTL04] made across the enterprise. [CCTL04-­10A] their underlying justification. [CCTL04-­E10]
(P) Communicates assessment of critical thinking Organizational communications resulting from critical
ideas, proposals, decisions and their underlying thinking. [CCTL04-­E20]
justification. [CCTL04-­20P]

206
5 Produces logical and clear explanations in support of (A) Assesses intricate or difficult situations across Analysis or decision-­making reports and other documents
the resolution of intricate or difficult situations across the enterprise using a critical thinking approach. highlighting own critical thinking. [CCTL05-­E10]
the enterprise. [CCTL05] [CCTL05-­10A]
(A) Produces logical and clear explanations in Analysis of problems which show the application of own
support of the resolution of these situations across critical thinking. [CCTL05-­E20]
the enterprise. [CCTL05-­20A]
6 Assesses uncertainty in situational assessment made (A) Uses critical thinking techniques to highlight Analysis or decision-­making reports and other documents
across the enterprise, recommending approaches to uncertainty in an analysis or decision performed highlighting own contribution in this area. [CCTL06-­E10]
address the impact of this. [CCTL06] by others. [CCTL06-­10A]
(A) Communicates solutions which reduce or Organizational communications resulting from critical
overcome the uncertainty to affected stakeholders. thinking. [CCTL06-­E20]
[CCTL06-­20A]
7 Uses own experiences to inform the critical (A) Uses own experience to inform the critical Analysis of problems which show the application of own
examination of novel scenarios or domains across the analysis of novel scenarios or domains. critical thinking. [CCTL07-­E10]
enterprise. [CCTL07] [CCTL07-­10A]
(A) Uses balanced judgement to highlight areas Analysis or decision-­making reports highlighting flawed
requiring deeper critical review as a result of decisions through critical thinking approaches.
incorrect critical thinking. [CCTL07-­20A] [CCTL07-­E20]
(A) Identifies and engages individuals across the Reports highlighting active engagement with others in
enterprise in order to bring independence or different assessment activities. [CCTL07-­E30]
perspective to assessments. [CCTL07-­30A]
8 Judges aspects of decision-­making which require (A) Reviews the quality of analyses or decisions Analysis of problems that show the application of own
deeper critical review on behalf of the enterprise. made by others, in order to highlight areas requiring critical thinking. [CCTL08-­E10]
[CCTL08] more detailed critical analysis. [CCTL08-­10A]
(A) Uses their own experience and judgement to
highlight areas requiring more detailed critical
analysis, resulting in an improved analysis or
outcome. [CCTL08-­20A]
9 Develops own critical thinking approaches through a (A) Develops own critical thinking skills through Self-­development records that demonstrate learning from
regular analysis of both personal experiences and the analysis of personal experiences or the personal experiences or those of others. [CCTL09-­E10]
experiences of others across the enterprise. [CCTL09] experiences of others. [CCTL09-­10A]
Extracts from own coaching or mentoring activities.
[CCTL09-­E20]
10 Coaches or mentors practitioners across the enterprise (P) Coaches or mentors practitioners across the Coaching or mentoring assignment records.
in critical thinking in order to develop their knowledge, enterprise in competency-­related techniques, [CCTL10-­E10]
abilities, skills, or associated behaviors. [CCTL10] recommending development activities. [CCTL10-­10P]
(A) Develops or authorizes enterprise training Records of formal training courses, workshops, seminars,
materials in this competency area. [CCTL10-­20A] and authored training material supported by successful
post-­training evaluation data. [CCTL10-­E20]
(Continued)

207
ID Indicators of Competence (in addition to those at Relevant knowledge, experience, and/or Possible examples of objective evidence of personal
Practitioner level) behaviors contribution to activities performed, or professional
behaviors applied
(A) Provides enterprise workshops/seminars or Listing as an approved organizational trainer for this
training in this competency area. [CCTL10-­30A] competency area. [CCTL10-­E30]
11 Promotes the introduction and use of novel techniques and (A) Analyzes different approaches across different Research records. [CCTL11-­E10]
ideas in critical thinking across the enterprise, to improve domains through research. [CCTL11-­10A]
enterprise competence in this area. [CCTL11]
(A) Defines novel approaches that could Published papers in refereed journals/company literature.
potentially improve the SE discipline within the [CCTL11-­E20]
enterprise. [CCTL11-­20A]
(P) Fosters awareness of these novel techniques Records showing support for enabling systems supporting
within the enterprise. [CCTL11-­30P] the new techniques or ideas. [CCTL11-­E30]
(P) Collaborates with enterprise stakeholders to Published papers (or similar) at enterprise level.
facilitate the introduction of techniques new to the [CCTL11-­E40]
enterprise. [CCTL11-­40P]
(A) Monitors new techniques after their introduction Records of improvements made against a recognized
to determine their effectiveness. [CCTL11-­50A] process improvement model in this area. [CCTL11-­E50]
(A) Adapts approach to reflect actual enterprise
performance improvements. [CCTL11-­60A]
12 Develops expertise in this competency area through (A) Identifies own needs for further professional Records of Continual Professional Development (CPD)
specialist Continual Professional Development (CPD) development in order to increase competence performed and learning outcomes. [CCTL12-­E10]
activities. [CCTL12] beyond practitioner level. [CCTL12-­10A]
(A) Performs professional development activities
in order to move own competence toward expert
level. [CCTL12-­20A]
(A) Records continual professional development
activities undertaken including learning or insights
gained. [CCTL12-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party-­generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by senior management in current organization as an expert in this competency area
b. Evidence of role as Product/System Design Authority or Technical Authority on a complex project with responsibilities in this area or where skills within this
competency area were used
c. Recognized as an authorizing signatory on behalf of enterprise for formal documentation in this competency area (e.g. policies, processes, and deliverables)
d. Formal commendation or award within own enterprise for contribution or item of work successfully performed, which required proficiency in this competency area
e. Customer, Supplier, or other external project-­specific key Stakeholder accolades for specific work performed in this competency area
f. Independently assessed or accredited work in this competency area (e.g. for independent publication or use)
g. Formal organizational HR records positively highlighting any specific professional competencies or behaviors identified (if applicable) plus any of the
evidence indicators listed at Expert level below

208
Expert – Core: Critical Thinking
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Lead Practitioner level) contribution to activities performed, or professional
behaviors applied
1 Communicates own knowledge and (A) Produces papers, seminars, or presentations outside Published papers or books etc. on new technique in refereed
experience in critical thinking in order to own enterprise for publication in order to share own journals/company literature. [CCTE01-­E10]
improve best practice beyond the enterprise ideas and improve industry best practices in this
boundary. [CCTE01] competence area. [CCTE01-­10A]
(P) Fosters incorporation of own ideas into industry Published papers in refereed journals or internal literature
best practices in this area. [CCTE01-­20P] proposing new practices in this competence area (or
presentations, tutorials, etc.). [CCTE01-­E20]
(P) Develops guidance materials identifying new (or Own proposals adopted as industry best practices in this
updating existing) best practice in this competence competence area. [CCTE01-­E30]
area. [CCTE01-­30P]
2 Advises organizations beyond the enterprise (A) Advises on the suitability of critical thinking Records demonstrating internal or external advisory or
boundary on the suitability of their approach applied. [CCTE02-­10A] consultative role in critical thinking. [CCTE02-­E10]
to critical thinking activities. [CCTE02]
(A) Advises on critical thinking strategies.
[CCTE02-­20A]
3 Advises organizations beyond the enterprise (A) Advises stakeholders beyond the enterprise on their Records showing critical thinking advice provided in this area
boundary on complex or sensitive critical thinking handling of complex or sensitive together with evidence that the issues advised on were by their
assumptions, approaches, arguments, issues. [CCTE03-­10A] nature either complex or sensitive. [CCTE03-­E10]
conclusions, and decisions. [CCTE03]
(P) Conducts sensitive negotiations on a highly complex Records showing role as arbiter of the most appropriate
critical thinking issue, making limited use of specialized, approach to take. [CCTE03-­E20]
technical terminology. [CCTE03-­20P]
(A) Uses a critical thinking approach to complex issue
resolution including balanced, rational arguments on
way forward. [CCTE03-­30A]
4 Advises organizations beyond the enterprise (A) Advises stakeholders beyond the enterprise on Records showing critical thinking advice provided in this area.
boundary on the resolution of weak, incomplete, resolution of weak, incomplete, or flawed approaches [CCTE04-­E10]
or flawed approaches impacting arguments, impacting arguments, conclusions, and decisions.
conclusions, and decisions made. [CCTE04] [CCTE04-­10A]
(P) Conducts sensitive negotiations on resolution of Records showing use of critical thinking during negotiations.
weak, incomplete, or flawed approaches impacting [CCTE04-­E20]
arguments, conclusions and decisions. [CCTE04-­20P]
(Continued)

209
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Lead Practitioner level) contribution to activities performed, or professional
behaviors applied
(A) Analyzes weak, incomplete, or flawed approaches
impacting arguments, conclusions, and decisions using
critical thinking. [CCTE04-­30A]
5 Develops own critical thinking expertise through (A) Reviews externally published reports or articles on Self-­development records which demonstrate learning from
regular review and analysis of critical thinking critical thinking successes and failures. personal experiences or those of others. [CCTE05-­E10]
successes and failures documented beyond the [CCTE05-­10A]
enterprise boundary. [CCTE05]
(A) Analyzes articles for learning points to improve Extracts from own coaching or mentoring activities.
own critical thinking approaches or viewpoints. [CCTE05-­E20]
[CCTE05-­20A]
6 Champions the introduction of novel (A) Analyzes different approaches across different Records of activities promoting research and need to adopt
techniques and ideas in critical thinking, domains through research. [CCTE06-­10A] novel technique or ideas. [CCTE06-­E10]
beyond the enterprise boundary, in order to
develop the wider Systems Engineering
community in this competency. [CCTE06]
(A) Produces reports for the wider SE community on Records of improvements made to process and appraisal
the effectiveness of new techniques after their against a recognized process improvement model.
introduction. [CCTE06-­20A] [CCTE06-­E20]
(P) Collaborates with those introducing novel techniques Research records. [CCTE06-­E30]
within the wider SE community. [CCTE06-­30P]
(A) Defines novel approaches that could potentially Published papers in refereed journals/company literature.
improve the wider SE discipline. [CCTE06-­40A] [CCTE06-­E40]
(P) Fosters awareness of these novel techniques within Records showing introduction of enabling systems supporting
the wider SE community. [CCTE06-­50P] the new techniques or ideas. [CCTE06-­E50]
7 Coaches individuals beyond the enterprise (P) Coaches or mentors individuals beyond the Coaching or mentoring assignment records. [CCTE07-­E10]
boundary in critical thinking in order to further enterprise boundary, in competency-­related
develop their knowledge, abilities, skills, or techniques, recommending development activities.
associated behaviors. [CCTE07] [CCTE07-­10P]
(A) Develops or authorizes training materials in this Records of formal training courses, workshops, seminars, and
competency area, which are subsequently successfully authored training material supported by successful post-­
delivered beyond the enterprise boundary. training evaluation data. [CCTE07-­E20]
[CCTE07-­20A]

210
 (A) Provides workshops/seminars or training in this Records of Training/workshops/seminars created supported by
competency area for practitioners or lead practitioners successful post-­training evaluation data. [CCTE07-­E30]
beyond the enterprise boundary (e.g. conferences and
open training days). [CCTE07-­30A]
8 Maintains expertise in this competency area (A) Reviews research, new ideas, and state of the art to Records of documents reviewed and insights gained as part of
through specialist Continual Professional identify relevant new areas requiring personal own research into this competency area. [CCTE08-­E10]
Development (CPD) activities. [CCTE08] development in order to maintain expertise in this
competency area. [CCTE08-­10A]
(A) Performs identified specialist professional Records of Continual Professional Development (CPD)
development activities in order to maintain or further performed and learning outcomes. [CCTE08-­E20]
develop competence at expert level. [CCTE08-­20A]
(A) Records continual professional development
activities undertaken including learning or insights
gained. [CCTE08-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party-­generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by a reputable external organization as an expert in this competency area
b. Evidence of role as independent assessor or reviewer on project outside own organization where skills in this competency area were used
c. Evidence of invitation(s) from wider community for contribution of systems engineering expertise in this area (e.g. industry conference panel, government
advisory board etc. cross-­industry working groups, partnerships, accredited advanced university courses or research, or as part of professional institute)
d. Formal commendation beyond the enterprise (e.g. by INCOSE or other recognized authority) for work performed in this competency area
e. Independently assessed or accredited work product in this competency area (e.g. for independent publication or use)
f. Accolades of expertise in this area from recognized industry leaders

211
Competency area – Core: Systems Modeling and Analysis
Description
Modeling is a physical, mathematical, or logical representation of a system entity, phenomenon, or process. System analysis provides a rigorous set of data and information to
aid technical understanding and decision-­making across the life cycle. A key part of systems analysis is modeling.
Why it matters
Modeling, analysis, and simulation can provide early, cost effective, indications of function, and performance, thereby driving the solution design, enabling risk mitigation and
supporting the verification and validation of a solution. Modeling and simulation also allow the exploration of scenarios outside the normal operating parameters of the system.
Possible contributory types of evidence
Any combination of the types of evidence may be acceptable (depending on how the Framework is tailored and used). The evidence items identified at each level indicate
example work products only. Contributions to work products will generally differ at each proficiency level.
Learning and development
The INCOSE Professional Development Portal provides example guidance on how to gain an initial awareness of a competency area and options for developing further
competence thereafter.

Awareness – Core: Systems Modeling and Analysis

ID Indicators of Competence Relevant knowledge sub-­indicators
1 Explains why system representations are required (K) Explains how modeling and system analysis allows early understanding of the system. [CSMA01-­10K]
and the benefits they can bring to developments.
[CSMA01]
(K) Describes the impact of complexity and cost of implementation on models. [CSMA01-­20K]
(K) Explains why there is a need to perform trials and “what ifs” in developments. [CSMA01-­30K]
(K) Explains the concepts of virtual systems and demonstrators. [CSMA01-­40K]
(K) Explains why modeling requires Interactions, interfaces, boundaries, and flow diagrams. [CSMA01-­50K]
2 Explains the scope and limitations of models and (K) Describes key interfaces and links between systems modeling and analysis and stakeholders in the wider
simulations, including definition, implementation, enterprise outside engineering (e.g. infrastructure management, human resource management, quality management,
and analysis. [CSMA02] knowledge management, portfolio management, and life cycle model management). [CSMA02-­10K]
(K) Explains why models are abstractions. [CSMA02-­20K]
(K) Explains why all models and simulations contain assumptions and approximations and the concept of “garbage
in, garbage out”. [CSMA02-­30K]
(K) Explains the difference between real-­time and iterative simulations. [CSMA02-­40K]
(K) Explains why models can be hierarchical. [CSMA02-­50K]
(K) Explains why models and simulations need to be validated to an appropriate level. [CSMA02-­60K]
(K) Explains why the adage “all models are wrong; some models are useful” is a good summary of models. [CSMA02-­70K]
3 Explains different types of modeling and (K) Lists different types of modeling and simulation, e.g. live, virtual, constructive. [CSMA03-­10K]
simulation approaches. [CSMA03]
4 Explains how the purpose of modeling and (K) Describes the different uses of models and how these might affect the way the model is designed, built or the
simulation affect the approach taken. [CSMA04] data from it used. [CSMA04-­10K]

212
5 Explains why functional analysis and modeling is (K) Describes the purpose and key activities supported by functional modeling and analysis. [CSMA05-­10K]
important in Systems Engineering. [CSMA05]
(K) Describes the difference between “Functional” and “Non-­functional” requirements and their impact on
modeling and analysis. [CSMA05-­20K]
(K) Lists the key benefits of developing a functional architecture. [CSMA05-­30K]
(K) Explains why there is a need to establish an agreed system and model boundary. [CSMA05-­40K]
6 Explains the relevance of outputs from systems (K) Describes the key features of typical artifacts from functional modeling, such as Behavior Diagrams, Context
modeling and analysis, and how these relate to Diagrams, Control Flow Diagrams, Data Flow Diagrams, Data Dictionaries, detailed specifications, functional
overall system development. [CSMA06] hierarchy, diagram functional matrix (e.g. N2 diagram), and functional flow block diagram. [CSMA06-­10K]
(K) Describes how systems modeling and analysis might identify missing requirements or cause derived
requirements to be developed. [CSMA06-­20K]
(K) Explains how systems modeling and analysis can helps identify poorly written and unrealistic requirements.
[CSMA06-­30K]
7 Explains the difference between modeling and (K) Describes the key features of typical artifacts from functional modeling, such as Behavior Diagrams, Context
simulation. [CSMA07] Diagrams, Control Flow Diagrams, Data Flow Diagrams, Data Dictionaries, detailed specifications, functional
hierarchy, diagram functional matrix (e.g. N2 diagram), and functional flow block diagram [CSMA07-­10K]
(K) Explains how systems modeling and analysis can helps identify poorly written and unrealistic requirements.
[CSMA07-­20K]
8 Describes a variety of system analysis techniques (K) Lists various types of system analysis used in support of systems engineering, together with their primary
that can be used to derive information about a purpose (e.g. life cycle cost, availability, effectiveness, electromagnetic compatibility, environmental,
system. [CSMA08] interoperability, logistics, manufacturing, mass properties, reliability, availability, maintainability, resilience,
safety, security, training needs, usability, human systems integration, value engineering). [CSMA08-­10K]
(K) Explains how differing forms of analysis might be used to benefit different aspects of the system. [CSMA08-­20K]
(K) Explains how some analysis activities require a design to be completed, but others may be used before a design
exists to derive or improve requirements. [CSMA08-­30K]
9 Explains why the benefits of modeling can only be (K) Explains why it is necessary to use the right choice of model and/or simulation tool, e.g. exploratory/fitted,
realized if choices made in defining the model are specific/general, numerical/analytical, deterministic/stochastic, discrete/continuous, and quantitative/qualitative.
correct. [CSMA09] [CSMA09-­10K]
(K) Explains why there is a trade between cost vs. value when selecting a model. [CSMA09-­20K]
(K) Explains the importance of ensuring the integrity of the model interface to the system. [CSMA09-­30K]
(K) Explains how modeling is affected by the criticality of the system element being modeled or simulated. [CSMA09-­40K]
(K) Explains how modeling is affected by the criticality of the results of the system element being modeled or
simulated. [CSMA09-­50K]
10 Explains why models and simulations have a limit (K) Describes limits of model validity and how these may impact model selection and usage. [CSMA10-­10K]
of valid use, and the risks of using models and
simulations outside those limits. [CSMA10]
(K) Explains how model validity can relate to the number of iterations required. [CSMA10-­20K]
(K) Explains how model validity relates to the assumptions and approximations made when developing the model.
[CSMA10-­30K]

213
Supervised Practitioner – Core: Systems Modeling and Analysis
ID Indicators of Competence (in addition Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
to those at Awareness level) contribution to activities performed, or professional
behaviors applied
1 Uses modeling and simulation tools and (K) Explains the relationship between the system Functional Contributions to model and/or a simulation in support
techniques to represent a system or Architecture – hierarchy of decomposed functions – and the of development of a system or system element.
system element. [CSMS01] model. [CSMS01-­10K] [CSMS01-­E10]
(K) Explains the relationship of the model to the basic Modeling or analysis model/tool work products.
sub-­functions arising from Functional Decomposition. [CSMS01-­E20]
[CSMS01-­20K]
(K) Explains how models support the development and definition Contributions to analysis model developed or used or
of interfaces. [CSMS01-­30K] Work products from such a Model. [CSMS01-­E30]
(K) Describes key elements of functional models.
[CSMS01-­40K]
(A) Identifies an appropriate model or simulation type to use,
defining scope, assumptions, model strengths and weaknesses,
validation approach, and how outputs could be used in support of
a project. [CSMS01-­50A]
(A) Uses a model or simulation in support of a project to benefit
the overall development. [CSMS01-­60A]
2 Analyzes outcomes of modeling and (A) Uses modeling artifacts (e.g. diagrams, simulation, or other Contributions to analysis model developed or used or
analysis and uses this to improve results) in their work. [CSMS02-­10A] Work products from such a Functional Model.
understanding of a system. [CSMS02] [CSMS02-­E10]
3 Analyzes risks or limits of a model or (A) Identifies potential limits to the accuracy or scope of a Contributions to a model or work products associated
simulation. [CSMS03] selected model. [CSMS03-­10A] from a model. [CSMS03-­E10]
(A) Identifies assumptions associated with use of a selected
model or simulation. [CSMS03-­20A]
(A) Identifies mechanisms in order to reduce risks associated with
use of a selected model (e.g. increasing number of iterations).
[CSMS03-­30A]
4 Uses systems modeling and analysis tools (A) Uses tools and techniques in order to verify a model. Records of verification performed on a model or
and techniques to verify a model or [CSMS04-­10A] simulation. [CSMS04-­E10]
simulation. [CSMS04]

214
5 Prepares inputs used in support of model (A) Prepares inputs used for model development activities. Contributions to development of a model.
development activities. [CSMS05] [CSMS05-­10A] [CSMS05-­E10]
6 Uses different types of models for (A) Uses different types of models for different purposes. Contributions to different models. [CSMS06-­E10]
different reasons. [CSMS06] [CSMS06-­10A]
7 Uses system analysis techniques to derive (A) Uses data produced by a model in order to derive new system Analysis performed on a model during its development
information about the real system. information. [CSMS07-­10A] to derive information. [CSMS07-­E10]
[CSMS07]
8 Develops own understanding of this (A) Identifies potential gaps in own knowledge or development Records of Continual Professional Development (CPD)
competency area through Continual needs in this area, identifying opportunities to address these performed and learning outcomes. [CSMS08-­E10]
Professional Development (CPD). through continual professional development activities.
[CSMS08] [CSMS08-­10A]
(A) Performs continual professional development activities to
improve their knowledge and understanding in this area.
[CSMS08-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained. [CSMS08-­30A]

215
Practitioner – Core: Systems Modeling and Analysis
ID Indicators of Competence (in addition Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
to those at Supervised Practitioner level) contribution to activities performed, or
professional behaviors applied
1 Identifies project-­specific modeling or (A) Identifies project-­specific modeling or analysis needs that System modeling analysis plans. [CSMP01-­E10]
analysis needs that need to be addressed need to be incorporated into SE planning. [CSMP01-­10A]
when performing modeling on a project.
[CSMP01]
(A) Identifies trade-­offs (e.g. cost vs benefit/ value), which may System modeling analysis trade-­offs performed.
need to be made when selecting modeling approach on a project. [CSMP01-­E20]
[CSMP01-­20A]
(A) Prepares project-­specific modeling and analysis activities for
SE planning purposes, using appropriate processes and
procedures. [CSMP01-­30A]
(A) Prepares project-­specific modeling or analysis task estimates
in support of SE planning. [CSMP01-­40A]
(P) Liaises throughout with stakeholders to gain approval,
updating strategy as necessary. [CSMP01-­50P]
2 Creates a governing process, plan, and (K) Identifies the steps necessary to define a process and SE system modeling or analysis planning or process
associated tools for systems modeling, and appropriate techniques to be adopted for system modeling and work products developed. [CSMP02-­E10]
analysis in order to monitor and control analysis. [CSMP02-­10K]
systems modeling and analysis activities
on a system or system element. [CSMP02]
(K) Describes key elements of a successful system modeling and Certificates or proficiency evaluations in system
analysis process and how these activities relate to different stages of modeling or management tools. [CSMP02-­E20]
a system life cycle. [CSMP02-­20K]
(A) Uses system modeling and analysis tools or uses a SE system interface definition or management tool
methodology. [CSMP02-­30A] guidance developed. [CSMP02-­E30]
(A) Uses appropriate standards and governing processes in their
system modeling and analysis planning, tailoring as appropriate.
[CSMP02-­40A]
(A) Selects system modeling and analysis methods for each
architectural interface. [CSMP02-­50A]
(A) Creates system modeling and analysis plans and processes for
use on a project. [CSMP02-­60A]
(P) Liaises throughout with stakeholders to gain approval,
updating plans as necessary. [CSMP02-­70P]
3 Determines key parameters or constraints, (A) Determines the context in which a system of interest will SE system modeling or analysis planning or process
which scope or limit the modeling and operate (the super system) and uses this to contextualize modeling work products developed. [CSMP03-­E10]
analysis activities. [CSMP03] activities. [CSMP03-­10A]

216
 (A) Identifies interfaces and interactions with a super system and Certificates or proficiency evaluations in system
uses these to characterize modeling and transition. [CSMP03-­20A] modeling or management tools. [CSMP03-­E20]
(A) Identifies effects of the system map on the super system and SE system interface definition or management tool
vice versa and uses these to tailor modeling and analysis strategy. guidance developed. [CSMP03-­E30]
[CSMP03-­30A]
(A) Creates a modeling and analysis plan or strategy. Records showing a strategy selection for Functional
[CSMP03-­40A] analysis or modeling including rationale for its
selection. [CSMP03-­E40]
(A) Identifies choice of model(s). [CSMP03-­50A]
(A) Identifies the flexibility of available models. [CSMP03-­60A]
(A) Identifies the limitations of available models and simulations.
[CSMP03-­70A]
(A) Records the rationale for choice of strategy (e.g. alternatives
and criteria) on a project. [CSMP03-­80A]
4 Uses a governing process and appropriate (A) Complies with defined plans, processes, and associated tools Records of challenges made to others’ plans or work
tools to manage and control their own system for Systems modeling and analysis activities on a project. products in order to address project issues in this area.
modeling and analysis activities. [CSMP04] [CSMP04-­10A] [CSMP04-­E10]
(A) Prepares systems modeling and analysis data and reports in Process or tool guidance. [CSMP04-­E20]
support of wider system measurement, monitoring, and control.
[CSMP04-­20A]
(P) Guides and actively coordinates the interpretation of systems Records of interpretations authorized in order to
modeling and analysis plans or processes in order to complete overcome challenges. [CSMP04-­E30]
activities successfully. [CSMP04-­30P]
(P) Recognizes situations where deviation from published plans
and processes or clarification from others is appropriate in order
to overcome complex challenges. [CSMP04-­40P]
(P) Recognizes situations where existing strategy, process, plan,
or tools require formal change, liaising with stakeholders to gain
approval as necessary. [CSMP04-­50P]
5 Analyzes a system, determining the (P) Analyzes a system (or major system element) on a project/ Records from a System (or system element) Analysis
representation of the system or system program. [CSMP05-­10P] activity they led on a project/program. [CSMP05-­E10]
element, collaborating with model
stakeholders as required. [CSMP05]
(A) Identifies derived requirements as a result of modeling system Records of system behavior modeling performed to
behavior. [CSMP05-­20A] derive requirements. [CSMP05-­E20]
(A) Identifies low level functional requirements remain solution Low level solution-­independent functional
free within the model. [CSMP05-­30A] requirements derived. [CSMP05-­E30]
(A) Maintains traceability between decomposed functionality and Records of traceability information created or
system requirements. [CSMP05-­40A] maintained between decomposed functionality and
system requirements. [CSMP05-­E40]
(Continued)

217
 ID Indicators of Competence (in addition Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
to those at Supervised Practitioner level) contribution to activities performed, or
professional behaviors applied
(A) Monitors allocation of functions to components in system Records of Functions allocated to components in
architecture. [CSMP05-­50A] system architecture. [CSMP05-­E50]
(A) Uses existing Functional Analysis models to support analysis. Functional Analysis model reused or adapted for
[CSMP05-­60A] reuse. [CSMP05-­E60]
6 Selects appropriate tools and techniques (A) Identifies appropriate tools and techniques for each aspect of Records of approved tools listing created or edited, or
for system modeling and analysis. the required Functional Analysis. [CSMP06-­10A] records of tools used as a result of an existing list.
[CSMP06] [CSMP06-­E10]
Records of process documents authored. [CSMP06-­E20]
7 Defines appropriate representations of a (A) Identifies systems’ constituent elements. [CSMP07-­10A] Records of model selections made including rationale.
system or system element. [CSMP07] [CSMP07-­E10]
(A) Identifies the appropriate models and simulation tools, e.g.
exploratory/fitted, specific/general, numerical/analytical,
deterministic/stochastic, discrete/continuous, and quantitative/
qualitative. [CSMP07-­20A]
(A) Uses existing models and simulations when appropriate.
[CSMP07-­30A]
(A) Creates interfaces and translates interface data appropriately.
[CSMP07-­40A]
(A) Identifies appropriate model considering both cost and value.
[CSMP07-­50A]
(A) Identifies model areas where there is a criticality of the
system element being modeled or simulated. [CSMP07-­60A]
(A) Identifies model results where there is a criticality. [CSMP07-­70A]
8 Uses appropriate representations and (A) Uses appropriate techniques to validate systems or system Records of model validation performed comparing
analysis techniques to derive information elements. [CSMP08-­10A] theoretical versus actual performance. [CSMP08-­E10]
about a real system. [CSMP08]
(A) Develops multifunctional/multilevel models of (sub)systems Use of appropriate validated model. [CSMP08-­E20]
by linking models together. [CSMP08-­20A]
(A) Maintains a linkage of models to “real” systems. Work products documenting different systems analysis
[CSMP08-­30A] techniques used. [CSMP08-­E30]
(A) Selects appropriate systems analysis techniques. Records of model analysis performed comparing
[CSMP08-­40A] theoretical versus actual performance. [CSMP08-­E40]
(A) Uses systems analysis techniques to derive information.
[CSMP08-­50A]
(A) Uses information from systems analysis techniques to
improve system understanding or design. [CSMP08-­60A]

218
9 Ensures the content of models that are (K) Explains why there is a need to manage models during a Records showing management of model content.
produced within a project are controlled project development. [CSMP09-­10K] [CSMP09-­E10]
and coordinated. [CSMP09]
(A) Identifies the activities required in order to manage a Records of interfaces defined between model(s) and
developing model. [CSMP09-­20A] other tools for data coordination. [CSMP09-­E20]
(A) Defines data exchanges required between models and with
other tools in order to coordinate importing, exporting and
baselining of model data sets (e.g. from Requirements
management tool to architecting tool). [CSMP09-­30A]
10 Uses systems modeling and analysis (A) Selects appropriate systems modeling and analysis tools and Model validation records. [CSMP10-­E10]
tools and techniques to validate a model techniques to validate a model or simulation. [CSMP10-­10A]
or simulation. [CSMP10]
(A) Uses selected tools and techniques to perform a formal Stakeholder model review or approval records.
validation of a selected model, gaining approval from [CSMP10-­E20]
stakeholders. [CSMP10-­20A]
11 Guides new or supervised practitioners in (P) Guides new or supervised practitioners in executing activities Organizational Breakdown Structure showing their
modeling and systems analysis to that form part of this competency. [CSMP11-­10P] responsibility for technical supervision in this area.
operation in order to develop their [CSMP11-­E10]
knowledge, abilities, skills, or associated
behaviors. [CSMP11]
(A) Trains individuals to an “Awareness” level in this competency Job training objectives/guidance etc. suggested or
area. [CSMP11-­20A] authorized for others. [CSMP11-­E20]
Coaching or mentoring assignment records.
[CSMP11-­E30]
Records highlighting their impact on another
individual in terms of improvement or professional
development in this competency. [CSMP11-­E40]
12 Maintains and enhances own competence (A) Identifies potential development needs in this area, identifying Records of Continual Professional Development
in this area through Continual opportunities to address these through continual professional (CPD) performed and learning outcomes.
Professional Development (CPD) development activities. [CSMP12-­10A] [CSMP12-­E10]
activities. [CSMP12]
(A) Performs continual professional development activities to
maintain and enhance their competency in this area. [CSMP12-­20A]
(A) Records continual professional development activities undertaken
including learning or insights gained. [CSMP12-­30A]

219
Lead Practitioner – Core: Systems Modeling and Analysis
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Practitioner level) contribution to activities performed, or professional
behaviors applied
1 Creates enterprise-­level policies, (A) Analyzes enterprise need for system modeling and Records showing their role in embedding systems
procedures, guidance, and best practice for analysis policies, processes, tools, or guidance. modeling and analysis into enterprise policies (e.g.
systems modeling and analysis definition [CSML01-­10A] guidance introduced at enterprise level, enterprise -­level
and management, including associated review minutes). [CSML01-­E10]
tools. [CSML01]
(A) Creates enterprise policies, procedures or guidance for Procedures they have written. [CSML01-­E20]
system modeling and analysis activities. [CSML01-­20A]
(A) Selects and acquires appropriate tools supporting Records of support for tool introduction. [CSML01-­E30]
modeling and analysis activities. [CSML01-­30A]
2 Judges the correctness of tailoring of (A) Identifies and acquires appropriate tools supporting Records demonstrating role as internal or external
enterprise-­level modeling and analysis system modeling and analysis activities. [CSML02-­10A] reviewer or consultant in the relevant areas.
processes to meet the needs of a project, on [CSML02-­E10]
behalf of the enterprise. [CSML02]
(P) Communicates constructive feedback on systems
modeling and analysis process. [CSML02-­20P]
3 Advises stakeholders across the enterprise, (A) Advises on modeling and systems analysis approaches Records demonstrating advice provided in this area.
on systems modeling and analysis. to multiple projects across the organization. [CSML03-­10A] [CSML03-­E10]
[CSML03]
4 Coordinates modeling or analysis activities (A) Coordinates modeling or analysis activities across the Records highlighting personal contribution performed.
across the enterprise in order to determine enterprise in order to determine appropriate representations [CSML04-­E10]
appropriate representations or analysis of or analysis of complex system or system elements.
complex system or system elements. [CSML04-­10A]
[CSML04]
(P) Communicates on way forward to affected stakeholders.
[CSML04-­20P]
5 Adapts approaches used to accommodate (A) Analyzes potential approaches to complex or Records of complex or challenging systems modeling or
complex or challenging aspects of a system challenging systems of interest requiring modeling or analysis performed. [CSML05-­E10]
of interest being modeled or analyze on analysis on projects across the enterprise. [CSML05-­10A]
projects across the enterprise. [CSML05]
(A) Adapts approach used to accommodate specific context Records of advice provided to others in support of their
or circumstances of complex or challenging system analysis of complex or challenging systems.
modeling or analysis activities. [CSML05-­20A] [CSML05-­E20]

220
6 Assesses the outputs of systems modeling (A) Reviews modeling and analysis across the enterprise. Records demonstrating role as internal or external
and analysis across the enterprise to ensure [CSML06-­10A] reviewer or consultant in the relevant areas.
that the results can be used for the intended [CSML06-­E10]
purpose. [CSML06]
(A) Judges the modeling and analysis techniques performed.
[CSML06-­20A]
7 Advises stakeholders across the enterprise on (A) Uses understanding of strengths and weaknesses of Records of advice provided. [CSML07-­E10]
selection of appropriate modeling or analysis various modeling and analysis techniques when advising.
approach across the enterprise. [CSML07] [CSML07-­10A]
(A) Advises on the selection of a system modeling or
analysis technique, based upon an assessment of its
appropriateness to the purpose compared to other potentially
applicable tools or techniques. [CSML07-­20A]
8 Coordinates the integration and (A) Coordinates the integration or combination of different Records highlighting personal contribution performed.
combination of different models and models or analyses. [CSML08-­10A] [CSML08-­E10]
analyses for a system or system element
across the enterprise. [CSML08]
9 Coaches or mentors practitioners across the (P) Coaches or mentors practitioners across the enterprise in Coaching or mentoring assignment records.
enterprise in systems modeling and analysis competency-­related techniques, recommending development [CSML09-­E10]
in order to develop their knowledge, abilities, activities. [CSML09-­10P]
skills, or associated behaviors. [CSML09]
(A) Develops or authorizes enterprise training materials in Records of formal training courses, workshops, seminars,
this competency area. [CSML09-­20A] and authored training material supported by successful
post-­training evaluation data. [CSML09-­E20]
(A) Provides enterprise workshops/seminars or training in Listing as an approved organizational trainer for this
this competency area. [CSML09-­30A] competency area. [CSML09-­E30]
10 Promotes the introduction and use of novel (A) Analyzes different approaches across different domains Research records. [CSML10-­E10]
techniques and ideas in Systems Modeling through research. [CSML10-­10A]
and Analysis across the enterprise, to improve
enterprise competence in this area. [CSML10]
(A) Defines novel approaches that could potentially improve Published papers in refereed journals/company literature.
the SE discipline within the enterprise. [CSML10-­20A] [CSML10-­E20]
(P) Fosters awareness of these novel techniques within the Records showing introduction of enabling systems
enterprise. [CSML10-­30P] supporting the new techniques or ideas. [CSML10-­E30]
(P) Collaborates with enterprise stakeholders to facilitate the Published papers (or similar) at enterprise level.
introduction of techniques new to the enterprise. [CSML10-­E40]
[CSML10-­40P]
(Continued)

221
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Practitioner level) contribution to activities performed, or professional
behaviors applied
(A) Monitors new techniques after their introduction to Records of improvements made against a recognized
determine their effectiveness. [CSML10-­50A] process improvement model. [CSML10-­E50]
(A) Adapts approach to reflect actual enterprise
performance improvements. [CSML10-­60A]
11 Develops expertise in this competency area (A) Identifies own needs for further professional Records of Continual Professional Development (CPD)
through specialist Continual Professional development in order to increase competence beyond performed and learning outcomes. [CSML11-­E10]
Development (CPD) activities. [CSML11] practitioner level. [CSML11-­10A]
(A) Performs professional development activities in order to
move own competence toward expert level. [CSML11-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained.
[CSML11-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party-­generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by senior management in current organization as an expert in this competency area
b. Evidence of role as Product/System Design Authority or Technical Authority on a complex project with responsibilities in this area or where skills within
this competency area were used
c. Recognized as an authorizing signatory on behalf of enterprise for formal documentation in this competency area (e.g. policies, processes, and deliverables)
d. Formal commendation or award within own enterprise for contribution or item of work successfully performed, which required proficiency in this
competency area
e. Customer, Supplier, or other external project-­specific key Stakeholder accolades for specific work performed in this competency area
f. Independently assessed or accredited work in this competency area (e.g. for independent publication or use)
g. Formal organizational HR records positively highlighting any specific professional competencies or behaviors identified (if applicable) plus any of the
evidence indicators listed at Expert level below

222
Expert – Core: Systems Modeling and Analysis
ID Indicators of Competence (in Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
addition to those at Lead Practitioner contribution to activities performed, or professional
level) behaviors applied
1 Communicates own knowledge and (A) Produces papers, seminars, or presentations outside own Published papers or books etc. on new technique in
experience in Systems Modeling and enterprise for publication in order to share own ideas and refereed journals/company literature. [CSME01-­E10]
Analysis in order to improve best improve industry best practices in this competence area.
practice beyond the enterprise [CSME01-­10A]
boundary. [CSME01]
(P) Fosters incorporation of own ideas into industry best Published papers in refereed journals or internal literature
practices in this area. [CSME01-­20P] proposing new practices in this competence area (or
presentations, tutorials, etc.). [CSME01-­E20]
(P) Develops guidance materials identifying new (or updating Own proposals adopted as industry best practices in this
existing) best practice in this competence area. [CSME01-­30P] competence area. [CSME01-­E30]
2 Advises organizations beyond the (A) Advises external stakeholders on the usage of particular work Technical document detailing consistent, validated
enterprise on the appropriateness of their products with specific analysis techniques. [CSME02-­10A] performance. [CSME02-­E10]
selected approaches in any given level of
complexity and novelty. [CSME02]
(A) Uses knowledge of strengths and weaknesses of available Project/program plan or document authored.
modeling and analysis techniques to provide guidance. [CSME02-­E20]
[CSME02-­20A]
(A) Produces proposals identifying scenarios for validation of
simulation. [CSME02-­30A]
3 Advises organizations beyond the (A) Advises stakeholders beyond the enterprise boundary on Records of advice provided on external engineering or
enterprise boundary on the modeling their strategy and approach for modeling and analysis of complex modeling plans. [CSME03-­E10]
and analysis of complex or novel or novel system or system elements (e.g. How the model will be
systems, or system elements. used? What will be modeled? How will the results influence the
[CSME03] design?). [CSME03-­10A]
(A) Selects appropriate type of model. [CSME03-­20A] Published work. [CSME03-­E20]
(A) Communicates model information to stakeholders beyond
the enterprise, effectively, and confidently. [CSME03-­30A]
(Continued)

223
ID Indicators of Competence (in Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
addition to those at Lead Practitioner contribution to activities performed, or professional
level) behaviors applied
4 Advises organizations beyond the (A) Reviews systems modeling or analysis strategies. Records demonstrating internal or external advisory or
enterprise boundary on the model or [CSME04-­10A] consultative role in modeling and analysis.
analysis validation issues and risks. [CSME04-­E10]
[CSME04]
(A) Advises on systems modeling or analysis strategies of Records of advice provided on the adoption/rejection of
changes required. [CSME04-­20A] modeling and analysis solutions. [CSME04-­E20]
(A) Produces guidance and recommendations or best practice for Records of advice provided on the suitability of modeling
external stakeholders. [CSME04-­30A] and analysis techniques used on projects beyond the
enterprise boundary. [CSME04-­E30]
5 Advises organizations beyond the (A) Reviews the systems modeling or analysis approach of Records demonstrating internal or external advisory or
enterprise boundary on the suitability external stakeholders. [CSME05-­10A] consultative role in modeling and analysis.
of their approach to systems modeling [CSME05-­E10]
and analysis. [CSME05]
(A) Advises stakeholders on the suitability of their approaches, Records of advice provided on adoption/rejection of
recommending changes. [CSME05-­20A] modeling and analysis solutions. [CSME05-­E20]
(A) Communicates modeling and analysis guidance and Records of advice provided on the suitability of modeling
recommendations effectively to key external stakeholders. and analysis techniques used on projects beyond the
[CSME05-­30A] enterprise boundary. [CSME05-­E30]
6 Advises organizations beyond the (A) Advises stakeholders beyond the enterprise boundary on Records demonstrating internal or external advisory or
enterprise boundary on complex or complex or sensitive issues relating to modeling and analysis. consultative role in systems modeling and analysis.
sensitive systems modeling and [CSME06-­10A] [CSME06-­E10]
analysis issues. [CSME06]
Records of advice provided together with evidence that
the issues advised on were by their nature either complex
or sensitive. [CSME06-­E20]
7 Champions the introduction of novel (A) Analyzes different approaches across different domains Records of activities promoting research and need to adopt
techniques and ideas in Systems through research. [CSME07-­10A] novel technique or ideas. [CSME07-­E10]
modeling and analysis, beyond the
enterprise boundary, in order to
develop the wider Systems
Engineering community in this
competency. [CSME07]
(A) Produces reports for the wider SE community on the Records of improvements made to process and appraisal
effectiveness of new techniques after their introduction. against a recognized process improvement model.
[CSME07-­20A] [CSME07-­E20]

224
 (P) Collaborates with those introducing novel techniques within Research records. [CSME07-­E30]
the wider SE community. [CSME07-­30P]
(A) Defines novel approaches that could potentially improve the Published papers in refereed journals/company literature.
wider SE discipline. [CSME07-­40A] [CSME07-­E40]
(P) Fosters awareness of these novel techniques within the wider Records showing introduction of enabling systems
SE community. [CSME07-­50P] supporting the new techniques or ideas. [CSME07-­E50]
8 Coaches individuals beyond the (P) Coaches or mentors individuals beyond the enterprise Coaching or mentoring assignment records.
enterprise boundary in systems boundary, in competency-­related techniques, recommending [CSME08-­E10]
modeling and analysis, in order to development activities. [CSME08-­10P]
further develop their knowledge,
abilities, skills, or associated
behaviors. [CSME08]
(A) Develops or authorizes training materials in this competency Records of formal training courses, workshops, seminars
area, which are subsequently successfully delivered beyond the performed, or authored training material supported by
enterprise boundary. [CSME08-­20A] successful post-­training evaluation data. [CSME08-­E20]
(A) Provides workshops/seminars or training in this competency Records of training/workshops/seminars created supported
area for practitioners or lead practitioners beyond the enterprise by successful post-­training evaluation data.
boundary (e.g. conferences and open training days). [CSME08-­E30]
[CSME08-­30A]
9 Maintains expertise in this competency (A) Reviews research, new ideas, and state of the art to identify Records of documents reviewed and insights gained as
area through specialist Continual relevant new areas requiring personal development in order to part of own research into this competency area.
Professional Development (CPD) maintain expertise in this competency area. [CSME09-­10A] [CSME09-­E10]
activities. [CSME09]
(A) Performs identified specialist professional development Records of Continual Professional Development (CPD)
activities in order to maintain or further develop competence at performed and learning outcomes. [CSME09-­E20]
expert level. [CSME09-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained. [CSME09-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party-­generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by a reputable external organization as an expert in this competency area
b. Evidence of role as independent assessor or reviewer on project outside own organization where skills in this competency area were used
c. Evidence of invitation(s) from wider community for contribution of systems engineering expertise in this area (e.g. industry conference panel, government
advisory board etc. cross-­industry working groups, partnerships, accredited advanced university courses or research, or as part of professional institute)
d. Formal commendation beyond the enterprise (e.g. by INCOSE or other recognized authority) for work performed in this competency area
e. Independently assessed or accredited work product in this competency area (e.g. for independent publication or use)
f. Accolades of expertise in this area from recognized industry leaders

225
 Competency area – Professional: Communications
Description
The dynamic process of transmitting or exchanging information using various principles such as verbal, speech, body-­language, signals, behavior, writing, audio, video,
graphics, and language. Communication includes all interactions between individuals, individuals and groups, or between different groups.
Why it matters
Communication plays a fundamental role in all facets of business within an organization, in order to transfer information between individuals and groups to develop a common
understanding and build and maintain relationships and other intangible benefits. Ineffective communication has been identified as the root cause of problems on projects.
Possible contributory types of evidence
Any combination of the types of evidence may be acceptable (depending on how the Framework is tailored and used). The evidence items identified at each level indicate
example work products only. Contributions to work products will generally differ at each proficiency level.
Learning and development
The INCOSE Professional Development Portal provides example guidance on how to gain an initial awareness of a competency area and options for developing further
competence thereafter.

Awareness – Professional: Communications

ID Indicators of Competence Relevant knowledge sub-­indicators
1 Explains communications in terms of the sender, the receiver, (K) Lists examples of different interpersonal communications mechanisms in terms of sender, receiver,
and the message and why these three parameters are central to and the message. [PCCA01-­10K]
the success of any team communication. [PCCA01]
(K) Explains why sender, receiver, and message content are important. [PCCA01-­20K]
(K) Explains why successful communications is not solely due to the information, but includes how it is
encoded, decoded, and perceived emotionally. [PCCA01-­30K]
2 Explains why there is a need for clear and concise (K) Identifies the main barriers to effective interpersonal communication. [PCCA02-­10K]
communications. [PCCA02]
(K) Explains how communication can influence understanding and encourage compliance with
management direction. [PCCA02-­20K]
(K) Describes key communications interfaces and links between the engineering function and
stakeholders in the wider enterprise outside engineering (e.g. infrastructure management, human
resource management, quality management, knowledge management, portfolio management, and life
cycle model management). [PCCA02-­30K]
(K) Explains the role of feedback in certain communications. [PCCA02-­40K]
3 Describes the role communications has in developing positive (K) Explains how social awareness and social facility impact on the effectiveness of communications.
relationships. [PCCA03] [PCCA03-­10K]
(K) Explains how organizational climate can affect or enable communications. [PCCA03-­20K]

226
4 Explains why employing the appropriate means for (K) Lists different forms of interpersonal communication and the differing circumstances in which
communications is essential. [PCCA04] they can be effective (or ineffective). [PCCA04-­10K]
(K) Describes potential barriers to successful communications. [PCCA04-­20K]
(K) Explains how cultural differences effect communications. [PCCA04-­30K]
5 Explains why openness and transparency in communications (K) Describes the nature and significance of nonverbal communication cues and clusters (e.g. body
matters. [PCCA05] language, paralanguage, and impression management). [PCCA05-­10K]
(K) Describes the role of trust in facilitating communications. [PCCA05-­20K]
6 Explains why systems engineers need to listen to stakeholders’ (K) Describes the role of differing questioning techniques (open, closed, probe, reflective, multiple,
point of view. [PCCA06] leading, and hypothetical) and when they might be deployed. [PCCA06-­10K]
(K) Explains why differing stakeholders may hold different views about the system need, requirements,
and appropriate solutions. [PCCA06-­20K]
(K) Explains how sharing differing stakeholder viewpoints can improve the quality of a solution.
[PCCA06-­30K]

227
Supervised Practitioner – Professional: Communications
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Awareness level) contribution to activities performed, or professional
behaviors applied
1 Follows guidance received (e.g. from (A) Follows guidance received when using Communications plans and tools they have used in their
mentors) when using communications skills communications skills to plan and control their own role. [PCCS01-­E10]
to plan and control their own communications activities. [PCCS01-­10A]
communications activities. [PCCS01]
2 Uses appropriate communications techniques (P) Uses appropriate communications techniques to Records of different communications methods used for
to ensure a shared understanding of ensure a shared understanding of information delivered differing peer-­level communications relationships.
information with peers. [PCCS02] to peers. [PCCS02-­10P] [PCCS02-­E10]
(P) Uses appropriate communications techniques to Records showing improvements to peer-­level
ensure a common understanding of information received communications through changes have made.
from peers. [PCCS02-­20P] [PCCS02-­E20]
(P) Recognizes differing levels of effectiveness of Records showing improved effectiveness through changes
communications with different peers and how these can peer-­level communications approaches. [PCCS02-­E30]
be improved over time. [PCCS02-­30P]
3 Fosters positive relationships through (P) Recognizes that the quality (or positively) of different Records showing improved personal stakeholder
effective communications. [PCCS03] stakeholder relationships manifests itself through relationships over time and can illustrate how this was
communications. [PCCS03-­10P] achieved. [PCCS03-­E10]
(P) Uses appropriate communications techniques to Records showing improved stakeholder relationship(s)
ensure a positive relationships with peers. [PCCS03-­20P] through improved personal stakeholder communications.
[PCCS03-­E20]
(P) Recognizes different levels of effectiveness with Records showing improved effectiveness through changes
stakeholder relationships and how these can be improved peer-­level communications approaches. [PCCS03-­E30]
over time. [PCCS03-­30P]
4 Uses appropriate communications techniques (P) Recognizes why different communications strategies Records of distinct communications selected for different
to interact with others, depending on the may have different levels of effectiveness. [PCCS04-­10P] stakeholders and rationale. [PCCS04-­E10]
nature of the relationship. [PCCS04]
(A) Selects appropriate communications mechanisms for Records demonstrating a modified communications
different peer-­level relationships in their role, depending mechanism used for one or more stakeholders in order to
on the nature of the relationship. [PCCS04-­20A] improve interactions with them. [PCCS04-­E20]
(P) Uses appropriate communications strategies to Records demonstrating improved stakeholder
communicate with different stakeholders, depending on communication strategies with different stakeholders,
the nature of the relationship. [PCCS04-­30P] depending on the nature of the relationship. [PCCS04-­E30]

228
5 Fosters trust through openness and (A) Identifies different personal stakeholder relationships Records demonstrating personal stakeholder relationships
transparency in communication. [PCCS05] with differing levels of trust or openness with rationale as with differing perceived levels of trust or openness.
to why this might have occurred. [PCCS05-­10A] [PCCS05-­E10]
(P) Fosters trust in one or more relationships over time. Records illustrating how personal stakeholder relationship
[PCCS05-­20P] trust or openness has improved over time through
communications approaches. [PCCS05-­E20]
(P) Fosters improved trust in one or more relationships Records demonstrating improved stakeholder relationship
over time. [PCCS05-­30P] over time. [PCCS05-­E30]
6 Uses active listening techniques to clarify (P) Recognizes techniques associated with “active Records demonstrating use of “active listening” techniques.
understanding of information or views. listening.” [PCCS06-­10P] [PCCS06-­E10]
[PCCS06]
(P) Uses some active listening techniques to clarify Records demonstrating clarification of stakeholder points
information or views. [PCCS06-­20P] of view through use of active listening. [PCCS06-­E20]
7 Develops own understanding of this (A) Identifies potential gaps in own knowledge or Records of Continual Professional Development (CPD)
competency area through Continual development needs in this area, identifying opportunities performed and learning outcomes. [PCCS07-­E10]
Professional Development (CPD). [PCCS07] to address these through continual professional
development activities. [PCCS07-­10A]
(A) Performs continual professional development
activities to improve their knowledge and understanding
in this area. [PCCS07-­20A]
(A) Records continual professional development
activities undertaken including learning or insights
gained. [PCCS07-­30A]

229
Practitioner – Professional: Communications
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Supervised Practitioner level) contribution to activities performed, or professional
behaviors applied
1 Uses a governing communications plan and (A) Follows a governing communications plan and using Communications plan(s) they have been required to
appropriate tools to control communications. appropriate tools to control project communications. use for differing stakeholder groups. [PCCP01-­E10]
[PCCP01] [PCCP01-­10A]
(P) Recognizes situations where deviation from published Published communications plans and processes have
communications plans and processes or clarification from been deviated from in order to overcome
others is appropriate in order to overcome complex communication challenges. [PCCP01-­E20]
communications challenges. [PCCP01-­20P]
(P) Recognizes situations where existing communications Published communications strategies, processes, plans,
strategy, process, plan or tools require formal change, liaising or tools have been deviated from in order to overcome
with stakeholders to gain approval as necessary. [PCCP01-­30P] communication challenges. [PCCP01-­E30]
2 Uses appropriate communications techniques to (P) Uses appropriate communications techniques to ensure a Personal communications demonstrating differing
ensure a shared understanding of information shared understanding of information delivered to project strategies used for differing different stakeholder
with all project stakeholders. [PCCP02] stakeholders. [PCCP02-­10P] groups. [PCCP02-­E10]
(P) Uses appropriate communications techniques to ensure a Personal communications demonstrating differing
common understanding of information received from project effectiveness levels for differing different stakeholder
stakeholders. [PCCP02-­20P] groups and changes over time to improve effectiveness
where appropriate. [PCCP02-­E20]
(P) Recognizes differing levels of effectiveness of Records demonstrating improved effectiveness of differing
communications with different stakeholders and how these stakeholder communications through an improvement in
can be improved over time. [PCCP02-­30P] communication approach. [PCCP02-­E30]
3 Uses appropriate communications techniques (A) Identifies differing quality (or positivity) of stakeholder Personal communications demonstrating the link
to ensure positive relationships are relationships as a result of examining communications with between the method used and the quality of
maintained. [PCCP03] them. [PCCP03-­10A] stakeholder relationships. [PCCP03-­E10]
(P) Fosters improvements to poor stakeholder relationships Related personal communications demonstrating how
over time through improved communications. [PCCP03-­20P] a relationship with particular stakeholder was
improved over time through appropriate
communications strategy. [PCCP03-­E20]
(P) Fosters maintenance of good stakeholder relationships Records (e.g. from Human Resources department)
through effective communications. [PCCP03-­30P] indicating good communications skills in this area.
[PCCP03-­E30]
4 Uses appropriate communications techniques to (P) Uses the concept of “diplomatic language” in relation to Personal communications demonstrating the successful
express alternate points of view in a diplomatic communications with stakeholders listing the diplomatic presentation of alternate or challenging
manner using the appropriate means of communications techniques involved. [PCCP04-­10P] stakeholder viewpoints. [PCCP04-­E10]
communication. [PCCP04]

230
 (P) Uses alternate viewpoints diplomatically in order to Alternate viewpoints have been used diplomatically in
achieve a positive outcome. [PCCP04-­20P] order to achieve a positive outcome. [PCCP04-­E20]
(P) Uses appropriate diplomatic language to communicate Diplomatic language has been used appropriately to
alternate stakeholder viewpoints with a positive outcome. communicate alternate stakeholder viewpoints with
[PCCP04-­30P] positive outcomes. [PCCP04-­E30]
5 Fosters a communicating culture by finding (P) Recognizes why alternate language and communication Personal communications demonstrating the deliberate
appropriate language and communication styles (augmented where necessary) were adopted for adoption of alternative language or communication
styles, augmenting where necessary to avoid communications, with a positive outcome. [PCCP05-­10P] styles for differing audiences. [PCCP05-­E10]
misunderstanding. [PCCP05]
(A) Identifies situations where alternate language and Records (e.g. from Human Resources department)
communication styles require adoption in order to communicate indicating good communications skills in this area.
with a positive outcome. [PCCP05-­20A] [PCCP05-­E20]
(P) Uses alternate language and communication styles for Alternate language and communication styles have
communications, with a positive outcome. [PCCP05-­30P] been used for communications with a positive
outcome. [PCCP05-­E30]
6 Uses appropriate communications techniques to (P) Recognizes reinforced message content used to express Personal communication(s) and associated feedback
express own thoughts effectively and effective communications. [PCCP06-­10P] demonstrating that the communicated message was
convincingly in order to reinforce the content of delivered effectively and convincingly. [PCCP06-­E10]
the message. [PCCP06]
Records (e.g. from Human Resources department)
indicating good communications skills in this area.
[PCCP06-­E20]
7 Uses full range of active listening techniques (A) Identifies project situations where active listening helps to Personal communication(s) demonstrating improved
to clarify information or views. [PCCP07] confirm an idea and improve understanding. [PCCP07-­10A] understanding through active listening approach.
[PCCP07-­E10]
(P) Uses full range of active listening techniques to clarify Records (e.g. from Human Resources department)
information or views. [PCCP07-­20P] indicating good communications skills in this area.
[PCCP07-­E20]
8 Uses appropriate feedback techniques to (A) Identifies project situations where feedback helps confirm Personal communications which requested feedback to
verify success of communications. [PCCP08] that a communication was correctly understood. confirm understanding improved understanding.
[PCCP08-­10A] [PCCP08-­E10]
(A) Elicits feedback to confirm that a communication was Records (e.g. from Human Resources department)
correctly understood by all recipients. [PCCP08-­20A] indicating good communications skills in this area.
[PCCP08-­E20]
(P) Adapts communications techniques where feedback (or Records showing how they adapted communications
lack of feedback) necessitates in order to improve future techniques as a result of feedback, which resulted in
communications. [PCCP08-­30P] improved communications. [PCCP08-­E30]
(Continued)

231
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Supervised Practitioner level) contribution to activities performed, or professional
behaviors applied
9 Guides new or supervised Systems (P) Guides new or supervised practitioners in executing Organizational Breakdown Structure showing their
Engineering practitioners in Communications activities, which form part of this competency. responsibility for technical supervision in this area.
techniques in order to develop their [PCCP09-­10P] [PCCP09-­E10]
knowledge, abilities, skills, or associated
behaviors. [PCCP09]
(A) Trains individuals to an “Awareness” level in this On-­the-­job training objectives/guidance.
competency area. [PCCP09-­20A] [PCCP09-­E20]
Coaching or mentoring assignment records.
[PCCP09-­E30]
Records highlighting their impact on another
individual in terms of improvement or professional
development in this competency. [PCCP09-­E40]
10 Maintains and enhances own competence in (A) Identifies potential development needs in this area, Records of Continual Professional Development
this area through Continual Professional identifying opportunities to address these through continual (CPD) performed and learning outcomes.
Development (CPD) activities. [PCCP10] professional development activities. [PCCP10-­10A] [PCCP10-­E10]
(A) Performs continual professional development activities to
maintain and enhance their competency in this area.
[PCCP10-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained.
[PCCP10-­30A]

232
Lead Practitioner – Professional: Communications
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Practitioner level) contribution to activities performed, or professional
behaviors applied
1 Creates enterprise-­level policies, procedures, (A) Analyzes enterprise need for systems engineering Records showing their role in embedding systems
guidance, and best practice for systems communications policies, processes, tools, or guidance. engineering communications into enterprise policies
engineering communications, including [PCCL01-­10A] (e.g. guidance introduced at enterprise level, enterprise -­level
associated tools. [PCCL01] review minutes). [PCCL01-­E10]
(A) Creates enterprise policies, procedures or guidance Procedures they have written. [PCCL01-­E20]
for systems engineering communications activities.
[PCCL01-­20A]
(A) Selects and acquires appropriate tools supporting Records of support for tool introduction. [PCCL01-­E30]
systems engineering communications activities.
[PCCL01-­30A]
2 Uses best practice communications techniques (A) Develops own state-­of-­the-­art communications skills Records demonstrating personal use of various
to improve the effectiveness of Systems in order to communicate more effectively with communication(s) techniques and associated feedback
Engineering activities across the enterprise. stakeholders across the enterprise. [PCCL02-­10A] indicating effectiveness. [PCCL02-­E10]
[PCCL02]
(P) Adapts best practice techniques to communicate Records demonstrating personal communications to a
more effectively with different stakeholders or variety of diverse stakeholders across the enterprise.
stakeholder groups across the enterprise. [PCCL02-­20P] [PCCL02-­E20]
Records (e.g. from Human Resources department) indicating
excellent communications skills, highlighting this area.
[PCCL02-­E30]
3 Maintains positive relationships across the (A) Identifies challenging situations requiring Records of personal communication(s) in challenging
enterprise through effective communications communications in order to positively impact situations, with positive outcomes. [PCCL03-­E10]
in challenging situations, adapting as stakeholder relationships. [PCCL03-­10A]
necessary to achieve communications clarity
or to improve the relationship. [PCCL03]
(A) Identifies the need for different communications Records demonstrating adaptation of personal
styles in challenging situations. [PCCL03-­20A] communication(s) styles to reflect differing situations, with
positive outcomes. [PCCL03-­E20]
(P) Uses differing communications styles to improve Records (e.g. from Human Resources department) indicating
clarity for different audiences in challenging excellent communications skills, highlighting this area.
circumstances. [PCCL03-­30P] [PCCL03-­E30]

233
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Practitioner level) contribution to activities performed, or professional
behaviors applied
4 Uses effective communications techniques to (A) Identifies challenging situations where effective Records demonstrating personal communication(s), which
convince stakeholders across the enterprise to communications are required in order to persuade and persuaded stakeholders to reach consensus in a challenging
reach consensus in challenging situations. convince stakeholders to reach consensus. situation. [PCCL04-­E10]
[PCCL04] [PCCL04-­10A]
(P) Uses effective communications to persuade and Records (e.g. from Human Resources department) indicating
convince stakeholders to reach consensus in challenging excellent communications skills, highlighting this area.
situations. [PCCL04-­20P] [PCCL04-­E20]
5 Uses a proactive style, building consensus (A) Identifies situations requiring a proactive approach Records of support for novel idea or technique.
among stakeholders across the enterprise using to build consensus among stakeholders communications. [PCCL05-­E10]
techniques supporting the verbal messages [PCCL05-­10A]
(e.g. nonverbal communication). [PCCL05]
(A) Identifies situations requiring supplementary Records (e.g. from Human Resources department) indicating
communications techniques (e.g. nonverbal communications) excellent communications skills, highlighting this area.
to build consensus among stakeholders. [PCCL05-­20A] [PCCL05-­E20]
(P) Uses a proactive approach to build consensus among
stakeholders communications. [PCCL05-­30P]
(P) Uses supplementary techniques (e.g. nonverbal
communications) to build consensus among
stakeholders. [PCCL05-­40P]
6 Adapts communications techniques or expresses (A) Identifies situations requiring reformulation of Records demonstrating personal communication(s) to key
ideas differently to improve effectiveness of existing communications to improve understanding. stakeholders where their own communications were
communications to stakeholders across the [PCCL06-­10A] reformulated and clarified to improve understanding.
enterprise, by changing language, content, or [PCCL06-­E10]
style. [PCCL06]
(A) Adapts existing communications, reformulating or Records (e.g. from Human Resources department) indicating
feeding back to originators in order to successfully excellent communications skills, highlighting this area.
clarify and improve understanding. [PCCL06-­20A] [PCCL06-­E20]
(A) Identifies situations requiring direct feedback to
stakeholders or team. [PCCL06-­30A]
7 Reviews ongoing communications across the (P) Uses supplementary communications techniques Records (e.g. from Human Resources department) indicating
enterprise, anticipating and mitigating (e.g. nonverbal communications) to build consensus excellent communications skills, highlighting this area.
potential problems. [PCCL07] among stakeholders. [PCCL07-­10P] [PCCL07-­E10]
(A) Determines actions to mitigate potential
communications problems. [PCCL07-­20A]
(P) Acts proactively to mitigate identified communications
problems. [PCCL07-­30P]

234
 (P) Uses supplementary communications techniques
(e.g. nonverbal communications) to build consensus
among stakeholders. [PCCL07-­40P]
8 Fosters the wider enterprise vision, (A) Proposes contributions to the overall vision for the Records demonstrating personal contribution to enterprise
communicating it successfully across the enterprise. [PCCL08-­10A] communications vision. [PCCL08-­E10]
enterprise. [PCCL08]
(P) Communicates the vision across the enterprise. Records demonstrating activities associated with
[PCCL08-­20P] communicating the enterprise vision to others.
[PCCL08-­E20]
(P) Acts to explain the rationale for the enterprise vision.
[PCCL08-­30P]
9 Coaches or mentors practitioners across the (P) Coaches or mentors practitioners across the Coaching or mentoring assignment records. [PCCL09-­E10]
enterprise, or those new to this competency are enterprise in competency-­related techniques,
in order to develop their knowledge, abilities, recommending development activities. [PCCL09-­10P]
skills, or associated behaviors. [PCCL09]
(A) Develops or authorizes enterprise training materials Records of formal training courses, workshops, seminars,
in this competency area. [PCCL09-­20A] and authored training material supported by successful
post-­training evaluation data. [PCCL09-­E20]
(A) Provides enterprise workshops/seminars or training Listing as an approved organizational trainer for this
in this competency area. [PCCL09-­30A] competency area. [PCCL09-­E30]
10 Develops expertise in this competency area (A) Identifies own needs for further professional Records of Continual Professional Development (CPD)
through specialist Continual Professional development in order to increase competence beyond performed and learning outcome. [PCCL10-­E10]
Development (CPD) activities. [PCCL10] practitioner level. [PCCL10-­10A]
(A) Performs professional development activities in order to
move own competence toward expert level. [PCCL10-­20A]
(A) Records continual professional development
activities undertaken including learning or insights
gained. [PCCL10-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party-­generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by senior management in current organization as an expert in this competency area
b. Evidence of role as Product/System Design Authority or Technical Authority on a complex project with responsibilities in this area or where skills within
this competency area were used
c. Recognized as an authorizing signatory on behalf of enterprise for formal documentation in this competency area (e.g. policies, processes, and deliverables)
d. Formal commendation or award within own enterprise for contribution or item of work successfully performed, which required proficiency in this competency area
e. Customer, Supplier, or other external project-­specific key Stakeholder accolades for specific work performed in this competency area
f. Independently assessed or accredited work in this competency area (e.g. for independent publication or use)
g. Formal organizational HR records positively highlighting any specific professional competencies or behaviors identified (if applicable) plus any of the
evidence indicators listed at Expert level below

235
Expert – Professional: Communications
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Lead Practitioner level) contribution to activities performed, or professional
behaviors applied
1 Communicates own knowledge and (A) Produces papers, seminars, or presentations outside own Papers or books published on new technique in refereed
experience in Communications Techniques enterprise for publication in order to share own ideas and journals/company literature. [PCCE01-­E10]
in order to improve best practice beyond the improve industry best practices in this competence area.
enterprise boundary. [PCCE01] [PCCE01-­10A]
(P) Fosters incorporation of own ideas into industry best Papers published in refereed journals or internal literature
practices in this area. [PCCE01-­20P] proposing new practices in this competence area (or
presentations, tutorials, etc.). [PCCE01-­E20]
(P) Develops guidance materials identifying new (or updating Records of own proposals adopted as industry best
existing) best practice in this competence area. [PCCE01-­30P] practices in this competence area. [PCCE01-­E30]
2 Advises organizations beyond the enterprise (P) Advises key stakeholders on how communications Records of advice provided on the suitability of
boundary on the suitability of their strategies, plans, processes, or tools may differ from communications strategies, plans, processes, or tools.
approach to communications. [PCCE02] organization to organization. [PCCE02-­10P] [PCCE02-­E10]
(A) Advises beyond the enterprise boundary on the suitability
of current or proposed communications strategies, plans,
processes, or tools. [PCCE02-­20A]
3 Fosters a collaborative learning, listening (A) Identifies situations requiring a collaborative learning Records demonstrating personal contribution to the
atmosphere among key stakeholders beyond and listening atmosphere between stakeholders beyond the development of a collaborative relationship with key
the enterprise boundary. [PCCE03] enterprise boundary. [PCCE03-­10A] stakeholders. [PCCE03-­E10]
(P) Fosters a collaborative atmosphere with beyond the
enterprise boundary with measurable success. [PCCE03-­20P]
4 Advises organizations beyond the enterprise (A) Identifies complex or sensitive matters needing sensitive Records of advice provided on complex or sensitive
boundary on complex or sensitive communication of advice. [PCCE04-­10A] matters affecting Systems Engineering together with
communications-­related matters affecting evidence that the issues advised on were by their nature
Systems Engineering. [PCCE04] either complex or sensitive. [PCCE04-­E10]
(A) Conducts communications on complex or sensitive issues
with sensitivity. [PCCE04-­20A]
(P) Conducts sensitive negotiations communicating about a
highly complex system but making limited use of specialized,
technical terminology. [PCCE04-­30P]
(A) Uses a holistic approach to complex issue resolution
including balanced, rational arguments on way forward.
[PCCE04-­40A]
(A) Communicates complex or sensitive advice successfully
to beyond the enterprise boundary. [PCCE04-­50A]
5 Champions the introduction of novel (A) Analyzes different approaches across different domains Records of activities promoting research and need to
techniques and ideas in “communications,” through research. [PCCE05-­10A] adopt novel technique or ideas. [PCCE05-­E10]
beyond the enterprise boundary, in order to
develop the wider Systems Engineering
community in this competency. [PCCE05]

236
 (A) Produces reports for the wider SE community on the Records of improvements made to process and appraisal
effectiveness of new techniques after their introduction. against a recognized process improvement model.
[PCCE05-­20A] [PCCE05-­E20]
(P) Collaborates with those introducing novel techniques Research records. [PCCE05-­E30]
within the wider SE community. [PCCE05-­30P]
(A) Defines novel approaches that could potentially improve Published papers in refereed journals/company literature.
the wider SE discipline. [PCCE05-­40A] [PCCE05-­E40]
(P) Fosters awareness of these novel techniques within the Records showing introduction of enabling systems
wider SE community. [PCCE05-­50P] supporting the new techniques or ideas. [PCCE05-­E50]
6 Coaches individuals beyond the enterprise (P) Coaches or mentors individuals beyond the enterprise Coaching or mentoring assignment records.
boundary in Communications techniques, boundary, in competency-­related techniques, recommending [PCCE06-­E10]
in order to further develop their knowledge, development activities. [PCCE06-­10P]
abilities, skills, or associated behaviors.
[PCCE06]
(A) Develops or authorizes training materials in this Records of formal training courses, workshops, seminars,
competency area, which are subsequently successfully and authored training material supported by successful
delivered beyond the enterprise boundary. [PCCE06-­20A] post-­training evaluation data. [PCCE06-­E20]
(A) Provides workshops/seminars or training in this Records of Training/workshops/seminars created
competency area for practitioners or lead practitioners supported by successful post-­training evaluation data.
beyond the enterprise boundary (e.g. conferences and open [PCCE06-­E30]
training days). [PCCE06-­30A]
7 Maintains expertise in this competency area (A) Reviews research, new ideas, and state of the art to identify Records of documents reviewed and insights gained as
through specialist Continual Professional relevant new areas requiring personal development in order to part of own research into this competency area.
Development (CPD) activities. [PCCE07] maintain expertise in this competency area. [PCCE07-­10A] [PCCE07-­E10]
(A) Performs identified specialist professional development Records of Continual Professional Development (CPD)
activities in order to maintain or further develop competence performed and learning outcomes. [PCCE07-­E20]
at expert level. [PCCE07-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained. [PCCE07-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party-­generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by a reputable external organization as an expert in this competency area
b. Evidence of role as independent assessor or reviewer on project outside own organization where skills in this competency area were used
c. Evidence of invitation(s) from wider community for contribution of systems engineering expertise in this area (e.g. industry conference panel, government
advisory board etc. cross-­industry working groups, partnerships, accredited advanced university courses or research, or as part of professional institute)
d. Formal commendation beyond the enterprise (e.g. by INCOSE or other recognized authority) for work performed in this competency area
e. Independently assessed or accredited work product in this competency area (e.g. for independent publication or use)
f. Accolades of expertise in this area from recognized industry leaders

237
Competency area – Professional: Ethics and Professionalism
Description
Professional ethics encompass the personal, organizational, and corporate standards of behavior expected of systems engineers. Professional ethics also encompasses the use
of specialist knowledge and skills by systems engineers when providing a service to the public. Overall, competence in ethics and professionalism can be summarized by a
personal commitment to professional standards, recognizing obligations to society, the profession and the environment.
Why it matters
Systems engineers are routinely trusted to apply their skills, make judgments, and to reach unbiased, informed and potentially significant decisions because of their
specialized knowledge and skills. It is important that the professional systems engineer always acts ethically, in order to maintain trust, ensure professional standards are
upheld, and that their wider obligations to society, and the environment are met.
Possible contributory types of evidence
Any combination of the types of evidence may be acceptable (depending on how the Framework is tailored and used). The evidence items identified at each level indicate
example work products only. Contributions to work products will generally differ at each proficiency level.
Learning and development
The INCOSE Professional Development Portal provides example guidance on how to gain an initial awareness of a competency area and options for developing further
competence thereafter.

Awareness – Professional: Ethics and Professionalism

ID Indicators of Competence Relevant knowledge sub-­indicators
1 Explains why Systems Engineering has a social significance. (K) Explains why the social significant of Systems Engineering relates to ethics and
[PEPA01] professionalism. [PEPA01-­10K]
(K) Explains why Systems Engineering has a social significance. [PEPA01-­20K]
2 Describes applicable codes of conduct for professional systems engineers (K) Explains the rational for publishing a company code of ethics. [PEPA02-­10K]
including institutional or company codes of conduct. [PEPA02]
(K) Explains the code of ethics of their employer or a professional organization to which they
belong. [PEPA02-­20K]
3 Lists typical safety standards and requirements. [PEPA03] (K) Explains the rationale for ensuring independence in safety assessment and auditing.
[PEPA03-­10K]
(K) Describes the safety process and standards of their employer or a professional organization to
which they belong. [PEPA03-­20K]
(K) Explains the difference and similarities between personal safety (e.g. health and safety at
work) and product safety. [PEPA03-­30K]
(K) Explains the ethics and professionalism that may be required to achieve personal safety (e.g.
health and safety at work) and product safety. [PEPA03-­40K]
4 Explains why security has become increasingly important general (K) Describes how different security perspectives (e.g. national, organizational, and product,
requirement in the development of systems and provides examples. individual) can potentially impact system development. [PEPA04-­10K]
[PEPA04]

238
 (K) Explains the rationale for ensuring independence in security assessment and auditing.
[PEPA04-­20K]
(K) Explains how ethical and professionalism may need to be considered when ensuring security
concerns are addressed. [PEPA04-­30K]
5 Explains why there is a need to undertake engineering activities in a (K) Explains the term “sustainable” and why there is a need to undertake engineering activities
way that contributes to sustainable, environmentally sound in a way that contributes to sustainable development. [PEPA05-­10K]
development and the relationship these have with the economic
sustainability of a system. [PEPA05]
(K) Explains the term “environmental sustainability” and why there is a need to undertake all
engineering activities in a way that considers their environmental impact. [PEPA05-­20K]
(K) Explains the relationship between sustainability, the environment and economic viability.
[PEPA05-­30K]
(K) Describes their company’s policy relating to sustainable development. [PEPA05-­40K]
(K) Describes their company’s policies relating to environment. [PEPA05-­50K]
6 Explains why there is a need to undertake engineering activities in a (K) Explains why there is a need to undertake engineering activities in a way that considers
way that considers diversity, equality, and inclusivity, and provides diversity, equality, and inclusivity. [PEPA06-­10K]
examples. [PEPA06]
(K) Describes their company’s policy on diversity, equality and inclusivity. [PEPA06-­20K]
7 Explains why it is necessary to develop, plan, carry out, and record (K) Explains why it is necessary to undertake Continued Professional Development (CPD) in
Continued Professional Development (CPD) in order to maintain order to maintain and enhance competence in own area of practice. [PEPA07-­10K]
and enhance competence in own area of practice. [PEPA07]
(K) Describes their organization’s approach to professional development. [PEPA07-­20K]
(K) Explains why it is necessary to develop, plan, carry out, and record Continued Professional
Development (CPD). [PEPA07-­30K]
8 Explains why Systems Engineering has a relationship to ethics and (K) Explains why Systems Engineering has a social significance. [PEPA08-­10K]
professionalism. [PEPA08]
(K) Explains why the social significant of Systems Engineering relates to ethics and
professionalism. [PEPA08-­20K]
(K) Explains why systems engineers have a responsibility to act in an ethical manner.
[PEPA08-­30K]
(K) Explains potential consequences of systems engineers acting in an ethical manner.
[PEPA08-­40K]
(K) Explains potential consequences of systems engineers not acting in an ethical manner.
[PEPA08-­50K]

239
Supervised Practitioner – Professional: Ethics and Professionalism
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Awareness level) contribution to activities performed, or professional
behaviors applied
1 Complies with applicable codes of professional (A) Follows guidance received when using professional or Records of professional or ethical codes used to control
conduct within the enterprise. [PEPS01] ethical codes to plan and control their own professional activities. [PEPS01-­E10]
activities. [PEPS01-­10A]
(A) Complies with applicable codes of professional Records of compliance with applicable codes of
conduct within the enterprise, seeking guidance if professional conduct within the enterprise. [PEPS01-­E20]
required. [PEPS01-­20A]
(A) Communicates any breaches of code of conduct as Records of communication for any breaches of code of
required. [PEPS01-­30A] conduct. [PEPS01-­E30]
(P) Uses ethical judgement to challenge issues and Records of using ethical judgement to challenge issues
situations. [PEPS01-­40P] and situations. [PEPS01-­E40]
2 Follows safe systems principles at work, by (K) Defines the key concepts of applying safe systems of Records of actions to apply safe systems of work or
interpreting relevant health, safety, and welfare work. [PEPS02-­10K] guidance sought. [PEPS02-­E10]
processes, legislation, and standards seeking
guidance if required. [PEPS02]
(K) Lists potential health, safety and welfare hazards that Records of actions to maintain safe systems of work or
might be present at work. [PEPS02-­20K] guidance sought. [PEPS02-­E20]
(A) Complies with relevant safety, health and employment
frameworks and legislation. [PEPS02-­30A]
(P) Acts to maintain safe systems of work, seeking
guidance if required. [PEPS02-­40P]
3 Follows systems security principles at work, by (K) Lists potential areas where security risks or issues Records demonstrating acceptance of or compliance with
interpreting relevant security processes, might exist within the organization, the project and for security requirements at work. [PEPS03-­E10]
legislation, and standards seeking guidance if individuals. [PEPS03-­10K]
required. [PEPS03]
(K) Identifies relevant legislation covering these areas. Records of actions taken to ensure or maintain security of
[PEPS03-­20K] own project work or guidance sought. [PEPS03-­E20]
(A) Complies with relevant security frameworks and
legislation. [PEPS03-­30A]
(P) Acts to ensure or maintain security in their own activities
at work, seeking guidance if required. [PEPS03-­40P]

240
4 Acts to ensure their own activities are (K) Explains the merits of providing a visible example for Records of taking on personal responsibility for ensuring
performed in a way that contributes to others regarding sustainable development. [PEPS04-­10K] their own activities are performed in a way that contributes
sustainable development. [PEPS04] to sustainable development. [PEPS04-­E10]
(P) Acts to take on personal responsibility for ensuring
their own activities are performed in a way that contributes
to sustainable development. [PEPS04-­20P]
5 Acts to ensure their own activities are (K) Explains the potential areas where their system Records of actions performed in a way that considered and
conducted in a way that reduces their development activities impact the environment. reduced environmental impact. [PEPS05-­E10]
environmental impact. [PEPS05] [PEPS05-­10K]
(P) Acts to take on personal responsibility for ensuring their own
activities reduce impact on the environment. [PEPS05-­20P]
6 Acts to take on personal responsibility for (K) Explains the principles of diversity, equality, and Records of activities performed, which considered
ensuring their own activities consider diversity, inclusivity. [PEPS06-­10K] diversity, equality, and inclusivity. [PEPS06-­E10]
equality, and inclusivity. [PEPS06]
(P) Acts to take on personal responsibility for ensuring
their own activities consider diversity, equality, and
inclusivity. [PEPS06-­20P]
7 Proposes changes to the project or organization (K) Explains how creativity and innovation may be Records of organizational changes proposed to maintain
which maintain and enhance the quality of the important when considering changes to the organization or enhance the quality of the environment and community
environment and community and meet financial which maintain and enhance the quality of the and meet financial objectives. [PEPS07-­E10]
objectives. [PEPS07] environment and community, and meet financial
objectives. [PEPS07-­10K]
(K) Explains the importance of enhancing the quality of
the environment and community while also meeting
financial objectives. [PEPS07-­20K]
(A) Proposes changes to the organization, which maintain
and enhance the quality of the environment and
community and meet financial objectives. [PEPS07-­30A]
8 Maintains personal continual development (K) Explains the importance of continual personal Records of personal professional development plans.
records and plans. [PEPS08] development and record keeping. [PEPS08-­10K] [PEPS08-­E10]
(K) Explains the link between personal development and Records of professional development activities.
awareness of community standards and expectation. [PEPS08-­E20]
[PEPS08-­20K]
(A) Maintains a plan for personal professional development.
[PEPS08-­30A]
(A) Maintains a record of professional development
activities. [PEPS08-­40A]
(Continued)

241
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Awareness level) contribution to activities performed, or professional
behaviors applied
9 Acts with integrity when fulfilling own (K) Describes everyday issues and situations where Records of actions taken with integrity when fulfilling
responsibilities. [PEPS09] integrity may be demonstrated. [PEPS09-­10K] own responsibilities, seeking guidance when appropriate.
[PEPS09-­E10]
(K) Describes situations or difficult issues that would
challenge integrity. [PEPS09-­20K]
(P) Acts with integrity when fulfilling own responsibilities,
seeking guidance when appropriate. [PEPS09-­30P]
10 Acts ethically when fulfilling own (K) Describes situation demonstrating the exercise of Records of actions taken ethically when fulfilling own
responsibilities. [PEPS10] responsibilities in an ethical manner. [PEPS10-­10K] responsibilities, seeking guidance when appropriate.
[PEPS10-­E10]
(K) Describes situations where guidance may be needed to
exercise responsibilities in an ethical manner.
[PEPS10-­20K]
(P) Acts ethically when fulfilling own responsibilities,
seeking guidance when appropriate. [PEPS10-­30P]
11 Develops own understanding of this (A) Identifies potential gaps in own knowledge or Records of Continual Professional Development (CPD)
competency area through Continual development needs in this area, identifying opportunities performed and learning outcomes. [PEPS11-­E10]
Professional Development (CPD). [PEPS11] to address these through continual professional
development activities. [PEPS11-­10A]
(A) Performs continual professional development
activities to improve their knowledge and understanding in
this area. [PEPS11-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained.
[PEPS11-­30A]

242
Practitioner – Professional: Ethics and Professionalism
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Supervised Practitioner level) contribution to activities performed, or professional
behaviors applied
1 Follows governing ethics and professionalism (A) Follows governing guidance to address ethical, Records of ethics guidance they have been required to use
guidance, adapting as required to address new professionalism, or career development matters. for differing stakeholder groups. [PEPP01-­E10]
situations if required. [PEPP01] [PEPP01-­10A]
(P) Recognizes situations where deviation from published Records of the use of differing professional development
guidance or clarification from others is appropriate in order tools or methods. [PEPP01-­E20]
to overcome complex ethical or professionalism challenges.
[PEPP01-­20P]
(P) Recognizes situations where existing guidance requires Records of recognizing situations where existing guidance
formal change, liaising with stakeholders to gain approval required formal change and liaising with stakeholders to
as necessary. [PEPP01-­30P] gain approval. [PEPP01-­E30]
2 Acts to ensure safe systems are used at work, (A) Identifies potential hazards and work-­related health, Records of the hazard identification and risk management
by interpreting relevant health, safety, and safety, and welfare risks. [PEPP02-­10A] work products discussed, and the names of enterprise leaders
welfare legislation and standards. [PEPP02] aware of the individual’s involvement. [PEPP02-­E10]
(A) Performs risk management to eliminate or mitigate Records of compliance with health, safety, and welfare
health, safety, and welfare risks n. [PEPP02-­20A] requirements. [PEPP02-­E20]
(P) Fosters compliance with relevant safety, health, and Records of identifying hazards and work-­related health,
employment frameworks and legislation at work. [PEPP02-­30P] safety, and welfare risks. [PEPP02-­E30]
(P) Acts promptly to address potential issues in health, Records of performing risk management to eliminate or
safety, or welfare within their scope of responsibility. mitigate health, safety, and welfare risks. [PEPP02-­E40]
[PEPP02-­40P]
Records of actions to address potential issues in health, safety,
or welfare within their scope of responsibility. [PEPP02-­E50]
3 Acts to promote consideration and (A) Identifies potential security risks on their project. Records of the security risk management work products,
elimination of security issues or threats [PEPP03-­10A] and the names of enterprise leaders aware of the
across project activities. [PEPP03] individual’s involvement. [PEPP03-­E10]
(A) Performs risk management to eliminate or mitigate Records showing acceptance of or compliance with
security risks on their project. [PEPP03-­20A] security requirements. [PEPP03-­E20]
(A) Fosters compliance with relevant security frameworks Records of performing risk management to identify,
and legislation on their project. [PEPP03-­30A] eliminate, or mitigate security risks. [PEPP03-­E30]
(P) Acts promptly to address potential security threats or
issues within their scope of responsibility. [PEPP03-­40P]
4 Ensures compliance with relevant workplace (A) Ensures project activities comply with all relevant Records of work products created to satisfy employment or
social and employment legislation and regulatory employment regulatory frameworks and legislation. other social regulatory frameworks or legislation discussed.
framework across the project. [PEPP04] [PEPP04-­10A] [PEPP04-­E10]
(Continued)

243
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Supervised Practitioner level) contribution to activities performed, or professional
behaviors applied
(A) Ensures project activities comply with all relevant Records of work products created in support of diversity,
social regulatory frameworks and legislation. [PEPP04-­20A] equality and/or inclusivity. [PEPP04-­E20]
(A) Ensures project activities comply with all relevant
diversity, equality, and inclusivity regulatory frameworks
and legislation. [PEPP04-­30A]
5 Fosters a sustainable development, taking (A) Acts to promote the need for sustainability on their Records of own work to promote sustainability on their
personal responsibility to promote this area in project. [PEPP05-­10A] project. [PEPP05-­E10]
project activities. [PEPP05]
(A) Prepares information highlighting potential areas Records of the work products created which contribute to
where sustainable engineering could be improved. sustainable development within their organization or
[PEPP05-­20A] domain. [PEPP05-­E20]
(A) Maintains awareness of sustainable development needs Records of maintaining a sustainable development in their
in their project. [PEPP05-­30A] project or beyond. [PEPP05-­E30]
6 Fosters an environmentally sound approach to (A) Acts to promote environmental awareness on their Records of own work to promote environmental awareness
project activities, taking personal responsibility project. [PEPP06-­10A] on their project. [PEPP06-­E10]
to promote environmental and community
considerations in project activities. [PEPP06]
(A) Maintains awareness of environmental issues in their Records of the work products created which contribute to
project. [PEPP06-­20A] sustainable development within their organization or
domain. [PEPP06-­E20]
(A) Prepares information highlighting potential areas where Records of maintaining a sustainable development in their
environmental considerations could be addressed on their project or beyond. [PEPP06-­E30]
project, or their treatment improved. [PEPP06-­30A]
(A) Identifies changes which enhance the quality of the Records of the work products created, which resulted in project,
project environment and community while still meeting or organization changes, which maintained and enhanced the
financial objectives. [PEPP06-­40A] quality of the environment and community. [PEPP06-­E40]
(P) Acts creatively and innovatively when performing own Records of actions taken creatively and innovatively when
activities to improve quality of the environment and performing own activities to improve quality of the
community. [PEPP06-­50P] environment and community. [PEPP06-­E50]
(A) Identifies wider enterprise-­level challenges that could Records of identifying wider enterprise-­level challenges,
improve quality of the environment and community, which could improve quality of the environment and
documenting as necessary. [PEPP06-­60A] community, documenting. [PEPP06-­E60]
7 Acts to address own professional development (A) Identifies own personal development requirements in Provides a copy of the professional development records
needs in order to maintain and enhance order to maintain and enhance competence in own area of kept by the individual. [PEPP07-­E10]
professional competence in own area of practice area. [PEPP07-­10A]
practice, evaluating outcomes against any
plans made. [PEPP07]

244
 (A) Ensures own personal development needs are addressed Copy of the of the professional development plans
in a timely manner. [PEPP07-­20A] developed by the individual. [PEPP07-­E20]
(A) Records professional development activities performed. Records of an evaluation performed against the
[PEPP07-­30A] individual’s professional development plan. [PEPP07-­E30]
(A) Reviews the outcome of professional development Records of reviewing the outcome of professional
activities against plans made, making adjustment to future development activities against plans made and making
plans accordingly. [PEPP07-­40A] adjustment to future plans accordingly. [PEPP07-­E40]
8 Acts to ensure all members of the project/ (P) Acts to overcome personal challenges of others to Records of relevant work products (agenda, minutes, or
team operate with integrity and in an ethical integrity or ethics in the workplace. [PEPP08-­10P] reports) created to resolve the integrity/ethical issue, and
manner. [PEPP08] the names of enterprise leaders aware of the individual’s
involvement. [PEPP08-­E10]
(P) Acts to overcome identified team challenges to integrity Records of actions to overcome identified team challenges
or ethics in the workplace. [PEPP08-­20P] to integrity or ethics in the workplace. [PEPP08-­E20]
9 Acts in an ethical manner when fulfilling their (P) Acts to overcome personal challenges to integrity or Records of relevant work products (agenda, minutes, or
own responsibilities, without support of ethics in the workplace. [PEPP09-­10P] reports) created in the process of exercising the
guidance. [PEPP09] practitioner’s responsibility without support or guidance,
and the names of enterprise leaders aware of the
individual’s involvement. [PEPP09-­E10]
(P) Acts ethically when fulfilling own responsibilities as Records of acting ethically when fulfilling own responsibilities
part of a team, without seeking guidance. [PEPP09-­20P] as part of a team, without seeking guidance. [PEPP09-­E20]
(P) Acts with integrity when fulfilling own responsibilities Records of acting with integrity when fulfilling own
as part of a team, without seeking guidance. [PEPP09-­30P] responsibilities as part of a team, without seeking guidance.
[PEPP09-­E30]
10 Guides new or supervised practitioners in (P) Guides new or supervised practitioners in executing Organizational Breakdown Structure showing their
matters relating to ethics and professionalism, activities that form part of this competency. [PEPP10-­10P] responsibility for technical supervision in this area.
including career development planning, in [PEPP10-­E10]
order to develop their knowledge, abilities,
skills, or associated behaviors. [PEPP10]
(A) Trains individuals to an “Awareness” level in this Records of on-­the-­job training objectives/guidance etc.
competency area. [PEPP10-­20A] [PEPP10-­E20]
Coaching or mentoring assignment records. [PEPP10-­E30]
Records highlighting their impact on another individual in
terms of improvement or professional development in this
competency. [PEPP10-­E40]
11 Maintains and enhances own competence in (A) Identifies potential development needs in this area, Records of Continual Professional Development (CPD)
this area through Continual Professional identifying opportunities to address these through continual performed and learning outcomes. [PEPP11-­E10]
Development (CPD) activities. [PEPP11] professional development activities. [PEPP11-­10A]
(A) Performs continual professional development activities
to maintain and enhance their competency in this area.
[PEPP11-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained. [PEPP11-­30A]

245
Lead Practitioner – Professional: Ethics and Professionalism
ID Indicators of Competence (in addition Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
to those at Practitioner level) contribution to activities performed, or professional
behaviors applied
1 Promotes best practice ethics and (A) Develops own understanding of state-­of-­the-­art ethics Records of introducing or promoting ethics or professionalism
professionalism across the enterprise. and professionalism best practice. [PEPL01-­10A] best practices. [PEPL01-­E10]
[PEPL01]
(P) Acts in situations where there is a challenge to integrity Records (e.g. from projects or HR) of dealings demonstrating
or professional ethics in the enterprise, with successful ethical approach to activities. [PEPL01-­E20]
outcome. [PEPL01-­20P]
(P) Champions the ethics of Systems Engineering activities Records (e.g. from HR) confirming professional approach at
across the enterprise, providing advice and judgments. all times in working environment. [PEPL01-­E30]
[PEPL01-­30P]
(P) Champions the integrity of Systems Engineering Articles, papers or training material authored to support ethics
activities across the enterprise, providing advice and or professionalism. [PEPL01-­E40]
judgments. [PEPL01-­40P]
(P) Acts to improve the professionalism of Systems Records of recognition as a Role Model for Ethics by the
Engineering activities across the enterprise. [PEPL01-­50P] community, outside employer organization. [PEPL01-­E50]
Records demonstrating the championing of ethics or integrity
issues. [PEPL01-­E60]
Records of ethical or professional arguments or judgments
made. [PEPL01-­E70]
2 Judges compliance with relevant (A) Reviews activities across the enterprise ensuring Records of work products reviewed or recommendations made
workplace social and employment compliance with all relevant employment regulatory to ensure employment or social regulatory frameworks or
legislation and regulatory framework on frameworks and legislation. [PEPL02-10A] legislation discussed. [PEPL02-E10]
behalf of the enterprise. [PEPL02]
(A) Reviews activities across the enterprise ensuring Records of work products reviewed or recommendations made
compliance with all relevant social regulatory frameworks to ensure diversity, equality, and/or inclusivity. [PEPL02-E20]
and legislation. [PEPL02-20A]
Project records, agendas, organization charts, minutes, or
(A) Reviews activities across the enterprise ensuring reports demonstrating application of knowledge of health,
compliance with all relevant diversity, equality and safety and welfare legislation at organization level. [PEPL02-E30]
inclusivity regulatory frameworks and legislation.
Records of judging compliance with requirements, hazard
[PEPL02-30A]
identification and risk management systems and safety culture
(A) Uses knowledge of health, safety and welfare at organization level. [PEPL02-E40]
legislation to review safe systems at work. [PEPL02-40A]
Records of actions to foster or improve organizational safety
(A) Judges compliance with requirements, hazard culture. [PEPL02-E50]
identification, and risk management systems and safety
Records of actions to ensure safety systems at work are
culture, recording changes as necessary. [PEPL02-50A]
updated where deficiencies are detected. [PEPL02-E60]
(P) Acts to ensure safety systems at work are updated when
deficiencies are detected. [PEPL02-60P]

246
3 [PEPL03] - ITEM DELETED
4 Judges the security of systems across the (A) Uses knowledge of security considerations, Project records, agendas, organization charts, minutes, or
organization, including compliance with frameworks, and relevant legislation to review the security reports demonstrating application of knowledge of security
requirements, security risk management, of systems at work. [PEPL04-­10A] processes, frameworks and legislation at organization level.
and security awareness culture, on behalf [PEPL04-­E10]
of the enterprise. [PEPL04]
(A) Judges compliance with requirements, security threat Records of judging compliance with security requirements,
identification, security risk management, and security security risk identification, and security risk management
culture, recording changes as necessary. [PEPL04-­20A] systems at organization level. [PEPL04-­E20]
(P) Acts to ensure security of systems is updated when Records of actions to foster or improve organizational security
deficiencies are detected. [PEPL04-­30P] culture. [PEPL04-­E30]
Records of actions to ensure safety systems at work are
updated where deficiencies are detected. [PEPL04-­E40]
5 Promotes the goal of performing (P) Fosters information highlighting where sustainable Project records, agendas, organization charts, minutes, or
engineering activities in a sustainable engineering could be improved across the wider enterprise. reports demonstrating personally ensuring that engineering
manner across the enterprise. [PEPL05] [PEPL05-­10P] activities across the enterprise are performed in a sustainable
way. [PEPL05-­E10]
(P) Acts to contribute to sustainable development across Documents of leading sustainability analysis of engineering
the enterprise. [PEPL05-­20P] activities across the enterprise. [PEPL05-­E20]
6 Promotes the goal of performing (A) Acts to promote environmental awareness across the Project records, agendas, organization charts, minutes, or
engineering activities in an enterprise. [PEPL06-­10A] reports demonstrating personal contribution environmental
environmentally sound manner across the awareness across the enterprise. [PEPL06-­E10]
enterprise. [PEPL06]
(A) Maintains awareness of environmental issues across Documents of leading environmental analysis of engineering
the enterprise. [PEPL06-­20A] activities across the enterprise. [PEPL06-­E20]
7 Judges continual professional (A) Reviews enterprise continual professional development Project records, agendas, organization charts, minutes, or
development planning activities at planning activities to ensure they maintain and enhance reports demonstrating personally reviewing enterprise
enterprise level to ensure they maintain organizational and individual competencies. continual development planning activities and evaluating
and enhance organizational and individual [PEPL07-­10A] outcomes against any plans made. [PEPL07-­E10]
competencies. [PEPL07]
(A) Evaluates changes made to continual professional Documents of ensuring an organization maintains and
development planning activities following review, to confirm enhances organization and individual competencies.
impact of improvements made. [PEPL07-­20A] [PEPL07-­E20]
8 Coaches or mentors practitioners across the (P) Coaches or mentors practitioners across the enterprise Coaching or mentoring assignment records. [PEPL08-­E10]
enterprise in matters relating to ethics and in competency-­related techniques, recommending
professionalism, including career development activities. [PEPL08-­10P]
development planning, in order to develop
their knowledge, abilities, skills, or
associated behaviors. [PEPL08]
(A) Develops or authorizes enterprise training materials in Records of formal training courses, workshops, seminars, and
this competency area. [PEPL08-­20A] authored training material supported by successful post-­
training evaluation data. [PEPL08-­E20]
(Continued)

247
ID Indicators of Competence (in addition Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
to those at Practitioner level) contribution to activities performed, or professional
behaviors applied
(A) Provides enterprise workshops/seminars or training in Listing as an approved organizational trainer for this
this competency area. [PEPL08-­30A] competency area. [PEPL08-­E30]
9 Promotes the introduction and use of (A) Analyzes different approaches across different domains Research records. [PEPL09-­E10]
novel techniques and ideas in ethics and through research. [PEPL09-­10A]
professionalism across the enterprise, to
improve enterprise competence in this area.
[PEPL09]
(A) Defines novel approaches that could potentially improve Published papers in refereed journals/company literature.
the SE discipline within the enterprise. [PEPL09-­20A] [PEPL09-­E20]
(P) Fosters awareness of these novel techniques within the Records showing introduction of enabling systems supporting
enterprise. [PEPL09-­30P] the new techniques or ideas. [PEPL09-­E30]
(P) Collaborates with enterprise stakeholders to facilitate Published papers (or similar) at enterprise level. [PEPL09-­E40]
the introduction of techniques new to the enterprise.
[PEPL09-­40P]
(A) Monitors new techniques after their introduction to Records of improvements made against a recognized process
determine their effectiveness. [PEPL09-­50A] improvement model. [PEPL09-­E50]
(A) Adapts approach to reflect actual enterprise Records of adapting approach to reflect actual enterprise
performance improvements. [PEPL09-­60A] performance improvements. [PEPL09-­E60]
10 Develops expertise in this competency (A) Identifies own needs for further professional Records of Continual Professional Development (CPD)
area through specialist Continual development in order to increase competence beyond performed and learning outcomes. [PEPL10-­E10]
Professional Development (CPD) practitioner level. [PEPL10-­10A]
activities. [PEPL10]
(A) Performs professional development activities in order to
move own competence toward expert level. [PEPL10-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained. [PEPL10-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party-­generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by senior management in current organization as an expert in this competency area
b. Evidence of role as Product/System Design Authority or Technical Authority on a complex project with responsibilities in this area or where skills within this
competency area were used
c. Recognized as an authorizing signatory on behalf of enterprise for formal documentation in this competency area (e.g. policies, processes, and deliverables)
d. Formal commendation or award within own enterprise for contribution or item of work successfully performed, which required proficiency in this competency area
e. Customer, Supplier, or other external project-­specific key Stakeholder accolades for specific work performed in this competency area
f. Independently assessed or accredited work in this competency area (e.g. for independent publication or use)
g. Formal organizational HR records positively highlighting any specific professional competencies or behaviors identified (if applicable) plus any of the
evidence indicators listed at Expert level below

248
Expert – Professional: Ethics and Professionalism
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Lead Practitioner level) contribution to activities performed, or professional
behaviors applied
1 Communicates own knowledge and (A) Produces papers, seminars, or presentations outside Published papers or books etc. on new technique in
experience in ethics and professionalism in own enterprise for publication in order to share own ideas refereed journals/company literature. [PEPE01-­E10]
order to improve best practice beyond the and improve industry best practices in this competence
enterprise boundary. [PEPE01] area. [PEPE01-­10A]
(P) Fosters incorporation of own ideas into industry best Published papers in refereed journals or internal literature
practices in this area. [PEPE01-­20P] proposing new practices in this competence area (or
presentations, tutorials, etc.). [PEPE01-­E20]
(P) Develops guidance materials identifying new (or Records of own proposals adopted as industry best
updating existing) best practice in this competence area. practices in this competence area. [PEPE01-­E30]
[PEPE01-­30P]
2 Persuades legislative and regulatory (P) Fosters a particular legislative or regulatory path for Records, agendas, organization charts, minutes, or reports
framework stakeholders beyond the enterprise professionalism and ethics within Systems Engineering. demonstrating influencing the direction of relevant
to follow a particular path for in support of [PEPE02-­10P] legislative and regulatory frameworks in support of
improving professionalism and ethics within improving professionalism and ethics within Systems
Systems Engineering. [PEPE02] Engineering. [PEPE02-­E10]
(P) Persuades stakeholders beyond enterprise boundary to Records of ideas assimilated into international standards
take a particular path on the application of ethics and or referenced in others’ books, papers, and peer-­reviewed
professionalism to Systems Engineering. [PEPE02-­20P] articles. [PEPE02-­E20]
(P) Persuades stakeholders beyond enterprise boundary to
change existing thinking on the application of ethics and
professionalism to Systems Engineering. [PEPE02-­30P]
3 Persuades stakeholders beyond the enterprise (P) Analyzes health, safety, or welfare areas beyond the Records or reviews of health, safety, and welfare issues
boundary to improve health, safety, and enterprise boundary. [PEPE03-­10P] beyond enterprise boundary. [PEPE03-­E10]
welfare issues, systems, or safety culture in
their activities. [PEPE03]
(P) Persuades stakeholders beyond the enterprise Records indicating original and changed stakeholder
boundary to change their existing thinking on health, thinking as a resolute of personal intervention.
safety, or welfare issues. [PEPE03-­20P] [PEPE03-­E20]
(P) Fosters an improvement to health, safety, welfare, or Records of activities performed to change stakeholder
safety culture beyond the enterprise boundary. thinking beyond the enterprise boundary on health, safety,
[PEPE03-­30P] and welfare issues. [PEPE03-­E30]
4 Persuades stakeholders beyond the enterprise (P) Analyzes security areas beyond the enterprise Records of analysis performed. [PEPE04-­E10]
boundary to address security issues, systems, boundary. [PEPE04-­10P]
or security culture in their activities. [PEPE04]
(Continued)

249
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Lead Practitioner level) contribution to activities performed, or professional
behaviors applied
(P) Persuades stakeholders beyond the enterprise Records indicating original and changed stakeholder
boundary to change their existing thinking on security thinking to security as a resolute of personal intervention.
issues. [PEPE04-­20P] [PEPE04-­E20]
(P) Fosters an improvement to security approach or Records of activities performed to change stakeholder
culture beyond the enterprise boundary. [PEPE04-­30P] thinking beyond the enterprise boundary on security-­
related issues. [PEPE04-­E30]
5 Persuades stakeholders beyond the enterprise (A) Analyzes relevant employment and social regulatory Records of analysis performed. [PEPE05-­E10]
boundary to address relevant employment and areas in organizations beyond the enterprise boundary.
social regulatory compliance issues within [PEPE05-­10A]
their activities. [PEPE05]
(P) Persuades stakeholders beyond the enterprise Records indicating original and changed stakeholder
boundary to address issues concerning compliance with thinking as a resolute of personal intervention.
all relevant employment regulatory frameworks and [PEPE05-­E20]
legislation. [PEPE05-­20P]
(P) Persuades stakeholders beyond the enterprise
boundary to address issues concerning compliance with
all relevant social regulatory frameworks and legislation.
[PEPE05-­30P]
(P) Persuades stakeholders beyond the enterprise
boundary to address issues concerning compliance with
all relevant diversity, equality, and inclusivity regulatory
frameworks and legislation. [PEPE05-­40P]
6 Champions the development of a sustainable (P) Champions causes beyond the enterprise boundary, Records of causes or activities supported personally, work
and environmentally sound approach to which promote or improve sustainability of systems, performed, or successes achieved. [PEPE06-­E10]
systems engineering beyond the enterprise leading to a successful outcome. [PEPE06-­10P]
boundary. [PEPE06]
(P) Champions causes beyond the enterprise boundary, Records of recognition as a Role Model in their support of
which promote or improve environmental approach or sustainable development by the community, outside
characteristics of systems, leading to a successful employer organization. [PEPE06-­E20]
outcome. [PEPE06-­20P]
Records of recognition as a Role Model in their support of
environmentally sound developments by the community,
outside employer organization. [PEPE06-­E30]
7 Advises organizations beyond the enterprise (A) Analyzes different approaches across different Project records, agendas, organization charts, minutes, or
boundary on the suitability of their approach domains through research. [PEPE07-­10A] reports demonstrating personally advising on development
to ethics and professionalism. [PEPE07] planning activities both within and beyond the enterprise
boundary, to ensure they maintain and enhance
organizational and individual competencies, evaluating
outcomes against any plans made. [PEPE07-­E10]

250
 (A) Produces reports for the wider SE community on the Records of advice provided on the suitability of ethics
effectiveness of new techniques after their introduction. strategies, plans, processes, or tools. [PEPE07-­E20]
[PEPE07-­20A]
(P) Collaborates with those introducing novel techniques Records of advice provided on the suitability of
within the wider SE community. [PEPE07-­30P] professionalism strategies, plans, processes, or tools.
[PEPE07-­E30]
(A) Defines novel approaches that could potentially Documents of ensuring an organization maintains and
improve the wider SE discipline. [PEPE07-­40A] enhances organization and individual competencies.
[PEPE07-­E40]
(P) Fosters awareness of these novel techniques within the
wider SE community. [PEPE07-­50P]
8 Champions an ethical and professional (P) Champions causes beyond the enterprise boundary Records of relevant work products (agenda, minutes, or
culture beyond the enterprise boundary. where there is a challenge to integrity or professional reports) created in the process of exercising the
[PEPE08] ethics in the enterprise, leading to a successful outcome. practitioner’s responsibility without support or guidance,
[PEPE08-­10P] and the names of enterprise leaders aware of the
individual’s involvement. [PEPE08-­E10]
(P) Champions the ethics of Systems Engineering Records of recognition as a Role Model for Ethics by the
activities beyond the enterprise boundary, providing community, outside employer organization. [PEPE08-­E20]
advice and judgments. [PEPE08-­20P]
(P) Champions integrity of Systems Engineering activities Documents of being recognized as a role model for ethics
beyond the enterprise boundary, providing advice and and integrity both within and beyond the enterprise.
judgments. [PEPE08-­30P] [PEPE08-­E30]
9 Champions the introduction of novel (A) Analyzes different approaches across different Records of activities promoting research and need to adopt
techniques and ideas in Systems Engineering domains through research. [PEPE09-­10A] novel technique or ideas. [PEPE09-­E10]
ethics and professionalism, beyond the
enterprise boundary, in order to develop the
wider Systems Engineering community in
these competencies. [PEPE09]
(A) Produces reports for the wider SE community on the Records of improvements made to process and appraisal
effectiveness of new techniques after their introduction. against a recognized process improvement model.
[PEPE09-­20A] [PEPE09-­E20]
(P) Collaborates with those introducing novel techniques Research records. [PEPE09-­E30]
within the wider SE community. [PEPE09-­30P]
(A) Defines novel approaches that could potentially improve Published papers in refereed journals/company literature.
the wider SE discipline. [PEPE09-­40A] [PEPE09-­E40]
(P) Fosters awareness of these novel techniques within the Records showing introduction of enabling systems
wider SE community. [PEPE09-­50P] supporting the new techniques or ideas. [PEPE09-­E50]
(Continued)

251
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Lead Practitioner level) contribution to activities performed, or professional
behaviors applied
10 Coaches individuals beyond the enterprise (P) Coaches or mentors individuals beyond the enterprise Coaching or mentoring assignment records.
boundary in ethics and professionalism, boundary, in competency-­related techniques, [PEPE10-­E10]
including career development planning in recommending development activities. [PEPE10-­10P]
order to further develop their knowledge,
abilities, skills, or associated behaviors.
[PEPE10]
(A) Develops or authorizes training materials in this Records of formal training courses, workshops, seminars,
competency area, which are subsequently successfully and authored training material supported by successful
delivered beyond the enterprise boundary. [PEPE10-­20A] post-­training evaluation data. [PEPE10-­E20]
(A) Provides workshops/seminars or training in this Records of Training/workshops/seminars created
competency area for practitioners or lead practitioners supported by successful post-­training evaluation data.
beyond the enterprise boundary (e.g. conferences and [PEPE10-­E30]
open training days). [PEPE10-­30A]
11 Maintains expertise in this competency area (A) Reviews research, new ideas, and state of the art to Records of documents reviewed and insights gained as
through specialist Continual Professional identify relevant new areas requiring personal part of own research into this competency area.
Development (CPD) activities. [PEPE11] development in order to maintain expertise in this [PEPE11-­E10]
competency area. [PEPE11-­10A]
(A) Performs identified specialist professional Records of Continual Professional Development (CPD)
development activities in order to maintain or further performed and learning outcomes. [PEPE11-­E20]
develop competence at expert level. [PEPE11-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained.
[PEPE11-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party-­generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by a reputable external organization as an expert in this competency area
b. Evidence of role as independent assessor or reviewer on project outside own organization where skills in this competency area were used
c. Evidence of invitation(s) from wider community for contribution of systems engineering expertise in this area (e.g. industry conference panel,
government advisory board etc. cross-­industry working groups, partnerships, accredited advanced university courses or research, or as part of profes-
sional institute)
d. Formal commendation beyond the enterprise (e.g. by INCOSE or other recognized authority) for work performed in this competency area
e. Independently assessed or accredited work product in this competency area (e.g. for independent publication or use)
f. Accolades of expertise in this area from recognized industry leaders

252
Competency area – Professional: Technical Leadership
Description
Systems Engineering technical leadership is the combination of the application of technical knowledge and experience in Systems Engineering with appropriate professional
competencies. This encompasses an understanding of customer need, problem solving, creativity and innovation skills, communications, team building, relationship
management, operational oversight and accountability skills coupled with core Systems Engineering competency and engineering instinct.
Why it matters
The complexity of modern system designs, the severity of their constraints and the need to succeed in a high tempo, high-­stakes environment where competitive advantage
matters, demands the highest levels of technical excellence and integrity throughout the life cycle. Systems Engineering technical leadership helps teams meet these challenges.
Possible contributory types of evidence
Any combination of the types of evidence may be acceptable (depending on how the Framework is tailored and used). The evidence items identified at each level indicate
example work products only. Contributions to work products will generally differ at each proficiency level.
Learning and development
The INCOSE Professional Development Portal provides example guidance on how to gain an initial awareness of a competency area and options for developing further
competence thereafter.

Awareness – Professional: Technical Leadership

ID Indicators of Competence Relevant knowledge sub-­indicators
1 Explains the role of technical leadership within Systems (K) Describes how a systems engineer often “leads” through influence, not necessarily by organizational
Engineering. [PTLA01] position or power. [PTLA01-­10K]
(K) Lists some unique characteristics of a Systems Engineering leader, such as systems thinking skills and
experience across the life cycle of the product or service. [PTLA01-­20K]
(K) Defines Systems Engineering leadership as the combination of the application of technical knowledge
and experience in Systems Engineering with appropriate professional competencies. [PTLA01-­30K]
2 Defines the terms “vision,” “strategy,” and “goal” terms (K) Explains that the vision is the “what,” the strategy is the high level “how,” the goals are the measurable
explaining why each is important in leadership. [PTLA02] aspects of the strategy – the milestones. [PTLA02-­10K]
(K) Explains why it is the job of the leader to set the vision for the organization and to use the strategy and
goals to keep the team on track. [PTLA02-­20K]
3 Explains why understanding the strategy is central to (K) Describes key interfaces and links between engineering technical leaders and stakeholders in the wider
Systems Engineering leadership. [PTLA03] enterprise outside engineering (e.g. infrastructure management, human resource management, quality
management, knowledge management, portfolio management, and life cycle model management).
[PTLA03-­10K]
(K) Explains how the Systems Engineering strategy might differ from the strategy for other engineering
domains – more of a collaborative approach as opposed to a highly technical strategy. [PTLA03-­20K]
(K) Explains the relationship between the Systems Engineering leader and the program/project leader on a
project/program. [PTLA03-­30K]
(Continued)

253
ID Indicators of Competence Relevant knowledge sub-­indicators
4 Explains why fostering collaboration is central to Systems (K) Explains that the Systems Engineering leader often “leads from the middle,” i.e. may not be organizationally
Engineering. [PTLA04] the leader of the overall effort but needs to demonstrate leadership through collaboration. [PTLA04-­10K]
(K) Explains that Systems Engineering cannot be performed in a vacuum. [PTLA04-­20K]
(K) Describes the importance of establishing relationships with stakeholders. [PTLA04-­30K]
(K) Lists at least one example of the impacts of poor collaboration, such as an incorrectly designed or built
product. [PTLA04-­40K]
(K) Describes the relationship between collaboration and leadership. [PTLA04-­50K]
5 Explains why the art of communications is central to (K) Explains why that different modes of communication may be needed depending upon situation.
Systems Engineering including the impact of poor [PTLA05-­10K]
communications. [PTLA05]
(K) Lists examples of types of Systems Engineering information that could be easily misunderstood if not
properly communicated, such as written versus verbal requirements. [PTLA05-­20K]
(K) Explains how poor collaboration impacts on the quality of leadership provided. [PTLA05-­30K]
(K) Explains why listening to external stakeholders (e.g. customers) and other stakeholders is important
and understands the meaning of “active listening.” [PTLA05-­40K]
6 Explains how technical analysis, problem-­solving techniques, (K) Describes a method for structured problem solving, such as a formal trade study, and why it is needed
and established best practices can be used to improve the for complex problems. [PTLA06-­10K]
excellence of Systems Engineering solutions. [PTLA06]
(K) Defines areas where problem-­solving techniques can be used to improve Systems Engineering
solutions. [PTLA06-­20K]
(K) Defines the relationship between the use of best practices and improved Systems Engineering
solutions. [PTLA06-­30K]
7 Explains how creativity, ingenuity, experimentation, and (K) Lists examples of how creativity, experimentation, or accidents have led to successes and advances,
accidents or errors, often lead to technological and engineering such the incubator case study in the SE Handbook. [PTLA07-­10K]
successes and advances and provides examples. [PTLA07]
(K) Explains the importance of asking open-­ended questions and conducting brainstorming sessions in
identifying creative ideas. [PTLA07-­20K]
8 Explains how different sciences impact the technology (K) Lists examples of how different sciences impact the technology domain, such as cybersecurity or
domain and the engineering discipline. [PTLA08] artificial intelligence. [PTLA08-­10K]
(K) Explains how increased complexity impacts the importance of the role of the Systems Engineering
leader. [PTLA08-­20K]
(K) Explains how model-­based Systems Engineering impacts the practice of Systems Engineering. [PTLA08-­30K]
9 Explains how complexity impacts the role of the (K) Explains the concept of complexity and its potential impact on the engineering of a system.
engineering leader. [PTLA09] [PTLA09-­10K]
(K) Explains how increased complexity impacts the importance of the role of the Systems Engineering
leader. [PTLA09-­20K]
(K) Identifies mechanisms (e.g. Model based Systems Engineering), which can be used to simplify or
assist in the leadership role for a complex system. [PTLA09-­30K]

254
Supervised Practitioner – Professional: Technical Leadership
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Awareness level) contribution to activities performed, or professional
behaviors applied
1 Follows guidance received (e.g. from mentors), (A) Follows guidance received (e.g. from mentors) to plan Documents of applicable technical leadership plans and
to plan and control their own technical and control their own technical leadership activities or tools to control their own activities. [PTLS01-­E10]
leadership activities or approaches. [PTLS01] approaches. [PTLS01-­10A]
2 Acts to gain trust in their Systems Engineering (K) Explains how earning trust as a technical leader is Records using professional and technical competencies
leadership activities. [PTLS02] related to professional and technical competency. successfully in a leadership role to gain trust, taking
[PTLS02-­10K] guidance when appropriate to improve performance.
[PTLS02-­E10]
(K) Defines the term “trusted advisor” and illustrates how
it relates to a Systems Engineering leadership role.
[PTLS02-­20K]
(P) Uses professional and technical competencies
successfully in a leadership role to gain trust, taking guidance
when appropriate to improve performance. [PTLS02-­30P]
3 Complies with a project, or wider, vision in (K) Explains how a vision can impact leadership on both Records of using the vision statement to guide their
performing Systems Engineering leadership the project and in the wider enterprise. [PTLS03-­10K] project leadership activities. [PTLS03-­E10]
activities. [PTLS03]
(A) Uses the vision statement to guide their project
leadership activities. [PTLS03-­20A]
4 Uses team and project to guide direction, (K) Lists the team and project goals. [PTLS04-­10K]
thinking strategically, holistically, and
systemically when performing own Systems
Engineering leadership activities. [PTLS04]
(K) Explains how team or project goals support the vision.
[PTLS04-­20K]
(K) Explains how using systems thinking skills can support
achieving leadership goals. [PTLS04-­30K]
(A) Uses systems thinking techniques to guide their Records of using systems thinking techniques to guide
leadership activities. [PTLS04-­40A] their leadership activities. [PTLS04-­E40]
5 Recognizes constructive criticism from others (P) Recognizes the rationale for constructive criticism of Records showing use of constructive criticism and
following guidance to improve their SE their leadership activities from others. [PTLS05-­10P] supporting guidance from others (e.g. mentors) to
leadership. [PTLS05] improve their SE leadership. [PTLS05-­E10]
(Continued)

255
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Awareness level) contribution to activities performed, or professional
behaviors applied
(A) Uses constructive criticism and supporting guidance
from others (e.g. mentors) to improve their SE leadership.
[PTLS05-­20A]
6 Uses appropriate mechanisms to offer (K) Explains best practice mechanisms for delivering Records of acting to self-­improve by taking on board
constructive criticism to others on the team. “constructive criticism” to others, in the context of a SE constructive criticism. [PTLS06-­E10]
[PTLS06] leadership role. [PTLS06-­10K]
(P) Acts to self-­improve by taking on board constructive Records of using appropriate communications techniques
criticism. [PTLS06-­20P] to offer constructive criticism to others on the team.
[PTLS06-­E20]
(P) Uses appropriate communications techniques to offer
constructive criticism to others on the team. [PTLS06-­30P]
7 Elicits viewpoints from others when (K) Explains how actively seeking input from all team Records of correspondence to solicit input from other
developing solutions as part of their Systems members can result in a better solution and appropriate team members for their activities. [PTLS07-­E10]
Engineering leadership role. [PTLS07] ways this can be done. [PTLS07-­10K]
(A) Elicits viewpoints from others using appropriate Records of using viewpoints obtained from others to
communications techniques as part of their leadership role. improve solutions formed as part of their leadership role.
[PTLS07-­20A] [PTLS07-­E20]
(A) Uses viewpoints obtained from others to improve
solutions formed as part of their leadership role.
[PTLS07-­30A]
8 Uses appropriate communications (K) Explains why it is important for those in a technical Records of technical communications made in support of
mechanisms to reinforce their Systems leadership role to understand the audience needs and their systems engineering leadership actions.
Engineering leadership activities. [PTLS08] familiarity with the technical vocabulary prior to engaging. [PTLS08-­E10]
[PTLS08-­10K]
(P) Uses appropriate (e.g. verbal, written, and presentation)
mode of communication when communicating ideas to
reinforce technical leadership actions or activities.
[PTLS08-­20P]
9 Acts creatively and innovatively in their SE (K) Describes appropriate techniques for simple informal Records of documentation of innovative approaches to
leadership activities. [PTLS09] and complex formal problem solving (e.g. Plus/minus or a support their own work activities, which have been
weighted criteria trade study.). [PTLS09-­10K] recognized by others. [PTLS09-­E10]
(P) Acts with creativity and innovation in their leadership Records of documentation of structured decision-­making
activities. [PTLS09-­20P] tools to support problem solving. [PTLS09-­E20]

256
 (P) Recognizes uncertainty in their technical leadership Records of acting with willingness when addressing
activities, but continues to lead activities effectively even challenging leadership problems at the socio-­technical
when outside comfort zone. [PTLS09-­30P] interface. [PTLS09-­E30]
(P) Acts with willingness when addressing challenging
leadership problems at the socio-­technical interface.
[PTLS09-­40P]
10 Identifies concepts and ideas in sciences, (K) Explains how the use of external concepts and ideas Records of using concepts and ideas from beyond their
technologies, or engineering disciplines can result in a better solution. [PTLS10-­10K] own discipline to support leadership activities.
beyond their own discipline, applying them to [PTLS10-­E10]
benefit their own Systems Engineering
leadership activities on a project. [PTLS10]
(A) Uses concepts and ideas from beyond their own
discipline to support leadership activities. [PTLS10-­20A]
11 Develops own understanding of this (A) Identifies potential gaps in own knowledge or Records of Continual Professional Development (CPD)
competency area through Continual development needs in this area, identifying opportunities to performed and learning outcomes. [PTLS11-­E10]
Professional Development (CPD). [PTLS11] address these through continual professional development
activities. [PTLS11-­10A]
(A) Performs continual professional development activities
to improve their knowledge and understanding in this area.
[PTLS11-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained.
[PTLS11-­30A]

257
 Practitioner – Professional: Technical Leadership
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Supervised Practitioner level) contribution to activities performed, or professional
behaviors applied
1 Follows guidance received to develop their own (A) Follows guidance received to develop their own Records of leadership guidance they have been required
technical leadership skills, using leadership technical leadership skills, using leadership techniques and to use for differing stakeholder groups. [PTLP01-­E10]
techniques and tools as instructed. [PTLP01] tools as instructed. [PTLP01-­10A]
(P) Recognizes situations where deviation from received Records of recognizing situations where deviation from
guidance or clarification from others is appropriate in order received guidance or clarification from others is
to overcome complex technical leadership challenges. appropriate in order to overcome complex technical
[PTLP01-­20P] leadership challenges. [PTLP01-­E20]
(P) Recognizes situations where existing guidance requires Records of recognizing situations where existing
formal change, liaising with stakeholders to gain approval guidance requires formal change, liaising with
as necessary. [PTLP01-­30P] stakeholders to gain approval as necessary.
[PTLP01-­E30]
2 Acts with integrity in their leadership activities, (K) Explains what it means to lead with integrity. Records of acting with integrity in a leadership role.
being trusted by their team. [PTLP02] [PTLP02-­10K] [PTLP02-­E10]
(K) Describes how professional and technical competencies Records of using professional and technical
support integrity in a successful leader. [PTLP02-­20K] competencies successfully in a leadership role to
improve levels of trust. [PTLP02-­E20]
(P) Acts with integrity in a leadership role. [PTLP02-­30P]
(P) Uses professional and technical competencies
successfully in a leadership role to improve levels of trust.
[PTLP02-­40P]
3 Guides and actively coordinates Systems (K) Describes the technical and professional competencies Records of leading Systems Engineering activities for a
Engineering activities across a team, needed for team to be successful. [PTLP03-­10K] team, with demonstrable success. [PTLP03-­E10]
combining appropriate professional and
technical competencies, with demonstrable
success. [PTLP03]
(K) Defines the idea of an “Integrated Product Team” and
how this operates. [PTLP03-­20K]
(K) Explains how diversity on a team can provide constructive
disruption, resulting in better solutions. [PTLP03-­30K]
(P) Guides and actively coordinates Systems Engineering
activities across a team, with demonstrable success.
[PTLP03-­40P]

258
4 Develops technical vision for a project team, (K) Explains the importance of listening to and Records of using the viewpoints of others to create a
influencing and integrating the viewpoints of understanding team member viewpoints, prior to trying to project technical vision, integrating or adapting as
others in order to gain acceptance. [PTLP04] influence them. [PTLP04-­10K] required. [PTLP04-­E10]
(A) Uses the viewpoints of others to create a project Records of technical project report or product model.
technical vision, integrating or adapting as required. [PTLP04-­E20]
[PTLP04-­20A]
(A) Prepares a project technical or product vision for use on Records of fostering acceptance of a technical or product
a project, aligned with wider project or organizational vision by the project team. [PTLP04-­E30]
vision statements. [PTLP04-­30A]
(P) Fosters acceptance of a technical or product vision by
the project team. [PTLP04-­40P]
5 Identifies a leadership strategy to support of (K) Explains balancing cost, schedule, and product Records of developing leadership strategy to meet
project goals, changing as necessary, to performance goals to create a balanced solution. project goals, without compromising system quality.
ensure success. [PTLP05] [PTLP05-­10K] [PTLP05-­E10]
(A) Develops leadership strategy to meet project goals, Records of adapting leadership strategy if required to
without compromising system quality. [PTLP05-­20A] accommodate new situations, without compromising
system quality. [PTLP05-­E20]
(A) Adapts leadership strategy if required, to accommodate
new situations, without compromising system quality.
[PTLP05-­30A]
6 Recognizes constructive criticism from others (P) Recognizes accurate constructive criticism of their Records of recognizing inaccurate or unfair criticism of
within the enterprise following guidance to leadership activities from others with a professional their leadership from others, challenging its accuracy
improve their SE leadership. [PTLP06] demeanor at all times. [PTLP06-­10P] while maintaining professional demeanor at all times.
[PTLP06-­E10]
(P) Recognizes inaccurate or unfair criticism of their leadership Records of using constructive criticism to improve their
from others, challenging its accuracy while maintaining SE leadership. [PTLP06-­E20]
professional demeanor at all times. [PTLP06-­20P]
(A) Uses constructive criticism to improve their SE
leadership. [PTLP06-­30A]
7 Uses appropriate communications techniques (P) Uses appropriate communications techniques to offer Records of acting to improve others on the team
to offer constructive criticism to others on the constructive criticism to others on the team. [PTLP07-­10P] following receipt of constructive criticism.
team. [PTLP07] [PTLP07-­E10]
(P) Acts to improve others on the team following receipt of
constructive criticism. [PTLP07-­20P]
(Continued)

259
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Supervised Practitioner level) contribution to activities performed, or professional
behaviors applied
8 Fosters a collaborative approach in their (P) Fosters a collaborative approach with other leaders, Records of fostering a collaborative approach with other
Systems Engineering leadership activities. such as Program/Project Lead. [PTLP08-­10P] disciplines or functions, such as software engineering.
[PTLP08] [PTLP08-­E10]
(P) Fosters a collaborative approach with other disciplines
or functions, such as software engineering. [PTLP08-­20P]
9 Fosters the empowerment of team members, (K) Explains the difference between accountability (meet Records of role definitions reflecting delegation and
by supporting, facilitating, promoting, giving the goal) and responsibility (perform the assigned task) for empowerment of own role. [PTLP09-­E10]
ownership, and supporting them in their team members. [PTLP09-­10K]
endeavors. [PTLP09]
(P) Acts to empower team members using transformational
leadership techniques (development, building trust, etc. as
opposed to managing task assignments). [PTLP09-­20P]
10 Uses best practice communications (K) Describes different techniques for communication to Records of identifying best practices communications
techniques in their leadership activities, in team (understands when to use a written instruction versus techniques appropriate to different types of technical
order to express their ideas clearly and a discussion). [PTLP10-­10K] information in a leadership role. [PTLP10-­E10]
effectively. [PTLP10]
(P) Identifies best practices communications techniques Records of using appropriate best practices
appropriate to different types of technical information in a communications techniques to convey differing types of
leadership role. [PTLP10-­20P] technical information in a leadership role. [PTLP10-­E20]
(P) Uses appropriate best practices communications
techniques to convey differing types of technical
information in a leadership role. [PTLP10-­30P]
11 Develops strategies for leadership activities or (A) Uses a range of problem-­solving techniques to resolve Records of creative or innovative solutions developed.
the resolution of team issues, using creativity different team or project technical issues. [PTLP11-­10A] [PTLP11-­E10]
and innovation. [PTLP11]
(P) Acts imaginatively, creatively and innovatively when Record of structured decision document (e.g. formal
resolving technical issues in their leadership role. trade study). [PTLP11-­E20]
[PTLP11-­20P]
(P) Fosters the use of novel methods (e.g. rapid prototyping, Records of root cause analysis documentation (e.g.
model-­based Systems Engineering) on the team to support fishbone diagram, to understand a team or project issue).
problem resolution in their leadership role. [PTLP11-­30P] [PTLP11-­E30]

260
12 Guides new or supervised practitioners in (P) Guides new or supervised practitioners in executing Organizational Breakdown Structure showing their
matters relating to technical leadership in activities that form part of this competency. [PTLP12-­10P] responsibility for technical supervision in this area.
Systems Engineering, in order to develop [PTLP12-­E10]
their knowledge, abilities, skills, or associated
behaviors. [PTLP12]
(A) Trains individuals to an “Awareness” level in this Records of on-­the-­job training objectives/guidance etc.
competency area. [PTLP12-­20A] [PTLP12-­E20]
Coaching or mentoring assignment records.
[PTLP12-­E30]
Records highlighting their impact on another individual
in terms of improvement or professional development in
this competency. [PTLP12-­E40]
13 Maintains and enhances own competence in (A) Identifies potential development needs in this area, Records of Continual Professional Development (CPD)
this area through Continual Professional identifying opportunities to address these through continual performed and learning outcomes. [PTLP13-­E10]
Development (CPD) activities. [PTLP13] professional development activities. [PTLP13-­10A]
(A) Performs continual professional development activities
to maintain and enhance their competency in this area.
[PTLP13-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained.
[PTLP13-­30A]

261
Lead Practitioner – Professional: Technical Leadership
ID Indicators of Competence (in addition Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
to those at Practitioner level) contribution to activities performed, or professional
behaviors applied
1 Uses best practice technical leadership (A) Develops own state-­of-­the-­art technical leadership Records showing positive feedback from stakeholders (e.g.
techniques to guide, influence, and gain skills. [PTLL01-­10A] customers, peers) regarding approach to activities such as
trust from systems engineering stakeholders problem solving or difficult decisions. [PTLL01-­E10]
across the enterprise. [PTLL01]
(P) Uses best practice techniques to guide or influence Document demonstrating an ethical issue highlighted for
different stakeholders or stakeholder groups across the acknowledgement or resolution at enterprise level.
enterprise. [PTLL01-­20P] [PTLL01-­E20]
(P) Advises others on the use of best practice techniques to Records of advising why Systems Engineering activities
guide or influence different stakeholders or stakeholder often require professional and technical competencies to be
groups across the enterprise. [PTLL01-­30P] combined. [PTLL01-­E30]
(P) Uses best practice technical leadership skills to earn Records of advising why specific required professional and
trust from others across the enterprise. [PTLL01-­40P] technical competencies are valuable at enterprise level.
[PTLL01-­E40]
(P) Acts with integrity at all times, raising ethical issues to Documents containing proof of customer acceptance regarding
enterprise level as required. [PTLL01-­50P] key technical systems documents, such as a system specification
or Systems Engineering Management Plan. [PTLL01-­E50]
(P) Advises systems engineering stakeholders across the Document indicating Systems Engineering Integration Team
enterprise on how best to combine technical and (SEIT) or similar leadership role. [PTLL01-­E60]
professional leadership skills. [PTLL01-­60P]
2 Reacts professionally and positively to (P) Reacts positively to accurate constructive criticism of their Records of constructive criticism accepted, such as making a
constructive criticism received from leadership activities from others beyond the enterprise, with change in leadership style for a specific situation.
others across the enterprise. [PTLL02] professional demeanor. [PTLL02-­10P] [PTLL02-­E10]
(P) Challenges the accuracy of inaccurate or unfair criticism Records of offering or challenging constructive criticism,
while maintaining professional demeanor at all times. such as during a work product review or regarding a dry run
[PTLL02-­20P] of a customer presentation. [PTLL02-­E20]
(A) Uses constructive criticism to improve their SE Document from stakeholders, which highlights positive
leadership. [PTLL02-­30A] reaction to constructive criticism. [PTLL02-­E30]
3 Uses appropriate communications (P) Uses appropriate communications techniques to offer Record of constructive criticism accepted, such as making a
techniques to offer constructive criticism constructive criticism to others across the enterprise. change in leadership style for a specific situation.
to others across the enterprise. [PTLL03] [PTLL03-­10P] [PTLL03-­E10]
(P) Acts to support others across the enterprise, in improving Record of support offered to others in improving following
following receipt of constructive criticism. [PTLL03-­20P] receipt of constructive criticism. [PTLL03-­E20]
4 Fosters stakeholder collaboration across the (K) Explains why it can be more difficult to regain trust Records of collaboration that extend beyond own team to
enterprise, sharing ideas and knowledge, once it is lost, with examples. [PTLL04-­10K] other parts of the enterprise, such as a documented process
and establishing mutual trust. [PTLL04] that crosses organizational boundaries. [PTLL04-­E10]

262
 (A) Identifies possible approaches to fostering and Records of demonstration of establishing trust with a
maintaining collaboration. [PTLL04-­20A] stakeholder in another part of the enterprise. [PTLL04-­E20]
(P) Fosters collaboration across the enterprise, maintaining Records of advising why it is more difficult it is to regain
momentum even when the situation is difficult. [PTLL04-­30P] trust once it is lost. [PTLL04-­E30]
(P) Acts to establish or regain trust with a key stakeholder in Records of acting to establish or regain trust with a key
another part of the enterprise. [PTLL04-­40P] stakeholder in another part of the enterprise. [PTLL04-­E40]
(P) Fosters collaboration with a key project stakeholder Records fostering collaboration with a key project
elsewhere in the enterprise. [PTLL04-­50P] stakeholder elsewhere in the enterprise. [PTLL04-­E50]
5 Fosters the empowerment of individuals (P) Selects distinct roles and responsibilities for Systems Records showing roles/responsibilities or team charter to
across the enterprise, by supporting, Engineering team working on a program and how they show how team members are empowered. [PTLL05-­E10]
facilitating, promoting, giving ownership, collaborate to be successful. [PTLL05-­10P]
and supporting them in their endeavors.
[PTLL05]
(P) Acts to empower individual team members, for example Records of identification of individual team members as
through delegation of authority to others for specific decision authority within the organization to demonstrate
decisions. [PTLL05-­20P] empowerment. [PTLL05-­E20]
Document demonstrating delegation of authority (e.g. for
specific decisions). [PTLL05-­E30]
6 Acts with creativity and innovation, (K) Explains how emerging behaviors in complex problems Documents highlighting complex problem solved,
applying problem-­solving techniques to plays a role in the need for innovative solutions. highlighting the creative or innovative solutions used or
develop strategies or resolve complex [PTLL06-­10K] developed. [PTLL06-­E10]
project or enterprise technical leadership
issues. [PTLL06]
(A) Uses recognized creative problem-­solving techniques Documents highlighting structured problem-­solving
(e.g. the “Six Thinking Hats” or “Negative Brainstorming”) technique used to solve a complex problem, such as formal
to identify solutions to complex problems. [PTLL06-­20A] trade study. [PTLL06-­E20]
(P) Acts with creativity and innovation in the resolution of Records of acting with creativity and innovation in the
complex technical leadership issues. [PTLL06-­30P] resolution of complex technical leadership issues.
[PTLL06-­E30]
7 Coaches or mentors practitioners across (P) Coaches or mentors practitioners across the enterprise in Coaching or mentoring assignment records. [PTLL07-­E10]
the enterprise in technical and leadership competency-­related techniques, recommending development
issues in order to develop their activities. [PTLL07-­10P]
knowledge, abilities, skills, or associated
behaviors. [PTLL07]
(A) Develops or authorizes enterprise training materials in Records of formal training courses, workshops, seminars,
this competency area. [PTLL07-­20A] and authored training material supported by successful
post-­training evaluation data. [PTLL07-­E20]
(A) Provides enterprise workshops/seminars or training in Listing as an approved organizational trainer for this
this competency area. [PTLL07-­30A] competency area. [PTLL07-­E30]
(Continued)

263
ID Indicators of Competence (in addition Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
to those at Practitioner level) contribution to activities performed, or professional
behaviors applied
8 Promotes the introduction and use of (A) Analyzes different approaches across different domains Research records. [PTLL08-­E10]
novel techniques and ideas in SE through research. [PTLL08-­10A]
technical leadership across the enterprise,
to improve enterprise competence in this
area. [PTLL08]
(A) Defines novel approaches that could potentially improve Published papers in refereed journals/company literature.
the SE discipline within the enterprise. [PTLL08-­20A] [PTLL08-­E20]
(P) Fosters awareness of these novel techniques within the Records showing introduction of enabling systems
enterprise. [PTLL08-­30P] supporting the new techniques or ideas. [PTLL08-­E30]
(P) Collaborates with enterprise stakeholders to facilitate the Published papers (or similar) at enterprise level.
introduction of techniques new to the enterprise. [PTLL08-­E40]
[PTLL08-­40P]
(A) Monitors new techniques after their introduction to Records of improvements made against a recognized process
determine their effectiveness. [PTLL08-­50A] improvement model. [PTLL08-­E50]
(A) Adapts approach to reflect actual enterprise Records of adapting approach to reflect actual enterprise
performance improvements. [PTLL08-­60A] performance improvements. [PTLL08-­E60]
9 Develops expertise in this competency (A) Identifies own needs for further professional Records of Continual Professional Development (CPD)
area through specialist Continual development in order to increase competence beyond performed and learning outcomes. [PTLL09-­E10]
Professional Development (CPD) practitioner level. [PTLL09-­10A]
activities. [PTLL09]
(A) Performs professional development activities in order to
move own competence toward expert level. [PTLL09-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained. [PTLL09-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party-­generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by senior management in current organization as an expert in this competency area
b. Evidence of role as Product/System Design Authority or Technical Authority on a complex project with responsibilities in this area or where skills within
this competency area were used
c. Recognized as an authorizing signatory on behalf of enterprise for formal documentation in this competency area (e.g. policies, processes, and deliverables)
d. Formal commendation or award within own enterprise for contribution or item of work successfully performed, which required proficiency in this compe-
tency area
e. Customer, Supplier, or other external project-­specific key Stakeholder accolades for specific work performed in this competency area
f. Independently assessed or accredited work in this competency area (e.g. for independent publication or use)
g. Formal organizational HR records positively highlighting any specific professional competencies or behaviors identified (if applicable) plus any of the
evidence indicators listed at Expert level below

264
Expert – Professional: Technical Leadership
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Lead Practitioner level) contribution to activities performed, or professional
behaviors applied
1 Communicates own knowledge and (A) Produces papers, seminars, or presentations outside Published papers or books etc. on new technique in refereed
experience in technical leadership in order to own enterprise for publication in order to share own journals/company literature. [PTLE01-­E10]
improve best practice beyond the enterprise ideas and improve industry best practices in this
boundary. [PTLE01] competence area. [PTLE01-­10A]
(P) Fosters incorporation of own ideas into industry best Published papers in refereed journals or internal literature
practices in this area. [PTLE01-­20P] proposing new practices in this competence area (or
presentations, tutorials, etc.). [PTLE01-­E20]
(P) Develops guidance materials identifying new (or Records of own proposals adopted as industry best practices
updating existing) best practice in this competence area. in this competence area. [PTLE01-­E30]
[PTLE01-­30P]
2 Advises organizations beyond the enterprise (A) Identifies technical leadership issues in Records highlighting successful influence of stakeholders
boundary on the suitability of their approach organizations beyond the enterprise boundary. beyond the enterprise. [PTLE02-­E10]
to technical leadership issues. [PTLE02] [PTLE02-­10A]
(P) Persuades key stakeholders to address identified Records highlighting an ethical issue raised beyond enterprise
technical leadership issues earning trust from others. level for acknowledgement or resolution. [PTLE02-­E20]
[PTLE02-­20P]
(P) Fosters support from stakeholders beyond enterprise Records indicating changed stakeholder thinking from
boundary in resolving identified issues. [PTLE02-­30P] personal intervention. [PTLE02-­E30]
(P) Persuades stakeholders beyond the enterprise to Records of acting to earn trust from leaders beyond the
change their position on technical leadership issues. enterprise boundary (e.g. customers, or from technical leaders
[PTLE02-­40P] outside the organization). [PTLE02-­E40]
(P) Acts to earn trust from leaders beyond the enterprise Records of acting with integrity at all times, raising ethical
boundary (e.g. customers, or from technical leaders issues and challenging those beyond the enterprise boundary
outside the organization). [PTLE02-­50P] where appropriate. [PTLE02-­E50]
(P) Acts with integrity at all times, challenging the ethics
of proposed approaches if appropriate. [PTLE02-­60P]
3 Guides and actively coordinates the progress (A) Identifies appropriate professional and technical Records highlighting activities supporting SE leadership in
of Systems Engineering activities beyond the competencies in a leadership activity in order to achieve external organizations (e.g. provision of independent
enterprise boundary, combining appropriate a successful result beyond the enterprise boundary. expertise in reviews or decision-­making, panels,
professional competencies with technical [PTLE03-­10A] presentations, paper reviews, external bodies). [PTLE03-­E10]
knowledge and experience. [PTLE03]
(P) Uses appropriate technical leadership skills to convey Records highlighting technical knowledge shared outside the
technical knowledge outside the enterprise at a peer level enterprise at a peer level (e.g. industry forum.).
such as an industry forum. [PTLE03-­20P] [PTLE03-­E20]

265
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Lead Practitioner level) contribution to activities performed, or professional
behaviors applied
4 Guides and actively coordinates the progress (P) Advises why there is a need for a strong foundation Records highlighting collaborative leadership activities
of collaborative activities beyond the enterprise in both technical domain knowledge and management outside the enterprise. [PTLE04-­E10]
boundary, establishing mutual trust. [PTLE04] skills. [PTLE04-­10P]
(A) Develops joint work products or processes outside Records of joint work products or processes from groups that
the enterprise by persuading disparate or unwilling do not normally collaborate (e.g. customers or competitors).
groups to collaborate. [PTLE04-­20A] [PTLE04-­E20]
(P) Acts to ensure team capabilities are leveraged to yield Records highlighting work products where team
synergistic benefits. [PTLE04-­30P] collaboration yielded synergistic benefits. [PTLE04-­E30]
5 Fosters empowerment of others beyond the (P) Fosters empowerment of others outside the Records of development of future engineers (e.g. at high
enterprise boundary. [PTLE05] enterprise, such as team members on an industry working school, Science, Technology, Engineering, and Mathematics
group. [PTLE05-­10P] (STEM) initiative). [PTLE05-­E10]
(P) Fosters engagement of those not directly involved in Records of fostering engagement of those not directly
Systems Engineering to see the value of a Systems involved in Systems Engineering to see the value of a
Engineering approach. [PTLE05-­20P] Systems Engineering approach. [PTLE05-­E20]
(P) Fosters development of future engineers to develop Records of fostering development of future engineers to
interest in Systems Engineering. [PTLE05-­30P] develop interest in Systems Engineering. [PTLE05-­E30]
6 Advises organizations beyond the enterprise (P) Fosters the work of a team or individual to resolve a Records of fostering the work of a team or individual to
boundary on complex or sensitive team complex technical issue based on previous experience. resolve a complex technical issue based on previous
leadership problems or issues, applying [PTLE06-­10P] experience. [PTLE06-­E10]
creativity and innovation to ensure successful
delivery. [PTLE06]
(P) Uses creativity or innovation in guiding the team to Records of using creativity or innovation in guiding the team
resolve a complex or sensitive issue. [PTLE06-­20P] to resolve a complex or sensitive issue. [PTLE06-­E20]
7 Uses their extended network and influencing (A) Uses own extended network, such as fellow Systems Records of using extended network contacts to help
skills to gain collaborative agreement with Engineering leaders in other parts of the enterprise, to agreement between stakeholders. [PTLE07-­E10]
key stakeholders beyond the enterprise gain agreement with stakeholders. [PTLE07-­10A]
boundary in order to progress project or
their own enterprise needs. [PTLE07]
(A) Uses influencing skills to gain agreement with Documents indicating role in fostering stakeholder agreement
stakeholders where Systems Engineering leader had no despite having no direct authority. [PTLE07-­E20]
official authority. [PTLE07-­20A]
8 Champions the introduction of novel techniques (A) Analyzes different approaches across different Records of activities promoting research and need to adopt
and ideas in Systems Engineering technical domains through research. [PTLE08-­10A] novel technique or ideas. [PTLE08-­E10]
leadership, beyond the enterprise boundary, in
order to develop the wider Systems Engineering
community in this competency. [PTLE08]

266
 (A) Produces reports for the wider SE community on the Records of improvements made to process and appraisal
effectiveness of new techniques after their introduction. against a recognized process improvement model.
[PTLE08-­20A] [PTLE08-­E20]
(P) Collaborates with those introducing novel techniques Research records. [PTLE08-­E30]
within the wider SE community. [PTLE08-­30P]
(A) Defines novel approaches that could potentially Published papers in refereed journals/company literature.
improve the wider SE discipline. [PTLE08-­40A] [PTLE08-­E40]
(P) Fosters awareness of these novel techniques within Records showing introduction of enabling systems supporting
the wider SE community. [PTLE08-­50P] the new techniques or ideas. [PTLE08-­E50]
9 Coaches individuals beyond the enterprise (P) Coaches or mentors individuals beyond the Coaching or mentoring assignment records. [PTLE09-­E10]
boundary, in technical leadership techniques enterprise boundary, in competency-­related techniques,
in order to further develop their knowledge, recommending development activities. [PTLE09-­10P]
abilities, skills, or associated behaviors.
[PTLE09]
(A) Develops or authorizes training materials in this Records of formal training courses, workshops, seminars, and
competency area, which are subsequently successfully authored training material supported by successful post-­
delivered beyond the enterprise boundary. [PTLE09-­20A] training evaluation data. [PTLE09-­E20]
(A) Provides workshops/seminars or training in this Records of Training/workshops/seminars created supported
competency area for practitioners or lead practitioners by successful post-­training evaluation data. [PTLE09-­E30]
beyond the enterprise boundary (e.g. conferences and
open training days). [PTLE09-­30A]
10 Maintains expertise in this competency area (A) Reviews research, new ideas, and state of the art to Records of documents reviewed and insights gained as part of
through specialist Continual Professional identify relevant new areas requiring personal own research into this competency area. [PTLE10-­E10]
Development (CPD) activities. [PTLE10] development in order to maintain expertise in this
competency area. [PTLE10-­10A]
(A) Performs identified specialist professional Records of Continual Professional Development (CPD)
development activities in order to maintain or further performed and learning outcomes. [PTLE10-­E20]
develop competence at expert level. [PTLE10-­20A]
(A) Records continual professional development
activities undertaken including learning or insights
gained. [PTLE10-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party-­generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by a reputable external organization as an expert in this competency area
b. Evidence of role as independent assessor or reviewer on project outside own organization where skills in this competency area were used
c. Evidence of invitation(s) from wider community for contribution of systems engineering expertise in this area (e.g. industry conference panel, government
advisory board etc. cross-­industry working groups, partnerships, accredited advanced university courses or research, or as part of professional institute)
d. Formal commendation beyond the enterprise (e.g. by INCOSE or other recognized authority) for work performed in this competency area
e. Independently assessed or accredited work product in this competency area (e.g. for independent publication or use)
f. Accolades of expertise in this area from recognized industry leaders

267
Competency area – Professional: Negotiation
Description
Negotiation is a dialogue between two or more parties intended to reach a beneficial outcome over one or more issues where differences exist with respect to at least one of these issues.
This beneficial outcome can be for all parties involved, or just for one or some of them. Negotiation aims to resolve points of difference, to gain advantage for an individual or collective,
or to craft outcomes to satisfy various interests. It is often conducted by putting forward a position and making small concessions to achieve an agreement.
Why it matters
Systems Engineers are the “glue” that hold elements of a complex system development together. To achieve success, they need to involve themselves in many aspects of a
project, interacting with different types of stakeholders and organizations. This necessitates resolution of many different types of issue in order to gain agreement between
differing groups of stakeholders. Good negotiation skills are central to this activity.
Possible contributory types of evidence
Any combination of the types of evidence may be acceptable (depending on how the Framework is tailored and used). The evidence items identified at each level indicate
example work products only. Contributions to work products will generally differ at each proficiency level.
Learning and development
The INCOSE Professional Development Portal provides example guidance on how to gain an initial awareness of a competency area and options for developing further
competence thereafter.

Awareness – Professional: Negotiation

ID Indicators of Competence Relevant knowledge sub-­indicators
1 Explains key terminology associated with (K) Describes different types, scenarios, and styles of negotiation and explains the high-­level differences between
negotiation. [PNEA01] them. [PNEA01-­10K]
(K) Describes examples of each style of negotiation. [PNEA01-­20K]
(K) Identifies different types of negotiating skill. [PNEA01-­30K]
2 Describes situations where it may be necessary to (K) Explains the key drivers to undertake negotiation. [PNEA02-­10K]
negotiate and why. [PNEA02]
3 Explains how different stakeholders hold different (K) Explains different types of bargaining power in negotiations. [PNEA03-­10K]
positions and bargaining power. [PNEA03]
(K) Describes key interfaces and links between engineering negotiations and stakeholders in the wider enterprise
outside engineering (e.g. infrastructure management, human resource management, quality management,
knowledge management, portfolio management, and life cycle model management). [PNEA03-­20K]
(K) Describes examples of situations where stakeholders may hold different bargaining power. [PNEA03-­30K]
4 Identifies situations which do or do not require (K) Describes general topics which may be relevant in determining when and when not to negotiate.
negotiation, to support negotiating strategies. [PNEA04-­10K]
[PNEA04]

268
Supervised Practitioner – Professional: Negotiation
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Awareness level) contribution to activities performed, or professional
behaviors applied
1 Develops good working level relationships (A) Identifies possible routine issues which may require Records of acting to establish good working level
with counterparts by negotiating to resolve negotiation with working level counterparts. [PNES01-­10A] relationships with counterparts to resolve routine issues.
routine issues. [PNES01] [PNES01-­E10]
(P) Acts to address issues to improve working level
relationships with counterparts. [PNES01-­20P]
2 Collates data from a range of sources through (K) Describes how different types of information may be Records of preparing negotiation information used by the
research and analysis to provide useful input useful to the team in particular negotiations. [PNES02-­10K] team during a negotiation process. [PNES02-­E10]
to a negotiation team. [PNES02]
(K) Describes sources of negotiation information and how
this information may be researched. [PNES02-­20K]
(K) Describes what type of analysis may be performed on
raw information to improve its usefulness. [PNES02-­30K]
(A) Prepares information used by the team during a
negotiation process. [PNES02-­40A]
3 Identifies stakeholders with different (K) Identifies stakeholders are on a particular project who Records of preparing negotiation information used by the
bargaining power on a project. [PNES03] might be subject of a negotiation activity. [PNES03-­10K] team during a negotiation process. [PNES03-­E10]
(A) Identifies different positions and bargaining power of
stakeholders on a particular project. [PNES03-­20A]
4 Describes key stakeholders’ negotiation (K) Describes how different situations and individual Records of preparing negotiation information used by the
positions of these stakeholders. [PNES04] requirements of a key stakeholder might be of interest in a team during a negotiation process. [PNES04-­E10]
particular negotiation. [PNES04-­10K]
(A) Identifies stakeholder “negotiating positions” in a
particular negotiation. [PNES04-­20A]
5 Prepares inputs to the review of a negotiation, (K) Describes the benefits of reviewing the immediate Records of preparing negotiation information used by the
covering the broad implications and results, broad implications, and unintended consequences of team during a negotiation process. [PNES05-­E10]
unintended consequences of a negotiation a negotiation decision. [PNES05-­10K]
decision. [PNES05]
(A) Prepares inputs to the review of a negotiation, covering
the broad implications and unintended consequences of a
negotiation decision. [PNES05-­20A]
(Continued)

269
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Awareness level) contribution to activities performed, or professional
behaviors applied
6 Maintains own confidence in the face of (K) Explains why it is important to retain self-­confidence in 3rd-­party reflections on negotiation performance (e.g.
objections during negotiations. [PNES06] the face of objections during negotiation. [PNES06-­10K] individual performance records). [PNES06-­E10]
(P) Acts with confidence in the face of objections.
[PNES06-­20P]
7 Develops own understanding of this (A) Identifies potential gaps in own knowledge or Records of Continual Professional Development (CPD)
competency area through Continual development needs in this area, identifying opportunities to performed and learning outcomes. [PNES07-­E10]
Professional Development (CPD). [PNES07] address these through continual professional development
activities. [PNES07-­10A]
(A) Performs continual professional development activities
to improve their knowledge and understanding in this area.
[PNES07-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained.
[PNES07-­30A]

270
Practitioner – Professional: Negotiation
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Supervised Practitioner level) contribution to activities performed, or professional
behaviors applied
1 Follows established best practice strategies for (K) Describes established best practice for negotiation Reports or references from recognized project stakeholders
negotiation in terms of preparation, approach, in terms of preparation, approach, strategy, tactics, and confirming the role and contribution to a particular
strategy, tactics, and style. [PNEP01] style. [PNEP01-­10K] negotiation. [PNEP01-­E10]
(A) Uses using best practice approaches with internal
and external project stakeholders. [PNEP01-­20A]
2 Negotiates successfully with internal and (A) Identifies differing styles of negotiating parties. Records from project records, agendas, organization charts,
external project stakeholders. [PNEP02] [PNEP02-­10A] minutes, or reports. [PNEP02-­E10]
(A) Adapts their negotiating style to the particular Reports or references from recognized project stakeholders
parties involved. [PNEP02-­20A] confirming the role and contribution to a particular
negotiation. [PNEP02-­E20]
Records of adapting their negotiating style to the particular
parties involved. [PNEP02-­E30]
3 Acts to ensure buy-­in and gain trust with internal (P) Acts to gain trust and buy-­in from internal Records from project records, agendas, organization charts,
stakeholders prior to and during negotiations. stakeholders prior to and during negotiations. minutes, or reports. [PNEP03-­E10]
[PNEP03] [PNEP03-­10P]
Reports or references from recognized project stakeholders
confirming the role and contribution to a particular
negotiation. [PNEP03-­E20]
4 Communicates negotiation developments to (A) Maintains regular communications in order to Records from project records, agendas, organization charts,
internal stakeholders in order to manage keep all parties informed of developments. minutes, or reports. [PNEP04-­E10]
expectations while keeping all parties [PNEP04-­10A]
informed. [PNEP04]
(P) Communicates negotiation developments to Reports or references from recognized project stakeholders
internal stakeholders in order to manage expectations confirming the role and contribution to a particular
while keeping all parties informed. [PNEP04-­20P] negotiation. [PNEP04-­E20]
5 Analyzes data from a range of sources to make (K) Describes the benefit analysis of data from a range Reports or references from recognized project stakeholders
robust fact-­based statements during of sources and making robust fact-­based statements confirming the role and contribution to a particular
negotiations, to make available choices clear during negotiations, to make available choices clear negotiation. [PNEP05-­E10]
and simple to stakeholders. [PNEP05] and simple to stakeholders. [PNEP05-­10K]
(A) Analyzes data from a range of sources to make Records of documenting available choices to stakeholders
robust fact-­based statements during negotiations. in a clear and simple way during a negotiation.
[PNEP05-­20A] [PNEP05-­E20]
(A) Records available choices to stakeholders in a clear
and simple way during a negotiation. [PNEP05-­30A]
(Continued)

271
 ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Supervised Practitioner level) contribution to activities performed, or professional
behaviors applied
6 Reacts positively when handling objections or (P) Reacts positively when receiving objections or Records from project records, agendas, organization charts,
points of view expressed by others challenging points of view from other stakeholders on the project. minutes, or reports. [PNEP06-­E10]
these views without damaging stakeholder [PNEP06-­10P]
relationship. [PNEP06]
(A) Uses negotiating skills to challenge the points of Reports or references from recognized project stakeholders
view expressed by others on the project. confirming the role and contribution to a particular
[PNEP06-­20A] negotiation. [PNEP06-­E20]
(P) Acts to overcome objections or points of view Records from project records, agendas, organization charts,
expressed by others without damaging stakeholder minutes, or reports. [PNEP06-­E30]
relationships. [PNEP06-­30P]
Reports or references from recognized project stakeholders
confirming the role and contribution to a particular
negotiation. [PNEP06-­E40]
7 Reviews the immediate results, broad (A) Reviews the immediate results, broad implications, Records from project records, agendas, organization charts,
implications, and unintended consequences of and unintended consequences of a negotiation decision minutes, or reports. [PNEP07-­E10]
a negotiation decision to ensure decision is to ensure decision is sound. [PNEP07-­10A]
sound. [PNEP07]
8 Acts with political awareness when negotiating (K) Describes the benefit of political awareness Reports or references from recognized project stakeholders
with key decision-­makers. [PNEP08] regarding key decision-­makers. [PNEP08-­10K] confirming the role and contribution to a particular
negotiation. [PNEP08-­E10]
(A) Uses political awareness when negotiating with
key decision-­makers. [PNEP08-­20A]
9 Acts to gain credibility and gains trust and (P) Acts to establish credibility and gain trust and Records from project records, agendas, organization charts,
respect of all parties to negotiations. [PNEP09] respect of all parties to negotiations. [PNEP09-­10P] minutes, or reports. [PNEP09-­E10]
Reports or references from recognized project stakeholders
confirming the role and contribution to a particular
negotiation. [PNEP09-­E20]
10 Guides new or supervised practitioners in (P) Guides new or supervised practitioners in Organizational Breakdown Structure showing their
negotiation techniques, in order to develop their executing activities that form part of this competency. responsibility for technical supervision in this area.
knowledge, abilities, skills, or associated [PNEP10-­10P] [PNEP10-­E10]
behaviors. [PNEP10]
(A) Trains individuals to an “Awareness” level in this Records of on-­the-­job training objectives/guidance etc.
competency area. [PNEP10-­20A] [PNEP10-­E20]

272
 Assignment as coach or mentor. [PNEP10-­E30]
Records highlighting their impact on another individual in
terms of improvement or professional development in this
competency. [PNEP10-­E40]
11 Maintains and enhances own competence in (A) Identifies potential development needs in this area, Records of Continual Professional Development (CPD)
this area through Continual Professional identifying opportunities to address these through performed and learning outcomes. [PNEP11-­E10]
Development (CPD) activities. [PNEP11] continual professional development activities.
[PNEP11-­10A]
(A) Performs continual professional development
activities to maintain and enhance their competency in
this area. [PNEP11-­20A]
(A) Records continual professional development
activities undertaken including learning or insights
gained. [PNEP11-­30A]

273
 Lead Practitioner – Professional: Negotiation
ID Indicators of Competence (in addition to those Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
at Practitioner level) contribution to activities performed, or professional
behaviors applied
1 Promotes best practice negotiation techniques (A) Develops own state-­of-­the-­art negotiations skills. Documents demonstrating introducing or controlling
across the enterprise to improve the effectiveness [PNEL01-­10A] negotiation best practices. [PNEL01-­E10]
of systems engineering negotiations. [PNEL01]
(P) Advises others on best practice when preparing Articles, papers or training materials authored to support
for negotiations. [PNEL01-­20P] negotiation. [PNEL01-­E20]
(P) Advises others on best practice when negotiating, Records from negotiations showing advice provided and
with success. [PNEL01-­30P] used successfully. [PNEL01-­E30]
2 Judges the suitability of the planned approach or (A) Assesses the suitability of negotiation strategy Records demonstrating a personal contribution to the
strategy for negotiations affecting Systems and meetings. [PNEL02-­10A] assessment and improvement of negotiation strategy and
Engineering across the enterprise. [PNEL02] meetings. [PNEL02-­E10]
3 Guides and actively coordinates the direction of (P) Guides and actively coordinates the activities of Documents from enterprise or external program records.
negotiation teams across the enterprise, accepting negotiation teams to demonstrable success in closing [PNEL03-­E10]
accountability for final negotiation outcomes whether negotiations. [PNEL03-­10P]
successful or not. [PNEL03]
(P) Challenges the appropriateness of negotiating stance Records of leading negotiating teams. [PNEL03-­E20]
or reasoning, with notable success. [PNEL03-­20P]
(P) Acts to accept accountability for final negotiation Records of where the negotiation teams they have led, have had
outcomes whether successful or not. [PNEL03-­30P] demonstrable success in closing negotiation. [PNEL03-­E30]
4 Adapts personal positions and style quickly if (A) Adapts negotiating technical stance if Records from project records, agendas, organization charts,
circumstances change favorably and unfavorably. circumstances change favorably or unfavorably. minutes, or reports. [PNEL04-­E10]
[PNEL04] [PNEL04-­10A]
(A) Adapts personal negotiation style quickly to Reports or references from recognized project stakeholders
reflect changing circumstance. [PNEL04-­20A] confirming the role and contribution to a particular
negotiation. [PNEL04-­E20]
5 Acts on behalf of the wider enterprise during (P) Acts with sensitivity and control in tough, Records from project records, agendas, organization charts,
tough, challenging negotiating situations with challenging situations with both external and internal minutes, or reports. [PNEL05-­E10]
both external and internal stakeholders. [PNEL05] stakeholders. [PNEL05-­10P]
6 Acts on behalf of the wider enterprise to gain (P) Acts to establish credibility and gain trust and Records from project records, agendas, organization charts,
credibility and gains trust and respect of all parties respect of all parties to negotiations. [PNEL06-­10P] minutes, or reports. [PNEL06-­E10]
during difficult negotiations. [PNEL06]
Reports or references from recognized project stakeholders
confirming the role and contribution to a particular
negotiation. [PNEL06-­E20]

274
7 Acts positively when handling objections or (P) Acts positively when receiving objections or Records from project records, agendas, organization charts,
points of view expressed by senior enterprise points of view from other stakeholders across the minutes, or reports. [PNEL07-­E10]
stakeholders challenging views without damaging enterprise. [PNEL07-­10P]
stakeholder relationship and persuading them to
change their mind. [PNEL07]
(A) Uses negotiating skills to challenge the points of Reports or references from recognized project stakeholders
view expressed by others across the enterprise. confirming the role and contribution to a particular
[PNEL07-­20A] negotiation. [PNEL07-­E20]
(A) Assesses objections or points of view expressed Records of assessing objections or points of view expressed
by others across the enterprise, without damaging by others across the enterprise, without damaging
stakeholder relationships. [PNEL07-­30A] stakeholder relationships. [PNEL07-­E30]
(P) Persuades enterprise stakeholders to modify Records of persuading enterprise stakeholders to modify
viewpoint successfully. [PNEL07-­40P] viewpoint successfully. [PNEL07-­E40]
8 Persuades third-­party decision-­makers to move (A) Determines best enterprise outcomes from Records from project records, agendas, organization charts,
toward wider enterprise goals, using good third-­party decisions. [PNEL08-­10A] minutes, or reports. [PNEL08-­E10]
political awareness. [PNEL08]
(P) Persuades third-­party decision-­makers through Reports or references from recognized project stakeholders
good political awareness. [PNEL08-­20P] confirming the role and contribution to a particular
negotiation. [PNEL08-­E20]
9 Acts to accept accountability for final negotiation (P) Acts to accept accountability for final negotiation Documents from enterprise or external program records.
outcomes on behalf of the enterprise, whether outcomes for both successful outcomes and [PNEL09-­E10]
successful or not. [PNEL09] otherwise. [PNEL09-­10P]
(A) Analyzes results of negotiation and uses the
analysis to improve future strategies. [PNEL09-­20A]
10 Coaches or mentors practitioners across the (P) Coaches or mentors practitioners across the Coaching or mentoring assignment records. [PNEL10-­E10]
enterprise in negotiation techniques in order to enterprise in competency-­related techniques,
develop their knowledge, abilities, skills, or recommending development activities.
associated behaviors. [PNEL10] [PNEL10-­10P]
(A) Develops or authorizes enterprise training Records of formal training courses, workshops, seminars,
materials in this competency area. [PNEL10-­20A] and authored training material supported by successful
post-­training evaluation data. [PNEL10-­E20]
(A) Provides enterprise workshops/seminars or Listing as an approved organizational trainer for this
training in this competency area. [PNEL10-­30A] competency area. [PNEL10-­E30]
11 Promotes the introduction and use of novel (A) Analyzes different approaches across different Research records. [PNEL11-­E10]
techniques and ideas in negotiation across the domains through research. [PNEL11-­10A]
enterprise, to improve enterprise competence in
this area. [PNEL11]
(Continued)

275
ID Indicators of Competence (in addition to those Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
at Practitioner level) contribution to activities performed, or professional
behaviors applied
(A) Defines novel approaches that could potentially Published papers in refereed journals/company literature.
improve the SE discipline within the enterprise. [PNEL11-­E20]
[PNEL11-­20A]
(P) Fosters awareness of these novel techniques Records showing introduction of enabling systems supporting
within the enterprise. [PNEL11-­30P] the new techniques or ideas. [PNEL11-­E30]
(P) Collaborates with enterprise stakeholders to Published papers (or similar) at enterprise level.
facilitate the introduction of techniques new to the [PNEL11-­E40]
enterprise. [PNEL11-­40P]
(A) Monitors new techniques after their introduction Records of improvements made against a recognized process
to determine their effectiveness. [PNEL11-­50A] improvement model. [PNEL11-­E50]
(A) Adapts approach to reflect actual enterprise Records of adapting approach to reflect actual enterprise
performance improvements. [PNEL11-­60A] performance improvements. [PNEL11-­E60]
12 Develops expertise in this competency area (A) Identifies own needs for further professional Records of Continual Professional Development (CPD)
through specialist Continual Professional development in order to increase competence beyond performed and learning outcomes. [PNEL12-­E10]
Development (CPD) activities. [PNEL12] practitioner level. [PNEL12-­10A]
(A) Performs professional development activities in
order to move own competence toward expert level.
[PNEL12-­20A]
(A) Records continual professional development
activities undertaken including learning or insights
gained. [PNEL12-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party-­generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by senior management in current organization as an expert in this competency area
b. Evidence of role as Product/System Design Authority or Technical Authority on a complex project with responsibilities in this area or where skills within
this competency area were used
c. Recognized as an authorizing signatory on behalf of enterprise for formal documentation in this competency area (e.g. policies, processes, and deliverables)
d. Formal commendation or award within own enterprise for contribution or item of work successfully performed, which required proficiency in this
competency area
e. Customer, Supplier, or other external project-­specific key Stakeholder accolades for specific work performed in this competency area
f. Independently assessed or accredited work in this competency area (e.g. for independent publication or use)
g. Formal organizational HR records positively highlighting any specific professional competencies or behaviors identified (if applicable) plus any of the
evidence indicators listed at Expert level below

276
Expert – Professional: Negotiation
ID Indicators of Competence (in addition Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
to those at Lead Practitioner level) contribution to activities performed, or professional
behaviors applied
1 Communicates own knowledge and (A) Produces papers, seminars, or presentations outside own Published papers or books etc. on new technique in
experience in negotiation skills in order enterprise for publication in order to share own ideas and refereed journals/company literature. [PNEE01-­E10]
to improve best practice beyond the improve industry best practices in this competence area.
enterprise boundary. [PNEE01] [PNEE01-­10A]
(P) Fosters incorporation of own ideas into industry best Published papers in refereed journals or internal literature
practices in this area. [PNEE01-­20P] proposing new practices in this competence area (or
presentations, tutorials, etc.). [PNEE01-­E20]
(P) Develops guidance materials identifying new (or updating Records of own proposals adopted as industry best
existing) best practice in this competence area. [PNEE01-­30P] practices in this competence area. [PNEE01-­E30]
2 Influences stakeholders beyond the (P) Persuades stakeholders beyond the enterprise boundary on Records of ideas assimilated into international standards
enterprise boundary in support of negotiating activities affecting Systems Engineering. or referenced in others’ books, papers, and peer-­reviewed
negotiations activities affecting Systems [PNEE02-­10P] articles. [PNEE02-­E10]
Engineering. [PNEE02]
(A) Identifies changes to existing stakeholder thinking in Records demonstrating a personal contribution to
negotiation activities affecting Systems Engineering. negotiation strategic changes. [PNEE02-­E20]
[PNEE02-­20A]
3 Guides and actively coordinates the (P) Persuades key strategic decision-­makers extending beyond Documents from enterprise or external program records.
direction of negotiations beyond the own enterprise, on negotiation activities affecting Systems [PNEE03-­E10]
enterprise boundary, on complex or Engineering. [PNEE03-­10P]
strategic decisions. [PNEE03]
(P) Challenges the appropriateness of negotiating stance or Documents from enterprise or external program records.
reasoning of stakeholders beyond the enterprise boundary, with [PNEE03-­E20]
notable success. [PNEE03-­20P]
(P) Guides and actively coordinates the direction of negotiations on
complex strategic issues beyond of the enterprise. [PNEE03-­30P]
4 Advises organizations beyond the (A) Advises organizations beyond the enterprise boundary on Documents from enterprise or external program records.
enterprise boundary on the suitability of current or proposed negotiating strategies or approaches. [PNEE04-­E10]
their negotiating strategies. [PNEE04] [PNEE04-­10A]
(A) Advises negotiators beyond the enterprise boundary on Documents from enterprise or external program records.
strategies designed to change the views of, or persuade key or [PNEE04-­E20]
challenging stakeholders, with demonstrable results.
[PNEE04-­20A]
(Continued)

277
ID Indicators of Competence (in addition Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
to those at Lead Practitioner level) contribution to activities performed, or professional
behaviors applied
(A) Advises organizations beyond the enterprise boundary on Records of advising stakeholders beyond enterprise
appropriate negotiating positions and negotiating styles. boundary on negotiating positions and styles.
[PNEE04-­30A] [PNEE04-­E30]
(A) Advises key stakeholders beyond enterprise boundary on
their negotiating positions and styles. [PNEE04-­40A]
5 Champions the introduction of novel (A) Analyzes different approaches across different domains Records of activities promoting research and need to
techniques and ideas in negotiation through research. [PNEE05-­10A] adopt novel technique or ideas. [PNEE05-­E10]
techniques, beyond the enterprise
boundary, in order to develop the wider
Systems Engineering community in this
competency. [PNEE05]
(A) Produces reports for the wider SE community on the Records of improvements made to process and appraisal
effectiveness of new techniques after their introduction. against a recognized process improvement model.
[PNEE05-­20A] [PNEE05-­E20]
(P) Collaborates with those introducing novel techniques within Research records. [PNEE05-­E30]
the wider SE community. [PNEE05-­30P]
(A) Defines novel approaches that could potentially improve Published papers in refereed journals/company literature.
the wider SE discipline. [PNEE05-­40A] [PNEE05-­E40]
(P) Fosters awareness of these novel techniques within the Records showing introduction of enabling systems
wider SE community. [PNEE05-­50P] supporting the new techniques or ideas. [PNEE05-­E50]
6 Coaches individuals beyond the (P) Coaches or mentors individuals beyond the enterprise Coaching or mentoring assignment records.
enterprise boundary, in negotiation boundary, in competency-­related techniques, recommending [PNEE06-­E10]
techniques in order to further develop development activities. [PNEE06-­10P]
their knowledge, abilities, skills, or
associated behaviors. [PNEE06]
(A) Develops or authorizes training materials in this Records of formal training courses, workshops,
competency area, which are subsequently successfully delivered seminars, and authored training material supported by
beyond the enterprise boundary. [PNEE06-­20A] successful post-­training evaluation data. [PNEE06-­E20]
(A) Provides workshops/seminars or training in this Records of Training/workshops/seminars created
competency area for practitioners or lead practitioners beyond supported by successful post-­training evaluation data.
the enterprise boundary (e.g. conferences and open training [PNEE06-­E30]
days). [PNEE06-­30A]

278
7 Maintains expertise in this competency (A) Reviews research, new ideas, and state of the art to identify Records of documents reviewed and insights gained as
area through specialist Continual relevant new areas requiring personal development in order to part of own research into this competency area.
Professional Development (CPD) maintain expertise in this competency area. [PNEE07-­10A] [PNEE07-­E10]
activities. [PNEE07]
(A) Performs identified specialist professional development Records of Continual Professional Development (CPD)
activities in order to maintain or further develop competence at performed and learning outcomes. [PNEE07-­E20]
expert level. [PNEE07-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained.
[PNEE07-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party-­generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by a reputable external organization as an expert in this competency area
b. Evidence of role as independent assessor or reviewer on project outside own organization where skills in this competency area were used
c. Evidence of invitation(s) from wider community for contribution of systems engineering expertise in this area (e.g. industry conference panel, government
advisory board etc. cross-­industry working groups, partnerships, accredited advanced university courses or research, or as part of professional institute)
d. Formal commendation beyond the enterprise (e.g. by INCOSE or other recognized authority) for work performed in this competency area
e. Independently assessed or accredited work product in this competency area (e.g. for independent publication or use)
f. Accolades of expertise in this area from recognized industry leaders

279
Competency area – Professional: Team Dynamics
Description
Team dynamics are the unconscious, psychological forces that influence the direction of a team’s behavior and performance. Team dynamics are created by the nature of the
team’s work, the personalities within the team, their working relationships with other people, and the environment in which the team works.
Why it matters
Team dynamics can be good – for example, when they improve overall team performance and/or get the best out of individual team members. They can also be bad – for
example, when they cause unproductive conflict, demotivation, and prevent the team from achieving its goals.
Possible contributory types of evidence
Any combination of the types of evidence may be acceptable (depending on how the Framework is tailored and used). The evidence items identified at each level indicate
example work products only. Contributions to work products will generally differ at each proficiency level.
Learning and development
The INCOSE Professional Development Portal provides example guidance on how to gain an initial awareness of a competency area and options for developing further
competence thereafter.

Awareness – Professional: Team Dynamics

ID Indicators of Competence Relevant knowledge sub-­indicators
1 Lists different types of team and the role of each team (K) Defines the difference between a team and a group. [PTDA01-­10K]
within the project or organization. [PTDA01]
(K) Explains the value of working in teams vs groups. [PTDA01-­20K]
2 Explains the different stages of team development and how (K) Defines a common team dynamics model (e.g. Tuckman: Forming, Storming, Norming, Performing,
they affect team dynamics and performance. [PTDA02] and “mourning”) or Peck (Pseudo-­community, Chaos, Emptiness, true Community) including how the
different stages of a group might impact effectiveness of the group. [PTDA02-­10K]
(K) Explains why team performance is impacted by the stages of development. [PTDA02-­20K]
3 Explains the positive and negative features of cooperation (K) Explains positive features of cooperation and competition within teams. [PTDA03-­10K]
and competition within teams. [PTDA03]
(K) Describes links between engineering and the wider enterprise outside engineering (e.g. infrastructure
management, human resource management, quality management, knowledge management, portfolio
management, and life cycle model management), which may impact team dynamics. [PTDA03-­20K]
4 Explains how the effectiveness of communications affects (K) Defines what “effective communication” is and illustrates, with examples, how it is important the
team dynamics. [PTDA04] receiver understands the message the sender is sending. [PTDA04-­10K]
(K) Explains how the characteristics of the sender, the receiver, and the message can affect the impact of
team communications. [PTDA04-­20K]

280
 (K) Defines the value of effective communication on team performance. [PTDA04-­30K]
(K) Explains how active listening can improve communication. [PTDA04-­40K]
5 Explains the differing nature of disagreement, conflict, and (K) Lists potential sources of conflict at work (e.g. personality, working style, miscommunications or
criticism in teams and core strategies for resolving misunderstandings, resource availability, lack of individual or team support, poor customer service, poorly
conflict. [PTDA05] organized workplace, poor management, discrimination or harassment, contract terms for individuals).
[PTDA05-­10K]
(K) Defines well-­established mechanisms to resolve conflict (e.g. informal discussions, mediation,
arbitration, conciliation, promoting a culture of openness). [PTDA05-­20K]
(K) Lists the steps of a conflict resolution process. [PTDA05-­30K]
6 Explains why team building can help form effective teams, (K) Explains why team building is an effective way to improve the dynamics of a team. [PTDA06-­10K]
what it involves, and its key challenges. [PTDA06]
(K) Explains how team building activities helps to build trust and how trust affects team dynamics. [PTDA06-­20K]
7 Identifies different types of team-­building activities, their (K) Identifies different team building activities. [PTDA07-­10K]
aims, and provides examples. [PTDA07]
(K) Explains how team building activities can support team development and when to use them. [PTDA07-­20K]

281
Supervised Practitioner – Professional: Team Dynamics
ID Indicators of Competence (in addition to those at Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
Awareness level) contribution to activities performed, or professional
behaviors applied
1 Identifies when and when not to identify own (K) Explains how roles are formed and their role in Records showing team organization and/or team roles
positions, roles, and responsibilities within different current team. [PTDS01-­10K] and interfaces. [PTDS01-­E10]
teams within the project, or organization. [PTDS01]
(A) Describes how own role interfaces with other roles
in the organization. [PTDS01-­20A]
2 Uses team dynamics to improve their effectiveness in (A) Uses team dynamics to improve their effectiveness Records showing use of team dynamics to improve
performing team goals. [PTDS02] in performing team goals. [PTDS02-­10A] own effectiveness. [PTDS02-­E10]
3 Identifies the stage (e.g. forming, Storming, and (A) Identifies the stage (e.g. Forming, Storming, Records of having participated in a new, developing,
Norming) at which each of the teams within which they Norming, and Performing) of their current team and or performing team. [PTDS03-­E10]
participate is operating and provides rationale. [PTDS03] provides rationale. [PTDS03-­10A]
4 Explains the building blocks of successful team (K) Explains the impact of team dynamics on team Records showing team dynamics usage on project.
performance and why they affect performance. performance, covering areas such as effective [PTDS04-­E10]
[PTDS04] communication, common purpose, accepted leadership,
effective processes, and solid relationships. [PTDS04-­10K]
(K) Explains how building blocks of successful team
performance can potentially (or actually) effected team
effectiveness. [PTDS04-­20K]
(A) Identifies use of team building blocks on a project.
[PTDS04-­30A]
5 Explains how team goals, communication, and (K) Identifies current team goals. [PTDS05-­10K] Records supporting examples of competitive behavior
interpersonal actions are affected by competitive on a project. [PTDS05-­E10]
behaviors. [PTDS05]
(K) Identifies situations where communication, or
interpersonal actions may be affected by competitive
behaviors. [PTDS05-­20K]
(A) Describes situations where communication, or
interpersonal actions may have been affected by
competitive behaviors. [PTDS05-­30A]
6 Identifies competitive behaviors within a team and (K) Describes competitive behaviors, their potential Records of having experienced and overcome
their potential cause (e.g. cultural, personal, and causes, and how these affected team dynamics. competitive behaviors within their team or project.
organizational reasons). [PTDS06] [PTDS06-­10K] [PTDS06-­E10]
(P) Acts to overcome competitive behaviors within
their team. [PTDS06-­20P]

282
7 Describes different potential types of team conflict (K) Identifies how team conflict situations can be Records of team conflict and their resolution in their
and the differing techniques available to resolve them. successfully resolved (or averted). [PTDS07-­10K] team or project. [PTDS07-­E10]
[PTDS07]
(A) Identifies areas where team conflict has existed
and been addressed. [PTDS07-­20A]
8 Explains how team dynamics affect decision-­making. (K) Explains how team relationships can cause barriers Records supporting examples of team dynamics
[PTDS08] which affect decision-­making (e.g. information barriers, influencing decision-­making on a project.
cognitive bias, individual personalities, cultural or [PTDS08-­E10]
organizational norms, attitude to risk or uncertainty, and
competence of decision-­maker). [PTDS08-­10K]
(K) Explains how team dynamics can affect problem
solving (e.g. confirmation bias, mental set, functional
fixedness, unnecessary constraints, and irrelevant
information). [PTDS08-­20K]
(A) Describes situations they have experienced where
barriers or other team dynamics issues may have
impacted decision-­making or its effectiveness.
[PTDS08-­30A]
9 Develops own understanding of this competency area (A) Identifies potential gaps in own knowledge or Records of Continual Professional Development
through Continual Professional Development (CPD). development needs in this area, identifying (CPD) performed and learning outcomes.
[PTDS09] opportunities to address these through continual [PTDS09-­E10]
professional development activities. [PTDS09-­10A]
(A) Performs continual professional development
activities to improve their knowledge and
understanding in this area. [PTDS09-­20A]
(A) Records continual professional development
activities undertaken including learning or insights
gained. [PTDS09-­30A]

283
Practitioner – Professional: Team Dynamics
ID Indicators of Competence (in addition to those at Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
Supervised Practitioner level) personal contribution to activities performed, or
professional behaviors applied
1 Acts collaboratively with other teams to accomplish (P) Collaborates (e.g. with other teams) to accomplish Records demonstrating team collaboration toward
interdependent project or organizational goals. interdependent project or organizational goals. independent goals. [PTDP01-­E10]
[PTDP01] [PTDP01-­10P]
2 Recognizes the dynamic of their team and applies (K) Describes potential differing dynamic of teams and
best practice to improve this as necessary. [PTDP02] how this can affect the project (positively or negatively).
[PTDP02-­10K]
(A) Identifies the dynamic of their team. Records demonstrating activities designed to identify
[PTDP02-­20A] team dynamics. [PTDP02-­E20]
(A) Uses best practice team dynamics techniques to Records demonstrating activities designed to
improve the dynamic of a project team. [PTDP02-­30A] improve team dynamics. [PTDP02-­E30]
3 Fosters a common understanding of an assignment in (K) Describes how different team members may have a
line with organizational intent within their team. different understanding of an assignment to each other
[PTDP03] or to organizational intent and how this can be
addressed. [PTDP03-­10K]
(P) Fosters a common understanding of an assignment Records demonstrating activities designed to
in line with organizational intent within their team. improve team dynamics. [PTDP03-­E20]
[PTDP03-­20P]
4 Fosters cooperation and pride within the team through (P) Fosters cooperation and pride within the team through Records demonstrating activities designed to improve
strategies focused on group goals, communication, strategies focused on group goals, communication, and team pride based upon group goals, communication,
and interpersonal actions. [PTDP04] interpersonal actions. [PTDP04-­10P] and interpersonal actions. [PTDP04-­E10]
5 Identifies negative behaviors within the team, (A) Identifies negative behaviors within the team, Records of behavioral challenge addressed.
challenging these to create positive outcomes. [PTDP05] challenging these to create positive outcomes. [PTDP05-­E10]
[PTDP05-­10A]
(A) Uses team dynamics techniques to ensure a positive Records of using team dynamics techniques to
outcome when resolving negative behaviors. ensure a positive outcome when resolving negative
[PTDP05-­20A] behaviors. [PTDP05-­E20]
6 Uses communications skills to offer constructive (K) Explains why the use of constructive feedback helps
feedback to improve team performance, managing to improve team performance. [PTDP06-­10K]
emotions as an important aspect of team’s
communications. [PTDP06]
(P) Communicates feedback constructively in order to Records of a communications challenge addressed.
improve team performance, and the resultant outcome. [PTDP06-­E20]
[PTDP06-­20P]

284
7 Recognizes conflict in a team in order to resolve it. (P) Recognizes conflict within their team and acts to Records of a conflict challenge within their team
[PTDP07] resolve. [PTDP07-­10P] that was addressed. [PTDP07-­E10]
(P) Acts to resolve conflict within their team to ensure a Records of the resolution of a conflict challenge within
positive outcome. [PTDP07-­20P] their team with a positive outcome. [PTDP07-­E20]
8 Fosters an open team dynamic within the team so that (P) Fosters an open expression of opinions in order to Records demonstrating that opinions and feelings
all team members can express their opinions and improve team dynamics. [PTDP08-­10P] were actively taken into consideration. [PTDP08-­E10]
feelings. [PTDP08]
(A) Uses openness to share team ideas in order to create Reports or references from recognized enterprise
alternative improved solutions. [PTDP08-­20A] leaders confirming contribution to strategy regarding
the application of team dynamics to Systems
Engineering. [PTDP08-­E20]
9 Uses best practice team dynamics techniques to (A) Uses best practice team dynamics techniques to Records of gaining team consensus as part of
obtain team consensus when making decisions. obtain team consensus when making decisions, decision-­making process. [PTDP09-­E10]
[PTDP09] including the decision situation, and the techniques used
to gain team consensus. [PTDP09-­10A]
10 Uses team-­building activities to improve team (A) Uses best practice team-­building techniques to Records of team-­building techniques used and
dynamics. [PTDP10] improve team dynamics, the techniques used, and the measured successes. [PTDP10-­E10]
improvements achieved. [PTDP10-­10A]
11 Guides new or supervised practitioners in negotiation (P) Guides new or supervised practitioners in executing Organizational Breakdown Structure (OBS) showing
techniques, in order to develop their knowledge, activities that form part of this competency. their responsibility for technical supervision in this
abilities, skills, or associated behaviors. [PTDP11] [PTDP11-­10P] area. [PTDP11-­E10]
(A) Trains individuals to an “Awareness” level in this Records of on-­the-­job training objectives/guidance.
competency area. [PTDP11-­20A] [PTDP11-­E20]
Coaching or mentoring assignment records.
[PTDP11-­E30]
Records highlighting their impact on another
individual in terms of improvement or professional
development in this competency. [PTDP11-­E40]
12 Maintains and enhances own competence in this area (A) Identifies potential development needs in this area, Records of Continual Professional Development (CPD)
through Continual Professional Development (CPD) identifying opportunities to address these through continual performed and learning outcomes. [PTDP12-­E10]
activities. [PTDP12] professional development activities. [PTDP12-­10A]
(A) Performs continual professional development
activities to maintain and enhance their competency in
this area. [PTDP12-­20A]
(A) Records continual professional development
activities undertaken including learning or insights
gained. [PTDP12-­30A]

285
Lead Practitioner – Professional: Team Dynamics
ID Indicators of Competence (in addition to those Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
at Practitioner level) contribution to activities performed, or professional
behaviors applied
1 Uses best practice team dynamics techniques to (A) Develops own state-­of-­the-­art team dynamics skills Records demonstrating personal use of various team
improve the effectiveness of Systems Engineering in order to improve understanding of where their dynamics(s) techniques and associated feedback indicating
activities across the enterprise. [PTDL01] application would be most effective. [PTDL01-­10A] effectiveness. [PTDL01-­E10]
(P) Uses best practice team dynamics techniques to Records demonstrating use of team dynamics successfully
improve interactions with stakeholders or stakeholder to a variety of diverse stakeholders across the enterprise.
groups across the enterprise. [PTDL01-­20P] [PTDL01-­E20]
Records (e.g. from Human Resources department)
indicating excellent team dynamics skills. [PTDL01-­E30]
2 Judges the dynamic of teams across the (A) Reviews team structures across the enterprise with Records demonstrating a personal contribution to the
enterprise, advising where improvement is regard to their team dynamics. [PTDL02-­10A] assessment and improvement of team dynamics.
necessary. [PTDL02] [PTDL02-­E10]
(A) Assesses the performance of teams, making Records of having assessed the performance of teams and
recommendations as necessary. [PTDL02-­20A] making recommendations as necessary. [PTDL02-­E20]
3 Advises stakeholders across the enterprise, on the (A) Advises given with regard to selection of Records demonstrating a personal contribution to
selection of measurable group goals, measurable goals, communication, or interpersonal improvements to measurable goals, communication, or
communication, or interpersonal actions designed actions designed to improve team performance. interpersonal actions. [PTDL03-­E10]
to improve team performance. [PTDL03] [PTDL03-­10A]
(A) Defines measurable team or group-­related goals, Records of having defined measurable team or group-­
communication, or interpersonal actions across the related goals, communication or interpersonal actions
enterprise, which are designed to improve team across the enterprise, which were designed to improve
performance. [PTDL03-­20A] team performance. [PTDL03-­E20]
4 Challenges negative behaviors of key enterprise (P) Acts to highlight negative behavior from key Records demonstrating a personal contribution to
stakeholders, with measurable success. [PTDL04] stakeholders. [PTDL04-­10P] improving a stakeholders behaviors. [PTDL04-­E10]
(P) Uses team dynamics skills to address or mitigate Records of actions to ensure positive outcomes when
causes of stakeholder negative behaviors. [PTDL04-­20P] addressing negative stakeholder behaviors. [PTDL04-­E20]
5 Advises stakeholders across the enterprise on (A) Advises on selection of appropriate team-­centric Records demonstrating personal suggestions for
different best practice team dynamics techniques techniques in order to improve dynamics and improvement of team dynamics. [PTDL05-­E10]
across the enterprise depending on the situation effectiveness across the enterprise. [PTDL05-­10A]
and decision required. [PTDL05]
(A) Advises on selection of appropriate team-­centric Records demonstrating personal suggestions for
decision techniques designed to improve team improvement of team decision-­making. [PTDL05-­E20]
decision-­making across the enterprise. [PTDL05-­20A]

286
6 Fosters communication across the wider (A) Selects appropriate team dynamics techniques to Records demonstrating personal suggestions for
enterprise building trust through the application improve communication between enterprise teams improvement of team communications. [PTDL06-­E10]
of team dynamics techniques. [PTDL06] based upon the situation. [PTDL06-­10A]
(P) Fosters communication between enterprise teams in Records demonstrating personal actions designed to
order to improve wider dynamics and effectiveness. improve trust within a team environment. [PTDL06-­E20]
[PTDL06-­20P]
(A) Uses team dynamics techniques to build trust and Records of having used team dynamics techniques to build
improvement across the enterprise. [PTDL06-­30A] trust and improvement across the enterprise.
[PTDL06-­E30]
7 Influences key stakeholders across the enterprise (P) Identifies stakeholder viewpoints, which require Records demonstrating how advice provided influenced
to follow a revised path to improve a project or changing to improve wider project or enterprise team key stakeholders and improved a team dynamics issue (e.g.
enterprise team dynamics. [PTDL07] dynamics. [PTDL07-­10P] conflict). [PTDL07-­E10]
(P) Persuades key stakeholders to follow a new path
resulting in positive improvements for the team.
[PTDL07-­20P]
8 Uses different types of team-­building activities (A) Uses different types of team-­building techniques to Records of team building activities. [PTDL08-­E10]
depending on the team context, to improve team improve dynamics of different teams across the wider
dynamics across the enterprise. [PTDL08] enterprise. [PTDL08-­10A]
9 Coaches or mentors practitioners across the (P) Coaches or mentors practitioners across the Coaching or mentoring assignment records.
enterprise in team dynamics techniques in order enterprise in competency-­related techniques, [PTDL09-­E10]
to develop their knowledge, abilities, skills, or recommending development activities. [PTDL09-­10P]
associated behaviors. [PTDL09]
(A) Develops or authorizes enterprise training Records of formal training courses, workshops, seminars,
materials in this competency area. [PTDL09-­20A] and authored training material supported by successful
post-­training evaluation data. [PTDL09-­E20]
(A) Provides enterprise workshops/seminars or training Listing as an approved organizational trainer for this
in this competency area. [PTDL09-­30A] competency area. [PTDL09-­E30]
10 Promotes the introduction and use of novel (A) Analyzes different approaches across different Research records. [PTDL10-­E10]
techniques and ideas in team dynamics across the domains through research. [PTDL10-­10A]
enterprise, to improve enterprise competence in this
area. [PTDL10]
(A) Defines novel approaches that could potentially Papers published in refereed journals/company literature.
improve the SE discipline within the enterprise. [PTDL10-­E20]
[PTDL10-­20A]
(P) Fosters awareness of these novel techniques within Records showing introduction of enabling systems
the enterprise. [PTDL10-­30P] supporting the new techniques or ideas. [PTDL10-­E30]
(Continued)

287
ID Indicators of Competence (in addition to those Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
at Practitioner level) contribution to activities performed, or professional
behaviors applied
(P) Collaborates with enterprise stakeholders to Papers (or similar) published at the enterprise level.
facilitate the introduction of techniques new to the [PTDL10-­E40]
enterprise. [PTDL10-­40P]
(A) Monitors new techniques after their introduction to Records of improvements made against a recognized
determine their effectiveness. [PTDL10-­50A] process improvement model. [PTDL10-­E50]
(A) Adapts approach to reflect actual enterprise Records of adapting approach to reflect actual enterprise
performance improvements. [PTDL10-­60A] performance improvements. [PTDL10-­E60]
11 Develops expertise in this competency area (A) Identifies own needs for further professional Records of Continual Professional Development (CPD)
through specialist Continual Professional development in order to increase competence beyond performed and learning outcomes. [PTDL11-­E10]
Development (CPD) activities. [PTDL11] practitioner level. [PTDL11-­10A]
(A) Performs professional development activities in
order to move own competence toward expert level.
[PTDL11-­20A]
(A) Records continual professional development
activities undertaken including learning or insights
gained. [PTDL11-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party-­generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by senior management in current organization as an expert in this competency area
b. Evidence of role as Product/System Design Authority or Technical Authority on a complex project with responsibilities in this area or where skills within
this competency area were used
c. Recognized as an authorizing signatory on behalf of enterprise for formal documentation in this competency area (e.g. policies, processes, and deliverables)
d. Formal commendation or award within own enterprise for contribution or item of work successfully performed, which required proficiency in this
competency area
e. Customer, Supplier, or other external project-­specific key Stakeholder accolades for specific work performed in this competency area
f. Independently assessed or accredited work in this competency area (e.g. for independent publication or use)
g. Formal organizational HR records positively highlighting any specific professional competencies or behaviors identified (if applicable) plus any of the
evidence indicators listed at Expert level below

288
Expert – Professional: Team Dynamics
ID Indicators of Competence (in addition to those Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
at Lead Practitioner level) contribution to activities performed, or professional
behaviors applied
1 Communicates own knowledge and experience in (A) Produces papers, seminars, or presentations outside Papers or books published on new technique in refereed
negotiation skills in order to improve best practice own enterprise for publication in order to share own ideas journals/company literature. [PTDE01-­E10]
beyond the enterprise boundary. [PTDE01] and improve industry best practices in this competence
area. [PTDE01-­10A]
(P) Fosters incorporation of own ideas into industry best Papers published in refereed journals or internal literature
practices in this area. [PTDE01-­20P] proposing new practices in this competence area (or
presentations, tutorials). [PTDE01-­E20]
(P) Develops guidance materials identifying new (or Records of own proposals adopted as industry best
updating existing) best practice in this competence area. practices in this competence area. [PTDE01-­E30]
[PTDE01-­30P]
2 Advises organizations beyond the enterprise (A) Advises external organizations on current or proposed Records of advice requested and subsequently provided to
boundary on the suitability of their approach to strategies, plans, and tools used in support to team external organizations. [PTDE02-­E10]
team dynamics. [PTDE02] dynamics. [PTDE02-­10A]
(A) Advises external organizations on strategies for Records of projects, agendas, organization charts, minutes,
improving team dynamics on complex or challenging or reports demonstrating where they have advised on the
teams. [PTDE02-­20A] dynamics within a team or a group. [PTDE02-­E20]
3 Advises organizations beyond the enterprise (A) Advises on selection and interpretation of goals used to Records of projects, agendas, organization charts, minutes,
boundary on the selection and interpretation of challenge, measure, and assess team performance. or reports demonstrating where they have advised on goals
goals used to challenge, measure, and assess [PTDE03-­10A] to challenge or measure a team or a group. [PTDE03-­E10]
team performance. [PTDE03]
4 Advises organizations beyond the enterprise (A) Advises on strategies for rewarding team members to Records of projects, agendas, organization charts, minutes,
boundary on how team members can be act cooperatively. [PTDE04-­10A] or reports demonstrating where they have advised on reward
rewarded to act cooperatively. [PTDE04] strategies for a team or a group. [PTDE04-­E10]
5 Challenges negative behaviors of beyond the (P) Challenges negative behaviors of beyond the enterprise Records demonstrating a personal contribution to
enterprise boundary, with measurable success. boundary. [PTDE05-­10P] improving the behavior of one or more stakeholders
[PTDE05] beyond the enterprise boundary. [PTDE05-­E10]
(P) Acts to ensure positive outcomes when addressing Records of actions to ensure positive outcomes when
negative stakeholder behaviors beyond the enterprise addressing negative stakeholder behaviors beyond the
boundary. [PTDE05-­20P] enterprise boundary. [PTDE05-­E20]
(Continued)

289
ID Indicators of Competence (in addition to those Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
at Lead Practitioner level) contribution to activities performed, or professional
behaviors applied
6 Influences key stakeholders beyond the (P) Identifies viewpoints in stakeholders beyond the Records demonstrating how advice provided influenced
enterprise boundary to follow a revised path to enterprise boundary, which require changing to improve key stakeholders and improved a team dynamics issue (e.g.
improve team dynamics across or beyond the wider enterprise team dynamics. [PTDE06-­10P] conflict) beyond the enterprise boundary. [PTDE06-­E10]
enterprise. [PTDE06]
(P) Persuades key stakeholders beyond the enterprise
boundary to follow a new path resulting in positive
improvements for the wider team. [PTDE06-­20P]
7 Champions the introduction of novel techniques (A) Analyzes different approaches across different domains Records of activities promoting research and need to adopt
and ideas in team dynamics, beyond the through research. [PTDE07-­10A] novel technique or ideas. [PTDE07-­E10]
enterprise boundary, in order to develop the
wider Systems Engineering community in this
competency. [PTDE07]
(A) Produces reports for the wider SE community on the Records of improvements made to process and appraisal
effectiveness of new techniques after their introduction. against a recognized process improvement model.
[PTDE07-­20A] [PTDE07-­E20]
(P) Collaborates with those introducing novel techniques Research records. [PTDE07-­E30]
within the wider SE community. [PTDE07-­30P]
(A) Defines novel approaches that could potentially Published papers in refereed journals/company literature.
improve the wider SE discipline. [PTDE07-­40A] [PTDE07-­E40]
(P) Fosters awareness of these novel techniques within the Records showing introduction of enabling systems
wider SE community. [PTDE07-­50P] supporting the new techniques or ideas. [PTDE07-­E50]
8 Coaches individuals beyond the enterprise (P) Coaches or mentors individuals beyond the enterprise Coaching or mentoring assignment records.
boundary, in team dynamics in order to further boundary, in competency-­related techniques, [PTDE08-­E10]
develop their knowledge, abilities, skills, or recommending development activities. [PTDE08-­10P]
associated behaviors. [PTDE08]
(A) Develops or authorizes training materials in this Records of formal training courses, workshops, seminars,
competency area, which are subsequently successfully and authored training material supported by successful
delivered beyond the enterprise boundary. [PTDE08-­20A] post-­training evaluation data. [PTDE08-­E20]
(A) Provides workshops/seminars or training in this Records of training/workshops/seminars created supported
competency area for practitioners or lead practitioners by successful post-­training evaluation data. [PTDE08-­E30]
beyond the enterprise boundary (e.g. conferences and open
training days). [PTDE08-­30A]

290
9 Maintains expertise in this competency area (A) Reviews research, new ideas, and state of the art to identify Records of documents reviewed and insights gained as
through specialist Continual Professional relevant new areas requiring personal development in order part of own research into this competency area.
Development (CPD) activities. [PTDE09] to maintain expertise in this competency area. [PTDE09-­10A] [PTDE09-­E10]
(A) Performs identified specialist professional Records of Continual Professional Development (CPD)
development activities in order to maintain or further performed and learning outcomes. [PTDE09-­E20]
develop competence at expert level. [PTDE09-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained.
[PTDE09-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party-­generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by a reputable external organization as an expert in this competency area
b. Evidence of role as independent assessor or reviewer on project outside own organization where skills in this competency area were used
c. Evidence of invitation(s) from wider community for contribution of systems engineering expertise in this area (e.g. industry conference panel, government
advisory board etc. cross-­industry working groups, partnerships, accredited advanced university courses or research, or as part of professional institute)
d. Formal commendation beyond the enterprise (e.g. by INCOSE or other recognized authority) for work performed in this competency area
e. Independently assessed or accredited work product in this competency area (e.g. for independent publication or use)
f. Accolades of expertise in this area from recognized industry leaders

291
Competency area – Professional: Facilitation
Description
The act of helping others to deal with a process, solve a problem, or reach a goal without getting directly involved. The goal is set by the individuals or groups, not by the facilitator.
Why it matters
Modern systems engineers must perform successfully in environments where accountability expectations are increasing, but where the use of direct authority may not achieve
the desired results. Numerous sources indicate that an alternative form of leadership can address these seemingly contradictory conditions. This form of leadership has been
named “facilitative leadership,” and is the ability to lead without controlling while making it easier for everyone in the organization to achieve agreed-­upon goals.
Possible contributory types of evidence
Any combination of the types of evidence may be acceptable (depending on how the Framework is tailored and used). The evidence items identified at each level indicate
example work products only. Contributions to work products will generally differ at each proficiency level.
Learning and development
The INCOSE Professional Development Portal provides example guidance on how to gain an initial awareness of a competency area and options for developing further
competence thereafter.

Awareness – Professional: Facilitation

ID Indicators of Competence Relevant knowledge sub-­indicators
1 Explains the concept of “facilitation,” summarizing (K) Defines the role of the facilitator is to support individuals within a group in understanding a set of common objectives
its key characteristics and techniques. [PFAA01] by moving collaboratively through a structured process. This can help individuals or the group as a whole. [PFAA01-­10K]
(K) Defines key differences between a trainer/training and a facilitator/facilitation. (e.g. Trainer is hierarchical relationship
vs facilitator, which is more collaborative; Training generally a linear path, driven by a training lesson plan, whereas
facilitation is more adaptable and flexible, driven by the group. Training aims generally for an immediate improvement;
facilitation is generally a longer-­term strategy; Training is about learning how to apply content rather than facilitation which
is more about providing a thinking space for group and for communication of ideas across the group). [PFAA01-­20K]
(K) Defines the key characteristics of a good facilitator (e.g. catalyst, conductor and coach). [PFAA01-­30K]
(K) Defines essential facilitation skills (e.g. planning and organization, communication – especially verbal,
adaptability, conflict resolution, creating an inclusive environment, understanding Group dynamics and group
management, Empathy, Active listening, Consensus-­building, time management, Gauging the energy level of a room,
remaining neutral, and Recording outcomes). [PFAA01-­40K]
2 Explains how facilitation can help individuals (K) Explains why having a skilled facilitator can help through effectively managing a group or an individual journey
and groups to achieve their goals. [PFAA02] through one or more facilitated sessions. [PFAA02-­10K]
(K) Describes key interfaces and links between engineering and stakeholders in the wider enterprise outside engineering
(e.g. infrastructure management, human resource management, quality management, knowledge management, portfolio
management, and life cycle model management), which can help in facilitation activities. [PFAA02-­20K]
(K) Defines the ideas of divergent and convergent thinking and how this can be used to facilitate group discussions.
[PFAA02-­30K]

292
 (K) Defines the techniques that might be used to ensure an inclusive environment is created in a group. [PFAA02-­40K]
(K) Describes common verbal tools and how a facilitator might use them to support facilitation (e.g. active listening,
probing, paraphrasing, redirecting questions or comments, bridging or referring back, shifting perspective,
summarizing, positive reinforcement, and ensuring quieter members are included). [PFAA02-­50K]
(K) Explains how a facilitator might control an individual or group session (e.g. setting context and ground rules,
encouraging participation, staying neutral, maintaining track of time, maintaining a focused and participative
environment, adapting the plan/process as necessary, and recording results). [PFAA02-­60K]
3 Describes why the effectiveness of facilitation (K) Explains the basic concepts of group dynamics and group management and how group dynamics can impact
can differ during different stages of group facilitation (e.g. understanding the participants, reading emotions, empathy, and maintaining inclusivity).
formation. [PFAA03] [PFAA03-­10K]
(K) Defines a common team development model (e.g. Tuckman: Forming, Storming, Norming, Performing, and
adjourning) or Peck (Pseudo-­community, Chaos, Emptiness, true Community) including how the different stages of a
group might impact effectiveness of the group. [PFAA03-­20K]
4 Describes how different facilitation skills can help (K) Explains key categories of workplace group conflict (e.g. intrapersonal, interpersonal, intragroup, and intergroup).
resolve different forms of conflict and dissent in a [PFAA04-­10K]
group to mitigate their impact. [PFAA04]
(K) Lists potential sources of conflict at work (e.g. personality, working style, miscommunications or
misunderstandings, resource availability, lack of individual or team support, poor customer service, poorly organized
workplace, poor management, discrimination or harassment, and contract terms for individuals). [PFAA04-­20K]
(K) Defines differing potential ways to prevent conflict (e.g. job role change, workplace changes – change layout, training
(e.g. equality, diversity, and conflict management), and putting a conflict resolution policy in place). [PFAA04-­30K]
(K) Defines techniques managers might use to address a situation (e.g. a conflict risk assessment, dealing with the problem –
i.e. not ignoring it, implementing an open-­door policy, promoting different opinions and working (or life) styles, being
supportive, listening actively, addressing the problem, not the person). [PFAA04-­40K]
(K) Defines well-­established mechanisms to resolve conflict (e.g. informal discussions, mediation, arbitration,
conciliation, and promoting a culture of openness). [PFAA04-­50K]
5 Describes how facilitation skills supplement (K) Defines key characteristics of several different possible approaches to problem solving (e.g. Abstraction, analogy,
different approaches to problem solving and Brainstorming, Divide and conquer, Hypothesis testing, Lateral thinking, Means-­end analysis, morphologic, proof,
the patterns of thinking associated with each. reduction, research, root cause analysis, and trial-­and-­error). [PFAA05-­10K]
[PFAA05]
(K) Defines key characteristics of a number of distinct established problem-­solving methods (e.g. Eight Disciplines
(8D). GROW, OODA loop (observe, orient, decide, and act), PDCA (plan–do–check–act), Root cause analysis, RPR
problem diagnosis (rapid problem resolution) TRIZ, A3 problem solving, System dynamics, Hive mind, Lean
Six-­Sigma). [PFAA05-­20K]
(K) Explains the impact of common thinking barriers to problem solving (e.g. confirmation bias, mental set, functional
fixedness, unnecessary constraints, irrelevant information, framing effect, bandwagon effect, information bias,
anchoring bias, availability bias, hindsight bias, recently effect, and self-­serving bias.). [PFAA05-­30K]
(K) Explains how the agenda and process for a typical facilitated session to resolve a problem might be planned,
organized, and communicated to participants. [PFAA05-­40K]

293
Supervised Practitioner – Professional: Facilitation
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
those at Awareness level) personal contribution to activities performed,
or professional behaviors applied
1 Acts as a neutral servant of a group (K) Explains why the role of a facilitator requires neutrality. Records of discussions they have co-­facilitated or
performing a facilitated task. [PFAS01] [PFAS01-­10K] supported. [PFAS01-­E10]
(K) Explains why the role of a facilitator is in effect a “servant” of a
facilitation group, rather than its “master.” [PFAS01-­20K]
(P) Uses facilitation skills to act as a neutral servant of a group
performing a facilitated task. [PFAS01-­30P]
2 Identifies members of a group in order to (K) Explains why a facilitator needs to understand the dynamics of a Records of a group they created to address a
perform a facilitated task. [PFAS02] group they are working with in order to be effective. [PFAS02-­10K] facilitated task. [PFAS02-­E10]
(A) Coordinates a group in order to perform a facilitated task.
[PFAS02-­20A]
3 Identifies rules of conduct between (K) Describes typical “ground rules” for a facilitation session. Ground rules from group discussions facilitated.
individuals within a facilitated group, with [PFAS03-­10K] [PFAS03-­E10]
guidance. [PFAS03]
(A) Defines rules of conduct between individuals within a
facilitated group, with guidance. [PFAS03-­20A]
4 Acts as impartial observer focused on facilitated (K) Explains why the role of a facilitator is an “impartial observe” Records of a group discussion they co-­facilitated
group activities, with guidance. [PFAS04] of the facilitation group. [PFAS04-­10K] or supported. [PFAS04-­E10]
(P) Uses facilitation skills to act as impartial observer focused on
facilitated group activities, with guidance. [PFAS04-­20P]
5 Acts in support of facilitation of a group (K) Explains how problem solving can be supported by group Records of contributions to a group problem-­
problem-­solving session. [PFAS05] facilitation techniques. [PFAS05-­10K] solving session. [PFAS05-­E10]
(A) Performs activities facilitating a group problem-­solving session.
[PFAS05-­20A]
6 Conducts a small, facilitated group problem-­ (K) Describes the role and key responsibilities of a facilitator during Records of a group discussion they co-­facilitated
solving session on their team. [PFAS06] a group problem-­solving session. [PFAS06-­10K] or supported. [PFAS06-­E10]
(A) Conducts a small, facilitated group problem-­solving session
within a team. [PFAS06-­20A]
7 Develops own understanding of this (A) Identifies potential gaps in own knowledge or development Records of Continual Professional Development
competency area through Continual needs in this area, identifying opportunities to address these through (CPD) performed and learning outcomes.
Professional Development (CPD). [PFAS07] continual professional development activities. [PFAS07-­10A] [PFAS07-­E10]
(A) Performs continual professional development activities to improve
their knowledge and understanding in this area. [PFAS07-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained. [PFAS07-­30A]

294
Practitioner – Professional: Facilitation
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
those at Supervised Practitioner level) personal contribution to activities performed, or
professional behaviors applied
1 Identifies rules of conduct between (K) Explains why there may be potential challenges within a Records of ground rules used for a group discussion
individuals within a facilitated group. facilitation session due to personality differences within a group they have facilitated. [PFAP01-­E10]
[PFAP01] to be facilitated. [PFAP01-­10K]
(A) Creates rules of conduct between individuals within a
facilitated group. [PFAP01-­20A]
2 Guides a facilitated group problem-­solving (K) Describes the role and key responsibilities of a facilitator Records of co-­facilitating or supporting a group
session. [PFAP02] during a group problem solving session. [PFAP02-­10K] discussion. [PFAP02-­E10]
(P) Guides and actively coordinates a facilitated group problem-­
solving session. [PFAP02-­20P]
3 Acts to ensure own views and feelings remain (P) Acts with a neutral stance during facilitation activity despite Records of facilitating a group. [PFAP03-­E10]
hidden, when facilitating group activities on a holding personal views supporting a particular viewpoint.
project. [PFAP03] [PFAP03-­10P]
4 Acts to facilitate self-­improvement of the (P) Acts to facilitate self-­improvement of the performance of a Records of facilitating a group with measurable
performance of a group. [PFAP04] group as a whole. [PFAP04-­10P] improvement outcome. [PFAP04-­E10]
5 Acts to engage individuals to improve (A) Identifies underproductive individuals within a group. Records of facilitating a group with measurable
performance of a group. [PFAP05] [PFAP05-­10A] improvement outcome. [PFAP05-­E10]
(P) Acts to engage individuals within a group in situations where Records of engaging with individuals to improve
they are uncommunicative or working without reference to or their group engagement. [PFAP05-­E20]
interaction with the rest of the group. [PFAP05-­20P]
6 Acts to protect individuals and their ideas (P) Acts to give individuals within a group the freedom to Records from a group they personally facilitated.
from attack within a facilitated group. express a particular viewpoint, even if this creates conflict (e.g. if [PFAP06-­E10]
[PFAP06] was believed to be incorrect or otherwise wrong). [PFAP06-­10P]
7 Adapts strategy if a facilitated group requires (A) Adapts strategy in order to improve the effectiveness of the Records from a group they personally facilitated.
a change of direction. [PFAP07] session as a whole. [PFAP07-­10A] [PFAP07-­E10]
8 Guides and actively coordinates a facilitated (P) Guides and actively coordinates a facilitated group problem-­ Records from a group they personally facilitated.
group problem-solving session on the project. solving session on the project. [PFAP08-­10P] [PFAP08-­E10]
[PFAP08]
(Continued)

295
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
those at Supervised Practitioner level) personal contribution to activities performed, or
professional behaviors applied
9 Guides new or supervised practitioners in (P) Guides new or supervised practitioners in executing activities Organizational Breakdown Structure showing their
facilitation techniques, in order to develop that form part of this competency. [PFAP09-­10P] responsibility for technical supervision in this area.
their knowledge, abilities, skills, or [PFAP09-­E10]
associated behaviors. [PFAP09]
(A) Trains individuals to an “Awareness” level in this Records of on-­the-­job training objectives/guidance.
competency area. [PFAP09-­20A] [PFAP09-­E20]
Coaching or mentoring assignment records.
[PFAP09-­E30]
Records highlighting their impact on another
individual in terms of improvement or professional
development in this competency. [PFAP09-­E40]
10 Maintains and enhances own competence in (A) Identifies potential development needs in this area, Records of Continual Professional Development
this area through Continual Professional identifying opportunities to address these through continual (CPD) performed and learning outcomes.
Development (CPD) activities. [PFAP10] professional development activities. [PFAP10-­10A] [PFAP10-­E10]
(A) Performs continual professional development activities to
maintain and enhance their competency in this area.
[PFAP10-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained. [PFAP10-­30A]

296
Lead Practitioner – Professional: Facilitation
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Practitioner level) contribution to activities performed, or professional
behaviors applied
1 Uses best practice facilitation techniques to (A) Develops own state-­of-­the-­art facilitation skills in order Records demonstrating personal use of various facilitation
improve the effectiveness of Systems to improve understanding of where their application would techniques and associated feedback indicating
Engineering activities across the enterprise. be most effective. [PFAL01-­10A] effectiveness. [PFAL01-­E10]
[PFAL01]
(P) Uses best practice facilitation techniques to improve Records demonstrating use of facilitation successfully to a
interactions with stakeholders or stakeholder groups across variety of diverse stakeholders across the enterprise.
the enterprise. [PFAL01-­20P] [PFAL01-­E20]
Records (e.g. from Human Resources department)
indicating excellent facilitation skills. [PFAL01-­E30]
2 Creates a plan for a facilitated enterprise-­level (A) Creates a plan documenting the approach and methods Records of planning in support of facilitation
activity, defining methods to be used, for a series of facilitation workshops or a complex workshop workshops. [PFAL02-­E10]
coordinating the logistics of the meeting with multiple key stakeholders. [PFAL02-­10A]
arrangements. [PFAL02]
(A) Defines workshop logistics and ensures facilities are in Records of logistics required in support of facilitation
place for an enterprise-­level workshop with multiple key workshops. [PFAL02-­E20]
stakeholders. [PFAL02-­20A]
3 Selects the most appropriate style of facilitation (K) Explains the differing approaches available for Records of differing approaches used at different
based upon enterprise-­level facilitated group facilitation of different types of facilitation, and the rationale facilitation workshops, providing appropriate
maturity. [PFAL03] for selecting a particular approach. [PFAL03-­10K] justification for selecting the approaches used.
[PFAL03-­E10]
(A) Selects the most appropriate style of facilitation based
upon group maturity. [PFAL03-­20A]
4 Uses facilitation skills to ensure that an (K) Explains how facilitation workshop goals often require Records where facilitation workshop goals were
enterprise-­level facilitated group clarifies its clarification and possible approaches that can be used to clarified, including before and afterward. [PFAL04-­E10]
goals. [PFAL04] clarify these goals. [PFAL04-­10K]
(P) Uses facilitation skills to ensure that the group clarifies
its goals. [PFAL04-­20P]
5 Uses facilitation skills to facilitate an enterprise-­ (K) Explains how facilitation can be used to achieve goals Records where facilitation workshop objectives were
level facilitated group toward achieving its and possible approaches that can be used to facilitate a achieved. [PFAL05-­E10]
objectives. [PFAL05] group. [PFAL05-­10K]
(P) Uses facilitation skills to facilitate an enterprise-­level
group toward achieving its objectives. [PFAL05-­20P]
(Continued)

297
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Practitioner level) contribution to activities performed, or professional
behaviors applied
6 Acts as a referee in times of conflict, (K) Explains why facilitation workshops may produce Records where facilitation workshop conflict occurred
disagreement, or tension within an enterprise-­ conflict or disagreement between participants (e.g. possible and successfully resolved. [PFAL06-­E10]
level facilitated group. [PFAL06] causes of disagreement or conflict) and possible approaches
that can be used to reduce, remove, or prevent conflict from
occurring. [PFAL06-­10K]
(K) Explains why facilitation workshops at enterprise level may
surface different conflicts or disagreements between participants
compared with a group on a project team. [PFAL06-­20K]
(P) Acts as a referee in times of conflict, disagreement, or tension
within an enterprise-­level facilitated group. [PFAL06-­30P]
7 Fosters systematic patterns of thinking during (K) Explains how systematic thinking patterns can help Records where group systems thinking patterns were
the facilitated enterprise-­level group support facilitated group problem solving. [PFAL07-­10K] changed during a facilitation workshop with successful
problem-­solving process. [PFAL07] results. [PFAL07-­E10]
(P) Fosters systematic patterns of thinking during the
facilitated group problem solving process. [PFAL07-­20P]
8 Coaches or mentors practitioners across the (P) Coaches or mentors practitioners across the enterprise in Coaching or mentoring assignment records.
enterprise in facilitation techniques in order competency-­related techniques, recommending development [PFAL08-­E10]
to develop their knowledge, abilities, skills, or activities. [PFAL08-­10P]
associated behaviors. [PFAL08]
(A) Develops or authorizes enterprise training materials in Records of formal training courses, workshops,
this competency area. [PFAL08-­20A] seminars, and authored training material supported by
successful post-­training evaluation data. [PFAL08-­E20]
(A) Provides enterprise workshops/seminars or training in Listing as an approved organizational trainer for this
this competency area. [PFAL08-­30A] competency area. [PFAL08-­E30]
9 Promotes the introduction and use of novel (A) Analyzes different approaches across different domains Research records. [PFAL09-­E10]
techniques and ideas in facilitation across the through research. [PFAL09-­10A]
enterprise, to improve enterprise competence
in this area. [PFAL09]
(A) Defines novel approaches that could potentially improve Papers published in refereed journals/company
the SE discipline within the enterprise. [PFAL09-­20A] literature. [PFAL09-­E20]
(P) Fosters awareness of these novel techniques within the Records showing introduction of enabling systems
enterprise. [PFAL09-­30P] supporting the new techniques or ideas. [PFAL09-­E30]
(P) Collaborates with enterprise stakeholders to facilitate the Papers (or similar) published at enterprise level.
introduction of techniques new to the enterprise. [PFAL09-­40P] [PFAL09-­E40]

298
 (A) Monitors new techniques after their introduction to Records of improvements made against a recognized
determine their effectiveness. [PFAL09-­50A] process improvement model. [PFAL09-­E50]
(A) Adapts approach to reflect actual enterprise performance Records of adapting approach to reflect actual enterprise
improvements. [PFAL09-­60A] performance improvements. [PFAL09-­E60]
10 Develops expertise in this competency area (A) Identifies own needs for further professional Records of Continual Professional Development (CPD)
through specialist Continual Professional development in order to increase competence beyond performed and learning outcomes. [PFAL10-­E10]
Development (CPD) activities. [PFAL10] practitioner level. [PFAL10-­10A]
(A) Performs professional development activities in order to
move own competence toward expert level. [PFAL10-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained. [PFAL10-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party-­generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by senior management in current organization as an expert in this competency area
b. Evidence of role as Product/System Design Authority or Technical Authority on a complex project with responsibilities in this area or where skills within this
competency area were used
c. Recognized as an authorizing signatory on behalf of enterprise for formal documentation in this competency area (e.g. policies, processes, and deliverables)
d. Formal commendation or award within own enterprise for contribution or item of work successfully performed, which required proficiency in this compe-
tency area
e. Customer, Supplier, or other external project-­specific key Stakeholder accolades for specific work performed in this competency area
f. Independently assessed or accredited work in this competency area (e.g. for independent publication or use)
g. Formal organizational HR records positively highlighting any specific professional competencies or behaviors identified (if applicable) plus any of the
evidence indicators listed at Expert level below

299
Expert – Professional: Facilitation
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Lead Practitioner level) contribution to activities performed, or professional
behaviors applied
1 Communicates own knowledge and experience (A) Produces papers, seminars, or presentations Papers or books published on new technique in refereed
in facilitation skills in order to improve best outside own enterprise for publication in order to share journals/company literature. [PFAE01-­E10]
practice beyond the enterprise boundary. own ideas and improve industry best practices in this
[PFAE01] competence area. [PFAE01-­10A]
(P) Fosters incorporation of own ideas into industry Papers published in refereed journals or internal literature
best practices in this area. [PFAE01-­20P] proposing new practices in this competence area (or
presentations, tutorials, etc.). [PFAE01-­E20]
(P) Develops guidance materials identifying new (or Records of own proposals adopted as industry best practices
updating existing) best practice in this competence in this competence area. [PFAE01-­E30]
area. [PFAE01-­30P]
2 Advises organizations beyond the enterprise (A) Advises key stakeholders beyond the enterprise Records of projects, agendas, organization charts, minutes, or
boundary on the suitability of their approach facilitation on plans, methods, and logistics to be used reports demonstrating where they have advised key
to facilitation. [PFAE02] for facilitated sessions. [PFAE02-­10A] stakeholders both within and beyond the enterprise boundary
when facilitation a group or a problem. [PFAE02-­E10]
3 Persuades key stakeholders beyond the (P) Persuades stakeholders beyond the enterprise Records, agendas, organization charts, minutes, or reports
enterprise boundary to support facilitated boundary to support a facilitated group session. demonstrating influencing the direction of relevant legislative
group activities. [PFAE03] [PFAE03-­10P] and regulatory frameworks in support of facilitation within
Systems Engineering. [PFAE03-­E10]
(P) Acts to change external stakeholder thinking Records of ideas assimilated into international standards or
regarding facilitated activities affecting Systems referenced in others’ books, papers, and peer-­reviewed
Engineering. [PFAE03-­20P] articles. [PFAE03-­E20]
4 Reviews the suitability of facilitation programs (A) Reviews the suitability of facilitation programs Review records demonstrating a personal contribution to the
affecting Systems Engineering beyond the affecting Systems Engineering beyond the enterprise. assessment and improvement of facilitation programs.
enterprise boundary. [PFAE04] [PFAE04-­10A] [PFAE04-­E10]
5 Identifies alternative ways of working to (A) Identifies alternative ways of working beyond the Review records demonstrating a personal contribution to the
reinforce collaboration within the context of a enterprise boundary to reinforce collaboration within assessment and improvement of facilitation programs.
facilitated group with membership beyond the the context of the facilitated group. [PFAE05-­10A] [PFAE05-­E10]
enterprise boundary. [PFAE05]
6 Advises organizations beyond the enterprise (A) Advises on complex or sensitive matters, conflict Records from enterprise facilitation records. [PFAE06-­E10]
boundary on complex or sensitive matters, disagreement, or tension affecting facilitated group,
conflict disagreement, or tension affecting arbitrating as necessary. [PFAE06-­10A]
facilitated group. [PFAE06]

300
 (P) Arbitrates successfully on complex or sensitive Records of successfully arbitrating on complex or sensitive
matter within a facilitation sessions. [PFAE06-­20P] matter within a facilitation sessions. [PFAE06-­E20]
7 Acts to anticipate and mitigate potential (A) Identifies possible challenges within a planned Records demonstrating a personal contribution to the
problems in facilitation of a group extending facilitation session through advance planning and assessment and improvement of facilitation programs.
beyond the enterprise boundary. [PFAE07] communications with stakeholders. [PFAE07-­10A] [PFAE07-­E10]
(P) Acts to address predicted facilitation challenges, Records address predicted facilitation challenges, leading to a
leading to a successful facilitated session. [PFAE07-­20P] successful facilitated session. [PFAE07-­E20]
8 Fosters open communications, which surface (A) Analyzes mental models of other facilitation group Records where facilitation workshop mental models were
prevailing mental models and challenge a members to surface their mental models and help shared, resulting in a successful workshop outcome and a
facilitation group extending beyond the establish a shared vision. [PFAE08-­10A] shared vision. [PFAE08-­E10]
enterprise boundary to build a shared vision.
[PFAE08]
(P) Fosters open communications, which surface Records of fostering open communications, which surfaced
prevailing mental models and challenge a facilitation prevailing mental models and challenged a facilitation group
group to build a shared vision. [PFAE08-­20P] to build a shared vision. [PFAE08-­E20]
9 Champions the introduction of novel (A) Analyzes different approaches across different Records of activities promoting research and need to adopt
techniques and ideas in facilitation, beyond domains through research. [PFAE09-­10A] novel technique or ideas. [PFAE09-­E10]
the enterprise boundary, in order to develop
the wider Systems Engineering community in
this competency. [PFAE09]
(A) Produces reports for the wider SE community on Records of improvements made to process and appraisal
the effectiveness of new techniques after their against a recognized process improvement model.
introduction. [PFAE09-­20A] [PFAE09-­E20]
(P) Collaborates with those introducing novel techniques Research records. [PFAE09-­E30]
within the wider SE community. [PFAE09-­30P]
(A) Defines novel approaches that could potentially Published papers in refereed journals/company literature.
improve the wider SE discipline. [PFAE09-­40A] [PFAE09-­E40]
(P) Fosters awareness of these novel techniques within Records showing introduction of enabling systems supporting
the wider SE community. [PFAE09-­50P] the new techniques or ideas. [PFAE09-­E50]
10 Coaches individuals beyond the enterprise (P) Coaches or mentors individuals beyond the Coaching or mentoring assignment records. [PFAE10-­E10]
boundary, in facilitation techniques in order enterprise boundary, in competency-­related techniques,
to further develop their knowledge, abilities, recommending development activities. [PFAE10-­10P]
skills, or associated behaviors. [PFAE10]
(A) Develops or authorizes training materials in this Records of formal training courses, workshops, seminars, and
competency area, which are subsequently successfully authored training material supported by successful post-­
delivered beyond the enterprise boundary. [PFAE10-­20A] training evaluation data. [PFAE10-­E20]
(Continued)

301
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Lead Practitioner level) contribution to activities performed, or professional
behaviors applied
(A) Provides workshops/seminars or training in this Records of Training/workshops/seminars created supported
competency area for practitioners or lead practitioners by successful post-­training evaluation data. [PFAE10-­E30]
beyond the enterprise boundary (e.g. conferences and
open training days). [PFAE10-­30A]
11 Maintains expertise in this competency area (A) Reviews research, new ideas, and state of the art to Records of documents reviewed and insights gained as part of
through specialist Continual Professional identify relevant new areas requiring personal own research into this competency area. [PFAE11-­E10]
Development (CPD) activities. [PFAE11] development in order to maintain expertise in this
competency area. [PFAE11-­10A]
(A) Performs identified specialist professional Records of Continual Professional Development (CPD)
development activities in order to maintain or further performed and learning outcomes. [PFAE11-­E20]
develop competence at expert level. [PFAE11-­20A]
(A) Records continual professional development
activities undertaken including learning or insights
gained. [PFAE11-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party-­generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by a reputable external organization as an expert in this competency area
b. Evidence of role as independent assessor or reviewer on project outside own organization where skills in this competency area were used
c. Evidence of invitation(s) from wider community for contribution of systems engineering expertise in this area (e.g. industry conference panel, government
advisory board etc. cross-­industry working groups, partnerships, accredited advanced university courses or research, or as part of professional institute)
d. Formal commendation beyond the enterprise (e.g. by INCOSE or other recognized authority) for work performed in this competency area
e. Independently assessed or accredited work product in this competency area (e.g. for independent publication or use)
f. Accolades of expertise in this area from recognized industry leaders

302
Competency area – Professional: Emotional Intelligence
Description
Emotional intelligence is the ability to monitor one’s own and others’ feelings, to discriminate among them, and to use this information to guide thinking and action. This is usually
broken down into four distinct but related proposed abilities: perceiving, using, understanding, and managing emotions.
Why it matters
Emotional intelligence is regularly cited as a critical competency for effective leadership and team performance in organizations. It influences the success with which individuals in
organizations interact with colleagues, the approaches they use to manage conflict and stress, and their overall job performance. As Systems Engineering involves interacting with
many diverse stakeholders, emotional intelligence is critical to its success.
Possible contributory types of evidence
Any combination of the types of evidence may be acceptable (depending on how the Framework is tailored and used). The evidence items identified at each level indicate example
work products only. Contributions to work products will generally differ at each proficiency level.
Learning and development
The INCOSE Professional Development Portal provides example guidance on how to gain an initial awareness of a competency area and options for developing further competence thereafter.

Awareness – Professional: Emotional Intelligence

ID Indicators of Competence Relevant knowledge sub-­indicators
1 Explains why the perception of emotion is important including (K) Describes what emotions are and how to differentiate between own emotions and others’
differentiating one’s own emotions from those of others. [PEIA01] emotions. [PEIA01-­10K]
(K) Explains how to perceive the emotions of others (e.g. tone and volume of voice, facial
expressions, body language, and eye contact). [PEIA01-­20K]
(K) Describes indicators of own emotions (e.g. heart racing or “jitters” indicates anxiety, a
clenched jaw, and tenseness indicate anger). [PEIA01-­30K]
2 Explains how emotions can be used to facilitate thinking such as (K) Explains how emotions affect people and the importance of recognizing the emotions of
reasoning, problem solving, and interpersonal communication and others. [PEIA02-­10K]
explains why this is important. [PEIA02]
(K) Explains how emotions affect thinking processes (e.g. anger or anxiety may result in hasty
decision-­making). [PEIA02-­20K]
3 Explains why it is important to be able to understand and analyze (K) Describes someone displaying emotion (e.g. fear or distrust) and how that might make them
emotions. [PEIA03] react (e.g. less willing to negotiate). [PEIA03-­10K]
(K) Describes the language and meaning of emotions and relationships between emotions.
[PEIA03-­20K]
4 Explains why managing and regulating emotions in both oneself (K) Explains how emotions impact others (e.g. expressing happiness makes others want to stay
and in others is important. [PEIA04] engaged in the conversation, anger could make others defensive and unwilling to continue
communication). [PEIA04-­10K]

303
Supervised Practitioner – Professional: Emotional Intelligence
ID Indicators of Competence (in addition Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
to those at Awareness level) contribution to activities performed, or professional
behaviors applied
1 Identifies emotions in one’s physical (K) Explains “triggers” that may drive a change in an emotional Records of identifying particular personal “triggers”
states, feelings, and thoughts. [PEIS01] state. [PEIS01-­10K] that they are sensitive to and acts accordingly to control
emotions. [PEIS01-­E10]
(A) Identifies particular personal “triggers” that they are sensitive Records of using emotional intelligence for self-­
to and acts accordingly to control emotions. [PEIS01-­20A] awareness, identifying what they are capable of and
when they require help from others. [PEIS01-­E20]
(A) Uses emotional intelligence for self-­awareness, identifying
what they are capable of and when they require help from others.
[PEIS01-­30A]
2 Uses emotional intelligence techniques (A) Identifies non-­verbal cues of another person’s emotional Records of identifying nonverbal cues of another
to identify the emotions of others via state. [PEIS02-­10A] person’s emotional state. [PEIS02-­E10]
verbal and nonverbal cues. [PEIS02]
3 Explains the language used to label (K) Defines examples of emotions or emotional models (e.g. Robert Personal records of states recorded. [PEIS03-­E10]
emotions. [PEIS03] Plutchik: joy, trust, fear, surprise, sadness, disgust, anger, anticipation,
or the 22 emotions identified by Abraham Hicks). [PEIS03-­10K]
(A) Identifies examples of emotional states they have experienced
in different project settings. [PEIS03-­20A]
4 Develops own understanding of this (A) Identifies potential gaps in own knowledge or development Records of Continual Professional Development (CPD)
competency area through Continual needs in this area, identifying opportunities to address these performed and learning outcomes. [PEIS04-­E10]
Professional Development (CPD). through continual professional development activities.
[PEIS04] [PEIS04-­10A]
(A) Performs continual professional development activities to improve
their knowledge and understanding in this area. [PEIS04-­20A]
(A) Records continual professional development activities undertaken
including learning or insights gained. [PEIS04-­30A]

304
Practitioner –­Professional: Emotional Intelligence
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or Possible examples of objective evidence of personal
those at Supervised Practitioner level) behaviors contribution to activities performed, or professional
behaviors applied
1 Uses Emotional Intelligence techniques to (K) Explains how that emotions originate in the Records of using Emotional Intelligence techniques to
interpret meanings and origins of emotions and limbic system and happen before the area of reason interpret meanings and origins of emotions and acts
acts accordingly. [PEIP01] and logic in the brain. [PEIP01-­10K] accordingly. [PEIP01-­E10]
(A) Uses Emotional Intelligence techniques to
interpret meanings and origins of emotions and acts
accordingly. [PEIP01-­20A]
2 Uses Emotional Intelligence techniques to (A) Analyzes own emotional state and responds Records of intentional management of emotional reaction
identify needs related to emotional feelings. accordingly. [PEIP02-­10A] (e.g. pausing a discussion to be resumed later when emotions
[PEIP02] are calmer, acknowledging perceived disappointment, and
addressing corrective actions). [PEIP02-­E10]
(A) Identifies their own personal values and how Records of identifying their own personal values and how
they might leverage these for positive result in they might leverage these for positive result in stressful
stressful situations. [PEIP02-­20A] situations. [PEIP02-­E20]
3 Uses emotional intelligence techniques to (A) Identifies own emotions, and how they could Records of journal entries identifying own emotions.
monitor their own emotions in relation to disrupt work-­related situations. [PEIP03-­10A] [PEIP03-­E10]
others. [PEIP03]
(P) Uses emotional intelligence techniques to Records of formal requests of reflections and feedback from
monitor their own monitor emotions in relation to others. [PEIP03-­E20]
others. [PEIP03-­20P]
(P) Acts empathically by responding appropriately to Records of acting empathically by responding appropriately
the emotions of others. [PEIP03-­30P] to the emotions of others. [PEIP03-­E30]
4 Acts to capitalize fully upon changing moods in (P) Acts to capitalize fully upon changing moods in Records of intentional management of emotional reaction (e.g.
order to best fit the task at hand. [PEIP04] order to best fit the task at hand. [PEIP04-­10P] pausing a discussion to be resumed later when emotions are
calmer, acknowledging perceived disappointment, and addressing
corrective actions). [PEIP04-­E10]
(P) Acts to control own emotions such as maintains Records of actions to control own emotions such as maintains
calm during disagreements, controls overreactions, calm during disagreements, controls overreactions, avoids
avoids undermining behavior such as self-­pity or undermining behavior such as self-­pity or panic.
panic. [PEIP04-­20P] [PEIP04-­E20]
(P) Acts to manage conflict occurring due to anger Records of actions to manage conflict occurring due to anger
or anxiety. [PEIP04-­30P] or anxiety. [PEIP04-­E30]
(A) Identifies common ground in the face of strong Records of identifying common ground in the face of strong
emotions. [PEIP04-­40A] emotions. [PEIP04-­E40]
(P) Uses negotiating skills to persuade others in the Records of using negotiating skills to persuade others in the
face of strong emotions. [PEIP04-­50P] face of strong emotions. [PEIP04-­E50]
(Continued)

305
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or Possible examples of objective evidence of personal
those at Supervised Practitioner level) behaviors contribution to activities performed, or professional
behaviors applied
5 Acts to remain open to feelings, both those that (K) Explains how breathing, physical activity, Records of intentional management of emotional reaction
are pleasant and those that are unpleasant. physical posture, and meditation can help manage (e.g. pausing a discussion to be resumed later when emotions
[PEIP05] emotions. [PEIP05-­10K] are calmer, acknowledging perceived disappointment, and
addressing corrective actions). [PEIP05-­E10]
(A) Identifies responses to own emotions and their
potential impact on a situation. [PEIP05-­20A]
6 Acts to control own emotion by preventing, (K) Explains why self-­management is a key Records of a situation where they identified a potentially
reducing, enhancing, or modifying an component of emotional intelligence, with examples. disruptive own emotion and were able to manage it.
emotional response. [PEIP06] [PEIP06-­10K] [PEIP06-­E10]
(P) Acts to control own emotion by preventing, Records from HR highlighting control or good management
reducing, enhancing, or modifying an emotional of own emotions. [PEIP06-­E20]
response. [PEIP06-­20P]
7 Guides new or supervised practitioners in (P) Guides new or supervised practitioners in Organizational Breakdown Structure showing their
emotional intelligence techniques, in order to executing activities that form part of this responsibility for technical supervision in this area.
develop their knowledge, abilities, skills, or competency. [PEIP07-­10P] [PEIP07-­E10]
associated behaviors. [PEIP07]
(A) Trains individuals to an “Awareness” level in Records of on-­the-­job training objectives/guidance etc.
this competency area. [PEIP07-­20A] [PEIP07-­E20]
Coaching or mentoring assignment records. [PEIP07-­E30]
Records highlighting their impact on another individual in
terms of improvement or professional development in this
competency. [PEIP07-­E40]
8 Maintains and enhances own competence in (A) Identifies potential development needs in this Records of Continual Professional Development (CPD)
this area through Continual Professional area, identifying opportunities to address these performed and learning outcomes. [PEIP08-­E10]
Development (CPD) activities. [PEIP08] through continual professional development
activities. [PEIP08-­10A]
(A) Performs continual professional development
activities to maintain and enhance their competency
in this area. [PEIP08-­20A]
(A) Records continual professional development
activities undertaken including learning or insights
gained. [PEIP08-­30A]

306
Lead Practitioner –­Professional: Emotional Intelligence
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal contribution
those at Practitioner level) to activities performed, or professional behaviors applied
1 Uses best practice emotional intelligence (A) Develops own state-­of-­the-­art emotional intelligence Records demonstrating personal use of various emotional
techniques to improve the effectiveness of skills in order to improve understanding of where their intelligence techniques and associated feedback indicating
Systems Engineering activities across the application would be most effective. [PEIL01-­10A] effectiveness. [PEIL01-­E10]
enterprise. [PEIL01]
(P) Uses best practice emotional intelligence techniques to Records demonstrating use of emotional intelligence
improve interactions with stakeholders or stakeholder groups successfully to a variety of diverse stakeholders across the
across the enterprise. [PEIL01-­20P] enterprise. [PEIL01-­E20]
Records (e.g. from Human Resources department) indicating
excellent emotional intelligence skills. [PEIL01-­E30]
2 Guides others across the enterprise in (A) Collaborates with others to identify potential situations Records of a situation where they identified a potentially
controlling their own emotional responses. where emotional responses may be challenged. disruptive emotion in others and were able to manage it.
[PEIL02] [PEIL02-­10A] [PEIL02-­E10]
(A) Collaborates with others to highlight situations where Records from HR highlighting empathy to others, particularly in
previous emotional responses need improvement. [PEIL02-­20A] difficult or stressful situations. [PEIL02-­E20]
(P) Acts with empathy toward others when discussing others’ Records of an experience of fully appreciating a perspective very
emotional responses. [PEIL02-­30P] different from their own and how that changed their response.
[PEIL02-­E30]
(P) Fosters a climate of where emotional responses are
improved over time. [PEIL02-­40P]
3 Uses emotional intelligence techniques in (K) Explains why social competence is made up of social Records of a situation where they identified potentially
tough, challenging situations with both awareness and relationship management. [PEIL03-­10K] disruptive emotions in self or others and were able to manage it.
external and internal stakeholders, with [PEIL03-­E10]
demonstrable results. [PEIL03]
(P) Adapts behavior to take account of social and relationship Records of proposition of solutions appropriate social skills to
management factors. [PEIL03-­20P] manage challenging situations. [PEIL03-­E20]
(P) Acts to encourage time/space to manage emotions, then Records showing a situation where they identified a potentially
proposes solutions based upon mutual benefit. [PEIL03-­30P] disruptive own emotion and chose to detach from it, or identified a
positive emotion and were able to capitalize on it. [PEIL03-­E30]
(A) Identifies own emotion and its potential impact on the
situation and determines whether to leverage the emotion or
detach from it. [PEIL03-­40A]
(P) Uses emotional intelligence techniques reflectively,
detached from an emotion, depending on its perceived utility
in complex, challenging situations. [PEIL03-­50P]
(Continued)

307
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal contribution
those at Practitioner level) to activities performed, or professional behaviors applied
4 Uses emotional intelligence to influence (A) Identifies strategies for managing expected emotional Records of a situation where an expected emotional reaction was
key stakeholders within the enterprise. reactions to information from key stakeholders. managed to positive result (e.g. happiness after a successful
[PEIL04] [PEIL04-­10A] event was parlayed into additional funding support for follow-­on
work). [PEIL04-­E10]
(P) Identifies cultural differences in emotional expression and Records of an instance of recognizing culturally different
responds accordingly. [PEIL04-­20P] emotional reactions and responding appropriately. [PEIL04-­E20]
(P) Acts to leverage “mood contagion” where a leader’s emotional Records of actions to leverage “mood contagion” where a leader’s
style drives others’ emotions and behaviors. [PEIL04-­30P] emotional style drives others’ emotions and behaviors. [PEIL04-­E30]
(P) Acts to manage emotion in teams, bringing them Records of guiding the management of emotion in teams,
deliberately to the surface, understanding their impact on the bringing emotions deliberately to the surface, understanding their
team and developing a path to successful team dynamics. impact on the team and developing a path to successful team
[PEIL04-­40P] dynamics. [PEIL04-­E40]
5 Coaches or mentors practitioners across (P) Coaches or mentors practitioners across the enterprise in Coaching or mentoring assignment records. [PEIL05-­E10]
the enterprise in emotional intelligence competency-­related techniques, recommending development
techniques in order to develop their activities. [PEIL05-­10P]
knowledge, abilities, skills, or associated
behaviors. [PEIL05]
(A) Develops or authorizes enterprise training materials in Records of formal training courses, workshops, seminars, and
this competency area. [PEIL05-­20A] authored training material supported by successful post-­training
evaluation data. [PEIL05-­E20]
(A) Provides enterprise workshops/seminars or training in Listing as an approved organizational trainer for this competency
this competency area. [PEIL05-­30A] area. [PEIL05-­E30]
6 Promotes the introduction and use of novel (A) Analyzes different approaches across different domains Research records. [PEIL06-­E10]
techniques and ideas in Emotional through research. [PEIL06-­10A]
Intelligence techniques across the
enterprise, to improve enterprise
competence in this area. [PEIL06]
(A) Defines novel approaches that could potentially improve Published papers in refereed journals/company literature.
the SE discipline within the enterprise. [PEIL06-­20A] [PEIL06-­E20]
(P) Fosters awareness of these novel techniques within the Records showing introduction of enabling systems supporting
enterprise. [PEIL06-­30P] the new techniques or ideas. [PEIL06-­E30]
(P) Collaborates with enterprise stakeholders to facilitate the Published papers (or similar) at enterprise level. [PEIL06-­E40]
introduction of techniques new to the enterprise. [PEIL06-­40P]

308
 (A) Monitors new techniques after their introduction to Records of improvements made against a recognized process
determine their effectiveness. [PEIL06-­50A] improvement model. [PEIL06-­E50]
(A) Adapts approach to reflect actual enterprise performance Records of adapting approach to reflect actual enterprise
improvements. [PEIL06-­60A] performance improvements. [PEIL06-­E60]
7 Develops expertise in this competency area (A) Identifies own needs for further professional development Records of Continual Professional Development (CPD)
through specialist Continual Professional in order to increase competence beyond practitioner level. performed and learning outcomes. [PEIL07-­E10]
Development (CPD) activities. [PEIL07] [PEIL07-­10A]
(A) Performs professional development activities in order to
move own competence toward expert level. [PEIL07-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained. [PEIL07-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party-­generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by senior management in current organization as an expert in this competency area
b. Evidence of role as Product/System Design Authority or Technical Authority on a complex project with responsibilities in this area or where skills within this
competency area were used
c. Recognized as an authorizing signatory on behalf of enterprise for formal documentation in this competency area (e.g. policies, processes, and deliverables)
d. Formal commendation or award within own enterprise for contribution or item of work successfully performed, which required proficiency in this competency area
e. Customer, Supplier, or other external project-­specific key Stakeholder accolades for specific work performed in this competency area
f. Independently assessed or accredited work in this competency area (e.g. for independent publication or use)
g. Formal organizational HR records positively highlighting any specific professional competencies or behaviors identified (if applicable) plus any of the evidence
indicators listed at Expert level below

309
Expert – Professional: Emotional Intelligence
ID Indicators of Competence (in addition to those Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
at Lead Practitioner level) contribution to activities performed, or professional
behaviors applied
1 Communicates own knowledge and experience in (A) Produces papers, seminars, or presentations outside Published papers or books etc. on new technique in
emotional intelligence in order to improve best own enterprise for publication in order to share own refereed journals/company literature. [PEIE01-­E10]
practice beyond the enterprise boundary. [PEIE01] ideas and improve industry best practices in this
competence area. [PEIE01-­10A]
(P) Fosters incorporation of own ideas into industry best Published papers in refereed journals or internal
practices in this area. [PEIE01-­20P] literature proposing new practices in this competence
area (or presentations, tutorials, etc.). [PEIE01-­E20]
(P) Develops guidance materials identifying new (or Records of own proposals adopted as industry best
updating existing) best practice in this competence area. practices in this competence area. [PEIE01-­E30]
[PEIE01-­30P]
2 Uses emotional intelligence to influence beyond (P) Persuades stakeholders beyond the enterprise Records of ideas assimilated into international standards
the enterprise boundary. [PEIE02] boundary to adopt a different path, through the or referenced in others’ books, papers, and peer-­
application of emotional intelligence. [PEIE02-­10P] reviewed articles. [PEIE02-­E10]
(A) Identifies changes to existing stakeholder leveraging Records demonstrating a personal contribution to the
emotional intelligence. [PEIE02-­20A] application of emotional intelligence. [PEIE02-­E20]
3 Advises organizations beyond the enterprise (A) Reviews strategies of organizations beyond the Records of reviews of external organization emotional
boundary on the suitability of their approach to enterprise for the usage of emotional intelligence within intelligence programs. [PEIE03-­E10]
emotional intelligence awareness and its systems engineering activities. [PEIE03-­10A]
utilization. [PEIE03]
(A) Advises beyond the enterprise boundary on differing Records of advice provided in this area. [PEIE03-­E20]
strategies for improving the usage of emotional
intelligence techniques within systems engineering
activities. [PEIE03-­20A]
4 Advises beyond the enterprise boundary on (P) Advises external organizations in the strategies to be Records of employing emotional intelligence when
complex or sensitive emotionally charged issues. adopted to deal with emotionally charged situations, dealing with difficult situation(s) in external
[PEIE04] leading to positive outcomes. [PEIE04-­10P] organizations, with a positive outcome. [PEIE04-­E10]
(P) Advises individuals beyond the enterprise boundary in Records of employing emotional intelligence to support
the strategies to be adopted to deal with emotionally charged individuals beyond the boundary, dealing with difficult
situations, leading to positive outcomes. [PEIE04-­20P] situation(s), with a positive outcome. [PEIE04-­E20]
5 Champions the introduction of novel techniques (A) Analyzes different approaches across different Records of activities promoting research and need to
and ideas in the application of emotional domains through research. [PEIE05-­10A] adopt novel technique or ideas. [PEIE05-­E10]
intelligence, beyond the enterprise boundary, in
order to develop the wider Systems Engineering
community in this competency. [PEIE05]

310
 (A) Produces reports for the wider SE community on Records of improvements made to process and appraisal
the effectiveness of new techniques after their against a recognized process improvement model.
introduction. [PEIE05-­20A] [PEIE05-­E20]
(P) Collaborates with those introducing novel techniques Research records. [PEIE05-­E30]
within the wider SE community. [PEIE05-­30P]
(A) Defines novel approaches that could potentially Published papers in refereed journals/company
improve the wider SE discipline. [PEIE05-­40A] literature. [PEIE05-­E40]
(P) Fosters awareness of these novel techniques within Records showing introduction of enabling systems
the wider SE community. [PEIE05-­50P] supporting the new techniques or ideas. [PEIE05-­E50]
6 Coaches individuals beyond the enterprise (P) Coaches or mentors individuals beyond the Coaching or mentoring assignment records.
boundary, in emotional intelligence techniques in enterprise boundary, in competency-­related techniques, [PEIE06-­E10]
order to further develop their knowledge, abilities, recommending development activities. [PEIE06-­10P]
skills, or associated behaviors. [PEIE06]
(A) Develops or authorizes training materials in this Records of formal training courses, workshops,
competency area, which are subsequently successfully seminars, and authored training material supported by
delivered beyond the enterprise boundary. [PEIE06-­20A] successful post-­training evaluation data. [PEIE06-­E20]
(A) Provides workshops/seminars or training in this Records of Training/workshops/seminars created
competency area for practitioners or lead practitioners supported by successful post-­training evaluation data.
beyond the enterprise boundary (e.g. conferences and [PEIE06-­E30]
open training days). [PEIE06-­30A]
7 Maintains expertise in this competency area (A) Reviews research, new ideas, and state of the art to Records of documents reviewed and insights gained as
through specialist Continual Professional identify relevant new areas requiring personal part of own research into this competency area.
Development (CPD) activities. [PEIE07] development in order to maintain expertise in this [PEIE07-­E10]
competency area. [PEIE07-­10A]
(A) Performs identified specialist professional Records of Continual Professional Development (CPD)
development activities in order to maintain or further performed and learning outcomes. [PEIE07-­E20]
develop competence at expert level. [PEIE07-­20A]
(A) Records continual professional development
activities undertaken including learning or insights
gained. [PEIE07-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party-­generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by a reputable external organization as an expert in this competency area
b. Evidence of role as independent assessor or reviewer on project outside own organization where skills in this competency area were used
c. Evidence of invitation(s) from wider community for contribution of systems engineering expertise in this area (e.g. industry conference panel, government
advisory board etc. cross-­industry working groups, partnerships, accredited advanced university courses or research, or as part of professional institute)
d. Formal commendation beyond the enterprise (e.g. by INCOSE or other recognized authority) for work performed in this competency area
e. Independently assessed or accredited work product in this competency area (e.g. for independent publication or use)
f. Accolades of expertise in this area from recognized industry leaders

311
Competency area – Professional: Coaching and Mentoring
Description
Coaching and mentoring are development approaches based on the use of one-­to-­one conversations to enhance an individual’s skills, knowledge, or work performance.
Coaching is a non-­directive form of development aiming to produce optimal performance and improvement at work. It focuses on specific skills and goals, although may
impact an individual’s personal attributes. The process typically lasts for a defined period. Mentoring is a relationship where a more experienced colleague shares their greater
knowledge to support development of a less experienced member of staff. It uses many of the techniques associated with coaching. One key distinction is that mentoring
relationships tend to be longer term than coaching arrangements.
Why it matters
Coaching and mentoring play an important role in the development of Systems Engineering professionals, providing targeted development and guidance, organizational and
cultural insights. They represent learning opportunities for both parties, encouraging sharing and learning across generations and/or between roles. In addition, an organization
may benefit through greater retention of staff, improved skills and productivity, improved communication, etc.
Possible contributory types of evidence
Any combination of the types of evidence may be acceptable (depending on how the Framework is tailored and used). The evidence items identified at each level indicate
example work products only. Contributions to work products will generally differ at each proficiency level.
Learning and development
The INCOSE Professional Development Portal provides example guidance on how to gain an initial awareness of a competency area and options for developing further
competence thereafter.

Awareness –­Professional: Coaching and Mentoring

ID Indicators of Competence Relevant knowledge sub-­indicators
1 Describes key characteristics and personal attributes of (K) Explains the high-­level differences between coaching and mentoring and how each activity can
coach and mentor roles, and how both approaches help to provide a mutually beneficial partnership. [PMEA01-­10K]
develop individual potential. [PMEA01]
(K) Lists key coach/mentor attributes such as: depth and breadth of experience, good listening skills,
specific coaching/mentoring training/experience. [PMEA01-­20K]
(K) Lists key mentee/trainee attributes such as: an openness to discussing their skills/experience/environment,
an openness to advice, an openness to new perspectives, a want to improve specific skills. [PMEA01-­30K]
2 Explains how those undergoing coaching and mentoring (K) Describes the advantages of considering career goals and objective before undergoing coaching and
need to act in order to benefit from the activity. [PMEA02] mentoring. [PMEA02-­10K]
(K) Describes the advantages of preparing to discuss goals and objectives in advance of coaching and
mentoring sessions. [PMEA02-­20K]
(K) Describes key interfaces and links between engineering and stakeholders in the wider enterprise
outside engineering (e.g. infrastructure management, human resource management, quality management,
knowledge management, portfolio management, and life cycle model management) which could help
coaching and mentoring activities. [PMEA02-­30K]

312
3 Explains why listening to an individual’s goals and (K) Describes the benefits of ensuring that coaches and mentors listen to goals before discussion or
objectives is important. [PMEA03] making suggestions. [PMEA03-­10K]
4 Lists enterprise goals and describes the influence (K) Explains why it is necessary to clearly understand and accommodate the enterprise goal and
mentoring may have on meeting those goals. [PMEA04] objectives. [PMEA04-­10K]
(K) Explains why it is necessary to realistically review individual goals and objectives in the context of the
enterprise goals and objectives. [PMEA04-­20K]
5 Explains why taking a comprehensive approach to assess (K) Describes the benefits of assessing the effort and likelihood of an individual’s ability to achieve their
an individual’s challenge is important. [PMEA05] goals and objectives. [PMEA05-­10K]
(K) Describes the benefits of planning using a sequence of smaller more achieve sub-­goals and objectives
over larger objectives. [PMEA05-­20K]
6 Describes the design and operation of the enterprise’s (K) Explains who/how/when/where/why of the enterprise coaching and mentoring program.
coaching and mentoring program. [PMEA06] [PMEA06-­10K]
(K) Explains the role of coach and mentor within the organization or enterprise. [PMEA06-­20K]
(K) Lists typical mentoring and coaching opportunities in the enterprise. [PMEA06-­30K]

313
 Supervised Practitioner –­Professional: Coaching and Mentoring
ID Indicators of Competence (in addition Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
to those at Awareness level) contribution to activities performed, or professional
behaviors applied
1 Identifies areas of own skills, (K) Explains the concept of self-­assessment and how this can Records of development self-­assessment needs as part of an
knowledge or experience which could be used to determine areas that could benefit from coaching enterprise coaching and mentoring program. [PMES01-­E10]
be improved. [PMES01] and mentoring. [PMES01-­10K]
(A) Identifies areas within own skills, knowledge, or performance Personal Development Plan(s). [PMES01-­E20]
that could benefit from coaching or mentoring. [PMES01-­20A]
(A) Identifies the links between areas that could benefit from
coaching and mentoring and individual goals and objectives.
[PMES01-­30A]
2 Identifies personal challenges through (K) Describes differing perspectives on personal challenges Records of discussion of own personal challenges as part of an
various perspectives. [PMES02] and explains why they assist understanding. [PMES02-­10K] enterprise coaching and mentoring program. [PMES02-­E10]
(A) Identifies personal challenges through various Personal Development Plan(s) documents personal
perspectives. [PMES02-­20A] challenges. [PMES02-­E20]
3 Prepares information supporting the (K) Describes issues and challenges related to assisting the Records of the development of development plans for
development of others within the team. development of others in the team. [PMES03-­10K] others as part of an enterprise coaching and mentoring
[PMES03] program. [PMES03-­E10]
(A) Prepares documentation supporting the development of
others within the team. [PMES03-­20A]
4 Develops own understanding of this (A) Identifies potential gaps in own knowledge or development Records of Continual Professional Development (CPD)
competency area through Continual needs in this area, identifying opportunities to address these performed and learning outcomes. [PMES04-­E10]
Professional Development (CPD). through continual professional development activities.
[PMES04] [PMES04-­10A]
(A) Performs continual professional development activities to
improve their knowledge and understanding in this area.
[PMES04-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained. [PMES04-­30A]

314
Practitioner –­Professional: Coaching and Mentoring
ID Indicators of Competence (in addition to those at Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
Supervised Practitioner level) contribution to activities performed, or
professional behaviors applied
1 Coaches (or mentors) others on the project as part (P) Coaches (or mentors) others as part of an enterprise Coaching or mentoring assignment records.
of an enterprise coaching and mentoring program. coaching and mentoring program. [PMEP01-­10P] [PMEP01-­E10]
[PMEP01]
Profile may be found in an individual’s CV or
LinkedIn. [PMEP01-­E20]
2 Creates career development goals and objectives with (A) Creates alternative development goals and Coaching or mentoring assignment records.
individuals. [PMEP02] objectives for discussion. [PMEP02-­10A] [PMEP02-­E10]
(A) Creates agreed individual development goals and Profile may be found in an individual’s CV or
objectives. [PMEP02-­20A] LinkedIn profile. [PMEP02-­E20]
3 Develops individual career development paths based (A) Creates individual career development paths based Coaching or mentoring assignment records.
on development goals and objectives. [PMEP03] upon goals and objectives. [PMEP03-­10A] [PMEP03-­E10]
(P) Fosters the progress of individuals along their Profile may be found in an individual’s CV or
agreed career development paths. [PMEP03-­20P] LinkedIn profile. [PMEP03-­E20]
4 Uses available coaching and mentoring opportunities (A) Identifies enterprise opportunities, which can be Coaching or mentoring assignment records.
to develop individuals within the enterprise. exploited to support the development of individuals [PMEP04-­E10]
[PMEP04] through coaching and/or mentoring. [PMEP04-­10A]
Profile may be found in an individual’s CV or
LinkedIn profile. [PMEP04-­E20]
5 Develops individuals within their team by supporting (P) Coaches or mentors individuals in their team to Coaching or mentoring assignment records.
them in solving their individual challenges. overcome different challenges. [PMEP05-­10P] [PMEP05-­E10]
[PMEP05]
(A) Selects appropriate coaching or mentoring support Profile may be found in an individual’s CV or
mechanism for individuals, depending on the LinkedIn profile. [PMEP05-­E20]
individual challenges involved. [PMEP05-­20A]
(Continued)

315
ID Indicators of Competence (in addition to those at Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
Supervised Practitioner level) contribution to activities performed, or
professional behaviors applied
6 Guides new or supervised practitioners in coaching (P) Guides new or supervised practitioners in Record of Organizational Breakdown Structure
and mentoring techniques, in order to develop their executing activities that form part of this competency. showing their responsibility for technical supervision
knowledge, abilities, skills, or associated behaviors. [PMEP06-­10P] in this area. [PMEP06-­E10]
[PMEP06]
(A) Trains individuals to an “Awareness” level in this Record of on-­the-­job training objectives/guidance.
competency area. [PMEP06-­20A] [PMEP06-­E20]
Coaching or mentoring assignment records.
[PMEP06-­E30]
Records highlighting their impact on another
individual in terms of improvement or professional
development in this competency. [PMEP06-­E40]
7 Maintains and enhances own competence in this area (A) Identifies potential development needs in this area, Records of Continual Professional Development
through Continual Professional Development (CPD) identifying opportunities to address these through continual (CPD) performed and learning outcomes.
activities. [PMEP07] professional development activities. [PMEP07-­10A] [PMEP07-­E10]
(A) Performs continual professional development
activities to maintain and enhance their competency in
this area. [PMEP07-­20A]
(A) Records continual professional development
activities undertaken including learning or insights
gained. [PMEP07-­30A]

316
Lead Practitioner –­Professional: Coaching and Mentoring
ID Indicators of Competence (in addition to those Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
at Practitioner level) contribution to activities performed, or professional
behaviors applied
1 Promotes the use of best practice coaching and (A) Develops own state-­of-­the-­art skills in support of Records of introducing or controlling coaching and mentoring
mentoring techniques to improve the coaching and mentoring activities. [PMEL01-­10A] best practices. [PMEL01-­E10]
effectiveness of Systems Engineering activities
across the enterprise. [PMEL01]
(A) Uses best practice techniques when coaching and Articles, papers or training material authored to support
mentoring others across the enterprise. [PMEL01-­20A] coaching and mentoring. [PMEL01-­E20]
(P) Advises others across the enterprise on appropriate Records of advice provided in support of coaching or
approaches to use to ensure effectiveness of specific mentoring. [PMEL01-­E30]
coaching or mentoring activities. [PMEL01-­30P]
2 Judges the suitability of planned coaching and (A) Assesses the suitability of coaching and mentoring Records demonstrating a personal contribution to the
mentoring programs affecting Systems programs affecting Systems Engineering within the assessment and improvement of coaching and mentoring
Engineering within the enterprise. [PMEL02] enterprise. [PMEL02-­10A] program. [PMEL02-­E10]
3 Defines the direction of enterprise coaching and (A) Defines specific career development paths available for Records of leading introduction of coaching and mentoring
mentoring program development. [PMEL03] individuals across the enterprise. [PMEL03-­10A] program. [PMEL03-­E10]
(P) Acts to maintain enterprise coaching or mentoring Records of enterprise coaching and mentoring programs
programs changing them as necessary to reflect best change. [PMEL03-­E20]
practice. [PMEL03-­20P]
4 Guides and actively coordinates the (A) Identifies potential issues that might be encountered Organization charts demonstrating position as coach and
implementation of an enterprise-­level coaching during the execution of an enterprise-­level coaching and mentor. [PMEL04-­E10]
and mentoring program. [PMEL04] mentoring program. [PMEL04-­10A]
(P) Guides and actively coordinates the direction of an Materials demonstrating specific contribution to enterprise
enterprise Systems Engineering coaching and mentoring coaching and mentoring. [PMEL04-­E20]
program. [PMEL04-­20P]
(P) Acts to overcome issues while supervising an enterprise Profile includes recognition of this nature referenced in an
coaching and mentoring program. [PMEL04-­30P] individual’s CV or LinkedIn. [PMEL04-­E30]
5 Assesses career development path activities for (A) Assesses career development paths for individuals within Records demonstrating a personal contribution to the coaching
individuals across the enterprise, providing the enterprise, providing feedback which led to and mentoring of individuals. [PMEL05-­E10]
regular feedback. [PMEL05] improvements. [PMEL05-­10A]
(P) Communicates feedback to others during coaching/ Coaching or mentoring assignment records. [PMEL05-­E20]
mentoring sessions on career path choices. [PMEL05-­20P]
6 Advises stakeholders across the enterprise on (A) Advises on individual coaching and mentoring issues Coaching or mentoring assignment records. [PMEL06-­E10]
individual coaching and mentoring issues with with demonstrable success. [PMEL06-­10A]
demonstrable success. [PMEL06]
7 Coaches or mentors practitioners across the (P) Coaches or mentors practitioners across the enterprise in Coaching or mentoring assignment records. [PMEL07-­E10]
enterprise in coaching and mentoring techniques competency-­related techniques, recommending development
in order to develop their knowledge, abilities, activities. [PMEL07-­10P]
skills, or associated behaviors. [PMEL07]
(Continued)

317
ID Indicators of Competence (in addition to those Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
at Practitioner level) contribution to activities performed, or professional
behaviors applied
(A) Develops or authorizes enterprise training materials in Records of formal training courses, workshops, seminars, and
this competency area. [PMEL07-­20A] authored training material supported by successful post-­
training evaluation data. [PMEL07-­E20]
(A) Provides enterprise workshops/seminars or training in Listing as an approved organizational trainer for this
this competency area. [PMEL07-­30A] competency area. [PMEL07-­E30]
8 Promotes the introduction and use of novel (A) Analyzes different approaches across different domains Research records. [PMEL08-­E10]
techniques and ideas in Coaching and Mentoring through research. [PMEL08-­10A]
across the enterprise, to improve enterprise
competence in this area. [PMEL08]
(A) Defines novel approaches that could potentially improve Papers published in refereed journals/company literature.
the SE discipline within the enterprise. [PMEL08-­20A] [PMEL08-­E20]
(P) Fosters awareness of these novel techniques within the Records showing introduction of enabling systems supporting
enterprise. [PMEL08-­30P] the new techniques or ideas. [PMEL08-­E30]
(P) Collaborates with enterprise stakeholders to facilitate the Papers (or similar) published at enterprise level.
introduction of techniques new to the enterprise. [PMEL08-­40P] [PMEL08-­E40]
(A) Monitors new techniques after their introduction to Records of improvements made against a recognized process
determine their effectiveness. [PMEL08-­50A] improvement model. [PMEL08-­E50]
(A) Adapts approach to reflect actual enterprise performance
improvements. [PMEL08-­60A]
9 Develops expertise in this competency area (A) Identifies own needs for further professional Records of Continual Professional Development (CPD)
through specialist Continual Professional development in order to increase competence beyond performed and learning outcomes. [PMEL09-­E10]
Development (CPD) activities. [PMEL09] practitioner level. [PMEL09-­10A]
(A) Performs professional development activities in order to
move own competence toward expert level. [PMEL09-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained. [PMEL09-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party-­generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by senior management in current organization as an expert in this competency area
b. Evidence of role as Product/System Design Authority or Technical Authority on a complex project with responsibilities in this area or where skills within this
competency area were used
c. Recognized as an authorizing signatory on behalf of enterprise for formal documentation in this competency area (e.g. policies, processes, and deliverables)
d. Formal commendation or award within own enterprise for contribution or item of work successfully performed, which required proficiency in this competency area
e. Customer, Supplier, or other external project-­specific key Stakeholder accolades for specific work performed in this competency area
f. Independently assessed or accredited work in this competency area (e.g. for independent publication or use)
g. Formal organizational HR records positively highlighting any specific professional competencies or behaviors identified (if applicable) plus any of the evidence
indicators listed at Expert level below

318
Expert –­Professional: Coaching and Mentoring
ID Indicators of Competence (in addition to those Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
at Lead Practitioner level) contribution to activities performed, or professional
behaviors applied
1 Communicates own knowledge and experience in (A) Produces papers, seminars, or presentations outside own Papers or books published on new technique in refereed
coaching and mentoring skills in order to enterprise for publication in order to share own ideas and journals/company literature. [PMEE01-­E10]
improve best practice beyond the enterprise improve industry best practices in this competence area.
boundary. [PMEE01] [PMEE01-­10A]
(P) Fosters incorporation of own ideas into industry best Papers published in refereed journals or internal
practices in this area. [PMEE01-­20P] literature proposing new practices in this competence
area (or presentations, tutorials, etc.). [PMEE01-­E20]
(P) Develops guidance materials identifying new (or Records of own proposals adopted as industry best
updating existing) best practice in this competence area. practices in this competence area. [PMEE01-­E30]
[PMEE01-­30P]
2 Persuades key stakeholders beyond the enterprise (P) Persuades key stakeholders beyond the enterprise Records of ideas assimilated into international standards
boundary to follow a particular path for coaching boundary to follow a particular path for coaching and or referenced in others’ books, papers, and peer-­
and mentoring activities affecting Systems mentoring activities affecting Systems Engineering. reviewed articles. [PMEE02-­E10]
Engineering. [PMEE02] [PMEE02-­10P]
(P) Acts to change external stakeholder thinking in coaching Records demonstrating a personal contribution to coaching
and mentoring activities affecting Systems Engineering. and mentoring strategic changes. [PMEE02-­E20]
[PMEE02-­20P]
3 Advises organizations beyond the enterprise (A) Advises others on differing strategies for coaching and Enterprise coaching and mentoring program records.
boundary on the suitability of their approach to mentoring programs affecting Systems Engineering. [PMEE03-­E10]
coaching and mentoring. [PMEE03] [PMEE03-­10A]
(A) Advises stakeholders beyond the enterprise on strategies for
coaching and mentoring, gaining acceptance. [PMEE03-­20A]
4 Advises organizations beyond the enterprise (A) Advises on development on coaching and mentoring Coaching or mentoring assignment records.
boundary on the development of coaching and activities affecting Systems Engineering beyond the [PMEE04-­E10]
mentoring programs. [PMEE04] enterprise boundary. [PMEE04-­10A]
5 Assesses the effectiveness of a mentoring program (A) Assesses the effectiveness of a mentoring program for Coaching or mentoring assignment records.
for an organization beyond the enterprise an organization beyond the enterprise boundary. [PMEE05-­E10]
boundary, providing regular feedback. [PMEE05] [PMEE05-­10A]
(A) Communicates feedback regularly on the mentoring
program, resulting in recorded improvements. [PMEE05-­20A]
(Continued)

319
 ID Indicators of Competence (in addition to those Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
at Lead Practitioner level) contribution to activities performed, or professional
behaviors applied
6 Advises organizations beyond the enterprise (A) Assesses complex or challenging coaching and Records of analysis made. [PMEE06-­E10]
boundary on complex or challenging coaching and mentoring issues on behalf of external organizations or
mentoring issues. [PMEE06] stakeholders. [PMEE06-­10A]
(P) Communicates recommendations effectively on the Coaching or mentoring assignment records.
challenging issues, resulting in improvements. [PMEE06-­E20]
[PMEE06-­20P]
7 Champions the introduction of novel techniques and (A) Analyzes different approaches across different domains Records of activities promoting research and need to
ideas in coaching and mentoring, beyond the through research. [PMEE07-­10A] adopt novel technique or ideas. [PMEE07-­E10]
enterprise boundary, in order to develop the wider
Systems Engineering community in this
competency. [PMEE07]
(A) Produces reports for the wider SE community on the Records of improvements made to process and appraisal
effectiveness of new techniques after their introduction. against a recognized process improvement model.
[PMEE07-­20A] [PMEE07-­E20]
(P) Collaborates with those introducing novel techniques Research records. [PMEE07-­E30]
within the wider SE community. [PMEE07-­30P]
(A) Defines novel approaches that could potentially improve Published papers in refereed journals/company
the wider SE discipline. [PMEE07-­40A] literature. [PMEE07-­E40]
(P) Fosters awareness of these novel techniques within the Records showing introduction of enabling systems
wider SE community. [PMEE07-­50P] supporting the new techniques or ideas. [PMEE07-­E50]
8 Coaches individuals beyond the enterprise (P) Coaches or mentors individuals beyond the enterprise Coaching or mentoring assignment records.
boundary, in coaching and mentoring techniques boundary, in competency-­related techniques, recommending [PMEE08-­E10]
in order to further develop their knowledge, development activities. [PMEE08-­10P]
abilities, skills, or associated behaviors. [PMEE08]
(A) Develops or authorizes training materials in this Records of formal training courses, workshops,
competency area, which are subsequently successfully seminars, and authored training material supported by
delivered beyond the enterprise boundary. [PMEE08-­20A] successful post-­training evaluation data. [PMEE08-­E20]
(A) Provides workshops/seminars or training in this Records of Training/workshops/seminars created
competency area for practitioners or lead practitioners supported by successful post-­training evaluation data.
beyond the enterprise boundary (e.g. conferences and open [PMEE08-­E30]
training days). [PMEE08-­30A]

320
9 Maintains expertise in this competency area (A) Reviews research, new ideas, and state of the art to Records of documents reviewed and insights gained as
through specialist Continual Professional identify relevant new areas requiring personal development part of own research into this competency area.
Development (CPD) activities. [PMEE09] in order to maintain expertise in this competency area. [PMEE09-­E10]
[PMEE09-­10A]
(A) Performs identified specialist professional development Records of Continual Professional Development (CPD)
activities in order to maintain or further develop competence performed and learning outcomes. [PMEE09-­E20]
at expert level. [PMEE09-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained.
[PMEE09-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party-­generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by a reputable external organization as an expert in this competency area
b. Evidence of role as independent assessor or reviewer on project outside own organization where skills in this competency area were used
c. Evidence of invitation(s) from wider community for contribution of systems engineering expertise in this area (e.g. industry conference panel, government
advisory board etc. cross-­industry working groups, partnerships, accredited advanced university courses or research, or as part of professional institute)
d. Formal commendation beyond the enterprise (e.g. by INCOSE or other recognized authority) for work performed in this competency area
e. Independently assessed or accredited work product in this competency area (e.g. for independent publication or use)
f. Accolades of expertise in this area from recognized industry leaders

321
 Competency area – Technical: Requirements Definition
Description
To analyze the stakeholder needs and expectations to establish the requirements for a system.
Why it matters
The requirements of a system describe the problem to be solved (its purpose, how it performs, how it is to be used, maintained and disposed of, and what the expectations of
the stakeholders are).
Possible contributory types of evidence
Any combination of the types of evidence may be acceptable (depending on how the Framework is tailored and used). The evidence items identified at each level indicate
example work products only. Contributions to work products will generally differ at each proficiency level.
Learning and development
The INCOSE Professional Development Portal provides example guidance on how to gain an initial awareness of a competency area and options for developing further
competence thereafter.

Awareness –­Technical: Requirements Definition

ID Indicators of Competence Relevant knowledge sub-­indicators
1 Describes what a requirement is, the (K) Describes what a “requirement” is. [TRDA01-­10K]
purpose of requirements, and why
requirements are important. [TRDA01]
(K) Describes the difference between a “want” and a “need” in terms of requirements. [TRDA01-­20K]
(K) Describes why requirements exist (e.g. commercial, common understanding). [TRDA01-­30K]
(K) Describes how poorly formed requirements can potentially impact a development (e.g. its cost, schedule, quality, or its
ultimate success as a system). [TRDA01-­40K]
2 Describes different types of requirements (K) Describes with examples, what a functional requirement is. [TRDA02-­10K]
and constraints that may be placed on a
system. [TRDA02]
(K) Describes with examples, what a “performance” requirement is. [TRDA02-­20K]
(K) Lists different categories of constraint, providing examples of each (e.g. constraints (physical, realization, integration,
verification, validation, production, maintenance, and disposal). [TRDA02-­30K]
(K) Lists categories of “interface” requirements, providing examples of each. [TRDA02-­40K]
(K) Describes with examples, what a “behavioral” requirement is. [TRDA02-­50K]
(K) Describes what an “operational” requirement is and how operational conditions result in requirements. [TRDA02-­60K]
(K) Describes with examples, “packaging,” “transportation,” “handling,” and “storage” requirements. [TRDA02-­70K]

322
 (K) Lists categories of regulatory requirement, providing examples of each (e.g. safety, health, security, and environmental).
[TRDA02-­80K]
(K) Describes how the needs of the wider “enterprise” may result in additional requirements being placed on a system.
[TRDA02-­90K]
(K) Describes how an obligation in a legal contract can define a requirement. [TRDA02-­100K]
3 Explains why there is a need for good (K) Explains how good quality requirements help us understand what the customer wants or needs. [TRDA03-­10K]
quality requirements. [TRDA03]
(K) Explains the impact of the following quality requirements attributes: verifiable, unambiguous, complete, singular,
achievable, concise, consistent, Necessary, implementation independent (aka “design neutral”). [TRDA03-­20K]
(K) Explains how good quality requirements help reduce risk/uncertainty. [TRDA03-­30K]
(K) Explains why bad quality requirements make the job more difficult due to ambiguity, confusion, lack of clarity, conflict,
etc. [TRDA03-­40K]
(K) Explains why establishing a mechanism for confirming how a requirement has been fulfilled in a solution is an integral
part of defining the requirement (rather than waiting for the solution to be developed). [TRDA03-­50K]
(K) Explains how even good quality requirements may need to be considered as part of the wider super-­system to be fully
understood. [TRDA03-­60K]
4 Identifies major stakeholders and their (K) Lists internal and external stakeholders or stakeholder groups: Customer/Sponsor, User, Designer, Maintainer,
needs. [TRDA04] Legislative or Regulatory bodies (verify system is compliant with laws), Suppliers, Business, Sub-­contractor supplier,
Manufacturer, Testers, Trainers, Local Community, Political/Social organizations, Etc. [TRDA04-­10K]
(K) Explains how understanding stakeholder and market need can help ensure that program objectives are being met and/or
re-­baselined if required. [TRDA04-­20K]
5 Explains why managing requirements (K) Explains why a change to a requirement needs to be controlled formally. [TRDA05-­10K]
throughout the life cycle is important.
[TRDA05]
(K) Explains how managing requirements through the life cycle ensures that what is delivered meets an agreed set of
requirements. [TRDA05-­20K]
(K) Explains how managing requirements helps to maintain integrity through the life cycle. [TRDA05-­30K]
(K) Explains how managing requirements helps reduce risk caused by unassessed requirements changes. [TRDA05-­40K]
(K) Explains why there is a need to manage all types of requirements. [TRDA05-­50K]
(K) Explains why requirements beyond system function and performance also need to be managed (e.g. cost, schedule,
quality, delivery, standards/certification, and packaging quantities). [TRDA05-­60K]
6 Describes the relationship between (K) Explains why we need to verify that we have met all requirements the user specified (e.g. verification of user’s need)
requirements, testing, and acceptance. and why not doing this could cause problems. [TRDA06-­10K]
[TRDA06]
(K) Explains how requirements verification ensures we have built the system we have specified. [TRDA06-­20K]
(K) Explains how requirements validation helps ensure that the needs of the stakeholder(s) have been met. [TRDA06-­30K]
(K) Explains the relationship between verification, validation and acceptance. [TRDA06-­40K]

323
Supervised Practitioner –­Technical: Requirements Definition
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Awareness level) contribution to activities performed, or professional
behaviors applied
1 Uses a governing process using appropriate (A) Uses a traceable approach to requirements definition. Requirements Definitions document, or Requirement
tools to manage and control their own [TRDS01-­10A] Diagram in a model-­based Systems Engineering tool
requirements definition activities. [TRDS01] (e.g. SysML diagram). [TRDS01-­E10]
(K) Describes key elements of a requirements definition process Organizational document or self-­developed document
(i.e. the process to transform the stakeholder, user-­oriented view describing a set processes for managing requirements as
of desired capabilities into a technical view of a solution part of the system engineering life cycle. [TRDS01-­E20]
that meets the operational needs of the user). [TRDS01-­20K]
Requirements traceability matrix. [TRDS01-­E30]
2 Identifies examples of internal and external (A) Analyzes the system to determine all its direct Stakeholder list, map, diagram, or matrix. [TRDS02-­E10]
project stakeholders highlighting their stakeholders including their importance or influence on the
sphere of influence. [TRDS02] required system design, development, or operation.
[TRDS02-­10A]
(A) Analyzes the system to determine all its indirect Records (e.g. meeting minutes) showing participation in
stakeholders. (e.g. stakeholders may include business activity to determine relevant stakeholders. [TRDS02-­E20]
engineering and procurement; project management and
control; production management; product assurance,
quality, and safety; operations, maintenance, and servicing).
[TRDS02-­20A]
3 Elicits requirements from stakeholders (A) Uses recognized methods to elicit requirements (e.g. Records (e.g. meeting minutes) showing participation in
under guidance, in order to understand interviews, focus groups, the Delphi method, and soft use case generation, scenario development, simulation, or
their need and ensuring requirement systems methodology). [TRDS03-­10A] requirements questionnaires. [TRDS03-­E10]
validity. [TRDS03]
(A) Uses Quality Function Deployment (QFD), Completed QFD documents, questionnaires, or workshop
questionnaires, workshops or similar approaches. notes. [TRDS03-­E20]
[TRDS03-­20A]
4 Describes the characteristics of good (K) Explains the impact of key individual requirement Sample requirements statements improved or created.
quality requirements and provides characteristics such as necessary, implementation independent [TRDS04-­E10]
examples. [TRDS04] (aka “design neutral”), unambiguous, complete, singular,
achievable, verifiable, and conforming. [TRDS04-­10K]
(K) Explains the impact of the characteristics of a set of Working papers showing an evolution of requirement
requirements as a whole such as complete, consistent, statement(s) from poorly to properly written.
feasible/affordable and bounded. [TRDS04-­20K] [TRDS04-­E20]
(A) Analyzes the quality characteristics of existing Sample requirements listing with proposed verification and
requirements. [TRDS04-­30A] validation approaches. [TRDS04-­E30]
(A) Defines requirements possessing all key quality
characteristics. [TRDS04-­40A]
(A) Analyzes requirements as part of the wider super-­
system. [TRDS04-­50A]

324
 (A) Defines approaches to be used for confirming that a
solution meets requirements and needs as part of the
requirement definition activity (rather than later in the
development). [TRDS04-­60A]
5 Describes different mechanisms used to (A) Uses recognized elicitation methods in order to Records (e.g. meeting minutes) showing participation in
gather requirements. [TRDS05] establish requirements (e.g. workshops, brainstorming, workshops, brainstorming, seminar, prototyping,
seminar, prototyping, demonstrations, standards review, demonstrations, standards review or similar sessions in
interviews, focus groups, the Delphi method, and soft order to establish or clarify a set of requirements.
systems methodology). [TRDS05-­10A] [TRDS05-­E10]
(K) Explains what bias and sampling is and how this can Requirements document or model showing traceability to
influence requirement elicitation. [TRDS05-­20K] various source documents (e.g. formal documents, informal
documents, conversations with users, and reviews with
other stakeholders). [TRDS05-­E20]
(A) Ensures completeness, following up when an Use Case Diagrams, Concepts of Operation document,
incomplete set of requirements is detected. [TRDS05-­30A] initial Requirement lists. [TRDS05-­E30]
6 Defines acceptance criteria for (A) Defines acceptance criteria in order to define how user Requirements acceptance/verification matrix.
requirements, under guidance. [TRDS06] needs will be fulfilled. [TRDS06-­10A] [TRDS06-­E10]
(A) Ensures requirements are testable, defined, and have Acceptance criteria they have defined for requirements.
acceptance criteria, in order to ensure fulfillment of contract [TRDS06-­E20]
and justify payment. [TRDS06-­20A]
(A) Identifies appropriate method of acceptance when
determining acceptance criteria for requirements (e.g. test,
analysis, analogy or similarity, demonstration, inspection,
simulation, and sampling). [TRDS06-­30A]
7 Explains why there may be potential (K) Explains how regulations may conflict with user needs. Results of analysis of a requirements set with conflicting
requirement conflicts within a requirement [TRDS07-­10K] requirements indicated. [TRDS07-­E10]
set. [TRDS07]
(K) Explains how cost requirements may conflict with Analysis of alternatives indicating what is feasible given
performance requirements. [TRDS07-­20K] current constraints and how requirements could be
re-­written and thus be satisfied. [TRDS07-­E20]
(K) Explains how technology may conflict with
performance requirements. [TRDS07-­30K]
(A) Analyzes conflicts in a requirements set. [TRDS07-­40A]
8 Explains how requirements affect design (K) Explains the relationship between requirements and Document or model showing requirements allocated to
and vice versa. [TRDS08] design (e.g. Requirements specify what the system needs to design (behavior diagrams, state machine diagrams, etc.
do, within what constraints, while Design defines how a set traced back to requirements). [TRDS08-­E10]
of requirements may be implemented). [TRDS08-­10K]
(A) Analyzes impact on design of different requirements.
[TRDS08-­20A]
(Continued)

325
 ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Awareness level) contribution to activities performed, or professional
behaviors applied
(A) Analyzes impact on requirements of different design
approaches. [TRDS08-­30A]
9 Defines (or maintains) requirements (K) Explains how traceability ensures control of the system Traceability matrix. [TRDS09-­E10]
traceability information. [TRDS09] development. [TRDS09-­10K]
(K) Explains what a requirements baseline is and how it is Model view showing requirements traceability (e.g. in
used. [TRDS09-­20K] SysML). [TRDS09-­E20]
(A) Identifies source references for requirements (e.g. Model view showing requirements traceability (e.g. in
though a document and use case). [TRDS09-­30A] SysML). [TRDS09-­E30]
(A) Maintains traceability matrix as requirements are Requirements baseline listing. [TRDS09-­E40]
verified. [TRDS09-­40A]
(A) Maintains traceability backwards to requirement
sources, forward to design element(s) satisfying the
requirement, and to test event(s) that confirm the
requirement was met. [TRDS09-­50A]
(A) Ensures accountability and full allocation of Analysis of progress toward completing a requirements
requirements. [TRDS09-­60A] Traceability matrix or similar (sometimes referred to as
Requirements Burn Down). [TRDS09-­E60]
(A) Ensures consistency of traceability. [TRDS09-­70A] Records of requirements and traceability evolution as new
requirements are imposed or identified (e.g. iterative
baselines of a model or traceability matrix). [TRDS09-­E70]
10 Reviews developed requirements. (K) Identifies different types of reviews used to assess Records of requirements review attended. [TRDS10-­E10]
[TRDS10] requirements quality. [TRDS10-­10K]
(A) Reviews technical requirements for a system.
[TRDS10-­20A]
11 Develops own understanding of this (A) Identifies potential gaps in own knowledge or Records of Continual Professional Development (CPD)
competency area through Continual development needs in this area, identifying opportunities to performed and learning outcomes. [TRDS11-­E10]
Professional Development (CPD). address these through continual professional development
[TRDS11] activities. [TRDS11-­10A]
(A) Performs continual professional development activities
to improve their knowledge and understanding in this area.
[TRDS11-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained.
[TRDS11-­30A]

326
Practitioner –­Technical: Requirements Definition
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Supervised Practitioner level) contribution to activities performed, or professional
behaviors applied
1 Creates a strategy for requirements definition (A) Identifies project-­specific system requirements System Engineering Management Plan (or similar planning
on a project to support SE project and wider management constraints which need to be incorporated document). [TRDP01-­E10]
enterprise needs. [TRDP01] into SE planning. [TRDP01-­10A]
(A) Prepares project-­specific system requirements System requirements management strategy work products.
management inputs for SE planning purposes, using [TRDP01-­E20]
appropriate processes and procedures. [TRDP01-­20A]
(A) Prepares project-­specific system requirements Task estimates for requirements management efforts.
management task estimates in support of SE planning. [TRDP01-­E30]
[TRDP01-­30A]
(P) Collaborates throughout with stakeholders to gain
approval, updating strategy as necessary. [TRDP01-­40P]
2 Creates a governing process, plan, and (K) Identifies the steps necessary to define a process and Systems Engineering requirements definition planning or
associated tools for Requirements Definition, appropriate techniques to be adopted for requirements process work products they have developed. [TRDP02-­E10]
which reflect project and business strategy. definition. [TRDP02-­10K]
[TRDP02]
(K) Describes key elements of a successful requirements Certificates or proficiency evaluations in requirements
definition process and how these activities relate to definition and management tools (e.g. DOORS, Rational, or
different stages of a system life cycle. [TRDP02-­20K] SysML). [TRDP02-­E20]
(A) Uses requirements definition tools or uses a Systems Engineering requirements definition guidance
methodology. [TRDP02-­30A] developed. [TRDP02-­E30]
(A) Uses appropriate standards and governing processes Systems Engineering requirements management guidance
in their requirements definition planning, tailoring as developed. [TRDP02-­E40]
appropriate. [TRDP02-­40A]
(A) Selects requirements definition methods for the Systems Engineering Management Plan. [TRDP02-­E50]
development. [TRDP02-­50A]
(A) Creates requirements definition plans and processes
for use on a project. [TRDP02-­60A]
(P) Liaises throughout with stakeholders to gain approval,
updating plans as necessary. [TRDP02-­70P]
(Continued)

327
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Supervised Practitioner level) contribution to activities performed, or professional
behaviors applied
3 Uses plans and processes for requirements (A) Complies with defined plans, processes and SE requirements definition plans or work products they
definition, interpreting, evolving, or seeking associated tools for requirements definition activities on a have interpreted or challenged to address project issues.
guidance where appropriate. [TRDP03] project. [TRDP03-­10A] [TRDP03-­E10]
(A) Prepares requirements definition data and reports in Process or tool guidance. [TRDP03-­E20]
support of wider system measurement, monitoring, and
control. [TRDP03-­20A]
(P) Guides and actively coordinates the interpretation of
requirements definition plans or processes in order to
complete activities successfully. [TRDP03-­30P]
(P) Recognizes situations where deviation from published
plans and processes or clarification from others is
appropriate in order to overcome complex challenges.
[TRDP03-­40P]
(P) Recognizes situations where existing strategy, process,
plan or tools require formal change, liaising with
stakeholders to gain approval as necessary. [TRDP03-­50P]
4 Elicits requirements from stakeholders (A) Develops Use Cases, scenarios, simulation, Completed Use Cases, scenarios, simulations,
ensuring their validity, to understand their questionnaires. [TRDP04-­10A] questionnaires, or similar. [TRDP04-­E10]
need. [TRDP04]
(A) Uses Quality Function Deployment (QFD), Records (e.g. meeting minutes) of leading stakeholder
questionnaires, workshops, or similar approaches. requirements elicitation activities. [TRDP04-­E20]
[TRDP04-­20A]
(P) Challenges appropriateness of requirements in a Records (e.g. meeting minutes) of challenges made to
rational way to improve quality of requirements. stakeholder requirements, which produced changes.
[TRDP04-­30P] [TRDP04-­E30]
5 Develops good quality, consistent (A) Develops requirement statements that fulfill quality Requirements document or model. [TRDP05-­E10]
requirements. [TRDP05] attributes such as verifiable, unambiguous, complete,
singular, achievable, concise, consistent, necessary,
implementation independent (aka “design neutral”).
[TRDP05-­10A]
(A) Reviews the overall requirements set for its suitability Documentation showing an evolution of requirement
and completeness to ensure appropriate quality level has statement(s) from poorly to properly written.
been achieved. [TRDP05-­20A] [TRDP05-­E20]

328
6 Determines derived requirements. [TRDP06] (A) Determines requirements for lower-­level architecture Requirements document showing derived requirements.
elements by breaking-­down higher-­level requirements [TRDP06-­E10]
into individual testable requirements applicable at the
lower level(s). [TRDP06-­10A]
(A) Analyzes beyond the boundary of the system of interest Requirements table or model output showing derived
to determine interface requirements. [TRDP06-­20A] requirements. [TRDP06-­E20]
(A) Reviews statutory and regulatory documents to derive
relevant requirements. [TRDP06-­30A]
7 Creates a system to support requirements (A) Identifies business and project set-­up requirements for List of constraints or project set-­up requirements for
management and traceability. [TRDP07] requirements management and traceability. traceability. [TRDP07-­E10]
[TRDP07-­10A]
(A) Creates a matrix or database ready for requirements Initialized Traceability matrix or database (e.g. using a
traceability capture. [TRDP07-­20A] specialist requirements database or a model-­based systems
engineering (MBSE) tool). [TRDP07-­E20]
8 Determines acceptance criteria for (A) Determines appropriate acceptance criteria required Requirements acceptance/verification matrix.
requirements. [TRDP08] in order to ensure fulfillment of contract and justify [TRDP08-­E10]
payment. [TRDP08-­10A]
(A) Determines appropriate testing methods/ approach to Validation or acceptance criteria for individual
be used to document a requirement has been met by the requirements. [TRDP08-­E20]
solution. [TRDP08-­20A]
Acceptance criteria for individual requirements categorized
by method (e.g. Inspection, Analysis, Demonstration, and
Test). [TRDP08-­E30]
9 Negotiates agreement in requirement (A) Identifies regulations in conflict with conflict with Results of analysis of a requirements set with conflicting
conflicts within a requirement set. [TRDP09] user desires. [TRDP09-­10A] requirements indicated. [TRDP09-­E10]
(A) Identifies cost requirements in conflict with Document identifying suggested methods of resolution with
performance requirements. [TRDP09-­20A] stakeholders. [TRDP09-­E20]
(A) Identifies technology requirements in conflict with Records (e.g. meeting minutes) of stakeholders meetings to
performance requirements. [TRDP09-­30A] discuss and address requirements conflicts. [TRDP09-­E30]
(A) Identifies potential conflicting stakeholder
requirements within the requirement set. [TRDP09-­40A]
(P) Negotiates recommended options with stakeholders to
address conflicting requirements. [TRDP09-­50P]
10 Analyzes the impact of changes to (A) Performs impact analysis based upon a requirement Model or document showing impact analysis of design
requirements on the solution and program. change. [TRDP10-­10A] variations on requirements. [TRDP10-­E10]
[TRDP10]
(A) Performs impact analysis based upon a design change Model or document showing relationship of new or
(e.g. item obsolescence.). [TRDP10-­20A] changed requirements on existing design. [TRDP10-­E20]
(Continued)

329
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Supervised Practitioner level) contribution to activities performed, or professional
behaviors applied
11 Maintains requirements traceability (A) Ensures existence of source references for Traceability matrix. [TRDP11-­E10]
information to ensure source(s) and test requirements (e.g. through a document and use case).
records are correctly linked over the life [TRDP11-­10A]
cycle. [TRDP11]
(A) Performs traceability linking system (products or Analysis of progress toward meeting requirements using
service) requirements to source(s). [TRDP11-­20A] Traceability matrix or similar (sometimes referred to as
Requirements Burn Down). [TRDP11-­E20]
(A) Ensures traceability backwards to requirement Record of requirements and traceability evolution as new
sources, forward to design element(s) satisfying the requirements are imposed or identified (e.g. iterative
requirement, and to test event(s) that confirm the baselines of a model or traceability matrix). [TRDP11-­E30]
requirement was met. [TRDP11-­30A]
(A) Ensures traceability matrix is updated as requirements
are verified. [TRDP11-­40A]
12 Guides new or supervised practitioners in (P) Guides new or supervised practitioners in executing Organizational Breakdown Structure showing their
Systems Engineering Requirements Definition activities that form part of this competency. responsibility for technical supervision in this area.
to develop their knowledge, abilities, skills, or [TRDP12-­10P] [TRDP12-­E10]
associated behaviors. [TRDP12]
(A) Trains individuals to an “Awareness” level in this Job training objectives/guidance etc. suggested or
competency area. [TRDP12-­20A] authorized for others. [TRDP12-­E20]
Coaching or mentoring assignment records. [TRDP12-­E30]
Records highlighting their impact on another individual in
terms of improvement or professional development in this
competency. [TRDP12-­E40]
13 Maintains and enhances own competence in (A) Identifies potential development needs in this area, Records of Continual Professional Development (CPD)
this area through Continual Professional identifying opportunities to address these through continual performed and learning outcomes. [TRDP13-­E10]
Development (CPD) activities. [TRDP13] professional development activities. [TRDP13-­10A]
(A) Performs continual professional development
activities to maintain and enhance their competency in
this area. [TRDP13-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained.
[TRDP13-­30A]

330
Lead Practitioner – Technical: Requirements Definition
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Practitioner level) contribution to activities performed, or professional
behaviors applied
1 Creates enterprise-­level policies, procedures, (A) Analyzes enterprise need for requirements Records showing their role in embedding requirements
guidance, and best practice for requirements definition policies, processes, tools, or guidance. definition into enterprise policies (e.g. guidance introduced at
elicitation and management, including [TRDL01-­10A] enterprise level and enterprise-­level review minutes).
associated tools. [TRDL01] [TRDL01-­E10]
(A) Creates enterprise policies, procedures, or Procedures they have written. [TRDL01-­E20]
guidance for requirements definition activities.
[TRDL01-­20A]
(A) Selects and acquires appropriate tools supporting Records of support for tool introduction. [TRDL01-­E30]
requirements definition activities. [TRDL01-­30A]
2 Judges the tailoring of enterprise-­level (A) Evaluates the enterprise process against the Documented tailored process. [TRDL02-­E10]
requirements elicitation and management business and external stakeholder (e.g. customer)
processes to meet the needs of a project. needs in order to tailor processes to enable project
[TRDL02] success. [TRDL02-­10A]
(A) Provides constructive feedback on Requirements Requirement Management Plan (or similar feedback and
Management Plans. [TRDL02-­20A] revised plan. [TRDL02-­E20]
3 Advises on complex or challenging (A) Reviews complex or challenging requirements for Review comments. [TRDL03-­E10]
requirements from across the enterprise to their suitability and quality across the enterprise.
ensure completeness and suitability. [TRDL03] [TRDL03-­10A]
(A) Provides advice on projects across the enterprise Records of advice provided on requirements suitability.
on complex or challenging requirements that has led [TRDL03-­E20]
to changes being implemented. [TRDL03-­20A]
System Requirements Review, System Functional Review, or
similar documentation. [TRDL03-­E30]
4 Defines strategies for requirements resolution (A) Defines strategies for resolving requirements in Review comments and responses. [TRDL04-­E10]
in situations across the enterprise where unusual or sensitive stakeholder situations across the
stakeholders (or their requirements) demand enterprise. [TRDL04-­10A]
unusual or sensitive treatment. [TRDL04]
(P) Collaborates with stakeholders to implement Records of advice provided on documenting successes in
identified strategies in a rational way resulting in changing stakeholder approach. [TRDL04-­E20]
beneficial changes. [TRDL04-­20P]
(Continued)

331
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Practitioner level) contribution to activities performed, or professional
behaviors applied
5 Persuades key stakeholders across the enterprise (A) Identifies and engages with key stakeholders Minutes of meetings. [TRDL05-­E10]
to address identified enterprise-­level across the enterprise. [TRDL05-­10A]
requirements elicitation and management issues
to reduce enterprise-­level risk. [TRDL05]
(P) Fosters agreement between key stakeholders at Minutes of key stakeholder review meetings and actions taken.
enterprise level to resolve requirements definition issues, [TRDL05-­E20]
by promoting a holistic viewpoint. [TRDL05-­20P]
(P) Persuades key stakeholders to resolve conflict and Requirements Review documentation. [TRDL05-­E30]
identify optimal design options. [TRDL05-­30P]
6 Coaches or mentors practitioners across the (P) Coaches or mentors practitioners across the Coaching or mentoring assignment records. [TRDL06-­E10]
enterprise in Systems Engineering enterprise in competency-­related techniques,
Requirements Definition in order to develop recommending development activities.
their knowledge, abilities, skills, or [TRDL06-­10P]
associated behaviors. [TRDL06]
(A) Develops or authorizes enterprise training Records of formal training courses, workshops, seminars, and
materials in this competency area. [TRDL06-­20A] authored training material supported by successful post-­
training evaluation data. [TRDL06-­E20]
(A) Provides enterprise workshops/seminars or Listing as an approved organizational trainer for this
training in this competency area. [TRDL06-­30A] competency area. [TRDL06-­E30]
7 Promotes the introduction and use of novel (A) Analyzes different approaches across different Research records. [TRDL07-­E10]
techniques and ideas in Requirements domains through research. [TRDL07-­10A]
Definition across the enterprise, to improve
enterprise competence in this area. [TRDL07]
(A) Defines novel approaches that could potentially Published papers in refereed journals/company literature.
improve the SE discipline within the enterprise. [TRDL07-­E20]
[TRDL07-­20A]
(P) Fosters awareness of these novel techniques Records showing introduction of enabling systems supporting
within the enterprise. [TRDL07-­30P] the new techniques or ideas. [TRDL07-­E30]
(P) Collaborates with enterprise stakeholders to Published papers (or similar) at enterprise level.
facilitate the introduction of techniques new to the [TRDL07-­E40]
enterprise. [TRDL07-­40P]

332
 (A) Monitors new techniques after their introduction Records of improvements made against a recognized process
to determine their effectiveness. [TRDL07-­50A] improvement model in this area. [TRDL07-­E50]
(A) Adapts approach to reflect actual enterprise
performance improvements. [TRDL07-­60A]
8 Develops expertise in this competency area (A) Identifies own needs for further professional Records of Continual Professional Development (CPD)
through specialist Continual Professional development in order to increase competence beyond performed and learning outcomes. [TRDL08-­E10]
Development (CPD) activities. [TRDL08] practitioner level. [TRDL08-­10A]
(A) Performs professional development activities in
order to move own competence toward expert level.
[TRDL08-­20A]
(A) Records continual professional development
activities undertaken including learning or insights
gained. [TRDL08-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party-­generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by senior management in current organization as an expert in this competency area
b. Evidence of role as Product/System Design Authority or Technical Authority on a complex project with responsibilities in this area or where skills within
this competency area were used
c. Recognized as an authorizing signatory on behalf of enterprise for formal documentation in this competency area (e.g. policies, processes, and deliverables)
d. Formal commendation or award within own enterprise for contribution or item of work successfully performed, which required proficiency in this
competency area
e. Customer, Supplier, or other external project-­specific key Stakeholder accolades for specific work performed in this competency area
f. Independently assessed or accredited work in this competency area (e.g. for independent publication or use)
g. Formal organizational HR records positively highlighting any specific professional competencies or behaviors identified (if applicable) plus any of the
evidence indicators listed at Expert level below

333
Expert –­Technical: Requirements Definition
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Lead Practitioner level) contribution to activities performed, or professional
behaviors applied
1 Communicates own knowledge and experience (A) Produces papers, seminars, or presentations outside Published papers or books etc. on new technique in
in Systems Engineering requirements definition own enterprise for publication in order to share own ideas refereed journals/company literature. [TRDE01-­E10]
in order to promote best practice beyond the and improve industry best practices in this competence
enterprise boundary. [TRDE01] area. [TRDE01-­10A]
(P) Fosters incorporation of own ideas into industry best Published papers in refereed journals or internal literature
practices in this area. [TRDE01-­20P] proposing new practices in this competence area (or
presentations, tutorials, etc.). [TRDE01-­E20]
(P) Develops guidance materials identifying new (or Proposals adopted as industry best practice.
updating existing) best practice in this competence area. [TRDE01-­E30]
[TRDE01-­30P]
2 Persuades key stakeholders beyond the enterprise (A) Identifies and engages with external stakeholders to Minutes of meetings. [TRDE02-­E10]
boundary to address identified requirements elicit needed requirements. [TRDE02-­10A]
definition issues to reduce project risk. [TRDE02]
(P) Acts to change external stakeholder thinking in Revised requirements. [TRDE02-­E20]
requirements definition activities affecting project risk.
[TRDE02-­20P]
3 Advises organizations beyond the enterprise (A) Advises stakeholders beyond enterprise boundary Records of membership on oversight committee with
boundary on the suitability of their approach to regarding their Requirements Definition activities. relevant terms of reference. [TRDE03-­E10]
requirements definition. [TRDE03] [TRDE03-­10A]
(P) Acts with sensitivity on highly complex system issues Participates in an oversight committee or similar body
making limited use of specialized, technical terminology that deals with approval of such plans. [TRDE03-­E20]
and taking account of external stakeholders’ (e.g.
customer’s) background and knowledge. [TRDE03-­20P]
(P) Communicates using a holistic approach to complex Review comments and revised Requirements
Requirements Definition resolution including balanced, Management plan. [TRDE03-­E30]
rational arguments on way forward. [TRDE03-­30P]
(A) Advises on Systems Engineering Requirements Records indicating changed stakeholder thinking from
Definition decisions on behalf of stakeholders beyond personal intervention. [TRDE03-­E40]
enterprise boundary, arbitrating if required. [TRDE03-­40A]
(P) Persuades stakeholders beyond the enterprise boundary
to accept difficult project-­specific Requirements
Definition recommendations or actions. [TRDE03-­50P]

334
4 Advises organizations beyond the enterprise (P) Coaches or mentors external stakeholders (e.g. Records of advice provided on requirements issues.
boundary on the handling of complex or customers) on their requirements related issues. [TRDE04-­E10]
sensitive Systems Engineering requirements [TRDE04-­10P]
definition issues. [TRDE04]
(P) Conducts sensitive negotiations on requirements Records from negotiations demonstrating awareness of
associated with a highly complex system making limited customer’s background and knowledge. [TRDE04-­E20]
use of specialized, technical terminology. [TRDE04-­20P]
(A) Uses a holistic approach to complex issue resolution Stakeholder approval of system requirements.
including balanced, rational arguments on way forward. [TRDE04-­E30]
[TRDE04-­30A]
5 Champions the introduction of novel techniques (A) Analyzes different approaches across different Records of activities promoting research and need to
and ideas in the requirements definition, beyond domains through research. [TRDE05-­10A] adopt novel technique or ideas. [TRDE05-­E10]
the enterprise boundary, in order to develop the
wider Systems Engineering community in this
competency. [TRDE05]
(A) Produces reports for the wider SE community on the Records of improvements made to process and appraisal
effectiveness of new techniques after their introduction. against a recognized process improvement model.
[TRDE05-­20A] [TRDE05-­E20]
(P) Collaborates with those introducing novel techniques Research records. [TRDE05-­E30]
within the wider SE community. [TRDE05-­30P]
(A) Defines novel approaches that could potentially Published papers in refereed journals/company
improve the wider SE discipline. [TRDE05-­40A] literature. [TRDE05-­E40]
(P) Fosters awareness of these novel techniques within the Records showing introduction of enabling systems
wider SE community. [TRDE05-­50P] supporting the new techniques or ideas. [TRDE05-­E50]
6 Coaches individuals beyond the enterprise (P) Coaches or mentors individuals beyond the enterprise Coaching or mentoring assignment records.
boundary, in requirements definition in order to boundary, in competency-­related techniques, [TRDE06-­E10]
further develop their knowledge, abilities, skills, or recommending development activities. [TRDE06-­10P]
associated behaviors. [TRDE06]
(A) Develops or authorizes training materials in this Records of formal training courses, workshops,
competency area, which are subsequently successfully seminars, and authored training material supported by
delivered beyond the enterprise boundary. [TRDE06-­20A] successful post-­training evaluation data. [TRDE06-­E20]
(A) Provides workshops/seminars or training in this Records of Training/workshops/seminars created
competency area for practitioners or lead practitioners supported by successful post-­training evaluation data.
beyond the enterprise boundary (e.g. conferences and open [TRDE06-­E30]
training days). [TRDE06-­30A]
(Continued)

335
 ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Lead Practitioner level) contribution to activities performed, or professional
behaviors applied
7 Maintains expertise in this competency area (A) Reviews research, new ideas, and state of the art to Records of documents reviewed and insights gained as
through specialist Continual Professional identify relevant new areas requiring personal part of own research into this competency area.
Development (CPD) activities. [TRDE07] development in order to maintain expertise in this [TRDE07-­E10]
competency area. [TRDE07-­10A]
(A) Performs identified specialist professional Records of Continual Professional Development (CPD)
development activities in order to maintain or further performed and learning outcomes. [TRDE07-­E20]
develop competence at expert level. [TRDE07-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained.
[TRDE07-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party-­generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by a reputable external organization as an expert in this competency area
b. Evidence of role as independent assessor or reviewer on project outside own organization where skills in this competency area were used
c. Evidence of invitation(s) from wider community for contribution of systems engineering expertise in this area (e.g. industry conference panel, government
advisory board etc. cross-­industry working groups, partnerships, accredited advanced university courses or research, or as part of professional institute)
d. Formal commendation beyond the enterprise (e.g. by INCOSE or other recognized authority) for work performed in this competency area
e. Independently assessed or accredited work product in this competency area (e.g. for independent publication or use)
f. Accolades of expertise in this area from recognized industry leaders

336
Competency area – Technical: Systems Architecting
Description
The definition of the system structure, interfaces, and associated derived requirements to produce a solution that can be implemented to enable a balanced and optimum result
that considers all stakeholder requirements (business, technical….). This includes the early generation of potential system concepts that meet a set of needs and demonstration
that one or more credible, feasible options exist.
Why it matters
Effective architectural design enables systems to be partitioned into realizable system elements, which can be brought together to meet the requirements. Failure to explore
alternative conceptual options as part of architectural analysis may result in a non-­optimal system. There may be no viable option (e.g. technology not available).
Possible contributory types of evidence
Any combination of the types of evidence may be acceptable (depending on how the Framework is tailored and used). The evidence items identified at each level indicate
example work products only. Contributions to work products will generally differ at each proficiency level.
Learning and development
The INCOSE Professional Development Portal provides example guidance on how to gain an initial awareness of a competency area and options for developing further
competence thereafter.

Awareness –­ Technical: System Architecting

ID Indicators of Competence Relevant knowledge sub-­indicators
1 Describes the principles of architectural design (K) Defines the boundary of a system, identifies major interfaces to the system, and generates a functional analysis,
and its role within the life cycle. [TSAA01] which can be used to assess multiple physical design options. [TSAA01-­10K]
(K) Explains the purpose of architectural design within the overall system life cycle. [TSAA01-­20K]
(K) Describes key elements of an architecture definition process (e.g. prepare for architecture definition, develop
architecture viewpoints, develop models and views of candidate architectures, relate the architecture to design, assess
architecture candidates, and managed the selected architecture). [TSAA01-­30K]
(K) Describes the importance of architectural design (e.g. common vehicle for communication between stakeholders, allows
quality attributes such as performance to be modeled, etc.) and understands the criteria for good design. [TSAA01-­40K]
(K) Describes architecture in terms of a decomposition of a system into its components, their interrelationships and the
constraints that apply. [TSAA01-­50K]
2 Describes different types of architecture and (K) Explains why there is not a ‘one size fits all’ approach to architectural design. Can name at least two architecture
provides examples. [TSAA02] frameworks (e.g. Zachman, DoDAF, MoDAF, TOGAF). [TSAA02-­10K]
(K) Explains how a system can be abstracted into a structured functional and physical representation (e.g. a complex
weapon system and an information technology (IT) system). [TSAA02-­20K]
(K) Lists types of architecture and their key characteristics such as functional, physical, logical, and operational.
[TSAA02-­30K]

337
ID Indicators of Competence Relevant knowledge sub-­indicators
3 Explains why architectural decisions can (K) Describes examples of limitations and constraints in an architecture. [TSAA03-­10K]
constrain and limit future use and evolution
and provides examples. [TSAA03]
4 Explains why there is a need to explore (K) Explains why the initial solution concept is often not the best option. [TSAA04-­10K]
alternative and innovative ways of satisfying
the requirements. [TSAA04]
(K) Explains how Architectures facilitate development and assessment of alternative design solutions. [TSAA04-­20K]
(K) Explains the idea of a solution being “good enough” from a cost-­benefit perspective when generating a solution
(e.g. why an “80% correct solution” might be sufficient if the extra 20% costs the majority of the available project
budget). [TSAA04-­30K]
(K) Explains why adaptation of an existing solutions is often not the best option. [TSAA04-­40K]
(K) Defines terms such as design-­neutral, select, trade-­off, solution space. [TSAA04-­50K]
(K) Explains why there is a need to avoid cognitive bias or decision traps. [TSAA04-­60K]
(K) Explains how creative thinking techniques and formal design methodologies aid in exploring solution space.
[TSAA04-­70K]
5 Explains why alternative discipline (K) Explains how different technologies can often achieve the same effect, but in a different way (e.g. combustion
technologies can be used to satisfy the same engine VS battery power). [TSAA05-­10K]
requirement and provides examples. [TSAA05] (K) Explains how different technologies – e.g. software vs. hardware – can provide solutions. [TSAA05-­20K]
6 Describes the process and key artifacts of (K) Describes how a system architecture can be formally represented through the relationships between a set of
functional analysis. [TSAA06] interrelated architectural entities (e.g. functions, function flows, interfaces, resource flow items, information/data
elements, physical elements, containers, nodes, links, and communication resources). [TSAA06-­10K]
(K) Describes how these architectural entities may possess architectural characteristics (e.g. dimensions, environmental
resilience, availability, robustness, learnability, execution efficiency, and mission effectiveness). [TSAA06-­20K]
(K) Explains with examples, types of diagrammatic notations that can be used to capture or describe system behavior.
[TSAA06-­30K]
7 Explains why there is a need for functional (K) Explains why a functional model allows thorough and robust understanding of the system performance
models of the system. [TSAA07] requirements. [TSAA07-­10K]
(K) Explains how functional models enable the assessment and comparison of multiple physical design models to
determine a best option. [TSAA07-­20K]
8 Explains how outputs from functional analysis (K) Explains how a functional model often helps identify gaps in system requirements. [TSAA08-­10K]
relate to the overall system design and
provides examples. [TSAA08]
(K) Explains how functional models enable the assessment and comparison of multiple physical design models to
determine a best option. [TSAA08-­20K]

338
Supervised Practitioner –­Technical: System Architecting
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
those at Awareness level) personal contribution to activities performed, or
professional behaviors applied
1 Uses a governing process using appropriate (K) Describes key elements of an architectural design process (e.g. System architecture diagrams traceable to
tools to manage and control their own define scope of architecture, define purpose, determine appropriate requirements; Functional Model; System model
system architectural design activities. tool & language, and establish or leverage enterprise guidance to (e.g. in SysML). [TSAS01-­E10]
[TSAS01] ensure consistency and coherence of model). [TSAS01-­10K]
(A) Uses a traceable approach to architectural design. Processes used for managing a system architecture
[TSAS01-­20A] (e.g. Model Configuration Management Plan).
[TSAS01-­E20]
2 Uses analysis techniques or principles used (K) Describes a systems architectural design, identifying its key Records (e.g. meeting minutes) showing participation
to support an architectural design process. architectural features and why they are present. [TSAS02-­10K] in architectural design review. [TSAS02-­E10]
[TSAS02]
(K) Describes concepts of abstraction and the benefits of Architecture design methodology or modeling
controlling complexity. [TSAS02-­20K] methodology document used. [TSAS02-­E20]
(K) Explains the differences between types of architectures. Architecture standard(s) document used.
[TSAS02-­30K] [TSAS02-­E30]
(K) Describes a set of architectural design principles.
[TSAS02-­40K]
(A) Uses architectural design techniques to support systems
architecting work on a project. [TSAS02-­50A]
(K) Describes the advantages of a formal approach.
[TSAS02-­60K]
3 Develops multiple different architectural (K) Explains the idea of having multiple “views” of a system Analysis-­of-­alternatives study. [TSAS03-­E10]
solutions (or parts thereof) meeting the model. [TSAS03-­10K]
same set of requirements to highlight
different options available. [TSAS03]
(A) Performs architecture trade-­offs in terms of finding an System architecture diagrams traceable to
acceptable balance between constraints such as performance, requirements; Functional Model; System model
cost, and time parameters. [TSAS03-­20A] (e.g. in SysML). [TSAS03-­E20]
(A) Develops alternative architectural designs from a set of
requirements. [TSAS03-­30A]
(Continued)

339
 ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
those at Awareness level) personal contribution to activities performed, or
professional behaviors applied
(A) Identifies different architectural design considerations when
following different approaches to architectural design.
[TSAS03-­40A]
(A) Uses differing approaches required for different architectural
design considerations. [TSAS03-­50A]
4 Produces traceability information linking (A) Produces traceability information linking differing System architecture diagrams traceable to
differing architectural design solutions to architectural design solutions to requirements. [TSAS04-­10A] requirements; Functional Model; System model
requirements. [TSAS04] (e.g. in SysML). [TSAS04-­E10]
(A) Identifies areas where architectural design solution(s) fail to
meet requirements or go beyond identified requirements.
[TSAS04-­20A]
5 Uses different techniques to develop (K) Describes a range of different creativity techniques such as; Multiple functional behavior diagrams and design
architectural solutions. [TSAS05] brainstorming, lateral thinking, TRIZ, highlighting their diagrams, traceable to requirements. [TSAS05-­E10]
strengths, and weaknesses. [TSAS05-­10K]
(K) Explains why there is a need for research & data collection
to generate concepts. [TSAS05-­20K]
(K) Explains set based design principles. [TSAS05-­30K]
6 Compares the characteristics of different (K) Explains how different concepts can exist against the same Feasibility studies, trade studies, Quality Function
concepts to determine their strengths and requirement. [TSAS06-­10K] Deployment (QFD), or similar need analysis
weaknesses. [TSAS06] documentation. [TSAS06-­E10]
(K) Explains how to identify appropriate selection criteria. Documented analysis approach, selection criteria, and
[TSAS06-­20K] weighting factors. [TSAS06-­E20]
(A) Analyzes the feasibility of possible solutions. [TSAS06-­30A]
7 Prepares a functional analysis using (A) Uses tools and techniques used in support of functional Decision Management Plan, or similar document
appropriate tools and techniques to analysis. [TSAS07-­10A] defining approaches and tools for analyzing solutions.
characterize a system. [TSAS07] [TSAS07-­E10]
(A) Uses physics based or stochastic models to simulate Results of analysis models or simulations.
performance against requirements. [TSAS07-­20A] [TSAS07-­E20]
(A) Prepares executable system models. [TSAS07-­30A]

340
8 Prepares architectural design work products (A) Prepares architectural design documentation. [TSAS08-­10A] System architecture diagrams traceable to
(or parts thereof) traceable to the requirements; Functional Model; System model
requirements. [TSAS08] (e.g. in SysML). [TSAS08-­E10]
(A) Prepares multiple “views” of a system model. System architecture views (e.g. for an Architectural
[TSAS08-­20A] framework such as DoDAF/MoDAF OV-­1, SV-­4).
[TSAS08-­E20]
(A) Prepares decision management or trade-­off documentation as
part of an architectural solution selection activity. [TSAS08-­30A]
9 Develops own understanding of this (A) Identifies potential gaps in own knowledge or development Records of Continual Professional Development
competency area through Continual needs in this area, identifying opportunities to address these (CPD) performed and learning outcomes.
Professional Development (CPD). through continual professional development activities. [TSAS09-­E10]
[TSAS09] [TSAS09-­10A]
(A) Performs continual professional development activities to
improve their knowledge and understanding in this area.
[TSAS09-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained. [TSAS09-­30A]

341
Practitioner –­ Technical: System Architecting
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
those at Supervised Practitioner level) personal contribution to activities performed,
or professional behaviors applied
1 Creates a strategy for system architecting (A) Identifies project-­specific system architecting needs that SE system architecting strategy work products.
on a project to support SE project and wider need to be incorporated into SE planning. [TSAP01-­10A] [TSAP01-­E10]
enterprise needs. [TSAP01]
(A) Prepares project-­specific system architecting inputs for SE Task estimates for system architecting efforts.
planning purposes, using appropriate processes, and procedures. [TSAP01-­E20]
[TSAP01-­20A]
(A) Prepares project-­specific system architecting task estimates
in support of SE planning. [TSAP01-­30A]
(P) Collaborates throughout with stakeholders to gain approval,
updating strategy as necessary. [TSAP01-­40P]
2 Creates a governing process, plan, and (K) Identifies the steps necessary to define a process and SE system architecting planning work products they
associated tools for systems architecting, appropriate techniques to be adopted for the system architecting have developed. [TSAP02-­E10]
which reflect project and business strategy. of system elements. [TSAP02-­10K]
[TSAP02]
(K) Describes key elements of a successful systems architecting System specific architecting approach they have
process and how systems architecting activities relate to different developed. [TSAP02-­E20]
stages of a system life cycle. [TSAP02-­20K]
(A) Selects an appropriate system architecting tools or uses a
methodology. [TSAP02-­30A]
(A) Uses appropriate standards and governing processes in their
system architecting planning, tailoring as appropriate.
[TSAP02-­40A]
(A) Selects system architecting method for each system element.
[TSAP02-­50A]
(A) Creates system architecting plans and processes for use on a
project. [TSAP02-­60A]
(P) Collaborates throughout with stakeholders to gain approval,
updating plans as necessary. [TSAP02-­70P]

342
3 Uses plans and processes for system (A) Follows defined plans, processes and associated tools to System architecting plans or work products
architecting, interpreting, evolving, or perform system architecting on a project. [TSAP03-­10A] interpreted to address project issues. [TSAP03-­E10]
seeking guidance where appropriate.
[TSAP03]
(P) Guides and actively coordinates others interpretation of Process or tool guidance. [TSAP03-­E20]
system architecting plans or processes in order to complete
activities system architecting activities successfully.
[TSAP03-­20P]
(A) Prepares System architecting data and reports in support of
wider system measurement, monitoring, and control.
[TSAP03-­30A]
(P) Recognizes situations where deviation from published plans
and processes or clarification from others is appropriate in order
to overcome complex system architecting challenges.
[TSAP03-­40P]
(P) Recognizes situations where existing strategy, process, plan
or tools require formal change, liaising with stakeholders to gain
approval as necessary. [TSAP03-­50P]
4 Creates alternative architectural designs (K) Explains how concepts such as Horizon scanning and Architectural design documentation (conceptual,
traceable to the requirements to technology watching can assist in developing a strategy for functional, logical, and physical). [TSAP04-­E10]
demonstrate different approaches to the architecting. [TSAP04-­10K]
solution. [TSAP04]
(A) Develops alternative architectural design solutions from a set Certificate of proficiency with SysML or similar
of requirements. [TSAP04-­20A] system modeling languages. [TSAP04-­E20]
(A) Uses architectural frameworks in assisting consistency and Architectural impact analysis from cost-­benefit
re-­usability of architectural design. [TSAP04-­30A] documentation. [TSAP04-­E30]
(A) Identifies the merits or consideration in different Architectural impact analysis of user interviews.
architectural design solutions. [TSAP04-­40A] [TSAP04-­E40]
(A) Uses an architectural design tool, methodology, or modeling Identified new technologies. [TSAP04-­E50]
language. [TSAP04-­50A]
(A) Uses different architectural approaches to establish preferred Identified new ideas. [TSAP04-­E60]
solution approaches of different stakeholders. [TSAP04-­60A]
(A) Develops new ideas as part of alternative concept
development (“solutioneering”). [TSAP04-­70A]
(A) Identifies new technologies. [TSAP04-­80A]
(Continued)

343
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
those at Supervised Practitioner level) personal contribution to activities performed,
or professional behaviors applied
5 Analyzes options and concepts in order to (K) Describes the purpose and potential challenges of reviewing Trade study showing alternatives and the solution
demonstrate that credible, feasible options different architectural design solutions. [TSAP05-­10K] selected. [TSAP05-­E10]
exist. [TSAP05]
(A) Performs architecture trade-­offs in terms of finding an Architectural design document. [TSAP05-­E20]
acceptable balance between constraints such as performance,
cost, and time parameters. [TSAP05-­20A]
(A) Selects preferred options from those available, listing Reports/minutes of brainstorming sessions.
advantages and disadvantages. [TSAP05-­30A] [TSAP05-­E30]
6 Uses appropriate analysis techniques to (K) Lists and describes key characteristics of different analysis Results of a cost analysis, technical risk analysis
ensure different viewpoints are considered. techniques (e.g. cost analysis, technical risk analysis effectiveness analysis or other recognized formal
[TSAP06] effectiveness analysis, or other recognized formal analysis analysis techniques. [TSAP06-­E10]
techniques). [TSAP06-­10K]
(A) Uses techniques for analyzing the effectiveness of a Minutes of meetings, reports, design documents.
particular architectural solution and selecting the most [TSAP06-­E20]
appropriate solution. [TSAP06-­20A]
(K) Describes the advantages and limitations of the use of
architectural design tools in relation to at least one tool.
[TSAP06-­30K]
7 Elicits derived discipline specific (A) Identifies areas where discipline implementation or Solution partitioning documentation. [TSAP07-­E10]
architectural constraints from specialists to technology constraints dictate partitioning of functionality (e.g.
support partitioning and decomposition. software, hardware, human factors, packaging, and safety).
[TSAP07] [TSAP07-­10A]
(A) Develops architectural partitioning between discipline
technologies. [TSAP07-­20A]
(A) Elicits partitioning requirements from discipline
technologies such as software, hardware, human factors,
packaging, and safety [TSAP07-­30A]
8 Uses the results of system analysis (A) Analyzes potential options against selection criteria. Trade study reports/conclusions. [TSAP08-­E10]
activities to inform system architectural [TSAP08-­10A]
design. [TSAP08]
(A) Selects credible solutions using criteria. [TSAP08-­20A] QFD analysis diagram. [TSAP08-­E20]
(A) Analyzes selection in qualitative and quantitative terms, Cost-­benefit/effectiveness analysis report.
justifying as required. [TSAP08-­30A] [TSAP08-­E30]

344
 (A) Uses trade-­off studies to assist in addressing solution
challenges (e.g. feasibility, risk, cost, schedule, technology
requirements, human factors, and “-­ilities”). [TSAP08-­40A]
(K) Describes the characteristics of Quality Function
Deployment (QFD) and how it can be used to support solution
selection. [TSAP08-­50K]
(A) Uses cost-­benefit/effectiveness analysis techniques to inform
the architectural design activity. [TSAP08-­60A]
9 Identifies the strengths and weaknesses of (A) Prepares inputs to trade studies, feasibility analysis, QFD, & Records of reports/papers drawing conclusions of
relevant technologies in the context of the creativity techniques. [TSAP09-­10A] trade studies, feasibility analysis, QFD, & creativity
requirement and provides examples. [TSAP09] techniques. [TSAP09-­E10]
(A) Identifies strengths and weaknesses of a concept against its
requirements. [TSAP09-­20A]
(K) Describes different technologies that can be used to implement
solutions (hardware, software, people, processes, etc.). [TSAP09-­30K]
10 Monitors key aspects of the evolving design (A) Reviews the impact of inserting new design components on Configuration managed architecture model.
solution in order to adjust architecture, if overall system design. [TSAP10-­10A] [TSAP10-­E10]
appropriate. [TSAP10]
(A) Adapts an existing system design to incorporate new design Changes requirements and associated impact analysis
components. [TSAP10-­20A] on solution. [TSAP10-­E20]
(A) Analyzes the impact of evolving requirements in the system
architecture. [TSAP10-­30A]
11 Guides new or supervised practitioners in (P) Guides new or supervised practitioners in executing activities Organizational Breakdown Structure showing their
Systems Architecting to develop their that form part of this competency. [TSAP11-­10P] responsibility for technical supervision in this area.
knowledge, abilities, skills, or associated [TSAP11-­E10]
behaviors. [TSAP11]
(A) Trains individuals to an “Awareness” level in this Records of on-­the-­job training objectives/guidance
competency area. [TSAP11-­20A] etc. [TSAP11-­E20]
Coaching or mentoring assignment records.
[TSAP11-­E30]
Records highlighting their impact on another
individual in terms of improvement or professional
development in this competency. [TSAP11-­E40]
12 Maintains and enhances own competence in (A) Identifies potential development needs in this area, Records of Continual Professional Development
this area through Continual Professional identifying opportunities to address these through continual (CPD) performed and learning outcomes.
Development (CPD) activities. [TSAP12] professional development activities. [TSAP12-­10A] [TSAP12-­E10]
(A) Performs continual professional development activities to
maintain and enhance their competency in this area. [TSAP12-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained. [TSAP12-­30A]

345
Lead Practitioner –­Technical: System Architecting
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
those at Practitioner level) personal contribution to activities performed,
or professional behaviors applied
1 Creates enterprise-­level policies, (A) Analyzes enterprise need for system architecting policies, Records showing their role in embedding systems
procedures, guidance, and best practice for processes, tools, or guidance. [TSAL01-­10A] architecting into enterprise policies (e.g. guidance
system architectural design including introduced at enterprise level and enterprise-­level
associated tools. [TSAL01] review minutes). [TSAL01-­E10]
(A) Creates enterprise policies, procedures, or guidance for Procedures they have written. [TSAL01-­E20]
system architecting activities. [TSAL01-­20A]
(A) Selects and acquires appropriate tools supporting system Records of support for tool introduction.
architecting activities. [TSAL01-­30A] [TSAL01-­E30]
2 Assesses the tailoring of enterprise-­level (A) Evaluates the enterprise process against the business and Records of process architectural tailoring.
system architectural design processes to external stakeholder (e.g. customer) needs in order to tailor [TSAL02-­E10]
meet the needs of a project. [TSAL02] processes to enable project success. [TSAL02-­10A]
(A) Produces constructive feedback on architectural design Design process feedback. [TSAL02-­E20]
process for projects across the enterprise. [TSAL02-­20A]
3 Advises stakeholders across the enterprise (K) Describes a full range of architectural design techniques and Extracts demonstrating architectural design tools or
on selection of architectural design and their potential applicability for different types of system or techniques used (e.g. Solution abstraction;
functional analysis techniques to ensure complexity. [TSAL03-­10K] Clustering; Interface minimization; and Layering).
effectiveness and efficiency of approach. [TSAL03-­E10]
[TSAL03]
(A) Uses a full range of architectural design techniques for a
range of systems based upon complexity. [TSAL03-­20A]
4 Judges the suitability of architectural (A) Reviews architectural solutions across the enterprise for the Records of a review process for complex architectural
solutions across the enterprise in areas of approach taken to address complex or challenging technical area in which they have been involved.
complex or challenging technical areas. [TSAL04-­10A] [TSAL04-­E10]
requirements or needs. [TSAL04]
(A) Advises on appropriateness of architecture solution proposed Records of advice or comments provided on a
for these areas. [TSAL04-­20A] complex architectural solution. [TSAL04-­E20]
Architectural design approvals, Preliminary Design
Review (PDR), Solution Functional Review (SFR)
documentation. [TSAL04-­E30]
5 Assesses system architectures across the (A) Assesses architectural design documentation (e.g. paperwork, Records of advice or assessment comments provided
enterprise, to determine whether they meet modeling) to determine its adequacy, correctness, completeness, on an architectural design. [TSAL05-­E10]
the overall needs of individual projects. coherence, or consistency. [TSAL05-­10A]
[TSAL05]

346
 (A) Produces architecture design assessment information. Architectural design approvals, Preliminary Design
[TSAL05-­20A] Review (PDR), Solution Functional Review (SFR)
documentation. [TSAL05-­E20]
6 Persuades key stakeholders across the (A) Identifies and engages with key stakeholders. [TSAL06-­10A] Minutes of meetings. [TSAL06-­E10]
enterprise to address identified enterprise-­
level Systems Engineering architectural
design issues to reduce project cost,
schedule, or technical risk. [TSAL06]
(P) Fosters agreement between key stakeholders at enterprise level to Minutes of key stakeholder review meetings and
resolve architectural design issues, by promoting a holistic viewpoint. actions taken. [TSAL06-­E20]
[TSAL06-­20P]
(P) Persuades key stakeholders to resolve conflict and identify Preliminary Design Review (PDR), Solution
optimal design options. [TSAL06-­30P] Functional Review (SFR) documentation, or
Architectural review documentation. [TSAL06-­E30]
7 Coaches or mentors practitioners across the (P) Coaches or mentors practitioners across the enterprise in Coaching or mentoring assignment records.
enterprise in Systems Architecting in order to competency-­related techniques, recommending development [TSAL07-­E10]
develop their knowledge, abilities, skills, or activities. [TSAL07-­10P]
associated behaviors. [TSAL07]
(A) Develops or authorizes enterprise training materials in this Records of formal training courses, workshops,
competency area. [TSAL07-­20A] seminars, and authored training material supported by
successful post-­training evaluation data. [TSAL07-­E20]
(A) Provides enterprise workshops/seminars or training in this Listing as an approved organizational trainer for this
competency area. [TSAL07-­30A] competency area. [TSAL07-­E30]
8 Promotes the introduction and use of novel (A) Analyzes different approaches across different domains Research records. [TSAL08-­E10]
techniques and ideas in Systems Architecting through research. [TSAL08-­10A]
across the enterprise, to improve enterprise
competence in this area. [TSAL08]
(A) Defines novel approaches that could potentially improve the Published papers in refereed journals/company
SE discipline within the enterprise. [TSAL08-­20A] literature. [TSAL08-­E20]
(P) Fosters awareness of these novel techniques within the Records showing introduction of enabling systems
enterprise. [TSAL08-­30P] supporting the new techniques or ideas. [TSAL08-­E30]
(P) Collaborates with enterprise stakeholders to facilitate the Published papers (or similar) at enterprise level.
introduction of techniques new to the enterprise. [TSAL08-­40P] [TSAL08-­E40]
(A) Monitors new techniques after their introduction to Records of improvements made against a recognized
determine their effectiveness. [TSAL08-­50A] process improvement model in this area. [TSAL08-­E50]
(A) Adapts approach to reflect actual enterprise performance
improvements. [TSAL08-­60A]
(Continued)

347
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
those at Practitioner level) personal contribution to activities performed,
or professional behaviors applied
9 Develops expertise in this competency area (A) Identifies own needs for further professional development in Records of Continual Professional Development
through specialist Continual Professional order to increase competence beyond practitioner level. (CPD) performed and learning outcomes.
Development (CPD) activities. [TSAL09] [TSAL09-­10A] [TSAL09-­E10]
(A) Performs professional development activities in order to
move own competence toward expert level. [TSAL09-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained. [TSAL09-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party-­generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by senior management in current organization as an expert in this competency area
b. Evidence of role as Product/System Design Authority or Technical Authority on a complex project with responsibilities in this area or where skills within
this competency area were used
c. Recognized as an authorizing signatory on behalf of enterprise for formal documentation in this competency area (e.g. policies, processes, and deliverables)
d. Formal commendation or award within own enterprise for contribution or item of work successfully performed, which required proficiency in this competency area
e. Customer, Supplier, or other external project-­specific key Stakeholder accolades for specific work performed in this competency area
f. Independently assessed or accredited work in this competency area (e.g. for independent publication or use)
g. Formal organizational HR records positively highlighting any specific professional competencies or behaviors identified (if applicable) plus any of the
evidence indicators listed at Expert level below

348
Expert –­ Technical: System Architecting
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Lead Practitioner level) contribution to activities performed, or professional
behaviors applied
1 Communicates own knowledge and (A) Produces papers, seminars, or presentations outside own Published papers or books etc. on new technique in
experience in Systems Architecting in order enterprise for publication in order to share own ideas and refereed journals/company literature. [TSAE01-­E10]
to promote best practice beyond the improve industry best practices in this competence area.
enterprise boundary. [TSAE01] [TSAE01-­10A]
(P) Fosters incorporation of own ideas into industry best Published papers in refereed journals or internal
practices in this area. [TSAE01-­20P] literature proposing new practices in this competence
area (or presentations, tutorials, etc.). [TSAE01-­E20]
(P) Develops guidance materials identifying new (or updating Proposals adopted as industry best practice.
existing) best practice in this competence area. [TSAE01-­30P] [TSAE01-­E30]
2 Persuades key stakeholders beyond the (A) Identifies and engages with external stakeholders to Minutes of meetings. [TSAE02-­E10]
enterprise boundary in order to facilitate the facilitate architectural design. [TSAE02-­10A]
system architectural design. [TSAE02]
(P) Acts to change external stakeholder thinking in the area of Revised architectural design. [TSAE02-­E20]
system architecture and design. [TSAE02-­20P]
3 Advises organizations beyond the enterprise (A) Assesses system architectural designs as independent Records of membership on oversight committee with
boundary on the suitability of their approach to reviewer, on behalf of an external organization. relevant terms of reference. [TSAE03-­E10]
system architectural design. [TSAE03] [TSAE03-­10A]
(P) Acts with sensitivity on highly complex system Participates in a review committee or similar body that
architecting issues making limited use of specialized, technical deals with approval of such plans. [TSAE03-­E20]
terminology and taking account of external stakeholders’ (e.g.
customer’s) background and knowledge. [TSAE03-­20P]
(P) Communicates using a holistic approach to complex system Review comments or revised document.
architecting issue resolution including balanced, rational [TSAE03-­E30]
arguments on way forward. [TSAE03-­30P]
(A) Selects balanced Systems Engineering system architecting Records indicating changed stakeholder thinking from
solution from options available, on behalf of stakeholders personal intervention. [TSAE03-­E40]
beyond enterprise boundary. [TSAE03-­40A]
(P) Persuades stakeholders beyond the enterprise boundary to
accept difficult project-­specific system architecting
recommendations or actions. [TSAE03-­50P]
(Continued)

349
 ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Lead Practitioner level) contribution to activities performed, or professional
behaviors applied
4 Advises organizations beyond the enterprise (A) Advises external stakeholders (e.g. customers) on their Records of advice to customers on architecture issues.
boundary on improving their handling of system architecture requirements and issues. [TSAE04-­10A] [TSAE04-­E10]
complex or sensitive Systems Architecting
issues. [TSAE04]
(P) Conducts sensitive negotiations on a highly complex system Records from negotiations demonstrating awareness of
architecture making limited use of specialized, technical customer’s background and knowledge.
terminology. [TSAE04-­20P] [TSAE04-­E20]
(A) Uses a holistic approach to complex issue resolution Stakeholder approval of architectural design.
including balanced, rational arguments on way forward. [TSAE04-­E30]
[TSAE04-­30A]
5 Advises organizations beyond the enterprise (A) Produces guidance in concepts generation for external Concept document and associated guidance provided.
boundary on improving their concept stakeholders. [TSAE05-­10A] [TSAE05-­E10]
generation activities. [TSAE05]
6 Champions the introduction of novel (A) Analyzes different approaches across different domains Records of activities promoting research and need to
techniques and ideas in systems architecting, through research. [TSAE06-­10A] adopt novel technique or ideas. [TSAE06-­E10]
beyond the enterprise boundary, in order to
develop the wider Systems Engineering
community in this competency. [TSAE06]
(A) Defines novel approaches that could potentially improve Records of improvements made to process and appraisal
the wider SE discipline. [TSAE06-­20A] against a recognized process improvement model.
[TSAE06-­E20]
(P) Fosters awareness of these novel techniques within the Research records. [TSAE06-­E30]
wider SE community. [TSAE06-­30P]
(P) Collaborates with those introducing novel techniques Published papers in refereed journals/company
within the wider SE community. [TSAE06-­40P] literature. [TSAE06-­E40]
(A) Produces reports for the wider SE community on the Records showing introduction of enabling systems
effectiveness of new techniques after their introduction. supporting the new techniques or ideas.
[TSAE06-­50A] [TSAE06-­E50]
7 Coaches individuals beyond the enterprise (P) Coaches or mentors individuals beyond the enterprise Coaching or mentoring assignment records.
boundary in Systems Architecting, in order to boundary, in competency-­related techniques, recommending [TSAE07-­E10]
further develop their knowledge, abilities, development activities. [TSAE07-­10P]
skills, or associated behaviors. [TSAE07]

350
 (A) Develops or authorizes training materials in this Records of formal training courses, workshops,
competency area, which are subsequently successfully seminars, and authored training material supported by
delivered beyond the enterprise boundary. [TSAE07-­20A] successful post-­training evaluation data.
[TSAE07-­E20]
(A) Provides workshops/seminars or training in this Records of Training/workshops/seminars created
competency area for practitioners or lead practitioners beyond supported by successful post-­training evaluation data.
the enterprise boundary (e.g. conferences and open training [TSAE07-­E30]
days). [TSAE07-­30A]
8 Maintains expertise in this competency area (A) Reviews research, new ideas, and state of the art to identify Records of documents reviewed and insights gained as
through specialist Continual Professional relevant new areas requiring personal development in order to part of own research into this competency area.
Development (CPD) activities. [TSAE08] maintain expertise in this competency area. [TSAE08-­10A] [TSAE08-­E10]
(A) Performs identified specialist professional development Records of Continual Professional Development
activities in order to maintain or further develop competence at (CPD) performed and learning outcomes.
expert level. [TSAE08-­20A] [TSAE08-­E20]
(A) Records continual professional development activities
undertaken including learning or insights gained. [TSAE08-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party-­generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by a reputable external organization as an expert in this competency area
b. Evidence of role as independent assessor or reviewer on project outside own organization where skills in this competency area were used
c. Evidence of invitation(s) from wider community for contribution of systems engineering expertise in this area (e.g. industry conference panel, government
advisory board etc. cross-­industry working groups, partnerships, accredited advanced university courses or research, or as part of professional institute)
d. Formal commendation beyond the enterprise (e.g. by INCOSE or other recognized authority) for work performed in this competency area
e. Independently assessed or accredited work product in this competency area (e.g. for independent publication or use)
f. Accolades of expertise in this area from recognized industry leaders

351
Competency area – Technical: Design for…
Description
Ensuring that the requirements of all life cycle stages are addressed at the correct point in the system design. During the design process consideration should be given to the
design attributes such as manufacturability, testability, reliability, maintainability, affordability, safety, security, human factors, environmental impacts, robustness and
resilience, flexibility, interoperability, capability growth, disposal, cost, and natural variations. Includes the need to design for robustness. A robust system is tolerant of misuse,
out of spec scenarios, component failure, environmental stress, and evolving needs.
Why it matters
Failure to design for these attributes at the correct point in the development life cycle may result in the attributes never being achieved or achieved at escalated cost. In
particular, a robust system provides greater availability during operation.
Possible contributory types of evidence
Any combination of the types of evidence may be acceptable (depending on how the Framework is tailored and used). The evidence items identified at each level indicate
example work products only. Contributions to work products will generally differ at each proficiency level.
Learning and development
The INCOSE Professional Development Portal provides example guidance on how to gain an initial awareness of a competency area and options for developing further
competence thereafter.

Awareness – Technical: Design for…

ID Indicators of Competence Relevant knowledge sub-­indicators
1 Explains why there is a need to accommodate the (K) Identifies ‘Design for…’ attributes of a system within their domain. [TDFA01-­10K]
requirements of all life cycle stages when determining a
solution. [TDFA01]
(K) Identifies from later parts of the life cycle those activities for which ‘Design for…’ expertise would be
beneficial during the design phase, such as testability, manufacturability, and maintainability. [TDFA01-­20K]
(K) Describes the advantages of considering such design attributes early on to mitigate against increased
costs further downstream. [TDFA01-­30K]
(K) Explains why whole life cycle cost is important. [TDFA01-­40K]
(K) Explains why there is a need for design trade-­offs to address potential conflicts in “design for…”
requirements. Describes the importance of legislation. [TDFA01-­50K]
(K) Identifies how legislation can impact different specialties (e.g. safety, security, reliability, and
environmental impact). [TDFA01-­60K]
2 Identifies design attributes and explains why attributes (K) Describes examples of design attributes associated with a design specialty and how to trade-­off them
must be balanced using trade-­off studies. [TDFA02] against other system requirements. [TDFA02-­10K]
(K) Explains how analysis resulting from tradeoff studies enables the selection of the most effective
alternative or candidate design. [TDFA02-­20K]

352
3 Identifies different design specialties and describes their (K) Describes an example of a design specialty – something that may impose additional functional or
role and key activities. [TDFA03] nonfunctional requirements on the system design. [TDFA03-­10K]
(K) Describes multiple examples of design specialties (e.g. manufacturability, reliability, maintainability,
affordability, safety, security, human system integration, training, environmental impact analysis, resilience,
interoperability, affordability, and supportability). [TDFA03-­20K]
4 Explains why it is important to integrate design (K) Explains the meaning of the term integration of specialties. [TDFA04-­10K]
specialties into the solution and how this can be a
potential source of conflict with requirements. [TDFA04]
(K) Explains the types of conflict that may occur between specialties – for example a requirement for
reliability may increase cost or decrease ability to implement modular design. [TDFA04-­20K]
(K) Identifies the practical implementation of considering design specialties early in system design, with regard to
resources. [TDFA04-­30K]
(K) Describes how customer satisfaction can impact choices made when addressing the needs of different
specialties. [TDFA04-­40K]
5 Explains how design specialties can affect the cost of (K) Explains how different implementation levels of some specialties (such as availability and reliability)
ownership and provides examples. [TDFA05] may affect the cost of ownership (total costs of delivered solution). [TDFA05-­10K]
(K) Identifies typical analytical techniques used to calculate whole life costs or cost of ownership.
[TDFA05-­20K]
6 Explains how the design, throughout the life cycle, affects (K) Explains the relationship between design and life cycle. [TDFA06-­10K]
the robustness of the solution. [TDFA06]
(K) Explains why there may be many drivers in determining the necessary level of robustness for a system.
[TDFA06-­20K]
(K) Explains the meaning of “robustness” and why robustness has to be designed in (e.g. the effects of
intentional or unintentional misuse). [TDFA06-­30K]
(K) Explains how robustness affects reliability. [TDFA06-­40K]
(K) Explains why human factors are likely to play a part in the ultimate robustness of a system (both
explicitly in a system containing humans and through human involvement in the Systems Engineering
process). [TDFA06-­50K]
7 Describes the relationship between reliability, availability, (K) Explains the mathematical relationships between reliability, availability, and maintainability
maintainability, and safety. [TDFA07] characteristics (e.g. Mean Time To Repair). [TDFA07-­10K]
(K) Explains the idea of “design integrity” and how this relates to safety, reliability, availability, and
maintainability. [TDFA07-­20K]
(K) Explains how requirements for safety, reliability, availability, and maintainability requirements can be
interrelated. [TDFA07-­30K]

353
 Supervised Practitioner –­Technical: Design For…
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Awareness level) contribution to activities performed, or professional
behaviors applied
1 Uses a governing process using appropriate (K) Explains why that there are areas of expertise that need Records (e.g. meeting minutes) showing participation
tools and techniques to manage and control greater depth of knowledge. [TDFS01-­10K] with an interdisciplinary team including subject matter
their own specialty engineering activities, experts for specialties. [TDFS01-­E10]
interpreting, evolving, or seeking guidance
where appropriate. [TDFS01]
(K) Explains why advances in certain specialties may give System requirements matrices or models showing
market advantage. [TDFS01-­20K] incorporation of specialty requirements. [TDFS01-­E20]
(K) Explains why early involvement of specialties may reduce Organizational document or self-­developed document
cost and timescales by avoiding later problems. [TDFS01-­30K] describing a set processes for managing design
specialties such as reliability, cybersecurity, and
interoperability. [TDFS01-­E30]
(A) Ensures specialty requirements are incorporated into
system documentation. [TDFS01-­40A]
(K) Explains why specialties may be key design drivers, such
as safety or security. [TDFS01-­50K]
2 Explains the concept of design attributes, (K) Describes the benefits of a multidisciplinary system design System design documents or models showing
explaining how they influence the design. team and Identifies “design for…” practitioners both generically incorporation of specialty requirements in system
[TDFS02] and with reference to specific domains. [TDFS02-­10K] design. [TDFS02-­E10]
(K) Explains why there is a need to tailor a team for different Records (e.g. meeting minutes) showing participation
systems. [TDFS02-­20K] in peer-­review of designs. [TDFS02-­E20]
(K) Explains how design attributes from different specialties
and how they may influence a design. [TDFS02-­30K]
(A) Identifies the impact of design attributes from different
specialties on a design. [TDFS02-­40A]
3 Selects design attributes in order to balance (A) Identifies generic “design for…” attributes and those Records (e.g. meeting minutes) showing participation in
differing specialty engineering needs. specific to their domain. [TDFS03-­10A] workshops for developing “design for…” design
[TDFS03] attributes within a system development. [TDFS03-­E10]
(A) Identifies why applicable attributes may change depending
on context. [TDFS03-­20A]
4 Reviews design attributes with specialists to (A) Identifies required specialists and ensures their expertise is Records (e.g. meeting minutes) showing participation
ensure they are addressed. [TDFS04] included in design considerations. [TDFS04-­10A] with an interdisciplinary team including subject matter
experts for specialties. [TDFS04-­E10]
5 Identifies conflicting demands from (K) Explains the purpose of trade-­offs and why they may be Records of activities that addressed requirement
differing design specialties and records required to address inconsistencies between cost, schedule, inconsistencies or conflicts. [TDFS05-­E10]
these in trade studies in order to compare performance, safety, and other specialties. [TDFS05-­10K]
alternative solutions. [TDFS05]

354
 (A) Communicates with specialists explaining the need for Project/Program documents capturing agreed trade-­
compromise. [TDFS05-­20A] offs. [TDFS05-­E20]
(K) Identifies potential motivations and viewpoints of Records (e.g. meeting minutes) showing participation
specialists. [TDFS05-­30K] with an interdisciplinary team including subject matter
experts for specialties. [TDFS05-­E30]
(A) Analyzes inputs from specialists, to ensure they meet the
needs of the system development. [TDFS05-­40A]
6 Elicits operational environment characteristics (K) Explains how an operational environment impacts on the Records (e.g. meeting minutes) showing participation
from specialty engineers in support of implementation of design specialties. [TDFS06-­10K] in specialty assessment activities (e.g. assessments of
specialty engineering activities. [TDFS06] system safety requirements in the operational
environment). [TDFS06-­E10]
7 Compares specialty characteristics for (A) Compares techniques for analyzing system specialties (e.g. Records from formal analysis of specialties performed.
proposed solutions and records these in brainstorming, checklists, Failure Mode and Effects Analysis [TDFS07-­E10]
trade studies in order to compare differing (FMEA), fault tree analysis (FTA), Monte Carlo simulation,
solutions. [TDFS07] Bayesian statistics, and Bayes nets). [TDFS07-­10A]
8 Describes how design integrity affects their (A) Identifies how reliability and maintainability affect Document showing availability, reliability, and
project and provides examples. [TDFS08] availability on their project. [TDFS08-­10A] maintainability calculations. [TDFS08-­E10]
(A) Identifies how reliability, maintainability or availability Documentation identifying conflicts between
could affect affects safety on their project. [TDFS08-­20A] reliability and safety requirements. [TDFS08-­E20]
(A) Identifies how interoperability could affect system security Documentation identifying conflicts between
on their project. [TDFS08-­30A] interoperability and system security requirements.
[TDFS08-­E30]
9 Identifies constraints placed on the system (A) Identifies and documents new requirements based upon Requirements documents or model reflecting the needs
because of the needs of design specialties. design specialties. [TDFS09-­10A] of the specialty. [TDFS09-­E10]
[TDFS09]
10 Uses specialty engineering techniques and (A) Uses specialty engineering techniques. [TDFS10-­10A] Outputs or results from a variety of tools and
tools to ensure delivery of designs meeting techniques to address proper design. [TDFS10-­E10]
specialty needs. [TDFS10]
(A) Analyzes outputs from tools/techniques to deliver designs
meeting specialty needs. [TDFS10-­20A]
11 Develops own understanding of this (A) Identifies potential gaps in own knowledge or development Records of Continual Professional Development
competency area through Continual needs in this area, identifying opportunities to address these through (CPD) performed and learning outcomes.
Professional Development (CPD). [TDFS11] continual professional development activities. [TDFS11-­10A] [TDFS11-­E10]
(A) Performs continual professional development activities to
improve their knowledge and understanding in this area.
[TDFS11-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained.
[TDFS11-­30A]

355
Practitioner –­Technical: Design for…
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
those at Supervised Practitioner level) personal contribution to activities performed, or
professional behaviors applied
1 Creates a strategy for “Designing for…” (A) Identifies project-­specific Specialty engineering needs in SE Specialty engineering strategy work products.
specialties on a project to support SE project support of Systems Engineering which need to be incorporated [TDFP01-­E10]
and wider enterprise needs. [TDFP01] into SE planning. [TDFP01-­10A]
(A) Prepares project-­specific Specialty engineering inputs in Task estimates for specific specialty engineering
support of Systems Engineering planning, using appropriate efforts. [TDFP01-­E20]
processes and procedures. [TDFP01-­20A]
(A) Coordinates the production of project-­specific Specialty Documented modifications to strategy based upon
engineering task estimates in support of SE planning. review by Specialty Engineers. [TDFP01-­E30]
[TDFP01-­30A]
(P) Liaises throughout with Specialty engineers to gain approval
of the strategy, updating as necessary. [TDFP01-­40P]
2 Creates a governing process, plan, and (K) Identifies the steps necessary to define a process and Specialty engineering planning work products they
associated tools for Specialty engineering, appropriate techniques to be adopted to design for Specialty have developed. [TDFP02-­E10]
which reflect project and business strategy. engineering in system elements. [TDFP02-­10K]
[TDFP02]
(K) Describes key elements of a successful process which Records detailing selection of relevant specialties for
integrates Specialty engineering needs and how different inclusion and associated activities. [TDFP02-­E20]
Specialty engineering disciplines relate to different stages of a
system life cycle. [TDFP02-­20K]
(A) Uses outputs from Specialty engineering tools or uses a Inputs provided to systems engineering management
methodology to ensure a system has been designed to plan. [TDFP02-­E30]
accommodate the specialty. [TDFP02-­30A]
(A) Uses appropriate standards and governing processes to ensure
that Specialty engineering needs are incorporated in wider SE
planning, tailoring as appropriate. [TDFP02-­40A]
(A) Selects appropriate Specialty engineering methods for each
system element, liaising with Specialist Engineers as necessary.
[TDFP02-­50A]
(A) Creates plans and processes for use on a project when ensure
specialty engineering needs are accommodated on the project.
[TDFP02-­60A]
(P) Liaises throughout with stakeholders to gain approval,
updating plans as necessary. [TDFP02-­70P]

356
3 Uses governing plans and processes to ensure (A) Uses defined plans, processes, and associated tools to ensure Specialty engineering plans or work products they
Specialty engineering is accommodated in Specialty engineering needs are addressed on a project. have interpreted or challenged to address project
the evolving design, interpreting, evolving, [TDFP03-­10A] issues. [TDFP03-­E10]
or seeking guidance where appropriate.
[TDFP03]
(P) Guides and actively coordinates the interpretation of plans or Specialty engineering Processes or tools guidance.
processes in order to ensures that Specialty engineering needs [TDFP03-­E20]
are addressed on the project. [TDFP03-­20P]
(A) Prepares specialty engineering data and reports in support of Process and appropriate techniques adopted for
wider system measurement, monitoring and control. [TDFP03-­30A] specialty engineering. [TDFP03-­E30]
(P) Recognizes situations where deviation from published plans
and processes or clarification from others is appropriate in order
to overcome complex Specialty engineering challenges.
[TDFP03-­40P]
(P) Recognizes situations where existing Specialty engineering
strategy, process, plan or tools require formal change, liaising
with Specialty engineering stakeholders to gain approval as
necessary. [TDFP03-­50P]
4 Selects design attributes throughout the (A) Identifies “design for…” design attributes within a system Relevant section of Systems Engineering
design process balancing these to support development. [TDFP04-­10A] Management Plan or Systems Requirement
specialty engineering needs. [TDFP04] Document. [TDFP04-­E10]
(A) Identifies the interrelationship between design attributes and Relevant section of Systems Engineering Management
how they affect each other. [TDFP04-­20A] Plan or other project/program plans. [TDFP04-­E20]
(A) Compares and analyzes attributes to create a balanced Design notes and reports. [TDFP04-­E30]
design. [TDFP04-­30A]
(A) Identifies “dependencies” between attributes. [TDFP04-­40A] Design decision logs. [TDFP04-­E40]
5 Identifies the appropriate specialists to (A) Defines the members of a system design team at the Document or model showing abstraction of system
ensure it addresses design attributes appropriate phase in the life cycle. [TDFP05-­10A] in terms needed by specialists. [TDFP05-­E10]
effectively and at the correct time. [TDFP05]
(A) Communicates needs of the system to the specialists to Requirements document showing appropriate
enable the requirements of the “design for…” attributes to be translation of specialists requirements into system
addressed. [TDFP05-­20A] requirements. [TDFP05-­E20]
(A) Identifies system requirements by translating (as necessary) Organizational chart or task planning document
specialist requirements. [TDFP05-­30A] showing involvement of appropriate specialists.
[TDFP05-­E30]
(A) Identifies how a design may be changed by considering
“design for” attributes. [TDFP05-­40A]
(Continued)

357
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
those at Supervised Practitioner level) personal contribution to activities performed, or
professional behaviors applied
6 Analyzes demands from differing design (A) Develops a trade-­off study. [TDFP06-­10A] Demonstrate use of trade-­off tools. [TDFP06-­E10]
specialties highlighted in trade studies,
resolving identified conflicts as necessary.
[TDFP06]
(P) Recognizes the implications of conflicting demands to Records of activities to resolve issues.
meeting requirements and acts accordingly to remove conflict. [TDFP06-­E20]
[TDFP06-­20P]
(K) Explains the purpose of trade-­offs and why they may be Completed trade studies. [TDFP06-­E30]
required to address inconsistencies between cost, schedule,
performance, safety, and other specialties. [TDFP06-­30K]
(P) Collaborates with specialists to understand their viewpoints.
[TDFP06-­40P]
(P) Communicates with specialists explaining the need for
compromise. [TDFP06-­50P]
(A) Analyzes inputs from specialists, ensuring they meet the
needs of the system development. [TDFP06-­60A]
7 Produces a sensitivity analysis on specialty (A) Uses a sensitivity analysis (or similar) technique to assess Results of sensitivity analysis performed.
engineering trade-­off criteria. [TDFP07] the impact on the overall system of specialty design decisions or [TDFP07-­E10]
changes. [TDFP07-­10A]
(A) Produces rigorous assessments of design trade-­offs to
determine best implementation of the relevant engineering
specialties. [TDFP07-­20A]
8 Uses appropriate techniques to characterize (A) Identifies the operational environment for a project and Documentation describing the operational
the operational environment in order to identifies which specialties require consideration during the environment, which identifies the subject matter
support specialty engineering activities. design. [TDFP08-­10A] experts (SMEs) to include in the design team.
[TDFP08] [TDFP08-­E10]
(A) Selects appropriate techniques in order to ensure system Independently assessed documentation selecting the
design characteristics are fully considered. [TDFP08-­20A] appropriate techniques for ensuring system design
characteristics are considered. [TDFP08-­E20]
(K) Explains why a particular technique is appropriate. Independently assessed scenarios for determination
[TDFP08-­30K] of “design for” specialties. [TDFP08-­E30]
(A) Selects scenarios which contribute to the determination of
required “design for” specialties. [TDFP08-­40A]
9 Uses appropriate techniques and trade studies (A) Identifies the specialties to be considered as part of the Documentation showing analysis or alternative
to determine and characterize specialty design, given the operational environment. [TDFP09-­10A] solutions. [TDFP09-­E10]
characteristics of proposed solutions. [TDFP09]

358
 (P) Collaborates with specialties. [TDFP09-­20P] Technical reports. [TDFP09-­E20]
(A) Ensures selected solutions address key specialty engineering Records of collaboration with a Project/program
design parameters. [TDFP09-­30A] specialist. [TDFP09-­E30]
Whole life-­cost model/total operational costs
analysis. [TDFP09-­E40]
10 Ensures specialty engineering experts and (A) Maintains interfaces between specialist and the rest of the Organizational charts, meeting records.
specialty engineering activities are fully team. [TDFP10-­10A] [TDFP10-­E10]
integrated into Systems Engineering
development activities. [TDFP10]
(P) Acts to ensure integration of specialty subject matter experts Records (e.g. meeting minutes) showing discussion
into the project team. [TDFP10-­20P] and issue resolution with Specialty Engineers.
[TDFP10-­E20]
(P) Collaborates with specialties to address identified specialty
needs and activities. [TDFP10-­30P]
11 Identifies constraints on a system which (K) Explains how different implementation levels of some Documented system constraints. [TDFP11-­E10]
reflect the needs of different design specialties (such as availability, and reliability) may affect the cost
specialties. [TDFP11] of ownership (total costs of delivered solution). [TDFP11-­10K]
(A) Identifies different design constraints. [TDFP11-­20A] Total cost of ownership calculations. [TDFP11-­E20]
(A) Identifies limits imposed on system development and their
impact. [TDFP11-­30A]
12 Guides new or supervised practitioners in the (P) Guides new or supervised practitioners in executing activities Organizational Breakdown Structure showing their
area of specialty engineering to develop their that form part of this competency. [TDFP12-­10P] responsibility for technical supervision in this area.
knowledge, abilities, skills, or associated [TDFP12-­E10]
behaviors. [TDFP12]
(A) Trains individuals to an “Awareness” level in this Records of on-­the-­job training objectives/guidance
competency area. [TDFP12-­20A] etc. [TDFP12-­E20]
Coaching or mentoring assignment records.
[TDFP12-­E30]
Records highlighting their impact on another
individual in terms of improvement or professional
development in this competency. [TDFP12-­E40]
13 Maintains and enhances own competence in this (A) Identifies potential development needs in this area, Records of Continual Professional Development
area through Continual Professional identifying opportunities to address these through continual (CPD) performed and learning outcomes.
Development (CPD) activities. [TDFP13] professional development activities. [TDFP13-­10A] [TDFP13-­E10]
(A) Performs continual professional development activities to
maintain and enhance their competency in this area.
[TDFP13-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained. [TDFP13-­30A]

359
Lead Practitioner – Technical: Design for…
ID Indicators of Competence (in addition to those Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
at Practitioner level) contribution to activities performed, or professional
behaviors applied
1 Creates enterprise-­level policies, procedures, (A) Analyzes enterprise need for design specialty Records showing their role in embedding specialty
guidance, and best practice relating to specialty policies, processes, tools, or guidance. [TDFL01-­10A] engineering into enterprise policies (e.g. guidance
engineering including associated tools. [TDFL01] introduced at enterprise level and enterprise-­level review
minutes). [TDFL01-­E10]
(A) Creates enterprise policies, procedures or guidance Procedures they have written. [TDFL01-­E20]
for specialty engineering activities. [TDFL01-­20A]
(A) Selects and acquires appropriate tools supporting Records of support for tool introduction. [TDFL01-­E30]
specialty engineering activities. [TDFL01-­30A]
2 Judges the tailoring of enterprise-­level system (A) Evaluates the enterprise process against the business Documented tailored process. [TDFL02-­E10]
specialty engineering processes to meet the needs and external stakeholder (e.g. customer) needs in order
of a project. [TDFL02] to tailor processes to enable project success.
[TDFL02-­10A]
(A) Produces constructive feedback on system specialty Specialty engineering process feedback. [TDFL02-­E20]
engineering process. [TDFL02-­20A]
3 Judges the strategy to be adopted on projects (A) Analyzes specialties to ensure they are fully Review comments or meeting minutes. [TDFL03-­E10]
across the enterprise to ensure required specialty integrated into the system development in a coherent
engineering characteristics are met. [TDFL03] and timely way and address the relevant issues.
[TDFL03-­10A]
(A) Analyzes the different implementation levels of Total Life Cycle Cost (TLCC) models. [TDFL03-­E20]
specialties (such as availability and reliability) and their
effect on cost of ownership (total costs of delivered
solution). [TDFL03-­20A]
(A) Analyzes the combined effect of the specialties on Design review meeting minutes. [TDFL03-­E30]
the cost of ownership and the system development.
[TDFL03-­30A]
(A) Identifies and resolves conflicts between specialty Records showing membership of an oversight committee.
engineering activities. [TDFL03-­40A] [TDFL03-­E40]
(A) Advises enterprise-­level committees (or similar) on Review comments. [TDFL03-­E50]
approval of plans. [TDFL03-­50A]
(A) Reviews engineering plans as part of an approval
process. [TDFL03-­60A]

360
4 Judges the adequacy of sensitivity analysis made for (A) Reviews sensitivity analyses performed against Results of sensitivity analysis reviewed. [TDFL04-­E10]
specialty engineering criteria across the enterprise. specialty engineering criteria, from across the
[TDFL04] enterprise, for their adequacy. [TDFL04-­10A]
(A) Analyzes specialty engineering trade-­offs, from Results of trade-­off analyses reviewed. [TDFL04-­E20]
across the enterprise, for their adequacy. [TDFL04-­20A]
5 Judges the suitability of plans across the enterprise, (A) Defines the attributes of a specialty engineering Specialty engineering strategies that proved successful.
for the incorporation of all life cycle design strategy in the context of the project/ program /domain / [TDFL05-­E10]
attributes at the correct point within the design business. [TDFL05-­10A]
process. [TDFL05]
(A) Identifies risks and mitigation techniques Records of risk mitigations performed. [TDFL05-­E20]
appropriate to the situation. [TDFL05-­20A]
6 Judges selected solutions from across the (A) Reviews design selections against specialty Review comments. [TDFL06-­E10]
enterprise, against key specialty engineering engineering requirements. [TDFL06-­10A]
design parameters to support the decision-­making
process. [TDFL06]
(A) Advises on the suitability of specialty design PDR Documentation. [TDFL06-­E20]
requirements leading to changes. [TDFL06-­20A]
7 Persuades key stakeholders to address identified (A) Identifies and engages with key stakeholders. Minutes of meetings. [TDFL07-­E10]
enterprise-­level specialty-­related design issues to [TDFL07-­10A]
reduce project cost, schedule, or technical risk.
[TDFL07]
(P) Fosters agreement between key stakeholders at Minutes of key stakeholder review meetings and actions
enterprise level to resolve specialty design issues, by taken. [TDFL07-­E20]
promoting a holistic viewpoint. [TDFL07-­20P]
8 Coaches or mentors practitioners across the (P) Coaches or mentors practitioners across the Coaching or mentoring assignment records.
enterprise in “designing for…” specialties, in enterprise in competency-­related techniques, [TDFL08-­E10]
order to develop their knowledge, abilities, skills, recommending development activities. [TDFL08-­10P]
or associated behaviors. [TDFL08]
(A) Develops or authorizes enterprise training materials Records of formal training courses, workshops,
in this competency area. [TDFL08-­20A] seminars, and authored training material supported by
successful post-­training evaluation data. [TDFL08-­E20]
(A) Provides enterprise workshops/seminars or training Listing as an approved organizational trainer for this
in this competency area. [TDFL08-­30A] competency area. [TDFL08-­E30]
(Continued)

361
ID Indicators of Competence (in addition to those Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
at Practitioner level) contribution to activities performed, or professional
behaviors applied
9 Promotes the introduction and use of novel (A) Analyzes different approaches across different Research records. [TDFL09-­E10]
techniques and ideas in “designing for…” domains through research. [TDFL09-­10A]
specialties across the enterprise, to improve
enterprise competence in this area. [TDFL09]
(A) Defines novel approaches that could potentially Published papers in refereed journals/company
improve the SE discipline within the enterprise. literature. [TDFL09-­E20]
[TDFL09-­20A]
(P) Fosters awareness of these novel techniques within Enabling systems introduced in support of new
the enterprise. [TDFL09-­30P] techniques or ideas. [TDFL09-­E30]
(P) Collaborates with enterprise stakeholders to Published papers (or similar) at enterprise level.
facilitate the introduction of techniques new to the [TDFL09-­E40]
enterprise. [TDFL09-­40P]
(A) Monitors new techniques after their introduction to Records of improvements made against a recognized
determine their effectiveness. [TDFL09-­50A] process improvement model in this area. [TDFL09-­E50]
(A) Adapts approach to reflect actual enterprise
performance improvements. [TDFL09-­60A]
10 Develops expertise in this competency area (A) Identifies own needs for further professional Records of Continual Professional Development (CPD)
through specialist Continual Professional development in order to increase competence beyond performed and learning outcomes. [TDFL10-­E10]
Development (CPD) activities. [TDFL10] practitioner level. [TDFL10-­10A]
(A) Performs professional development activities in order to
move own competence toward expert level. [TDFL10-­20A]
(A) Records continual professional development
activities undertaken including learning or insights
gained. [TDFL10-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party-­generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by senior management in current organization as an expert in this competency area
b. Evidence of role as Product/System Design Authority or Technical Authority on a complex project with responsibilities in this area or where skills within
this competency area were used
c. Recognized as an authorizing signatory on behalf of enterprise for formal documentation in this competency area (e.g. policies, processes, and deliverables)
d. Formal commendation or award within own enterprise for contribution or item of work successfully performed, which required proficiency in this competency area
e. Customer, Supplier, or other external project-­specific key Stakeholder accolades for specific work performed in this competency area
f. Independently assessed or accredited work in this competency area (e.g. for independent publication or use)
g. Formal organizational HR records positively highlighting any specific professional competencies or behaviors identified (if applicable) plus any of the
evidence indicators listed at Expert level below

362
Expert – Technical: Design for…
ID Indicators of Competence (in addition to those Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
at Lead Practitioner level) contribution to activities performed, or professional
behaviors applied
1 Communicates own knowledge and experience (A) Produces papers, seminars, or presentations outside Published papers or books etc. on new technique in
in specialty engineering, in order to promote best own enterprise for publication in order to share own refereed journals/company literature. [TDFE01-­E10]
practice beyond the enterprise boundary. ideas and improve industry best practices in this
[TDFE01] competence area. [TDFE01-­10A]
(P) Fosters incorporation of own ideas into industry best Published papers in refereed journals or internal
practices in this area. [TDFE01-­20P] literature proposing new practices in this competence
area (or presentations, tutorials, etc.). [TDFE01-­E20]
(P) Develops guidance materials identifying new (or Proposals adopted as industry best practice.
updating existing) best practice in this competence area. [TDFE01-­E30]
[TDFE01-­30P]
2 Persuades key stakeholders beyond the enterprise (A) Identifies and engages with external stakeholders to Minutes of meetings. [TDFE02-­E10]
boundary to accept recommendations in support facilitate specialty design considerations.
of specialty engineering activities. [TDFE02] [TDFE02-­10A]
(P) Acts to change external stakeholder thinking Documentation of specialty engineering design aspects.
regarding specialty engineering activities. [TDFE02-­E20]
[TDFE02-­20P]
3 Advises organizations beyond the enterprise (A) Assesses the system impact of specialty engineering Records of membership on oversight committee with
boundary on the suitability of their approach to activities as independent reviewer, on behalf of an relevant terms of reference. [TDFE03-­E10]
specialty engineering including its organization external organization. [TDFE03-­10A]
and integration across their enterprise. [TDFE03]
(A) Advises on the integration and organization of Participates in a review committee or similar body that
specialty engineering activities across their enterprise. deals with approval of specialty engineering plans.
[TDFE03-­20A] [TDFE03-­E20]
(A) Selects balanced specialty engineering solutions Review comments or revised document. [TDFE03-­E30]
from options available, on behalf of stakeholders beyond
enterprise boundary. [TDFE03-­30A]
(P) Persuades stakeholders beyond the enterprise Records indicating changed stakeholder thinking from
boundary to accept difficult project-­specific specialty personal intervention. [TDFE03-­E40]
engineering recommendations or actions. [TDFE03-­40P]
4 Advises organizations beyond the enterprise (A) Advises stakeholders beyond the boundary on their Records of advice provided on special design
boundary on complex or sensitive specialty specialty design requirements and issues (e.g. cost of consideration issues. [TDFE04-­E10]
engineering planning issues. [TDFE04] ownership or allocation of technical margins).
[TDFE04-­10A]
(Continued)

363
ID Indicators of Competence (in addition to those Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
at Lead Practitioner level) contribution to activities performed, or professional
behaviors applied
(P) Acts with sensitivity on highly complex system Records from negotiations taking account of customer’s
specialty engineering issues making limited use of background and knowledge, for example in minutes of
specialized, technical terminology and taking account of meetings, position papers, and emails. [TDFE04-­E20]
external stakeholders’ (e.g. customer’s) background and
knowledge. [TDFE04-­20P]
(P) Communicates using a holistic approach to complex Stakeholder approval of system design including all
system specialty engineering issue resolution including required specialties. [TDFE04-­E30]
balanced, rational arguments on way forward. [TDFE04-­30P]
(P) Acts with sensitivity during negotiations on a highly
complex system making limited use of specialized,
technical terminology. [TDFE04-­40P]
(A) Uses a holistic approach to complex issue resolution
including balanced, rational arguments on way forward.
[TDFE04-­50A]
5 Coordinates activities beyond the enterprise (P) Coaches or mentors specialty subject matter experts Records of coordination meetings. [TDFE05-­E10]
boundary which cover multiple specialties. beyond enterprise boundary (e.g. safety SMEs,
[TDFE05] reliability SMEs, and System Security Engineers) in
their integration of efforts in order to ensure potential
conflict or rework is minimized. [TDFE05-­10P]
Records of advice provided to subject matter experts.
[TDFE05-­E20]
6 Identifies conflicts involving specialty engineering (P) Acts to resolve conflict across multiple design Minutes of meetings; revised design requirements with
issues that extend beyond the enterprise boundary specialties. [TDFE06-­10P] conflicts resolved. [TDFE06-­E10]
in order to enable the project to progress. [TDFE06]
7 Advises organizations beyond the enterprise (A) Advises stakeholders beyond the boundary how Documentation covering evolving needs and their
boundary on how evolving needs impacts evolving needs may impact on the system. impact on the system. [TDFE07-­E10]
specialty engineering. [TDFE07] [TDFE07-­10A]
(A) Analyzes evolving system needs with regard to one or Records of advice provided. [TDFE07-­E20]
more design specialties (e.g. a new cybersecurity threat,
and increased reliability requirement). [TDFE07-­20A]
8 Champions the introduction of novel techniques (A) Analyzes different approaches across different Records of activities promoting research and need to
and ideas in the “Design for…” area, beyond the domains through research. [TDFE08-­10A] adopt novel technique or ideas. [TDFE08-­E10]
enterprise boundary, in order to develop the
wider Systems Engineering community in this
competency. [TDFE08]

364
 (A) Defines novel approaches that could potentially Records of improvements made to process and appraisal
improve the wider SE discipline. [TDFE08-­20A] against a recognized process improvement model.
[TDFE08-­E20]
(P) Fosters awareness of these novel techniques within Research records. [TDFE08-­E30]
the wider SE community. [TDFE08-­30P]
(P) Collaborates with those introducing novel techniques Published papers in refereed journals/company
within the wider SE community. [TDFE08-­40P] literature. [TDFE08-­E40]
(A) Produces reports for the wider SE community on the Records showing introduction of enabling systems
effectiveness of new techniques after their introduction. supporting the new techniques or ideas. [TDFE08-­E50]
[TDFE08-­50A]
9 Coaches individuals beyond the enterprise (P) Coaches or mentors individuals beyond the Coaching or mentoring assignment records.
boundary in designing for specialty engineering, enterprise boundary, in competency-­related techniques, [TDFE09-­E10]
in order to further develop their knowledge, recommending development activities. [TDFE09-­10P]
abilities, skills, or associated behaviors. [TDFE09]
(A) Develops or authorizes training materials in this Records of formal training courses, workshops,
competency area, which are subsequently successfully seminars, and authored training material supported by
delivered beyond the enterprise boundary. [TDFE09-­20A] successful post-­training evaluation data. [TDFE09-­E20]
(A) Provides workshops/seminars or training in this Records of Training/workshops/seminars created
competency area for practitioners or lead practitioners supported by successful post-­training evaluation data.
beyond the enterprise boundary (e.g. conferences and [TDFE09-­E30]
open training days). [TDFE09-­30A]
10 Maintains expertise in this competency area (A) Reviews research, new ideas, and state of the art to Records of documents reviewed and insights gained as
through specialist Continual Professional identify relevant new areas requiring personal part of own research into this competency area.
Development (CPD) activities. [TDFE10] development in order to maintain expertise in this [TDFE10-­E10]
competency area. [TDFE10-­10A]
(A) Performs identified specialist professional Records of Continual Professional Development (CPD)
development activities in order to maintain or further performed and learning outcomes. [TDFE10-­E20]
develop competence at expert level. [TDFE10-­20A]
(A) Records continual professional development
activities undertaken including learning or insights
gained. [TDFE10-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party-­generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by a reputable external organization as an expert in this competency area
b. Evidence of role as independent assessor or reviewer on project outside own organization where skills in this competency area were used
c. Evidence of invitation(s) from wider community for contribution of systems engineering expertise in this area (e.g. industry conference panel, government
advisory board etc. cross-­industry working groups, partnerships, accredited advanced university courses or research, or as part of professional institute)
d. Formal commendation beyond the enterprise (e.g. by INCOSE or other recognized authority) for work performed in this competency area
e. Independently assessed or accredited work product in this competency area (e.g. for independent publication or use)
f. Accolades of expertise in this area from recognized industry leaders

365
Competency area – Technical: Integration
Description
Systems Integration is the logical process for assembling a set of system elements and aggregates into the realized system, product, or service that satisfies system
requirements, architecture, and design. Systems integration focuses on the testing of interfaces, data flows, and control mechanisms, checking that realized elements and
aggregates perform as predicted by their design and architectural solution, since it may not always be practicable or cost-­effective to confirm these lower-­level aspects at
higher levels of system integration.
Why it matters
Systems Integration should be planned so that system elements are brought together in a logical sequence to avoid wasted effort. Systematic and incremental integration
makes it easier to find, isolate, diagnose, and correct problems. A system or system element that has not been integrated systematically cannot be relied on to meet its
requirements.
Possible contributory types of evidence
Any combination of the types of evidence may be acceptable (depending on how the Framework is tailored and used). The evidence items identified at each level indicate
example work products only. Contributions to work products will generally differ at each proficiency level.
Learning and development
The INCOSE Professional Development Portal provides example guidance on how to gain an initial awareness of a competency area and options for developing further
competence thereafter.

Awareness – Technical: Integration

ID Indicators of Competence Relevant knowledge sub-­indicators
1 Explains why integration is important and how it (K) Describes the process of building up the system from smaller elements into larger and larger aggregations, or
confirms the system design, architecture, and perhaps in related collections of elements, verifying along the way to ensure system elements work as designed.
interfaces. [TINA01] [TINA01-­10K]
(K) Explains why, if you put the entire system together and find it does not work as intended, it is difficult to
identify clearly what elements may not be performing properly. [TINA01-­20K]
(K) Explains the potential impact of a system being a “system of systems” on the integration process. [TINA01-­30K]
2 Explains why it is important to integrate the (K) Explains how integration is conducted using a progressive, logical process of assembling system elements,
system in a logical sequence. [TINA02] building an element, evaluating it then assembling several elements at the next level (system build). [TINA02-­10K]
(K) Describes alternative integration sequences (top down, bottom up, middle out, etc.) and how they may be
assessed in order to define the most appropriate sequence in terms of overall cost and risk. [TINA02-­20K]
(K) Describes with examples how, if integration is performed in the wrong sequence, re-­work and extra cost may
be incurred (dependency on suppliers, development, new technology, obsolescence, etc.). [TINA02-­30K]

366
3 Explains why planning and management of (K) Explains why planning for integration should occur at the beginning of the project/program. [TINA03-­10K]
systems integration is necessary. [TINA03]
(K) Explains how a failure to plan could result in a delay to integration; procedures may not be written; the
sequences may not have been defined and the environment may not be available. [TINA03-­20K]
(K) Explains why the integration sequence should be documented. [TINA03-­30K]
(K) Explains how test requirements may influence the design. [TINA03-­40K]
(K) Describes key elements of an integration plan (e.g. identification of resources, equipment and that develop test
requirements (influence the design). [TINA03-­50K]
4 Explains the relationship between integration and (K) Explains how testing system element performance during integration can help establish the verification of
verification. [TINA04] some system requirements. [TINA04-­10K]
(K) Explains how documenting system element testing can provide evidence in support of verification and
potentially even acceptance. [TINA04-­20K]

367
Supervised Practitioner –­Technical: Integration
ID Indicators of Competence (in addition to those at Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
Awareness level) personal contribution to activities
performed, or professional behaviors applied
1 Uses a governing process using appropriate tools (A) Reviews element information (e.g. tests passed and Documented results of system element
to manage and control their own integration certificate of conformity received for commercial-­off-­the-­shelf integration (e.g. checklists and verification
activities. [TINS01] (COTS) products) in order to confirm readiness for integration. matrices). [TINS01-­E10]
[TINS01-­10A]
(A) Reviews test environment (test equipment, tools, Documented results of system integration tests.
procedures, sequence, etc.) to confirm its readiness for [TINS01-­E20]
integration. [TINS01-­20A]
(A) Follows an integration or test procedure and identify non
conformances against the plan. [TINS01-­30A]
2 Prepares inputs to integration plans based upon (A) Uses governing process and tools to create information in Integration plan. [TINS02-­E10]
governing standards and processes including support of integration sequence planning activities, including the
identification of method and timing for each environment and the integration approach. [TINS02-­10A]
activity to meet project requirements. [TINS02]
(A) Ensures integration plans include measures of successful Schedule of integration activities.
integration, such as how to verify conformance. [TINS02-­20A] [TINS02-­E20]
(A) Ensures integration plans include all required enterprise or
statutory/regulatory process requirements. [TINS02-­30A]
3 Prepares plans which address integration for (A) Prepares inputs to integration plan generation documenting Detailed integration plan including specifics on
system elements (or non­complex systems) in order the integration sequence, the environment, and approach. environment, required equipment and tools,
to define or scope that activity. [TINS03] [TINS03-­10A] procedures, and verification measures.
[TINS03-­E10]
(A) Prepares inputs to integration plan generation documenting
measures of successful integration and how to verify
conformance. [TINS03-­20A]
4 Records the causes of simple faults typically found (A) Identifies where results differ from those expected. Documentation of faults, e.g. Trouble Report,
during integration activities in order to [TINS04-­10A] Nonconformance Report, Fault Log.
communicate with stakeholders. [TINS04] [TINS04-­E10]
(A) Records faults appropriately (process, tools used, method). Documentation of fault resolution, e.g.
[TINS04-­20A] Corrective Action, Engineering Investigation.
[TINS04-­E20]
(A) Analyzes simple faults in a logical manner and initiate the
corrective action process. [TINS04-­30A]

368
 (A) Performs corrective actions as authorized. [TINS04-­40A]
(A) Records corrective actions taken and close the outstanding
fault log. [TINS04-­50A]
5 Collates evidence during integration in support of (K) Explains methods for documenting conformance and how it Documented results of system element
downstream test and acceptance activities. contributes to verification of the system. [TINS05-­10K] integration (e.g. checklists). [TINS05-­E10]
[TINS05]
(A) Collates evidence from various sources during integration in
support of downstream test and acceptance activities. [TINS05-­20A]
6 Identifies an integration environment to facilitate (A) Identifies required tools, equipment, personnel, etc. required Detailed integration plan including specifics on
system integration activities. [TINS06] to perform integration. [TINS06-­10A] environment, required equipment and tools,
procedures, verification measures, etc.
[TINS06-­E10]
(A) Prepares work products that characterize an integration
environment designed to facilitate system integration activities.
[TINS06-­20A]
7 Develops own understanding of this competency (A) Identifies potential gaps in own knowledge or development Records of Continual Professional
area through Continual Professional Development needs in this area, identifying opportunities to address these Development (CPD) performed and learning
(CPD). [TINS07] through continual professional development activities. outcomes. [TINS07-­E10]
[TINS07-­10A]
(A) Performs continual professional development activities to
improve their knowledge and understanding in this area.
[TINS07-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained. [TINS07-­30A]

369
Practitioner –­ Technical: Integration
ID Indicators of Competence (in addition to those Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
at Supervised Practitioner level) personal contribution to activities performed,
or professional behaviors applied
1 Creates a strategy for system integration on a (A) Identifies project-­specific system integration needs that System integration strategy work products.
project to support SE project and wider enterprise need to be incorporated into SE planning. [TINP01-­10A] [TINP01-­E10]
needs. [TINP01]
(A) Identifies the impact on system integration of wider
“systems of systems” integration issues. [TINP01-­20A]
(A) Prepares project-­specific system integration inputs for SE
planning purposes, using appropriate processes and
procedures. [TINP01-­30A]
(A) Prepares project-­specific system integration task estimates
in support of SE planning. [TINP01-­40A]
(P) Liaises throughout with stakeholders to gain approval,
updating strategy as necessary. [TINP01-­50P]
2 Creates a governing process, plan, and associated (K) Identifies the steps necessary to define a process and SE system integration planning or process work
tools for systems integration, which reflect appropriate techniques to be adopted for system integration. products they have developed. [TINP02-­E10]
project and business strategy. [TINP02] [TINP02-­10K]
(K) Describes key elements of a successful integration process Certificates or proficiency evaluations in system
and how systems integration activities relate to different stages integration tools. [TINP02-­E20]
of a system life cycle. [TINP02-­20K]
(A) Uses integration tools or uses a methodology. SE system integration tool guidance they have
[TINP02-­30A] developed. [TINP02-­E30]
(A) Uses appropriate standards and governing processes in Records of a range of meetings with different
their system integration planning, tailoring as appropriate. stakeholders, which they attended including any
[TINP02-­40A] actions taken and completed. [TINP02-­E40]
(A) Selects system integration methods for each system
element. [TINP02-­50A]
(A) Creates system integration plans and processes for use on
a project. [TINP02-­60A]
(P) Liaises throughout with stakeholders to gain approval,
updating plans as necessary. [TINP02-­70P]
3 Uses governing plans and processes to plan and (A) Follows defined plans, processes and associated tools to System Integration plans or work products.
execute system integration activities, interpreting, perform system Integration on a project. [TINP03-­10A] [TINP03-­E10]
evolving, or seeking guidance where appropriate.
[TINP03]

370
 (P) Guides and actively coordinates the interpretation of Process or tool guidance. [TINP03-­E20]
system Integration plans or processes in order to complete
activities system Integration activities successfully.
[TINP03-­20P]
(A) Prepares system integration data in support of wider
system monitoring and control activities. [TINP03-­30A]
(P) Recognizes situations where deviation from published
plans and processes or clarification from others is appropriate
in order to overcome complex system Integration challenges.
[TINP03-­40P]
(P) Recognizes situations where existing system Integration
strategy, process, plan, or tools require formal change, liaising
with stakeholders to gain approval as necessary. [TINP03-­50P]
4 Performs rectification of faults found during (A) Identifies where results differ from those expected. Fault log, Trouble Report, or similar test record.
integration activities. [TINP04] [TINP04-­10A] [TINP04-­E10]
(A) Records faults appropriately (process, tools used, Corrective actions. [TINP04-­E20]
method). [TINP04-­20A]
(A) Analyzes faults in a logical manner and contributes to Minutes of fault analysis meetings. [TINP04-­E30]
corrective actions. [TINP04-­30A]
(A) Records corrective actions taken and communicates this.
[TINP04-­40A]
(P) Communicates corrective actions taken to all stakeholders.
[TINP04-­50P]
(A) Performs corrective actions. [TINP04-­60A]
(A) Identifies consequences of corrective actions ensuring
they are fully resolved. [TINP04-­70A]
(A) Maintains the outstanding fault log when all outstanding
actions have been completed. [TINP04-­80A]
5 Prepares evidence obtained during integration in (A) Identifies the precise evidence required for external Traceability matrices. [TINP05-­E10]
support of downstream test and acceptance stakeholder (e.g. customer) acceptance and certification.
activities. [TINP05] [TINP05-­10A]
(A) Ensures all activities necessary in order to produce Compliance/verification matrices. [TINP05-­E20]
required evidence are encompassed in integration plans.
[TINP05-­20A]
(Continued)

371
ID Indicators of Competence (in addition to those Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
at Supervised Practitioner level) personal contribution to activities performed,
or professional behaviors applied
Test reports. [TINP05-­E30]
Certification data package. [TINP05-­E40]
Acceptance data package. [TINP05-­E50]
6 Guides and actively coordinates integration (A) Ensures systems integration activity is successfully Compliance/verification matrices. [TINP06-­E10]
activities for a system. [TINP06] performed by an integration team. [TINP06-­10A]
(K) Explains key aspects of performing integration activities Test reports. [TINP06-­E20]
(e.g. entry/exit criteria, analysis of results, and reviews).
[TINP06-­20K]
(A) Identifies integration issues and overcomes them (e.g. Integration measures showing actual performance
problems with schedule and lateness of equipment). against plan. [TINP06-­E30]
[TINP06-­30A]
Minutes of test readiness review including
relevant action log. [TINP06-­E40]
Certification data package. [TINP06-­E50]
7 Identifies a suitable integration environment. (A) Identifies the facilities to be used. Consideration should be Integration plans. [TINP07-­E10]
[TINP07] given to the size of the area, furniture required, power
requirements, the IT requirements, and the security of the
facility. [TINP07-­10A]
(A) Identifies external test facilities that may be used. Procurement of equipment. [TINP07-­E20]
[TINP07-­20A]
(A) Identifies any bespoke tools and equipment that are required Records demonstrating arranging use of
for integration, e.g. simulators and emulators. [TINP07-­30A] specialized/external facilities. [TINP07-­E30]
(A) Identifies resources and skills required. [TINP07-­40A]
8 Creates detailed integration procedures. [TINP08] (A) Creates integration procedures that relate directly to the Approved integration procedures. [TINP08-­E10]
requirements (design and system). [TINP08-­10A]
(A) Creates clear, concise instructions for the activities to be
performed, pre-­requisites, the expected outcome, and action in
case of a failure. [TINP08-­20A]
9 Guides new or supervised practitioners in (P) Guides new or supervised practitioners in executing Organizational Breakdown Structure showing
Systems integration to develop their knowledge, activities that form part of this competency. [TINP09-­10P] their responsibility for technical supervision in
abilities, skills, or associated behaviors. [TINP09] this area. [TINP09-­E10]

372
 (A) Trains individuals to an “Awareness” level in this On-­the-­job training records. [TINP09-­E20]
competency area. [TINP09-­20A]
Coaching or mentoring assignment records.
[TINP09-­E30]
Records highlighting their impact on another
individual in terms of improvement or
professional development in this competency.
[TINP09-­E40]
10 Maintains and enhances own competence in this (A) Identifies potential development needs in this area, Records of Continual Professional Development
area through Continual Professional Development identifying opportunities to address these through continual (CPD) performed and learning outcomes.
(CPD) activities. [TINP10] professional development activities. [TINP10-­10A] [TINP10-­E10]
(A) Performs continual professional development activities to
maintain and enhance their competency in this area.
[TINP10-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained.
[TINP10-­30A]

373
 Lead Practitioner –­Technical: Integration
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Practitioner level) contribution to activities performed, or professional
behaviors applied
1 Creates enterprise-­level policies, procedures, (A) Analyzes enterprise need for integration policies, Records showing their role in embedding system integration
guidance, and best practice for integration, processes, tools, or guidance. [TINL01-­10A] into enterprise policies (e.g. guidance introduced at enterprise
including associated tools for a project. [TINL01] level and enterprise-­level review minutes). [TINL01-­E10]
(A) Creates governing policies, procedures, or guidance Procedures they have written. [TINL01-­E20]
for integration activities. [TINL01-­20A]
(A) Selects and acquires appropriate tools supporting Records of support for tool introduction. [TINL01-­E30]
integration activities. [TINL01-­30A]
2 Judges the tailoring of enterprise-­level (A) Evaluates the enterprise process against the business Documented tailored process. [TINL02-­E10]
integration processes to meet the needs of a and external stakeholder (e.g. customer) needs in order to
project. [TINL02] tailor processes to enable project success. [TINL02-­10A]
(A) Produces constructive feedback on integration Integration process feedback. [TINL02-­E20]
process across the enterprise. [TINL02-­20A]
3 Judges the suitability of integration plans from (K) Describes the attributes of a successful integration Integration strategies that proved successful.
projects across the enterprise, to ensure project strategy in the context of the project/program /domain/ [TINL03-­E10]
success. [TINL03] business. [TINL03-­10K]
(A) Evaluates the attributes of integration plans in the Risk mitigations performed. [TINL03-­E20]
context of the project/ program /domain/business to
enable project success. [TINL03-­20A]
(A) Describes risks and mitigation techniques applied in Risk mitigations performed. [TINL03-­E30]
the context of the project/program /domain/business.
[TINL03-­30A]
4 Judges detailed integration procedures from (A) Reviews and comments on integration plans and Review comments. [TINL04-­E10]
projects across the enterprise, to ensure project procedures. [TINL04-­10A]
success. [TINL04]
5 Judges integration evidence generated by (A) Reviews and comments on integration conformance Records of a review process in which they have been
projects across the enterprise, to ensure documentation. [TINL05-­10A] involved. [TINL05-­E10]
adequacy of information. [TINL05]
(A) Describes occasions where they have provided Records of recommendations and resulting changes.
advice on integration conformance documentation that [TINL05-­E20]
has led to changes being implemented. [TINL05-­20A]

374
6 Guides and actively coordinates integration (A) Describes typical approaches to complex integration Integration plans. [TINL06-­E10]
activities on complex systems or across multiple activities. [TINL06-­10A]
projects from projects across the enterprise.
[TINL06]
(A) Identifies integration for system elements within a wider Integration plan and records of conformance.
“system of systems” integration activity. [TINL06-­20A] [TINL06-­E20]
(A) Defines detailed integration sequences and the System of system integration plans. [TINL06-­E30]
readiness criteria for each complex system element.
[TINL06-­30A]
(A) Produces an integration schedule showing Organizational responsibility matrix. [TINL06-­E40]
dependencies of each activity (critical path analysis).
[TINL06-­40A]
(A) Defines the integration environment required, Minutes of meetings. [TINL06-­E50]
including outsourcing of qualification tests as required.
[TINL06-­50A]
(P) Guides and actively coordinates the integration of
complex systems or projects. [TINL06-­60P]
7 Persuades key stakeholders to address identified (A) Identifies and engages with key stakeholders. Minutes of meetings. [TINL07-­E10]
enterprise-­level system integration issues to [TINL07-­10A]
reduce project cost, schedule, or technical risk.
[TINL07]
(P) Persuades stakeholders to address enterprise level
issues using a holistic viewpoint. [TINL07-­20P]
8 Coaches or mentors practitioners across the (P) Coaches or mentors practitioners across the Coaching or mentoring assignment records.
enterprise in systems Integration in order to enterprise in competency-­related techniques, [TINL08-­E10]
develop their knowledge, abilities, skills, or recommending development activities. [TINL08-­10P]
associated behaviors. [TINL08]
(A) Develops or authorizes enterprise training materials Records of formal training courses, workshops, seminars,
in this competency area. [TINL08-­20A] and authored training material supported by successful
post-­training evaluation data. [TINL08-­E20]
(A) Provides enterprise workshops/seminars or training Listing as an approved organizational trainer for this
in this competency area. [TINL08-­30A] competency area. [TINL08-­E30]
(Continued)

375
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Practitioner level) contribution to activities performed, or professional
behaviors applied
9 Promotes the introduction and use of novel (A) Analyzes different approaches across different Research records. [TINL09-­E10]
techniques and ideas in systems integration domains through research. [TINL09-­10A]
across the enterprise, to improve enterprise
competence in this area. [TINL09]
(A) Defines novel approaches that could potentially improve Published papers in refereed journals/company literature.
the SE discipline within the enterprise. [TINL09-­20A] [TINL09-­E20]
(P) Fosters awareness of these novel techniques within Records showing introduction of enabling systems
the enterprise. [TINL09-­30P] supporting the new techniques or ideas. [TINL09-­E30]
(P) Collaborates with enterprise stakeholders to facilitate Published papers (or similar) at enterprise level.
the introduction of techniques new to the enterprise. [TINL09-­E40]
[TINL09-­40P]
(A) Monitors new techniques after their introduction to Records of improvements made against a recognized
determine their effectiveness. [TINL09-­50A] process improvement model in this area. [TINL09-­E50]
(A) Adapts approach to reflect actual enterprise
performance improvements. [TINL09-­60A]
10 Develops expertise in this competency area (A) Identifies own needs for further professional Records of Continual Professional Development (CPD)
through specialist Continual Professional development in order to increase competence beyond performed and learning outcomes. [TINL10-­E10]
Development (CPD) activities. [TINL10] practitioner level. [TINL10-­10A]
(A) Performs professional development activities in order to
move own competence toward expert level. [TINL10-­20A]
(A) Records continual professional development
activities undertaken including learning or insights
gained. [TINL10-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party-­generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by senior management in current organization as an expert in this competency area
b. Evidence of role as Product/System Design Authority or Technical Authority on a complex project with responsibilities in this area or where skills within
this competency area were used
c. Recognized as an authorizing signatory on behalf of enterprise for formal documentation in this competency area (e.g. policies, processes, and deliverables)
d. Formal commendation or award within own enterprise for contribution or item of work successfully performed, which required proficiency in this competency area
e. Customer, Supplier, or other external project-­specific key Stakeholder accolades for specific work performed in this competency area
f. Independently assessed or accredited work in this competency area (e.g. for independent publication or use)
g. Formal organizational HR records positively highlighting any specific professional competencies or behaviors identified (if applicable) plus any of the
evidence indicators listed at Expert level below

376
Expert –­ Technical: Integration
ID Indicators of Competence (in addition to those Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
at Lead Practitioner level) contribution to activities performed, or
professional behaviors applied
1 Communicates own knowledge and experience in (A) Produces papers, seminars, or presentations outside Published papers or books etc. on new technique in
Systems Integration in order to promote best own enterprise for publication in order to share own ideas refereed journals/company literature. [TINE01-­E10]
practice beyond the enterprise boundary. and improve industry best practices in this competence
[TINE01] area. [TINE01-­10A]
(P) Fosters incorporation of own ideas into industry best Published papers in refereed journals or internal
practices in this area. [TINE01-­20P] literature proposing new practices in this competence
area (or presentations, tutorials, etc.). [TINE01-­E20]
(P) Develops guidance materials identifying new (or updating Proposals adopted as industry best practice.
existing) best practice in this competence area. [TINE01-­30P] [TINE01-­E30]
2 Persuades key stakeholders beyond the enterprise (A) Identifies and engages with external stakeholders to Minutes of meetings. [TINE02-­E10]
boundary to accept recommendation associated facilitate integration. [TINE02-­10A]
with integration activities. [TINE02]
(P) Acts to change external stakeholder thinking regarding Revised Integration plans, procedures or conformance
systems integration activities. [TINE02-­20P] documentation. [TINE02-­E20]
3 Advises organizations beyond the enterprise (A) Advises stakeholders beyond enterprise boundary Records of membership on oversight committee with
boundary on the suitability of their approach to regarding their Systems Integration activities. relevant terms of reference. [TINE03-­E10]
integration to support enterprise needs. [TINE03] [TINE03-­10A]
(P) Acts with sensitivity on highly complex Systems Records of participation in an oversight committee or
Integration issues making limited use of specialized, technical similar body that deals with approval of such plans.
terminology and taking account of external stakeholders’ [TINE03-­E20]
(e.g. customer’s) background and knowledge. [TINE03-­20P]
(P) Communicates using a holistic approach to complex Review comments made or comments implemented.
Systems Integration issue resolution including balanced, [TINE03-­E30]
rational arguments on way forward. [TINE03-­30P]
(A) Advises on Systems Integration decisions on behalf of Advice provided together with evidence that the issues
stakeholders beyond enterprise boundary, arbitrating if advised on were by their nature either complex or
required. [TINE03-­40A] sensitive. [TINE03-­E40]
(P) Persuades stakeholders beyond the enterprise
boundary to accept difficult project-­specific Systems
Integration recommendations or actions. [TINE03-­50P]
4 Advises organizations beyond the enterprise (A) Reviews and advises on project/program integration Review comments. [TINE04-­E10]
boundary on evidence generated during integration results/documentation from across the organization.
to support enterprise needs. [TINE04] [TINE04-­10A]
(Continued)

377
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Lead Practitioner level) contribution to activities performed, or professional
behaviors applied
5 Advises organizations beyond the enterprise (A) Advises external stakeholders (e.g. customers) on Records of advice provided together with evidence
boundary on complex or sensitive integration-­related their integration requirements and issues. [TINE05-­10A] that the issues advised on were by their nature either
issues to support enterprise needs. [TINE05] complex or sensitive. [TINE05-­E10]
(P) Conducts sensitive negotiations regarding integration of Records from negotiations demonstrating awareness
a highly complex system making limited use of specialized, of customer’s background and knowledge.
technical terminology. [TINE05-­20P] [TINE05-­E20]
(A) Uses a holistic approach to complex issue resolution Stakeholder approval of integration plans and
including balanced, rational arguments on way forward. procedures. [TINE05-­E30]
[TINE05-­30A]
6 Champions the introduction of novel techniques (A) Analyzes different approaches across different Records of activities promoting research and need to
and ideas in systems integration, beyond the domains through research. [TINE06-­10A] adopt novel technique or ideas. [TINE06-­E10]
enterprise boundary, in order to develop the wider
Systems Engineering community in this
competency. [TINE06]
(A) Defines novel approaches that could potentially Records of improvements made to process and
improve the wider SE discipline. [TINE06-­20A] appraisal against a recognized process improvement
model. [TINE06-­E20]
(P) Fosters awareness of these novel techniques within the Research records. [TINE06-­E30]
wider SE community. [TINE06-­30P]
(P) Collaborates with those introducing novel techniques Published papers in refereed journals/company
within the wider SE community. [TINE06-­40P] literature. [TINE06-­E40]
(A) Produces reports for the wider SE community on the Records showing introduction of enabling systems
effectiveness of new techniques after their introduction. supporting the new techniques or ideas. [TINE06-­E50]
[TINE06-­50A]
7 Coaches individuals beyond the enterprise (P) Coaches or mentors individuals beyond the enterprise Coaching or mentoring assignment records.
boundary in Systems Integration, in order to boundary, in competency-­related techniques, [TINE07-­E10]
further develop their knowledge, abilities, skills, recommending development activities. [TINE07-­10P]
or associated behaviors. [TINE07]
(A) Develops or authorizes training materials in this Records of formal training courses, workshops,
competency area, which are subsequently successfully seminars, and authored training material supported by
delivered beyond the enterprise boundary. [TINE07-­20A] successful post-­training evaluation data. [TINE07-­E20]
(A) Provides workshops/seminars or training in this Records of Training/workshops/seminars created
competency area for practitioners or lead practitioners supported by successful post-­training evaluation data.
beyond the enterprise boundary (e.g. conferences and open [TINE07-­E30]
training days). [TINE07-­30A]

378
8 Maintains expertise in this competency area (A) Reviews research, new ideas, and state of the art to Records of documents reviewed and insights gained as
through specialist Continual Professional identify relevant new areas requiring personal part of own research into this competency area.
Development (CPD) activities. [TINE08] development in order to maintain expertise in this [TINE08-­E10]
competency area. [TINE08-­10A]
(A) Performs identified specialist professional Records of Continual Professional Development
development activities in order to maintain or further (CPD) performed and learning outcomes.
develop competence at expert level. [TINE08-­20A] [TINE08-­E20]
(A) Records continual professional development activities
undertaken including learning or insights gained.
[TINE08-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party-­generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by a reputable external organization as an expert in this competency area
b. Evidence of role as independent assessor or reviewer on project outside own organization where skills in this competency area were used
c. Evidence of invitation(s) from wider community for contribution of systems engineering expertise in this area (e.g. industry conference panel, government
advisory board etc. cross-­industry working groups, partnerships, accredited advanced university courses or research, or as part of professional institute)
d. Formal commendation beyond the enterprise (e.g. by INCOSE or other recognized authority) for work performed in this competency area
e. Independently assessed or accredited work product in this competency area (e.g. for independent publication or use)
f. Accolades of expertise in this area from recognized industry leaders

379
Competency area – Technical: Interfaces
Description
Interfaces occur where system elements interact, for example human, mechanical, electrical, thermal, and data. Interface Management comprises the identification, definition,
and control of interactions across system or system element boundaries.
Why it matters
Poor interface definition and management can result in incompatible system elements (either internal to the system or between the system and its environment), which may
ultimately result in system failure or project overrun.
Possible contributory types of evidence
Any combination of the types of evidence may be acceptable (depending on how the Framework is tailored and used). The evidence items identified at each level indicate
example work products only. Contributions to work products will generally differ at each proficiency level.
Learning and development
The INCOSE Professional Development Portal provides example guidance on how to gain an initial awareness of a competency area and options for developing further
competence thereafter.

Awareness – Technical: Interfaces

ID Indicators of Competence Relevant knowledge sub-­indicators
1 Defines key concepts within interface definition and (K) Describes what an interface is. [TIFA01-­10K]
management. [TIFA01]
(K) Defines different strategies for the successful identification of interfaces. [TIFA01-­20K]
(K) Describes interface stakeholders. [TIFA01-­30K]
(K) Describes the importance of ensuring each interface is “owned” by someone and the effects of failing to
have this in place. [TIFA01-­40K]
(K) Explains how interfaces are usually defined. [TIFA01-­50K]
(K) Describes different strategies for defining the content of interfaces and managing thereafter and when each
strategy may be applicable. [TIFA01-­60K]
2 Explains how interface definition and management (K) Explains why control of the management of interface development is necessary. [TIFA02-­10K]
affects the integrity of the system solution. [TIFA02]
(K) Describes the potential impact on the system of failure to define interfaces properly. [TIFA02-­20K]
(K) Describes the potential impact on the system of failure to manage interfaces properly. [TIFA02-­30K]
(K) Explains how and why internal and external interfaces may evolve and subsequently be managed differently.
[TIFA02-­40K]
(K) Explains how different stakeholder types may affect the definition or management of interfaces. [TIFA02-­50K]
(K) Describes the importance of configuration management when managing interfaces. [TIFA02-­60K]
3 Identifies possible sources of complexity in interface (K) Describes different type of interface (functional and physical) covering different domains. [TIFA03-­10K]
definition and management. [TIFA03]
(K) Describes possible sources of interface complexity. [TIFA03-­20K]
4 Explains how different sources of complexity affect (K) Explains how different interfaces (functional and physical) across different domains are managed
interface definition and management. [TIFA04] differently. [TIFA04-­10K]
(K) Explains how different sources of interface complexity affect the management of systems interfaces. [TIFA04-­20K]

380
Supervised Practitioner – Technical: Interfaces
ID Indicators of Competence (in addition Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
to those at Awareness level) contribution to activities performed, or professional
behaviors applied
1 Uses a governing process to manage and (A) Uses an interface management procedure/interface Interface management procedures. [TIFS01-­E10]
control their own interface management management plan to ensure interface coherence across a system
activities. [TIFS01] model (e.g. Interface ID, ownership, interface control document/
specification, change, or CM processes). [TIFS01-­10A]
2 Identifies the properties of simple (K) Explains how there are multiple aspects/characteristics to Interface diagram. [TIFS02-­E10]
interfaces in order to define them. even simple interfaces. [TIFS02-­10K]
[TIFS02]
(A) Identifies simple interfaces for a system. [TIFS02-­20A] Interface definition/description document (IDD).
[TIFS02-­E20]
(A) Defines different parameters of a simple interface (both Interface Control document (ICD). [TIFS02-­E30]
functional and physical). [TIFS02-­30A]
3 Explains the potential consequences of (K) Explains how a change at one end of the interface can impact Records of interfaces and the changes made to them
changes on system interfaces to the other end of the interface. [TIFS03-­10K] (functionally or physically). [TIFS03-­E10]
coordinate and control ongoing
development. [TIFS03]
(K) Explains how system performance may be affected by a
change to an interface. [TIFS03-­20K]
(A) Identifies the impact on an interface as a result of changes
elsewhere in a system. [TIFS03-­30A]
4 Maintains technical parameters associated (K) Lists typical technical parameters requiring maintenance on Records of parameters maintained. [TIFS04-­E10]
with an interface to ensure continued an interface in order to ensure stability during its development or
stability of definition. [TIFS04] evolution. [TIFS04-­10K]
(A) Maintains technical parameters for an interface during its
development or evolution. [TIFS04-­20A]
5 Develops own understanding of this (A) Identifies potential gaps in own knowledge or development Records of Continual Professional Development (CPD)
competency area through Continual needs in this area, identifying opportunities to address these performed and learning outcomes. [TIFS05-­E10]
Professional Development (CPD). through continual professional development activities.
[TIFS05] [TIFS05-­10A]
(A) Performs continual professional development activities to
improve their knowledge and understanding in this area.
[TIFS05-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained. [TIFS05-­30A]

(Continued)

381
Practitioner –­ Technical: Interfaces
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Supervised Practitioner level) contribution to activities performed, or professional
behaviors applied
1 Creates a strategy for interface definition and (A) Identifies project-­specific interface definition and SE interface definition and management strategy work
management on a project to support SE project management needs that need to be incorporated into SE products. [TIFP01-­E10]
and wider enterprise needs. [TIFP01] planning. [TIFP01-­10A]
(A) Prepares project-­specific interface definition and
management inputs for SE planning purposes, using
appropriate processes and procedures. [TIFP01-­20A]
(A) Prepares project-­specific interface definition and
management task estimates in support of SE planning.
[TIFP01-­30A]
(P) Liaises throughout with stakeholders to gain approval,
updating strategy as necessary. [TIFP01-­40P]
2 Creates a governing process, plan, and (K) Identifies the steps necessary to define a process and SE system interface definition planning or process
associated tools for interface definition and appropriate techniques to be adopted for systems interface work products. [TIFP02-­E10]
management, which reflect project and definition and management. [TIFP02-­10K]
business strategy. [TIFP02]
(K) Describes key elements of a successful systems interface Certificates or proficiency evaluations in system
definition and management process and how these activities interface definition or management tools.
relate to different stages of a system life cycle. [TIFP02-­20K] [TIFP02-­E20]
(A) Uses systems interface definition and management tools SE system interface definition or management tool
or uses a methodology. [TIFP02-­30A] guidance. [TIFP02-­E30]
(A) Uses appropriate standards and governing processes in
their systems interface definition and management planning,
tailoring as appropriate. [TIFP02-­40A]
(A) Selects systems interface definition and management
methods for each architectural interface. [TIFP02-­50A]
(A) Creates systems interface definition and management
plans and processes for use on a project. [TIFP02-­60A]
(P) Liaises throughout with stakeholders to gain approval,
updating plans as necessary. [TIFP02-­70P]

382
3 Uses interface management techniques and (A) Complies with defined plans, processes and associated System Interfaces plans or work products.
governing processes, to manage and control tools to perform system Interfaces on a project. [TIFP03-­E10]
their own interface management activities. [TIFP03-­10A]
[TIFP03]
(P) Guides and actively coordinates the interpretation of Interface definition Process or tool guidance.
system Interfaces plans or processes in order to complete [TIFP03-­E20]
activities system Interfaces activities successfully.
[TIFP03-­20P]
(A) Prepares interface definition and management data and
reports in support of wider system measurement, monitoring,
and control. [TIFP03-­30A]
(P) Recognizes situations where deviation from published
plans and processes or clarification from others is appropriate
in order to overcome complex system Interfaces challenges.
[TIFP03-­40P]
(P) Recognizes situations where the existing system
interfaces strategy, process, plan, or tools require formal
change, liaising with stakeholders to gain approval as
necessary. [TIFP03-­50P]
4 Maintains interfaces over time to ensure (A) Elicits system element interfaces for a project using Interface definition/description document (IDD).
continued coherence and alignment with interface definition techniques. [TIFP04-­10A] [TIFP04-­E10]
project need. [TIFP04]
(A) Defines the scope and content of system element Interface Control Document (ICD). [TIFP04-­E20]
interfaces. [TIFP04-­20A]
(A) Maintains system element interfaces as the project
evolves, updating project work products as required.
[TIFP04-­30A]
5 Explains the effect of complexity on interface (A) Identifies different sources of complexity affect the System Interface Management plans addressing areas
definition and management. [TIFP05] management of interfaces on a project. [TIFP05-­10A] such as time zones, culture, language, perspectives,
domains, legislation, differing suppliers, different
contract types, varying standards, and novel
technologies. [TIFP05-­E10]
(A) Uses different approaches to address sources of interface
complexity on a project. [TIFP05-­20A]
(Continued)

383
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Supervised Practitioner level) contribution to activities performed, or professional
behaviors applied
6 Negotiates interfaces between interface (K) Explains how different sources of complexity have Revisions of Interface definition/description document
stakeholders to facilitate system development. affects the management of interfaces on a project. (IDD). [TIFP06-­E10]
[TIFP06] [TIFP06-­10K]
(P) Negotiates agreement of interfaces in situations where Updates to an Interface Control Document (ICD).
conflict exists. [TIFP06-­20P] [TIFP06-­E20]
(A) Identifies conflicts in the definition of interfaces, Records (e.g. meeting minutes) showing participation
resolving as required. [TIFP06-­30A] in interface negotiation and revision. [TIFP06-­E30]
7 Identifies impact on interface definitions as a (A) Identifies impact of a change at one end of the interface Revisions of Interface definition/description document
result of wider changes. [TIFP07] on the other end of the interface. [TIFP07-­10A] (IDD). [TIFP07-­E10]
(A) Evaluates impact of interface changes on system Revisions of Interface Control document (ICD).
performance parameters and communicates these to [TIFP07-­E20]
stakeholders. [TIFP07-­20A]
(A) Identifies impacts of interface changes on other aspects
of a system and communicates these to stakeholders.
[TIFP07-­30A]
8 Guides new or supervised practitioners in (P) Guides new or supervised practitioners in executing Organizational Breakdown Structure showing their
Systems Engineering interface management in activities that form part of this competency. [TIFP08-­10P] responsibility for technical supervision in this area.
order to develop their knowledge, abilities, [TIFP08-­E10]
skills, or associated behaviors. [TIFP08]
(A) Trains individuals to an “Awareness” level in this On-­the-­job training records. [TIFP08-­E20]
competency area. [TIFP08-­20A]
Coaching or mentoring assignment records. [TIFP08-­E30]
Records highlighting their impact on another
individual in terms of improvement or professional
development in this competency. [TIFP08-­E40]
9 Maintains and enhances own competence in (A) Identifies potential development needs in this area, Records of Continual Professional Development (CPD)
this area through Continual Professional identifying opportunities to address these through continual performed and learning outcomes. [TIFP09-­E10]
Development (CPD) activities. [TIFP09] professional development activities. [TIFP09-­10A]
(A) Performs continual professional development activities to
maintain and enhance their competency in this area.
[TIFP09-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained.
[TIFP09-­30A]

384
Lead Practitioner –­Technical: Interfaces
ID Indicators of Competence (in addition to those Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
at Practitioner level) contribution to activities performed, or professional
behaviors applied
1 Creates enterprise-­level policies, procedures, (A) Analyzes enterprise need for interface Records showing their role in embedding interface
guidance, and best practice for interface management policies, processes, tools, or guidance. definition and management into enterprise policies (e.g.
definition and management, including associated [TIFL01-­10A] guidance introduced at enterprise level and enterprise -­level
tools. [TIFL01] review minutes). [TIFL01-­E10]
(A) Creates enterprise policies, procedures or Procedures they have written. [TIFL01-­E20]
guidance for interface management activities.
[TIFL01-­20A]
(A) Selects and acquires appropriate tools supporting Records of support for tool introduction. [TIFL01-­E30]
interface management activities. [TIFL01-­30A]
(A) Defines a full range of Interface Management
techniques for a range of systems. [TIFL01-­40A]
2 Judges the tailoring of enterprise-­level interface (A) Evaluates the enterprise process against the Records of tailoring to process in this area. [TIFL02-­E10]
definition and management processes to meet business and external stakeholder (e.g. customer)
the needs of a project. [TIFL02] needs in order to tailor processes to enable project
success. [TIFL02-­10A]
(A) Provides constructive feedback on interface Interface management process feedback. [TIFL02-­E20]
management process. [TIFL02-­20A]
3 Judges the suitability and completeness of (A) Reviews interface documentation. [TIFL03-­10A] Records of a review process in which they have been
interfaces and associated management practices involved. [TIFL03-­E10]
used on projects across the enterprise. [TIFL03]
(A) Provides advice on interface documentation that Records of advice provided on interface documentation.
has led to changes being implemented. [TIFL03-­20A] [TIFL03-­E20]
(A) Identifies improper interface definitions (e.g.
discontinuities and unidentified elements).
[TIFL03-­30A]
4 Identifies conflicts in the definition or (A) Identifies and engages with key stakeholders. Minutes of meetings. [TIFL04-­E10]
management of interfaces requiring resolution [TIFL04-­10A]
on projects across the enterprise. [TIFL04]
(A) Proposes solutions to enterprise level issues with
a holistic viewpoint. [TIFL04-­20A]
(Continued)

385
ID Indicators of Competence (in addition to those Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
at Practitioner level) contribution to activities performed, or professional
behaviors applied
5 Acts to arbitrate when there are conflicts in the (A) Proposes different strategies in order to resolve Interface documents and review comments. [TIFL05-­E10]
definition of interfaces or their management on management of complex interfaces on a project.
projects across the enterprise. [TIFL05] [TIFL05-­10A]
(A) Proposes different strategies in order to resolve Interface management plans and review comments.
conflict resulting from management or definition of [TIFL05-­E20]
project interfaces. [TIFL05-­20A]
(P) Advises stakeholders at enterprise level to resolve Interface management strategies and comments they made
conflicts arising from interface management strategies showing issues. [TIFL05-­E30]
or interface definitions. [TIFL05-­30P]
6 Coaches or mentors practitioners across the (P) Coaches or mentors practitioners across the Coaching or mentoring assignment records. [TIFL06-­E10]
enterprise in Systems Engineering interface enterprise in competency-­related techniques,
management in order to develop their knowledge, recommending development activities. [TIFL06-­10P]
abilities, skills, or associated behaviors. [TIFL06]
(A) Develops or authorizes enterprise training Records of formal training courses, workshops, seminars,
materials in this competency area. [TIFL06-­20A] and authored training material supported by successful
post-­training evaluation data. [TIFL06-­E20]
(A) Provides enterprise workshops/seminars or Listing as an approved organizational trainer for this
training in this competency area. [TIFL06-­30A] competency area. [TIFL06-­E30]
7 Promotes the introduction and use of novel (A) Analyzes different approaches across different Research records. [TIFL07-­E10]
techniques and ideas in interface management domains through research. [TIFL07-­10A]
across the enterprise, to improve enterprise
competence in this area. [TIFL07]
(A) Defines novel approaches that could potentially Published papers in refereed journals/company literature.
improve the SE discipline within the enterprise. [TIFL07-­E20]
[TIFL07-­20A]
(P) Fosters awareness of these novel techniques Enabling systems introduced in support of new techniques
within the enterprise. [TIFL07-­30P] or ideas. [TIFL07-­E30]
(P) Collaborates with enterprise stakeholders to Published papers (or similar) at enterprise level.
facilitate the introduction of techniques new to the [TIFL07-­E40]
enterprise. [TIFL07-­40P]
(A) Monitors new techniques after their introduction Records of improvements made against a recognized
to determine their effectiveness. [TIFL07-­50A] process improvement model in this area. [TIFL07-­E50]
(A) Adapts approach to reflect actual enterprise
performance improvements. [TIFL07-­60A]

386
8 Develops expertise in this competency area (A) Identifies own needs for further professional Records of Continual Professional Development (CPD)
through specialist Continual Professional development in order to increase competence beyond performed and learning outcomes. [TIFL08-­E10]
Development (CPD) activities. [TIFL08] practitioner level. [TIFL08-­10A]
(A) Performs professional development activities in
order to move own competence toward expert level.
[TIFL08-­20A]
(A) Records continual professional development
activities undertaken including learning or insights
gained. [TIFL08-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party-­generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by senior management in current organization as an expert in this competency area
b. Evidence of role as Product/System Design Authority or Technical Authority on a complex project with responsibilities in this area or where skills within
this competency area were used
c. Recognized as an authorizing signatory on behalf of enterprise for formal documentation in this competency area (e.g. policies, processes, and deliverables)
d. Formal commendation or award within own enterprise for contribution or item of work successfully performed, which required proficiency in this competency area
e. Customer, Supplier, or other external project-­specific key Stakeholder accolades for specific work performed in this competency area
f. Independently assessed or accredited work in this competency area (e.g. for independent publication or use)
g. Formal organizational HR records positively highlighting any specific professional competencies or behaviors identified (if applicable) plus any of the
evidence indicators listed at Expert level below

387
Expert – Technical: Interfaces
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Lead Practitioner level) contribution to activities performed, or professional
behaviors applied
1 Communicates own knowledge and experience (A) Produces papers, seminars, or presentations outside Published papers or books etc. on new technique in
in Systems Engineering interface definition and own enterprise for publication in order to share own ideas refereed journals/company literature. [TIFE01-­E10]
management in order to improve best practice and improve industry best practices in this competence area.
beyond the enterprise boundary. [TIFE01] [TIFE01-­10A]
(P) Fosters incorporation of own ideas into industry best Published papers in refereed journals or internal
practices in this area. [TIFE01-­20P] literature proposing new practices in this competence
area (or presentations, tutorials, etc.). [TIFE01-­E20]
(P) Develops guidance materials identifying new (or updating Own proposals adopted as industry best practices in
existing) best practice in this competence area. [TIFE01-­30P] this competence area. [TIFE01-­E30]
2 Influences key stakeholders beyond the enterprise (A) Identifies and engages with external stakeholders to Minutes of meetings. [TIFE02-­E10]
boundary in interface definition and management facilitate interface definition and management.
to support enterprise needs. [TIFE02] [TIFE02-­10A]
Revised interface management plans or procedures.
[TIFE02-­E20]
3 Advises organizations beyond the enterprise (A) Provides independent advice to stakeholders beyond Records of advice provided. [TIFE03-­E10]
boundary on the suitability of their approach to enterprise boundary regarding their Interface Management
Systems Engineering Interface Management activities. [TIFE03-­10A]
and Control. [TIFE03]
(P) Advises on highly complex Interface Management issues
making limited use of specialized, technical terminology and
taking account of external stakeholders’ (e.g. customer’s)
background and knowledge. [TIFE03-­20P]
(P) Communicates using a holistic approach to complex
Interface Management issue resolution including balanced,
rational arguments on way forward. [TIFE03-­30P]
(P) Arbitrates on Systems Engineering Interface
Management decisions on behalf of stakeholders beyond
enterprise boundary. [TIFE03-­40P]
(A) Persuades stakeholders beyond the enterprise boundary
to accept difficult project-­specific Interface Management
recommendations or actions. [TIFE03-­50A]

388
4 Advises organizations beyond the enterprise (A) Advises external stakeholders (e.g. customers) on their Records of advice provided on interface management
boundary on their handling of complex or interface requirements and issues. [TIFE04-­10A] issues. [TIFE04-­E10]
sensitive Systems Engineering Interface
management issues. [TIFE04]
(P) Acts with sensitivity on highly complex system interface Records from negotiations demonstrating awareness of
issues making limited use of specialized, technical customer’s background and knowledge. [TIFE04-­E20]
terminology and taking into account external stakeholders’
(e.g. customer’s) background and knowledge. [TIFE04-­20P]
(P) Fosters a holistic approach to complex issue resolution Stakeholder approval of interface documentation.
including balanced, rational arguments on way forward. [TIFE04-­E30]
[TIFE04-­30P]
5 Champions the introduction of novel techniques (A) Analyzes different approaches across different domains Records of activities promoting research and need to
and ideas in interface management, beyond the through research. [TIFE05-­10A] adopt novel technique or ideas. [TIFE05-­E10]
enterprise boundary, in order to develop the
wider Systems Engineering community in this
competency. [TIFE05]
(A) Produces reports for the wider SE community on the Records of improvements made to process and
effectiveness of new techniques after their introduction. appraisal against a recognized process improvement
[TIFE05-­20A] model. [TIFE05-­E20]
(P) Collaborates with those introducing novel techniques Research records. [TIFE05-­E30]
within the wider SE community. [TIFE05-­30P]
(A) Defines novel approaches that could potentially Published papers in refereed journals/company
improve the wider SE discipline. [TIFE05-­40A] literature. [TIFE05-­E40]
(P) Fosters awareness of these novel techniques within the Records showing introduction of enabling systems
wider SE community. [TIFE05-­50P] supporting the new techniques or ideas. [TIFE05-­E50]
6 Coaches individuals beyond the enterprise (P) Coaches or mentors individuals beyond the enterprise Coaching or mentoring assignment records.
boundary in Interface Management, in order to boundary, in competency-­related techniques, recommending [TIFE06-­E10]
further develop their knowledge, abilities, development activities. [TIFE06-­10P]
skills, or associated behaviors. [TIFE06]
(A) Develops or authorizes training materials in this Records of formal training courses, workshops,
competency area, which are subsequently successfully seminars, and authored training material supported by
delivered beyond the enterprise boundary. [TIFE06-­20A] successful post-­training evaluation data. [TIFE06-­E20]
(A) Provides workshops/seminars or training in this Records of Training/workshops/seminars created
competency area for practitioners or lead practitioners supported by successful post-­training evaluation data.
beyond the enterprise boundary (e.g. conferences and open [TIFE06-­E30]
training days). [TIFE06-­30A]

389
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Lead Practitioner level) contribution to activities performed, or professional
behaviors applied
7 Maintains expertise in this competency area (A) Reviews research, new ideas, and state of the art to identify Records of documents reviewed and insights gained as
through specialist Continual Professional relevant new areas requiring personal development in order to part of own research into this competency area.
Development (CPD) activities. [TIFE07] maintain expertise in this competency area. [TIFE07-­10A] [TIFE07-­E10]
(A) Performs identified specialist professional development Records of Continual Professional Development
activities in order to maintain or further develop (CPD) performed and learning outcomes.
competence at expert level. [TIFE07-­20A] [TIFE07-­E20]
(A) Records continual professional development activities
undertaken including learning or insights gained. [TIFE07-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party-­generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by a reputable external organization as an expert in this competency area
b. Evidence of role as independent assessor or reviewer on project outside own organization where skills in this competency area were used
c. Evidence of invitation(s) from wider community for contribution of systems engineering expertise in this area (e.g. industry conference panel, government
advisory board etc. cross-­industry working groups, partnerships, accredited advanced university courses or research, or as part of professional institute)
d. Formal commendation beyond the enterprise (e.g. by INCOSE or other recognized authority) for work performed in this competency area
e. Independently assessed or accredited work product in this competency area (e.g. for independent publication or use)
f. Accolades of expertise in this area from recognized industry leaders

390
Competency area – Technical: Verification
Description
Verification is the formal process of obtaining objective evidence that a system or system element, product or service fulfils its specified requirements and characteristics.
Verification includes formal testing of the system against the system requirements; including qualification against the super system environment (e.g. electro-­magnetic
compatibility, thermal, vibration, humidity, and fungus growth). Put simply, it answers the question “Did we build the system right?”
Why it matters
System verification should be planned so that system elements are tested in a logical sequence to avoid wasted effort. Systematic and incremental verification makes it easier
to find, isolate, diagnose, and correct problems. A system or system element that has not been verified cannot be relied on to meet its requirements. Systems Verification is an
essential pre-­requisite to customer acceptance and certification.
Possible contributory types of evidence
Any combination of the types of evidence may be acceptable (depending on how the Framework is tailored and used). The evidence items identified at each level indicate
example work products only. Contributions to work products will generally differ at each proficiency level.
Learning and development
The INCOSE Professional Development Portal provides example guidance on how to gain an initial awareness of a competency area and options for developing further
competence thereafter.

Awareness –­ Technical: Verification

ID Indicators of Competence Relevant knowledge sub-­indicators
1 Explains what verification is, the purpose of verification, (K) Describes why the system should be verified against the requirements (i.e. the system requirements
and why verification against the system requirements is and not external stakeholder or customer requirements) in order to ensure that the specified design
important. [TVEA01] requirements are fulfilled by the system. [TVEA01-­10K]
2 Explains why there is a need to verify the system in a (K) Describes why Verification should be conducted using a progressive, logical process. [TVEA02-­10K]
logical sequence. [TVEA02]
(K) Explains why alternative verification sequences may be assessed in order to define the most
appropriate sequence in terms of overall cost and risk (this means that the sequence should not necessarily
be based on a success assumed process). [TVEA02-­20K]
(K) Explains why, if verification is performed in the wrong sequence re-­work and extra cost may be
incurred (dependency on suppliers, development, new technology, obsolescence, etc.). [TVEA02-­30K]
3 Explains why planning for system verification is necessary. (K) Explains why planning for verification should occur at the beginning of the project/program.
[TVEA03] [TVEA03-­10K]
(K) Describes key interfaces and links between verification and stakeholders in the wider enterprise
outside engineering (e.g. infrastructure management, human resource management, quality management,
knowledge management, portfolio management, and life cycle model management). [TVEA03-­20K]
(K) Explains why the verification sequence should be documented. [TVEA03-­30K]
(Continued)

391
ID Indicators of Competence Relevant knowledge sub-­indicators
(K) Explains why there is a need to identify the resources, equipment, and develop test requirements
(influence the design). [TVEA03-­40K]
4 Explains how traceability can be used to establish whether (K) Explains how tracing the system requirements to a specific verification action provides evidence the
a system meets requirements. [TVEA04] requirement was met. [TVEA04-­10K]
(K) Explains why, if all system requirements are traced to at least one verification action, the completed
verification event documents that the system meets all requirements. [TVEA04-­20K]
5 Describes the relationship between verification, validation, (K) Explains how a system may be verified against the requirements but may not be accepted (validated)
qualification, certification, and acceptance. [TVEA05] by an external stakeholder as fit for purpose (i.e. “built the system right” but “not built the right system”).
[TVEA05-­10K]
(K) Explains how verification evidence may or may not be used in support of acceptance. [TVEA05-­20K]
(K) Explains the key characteristics of qualification and certification and how they relate to verification.
[TVEA05-­30K]

392
Supervised Practitioner –­ Technical: Verification
ID Indicators of Competence (in Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
addition to those at Awareness level) contribution to activities performed, or professional
behaviors applied
1 Complies with a governing process (A) Reviews element information (e.g. tests passed, certificate of System verification test planning documents including
and appropriate tools to plan and conformity received for COTS products) in order to confirm schedules and resources required. [TVES01-­E10]
control their own verification readiness for verification. [TVES01-­10A]
activities. [TVES01]
(A) Reviews test environment (test equipment, tools, procedures, System verification test procedures. [TVES01-­E20]
sequence, etc.) to confirm its readiness for verification. [TVES01-­20A]
(A) Follows a verification test procedure and identifies non System verification test reports. [TVES01-­E30]
conformances against the plan. [TVES01-­30A]
2 Prepares inputs to verification plans. (K) Describes the key elements of a system verification plan. System verification test plan. [TVES02-­E10]
[TVES02] [TVES02-­10K]
(A) Prepares a simple verification procedure. [TVES02-­20A] System verification test procedure. [TVES02-­E20]
(A) Identifies method and timing for each verification activity.
[TVES02-­30A]
3 Prepares verification plans for smaller (K) Describes key elements of a system verification plan. System verification test plan including schedules and
projects. [TVES03] [TVES03-­10K] resources required. [TVES03-­E10]
(A) Prepares a simple verification plan for a project or project
element. [TVES03-­20A]
4 Performs verification testing as part of (A) Reviews inputs for verification activities ensuring they meet Records from Test Readiness Review (TRR).
system verification activities. [TVES04] requirements. [TVES04-­10A] [TVES04-­E10]
(A) Performs verification activities following defined procedures, Verification data and/or test reports. [TVES04-­E20]
recording results. [TVES04-­20A]
(A) Prepares verification work products. [TVES04-­30A]
(A) Reviews verification work products, highlighting anomalies and
supporting resolution of any failures. [TVES04-­40A]
5 Identifies simple faults found during (K) Explains how results may differ from those expected and how Verification test results. [TVES05-­E10]
verification through diagnosis and this is handled. [TVES05-­10K]
consequential corrective actions.
[TVES05]
(A) Records faults appropriately (process, tools used, method). Fault log, Trouble Report, or similar test record.
[TVES05-­20A] [TVES05-­E20]
(A) Analyzes simple faults in a logical manner and initiate the
corrective action process. [TVES05-­30A]
(Continued)

393
 ID Indicators of Competence (in Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
addition to those at Awareness level) contribution to activities performed, or professional
behaviors applied
(A) Records corrective action taken. [TVES05-­40A]
(A) Maintains the outstanding fault log when all outstanding actions
have been completed. [TVES05-­50A]
6 Collates evidence in support of (K) Describes different types of information that should be Verification data and/or test reports. [TVES06-­E10]
verification, qualification, certification, documented as part of verification evidence. [TVES06-­10K]
and acceptance. [TVES06]
(K) Describes how verification evidence may also be used in Test records. [TVES06-­E20]
support of qualification, certification, validation or acceptance.
[TVES06-­20K]
(A) Collates evidence in support of verification, qualification Fault log, trouble report, or similar verification test
certification. [TVES06-­30A] record. [TVES06-­E30]
(A) Identifies exceptional and unexpected verification issues, Records of issue resolution. [TVES06-­E40]
resolving as required. [TVES06-­40A]
(A) Uses different methods to verify system requirements.
[TVES06-­50A]
7 Reviews verification evidence to (A) Ensures test results confirm system requirements are met. Requirements acceptance/verification matrix.
establish whether a system meets [TVES07-­10A] [TVES07-­E10]
requirements. [TVES07]
(A) Ensures test results confirm system requirements are met. Requirements acceptance/verification matrix.
[TVES07-­20A] [TVES07-­E20]
8 Selects a verification environment to (K) Lists areas to consider when arranging for the availability of Detailed verification test planning documents.
ensure requirements can be fully verification environment assets and why. [TVES08-­10K] [TVES08-­E10]
verified. [TVES08]
(A) Selects tools, equipment or facilities needed to execute system
verification. [TVES08-­20A]
9 Develops own understanding of this (A) Identifies potential gaps in own knowledge or development Records of Continual Professional Development (CPD)
competency area through Continual needs in this area, identifying opportunities to address these through performed and learning outcomes. [TVES09-­E10]
Professional Development (CPD). continual professional development activities. [TVES09-­10A]
[TVES09]
(A) Performs continual professional development activities to improve
their knowledge and understanding in this area. [TVES09-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained. [TVES09-­30A]

394
Practitioner – Technical: Verification
ID Indicators of Competence (in Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
addition to those at Supervised contribution to activities performed, or professional
Practitioner level) behaviors applied
1 Creates a strategy for system verification (A) Identifies project-­specific system verification needs that need System verification strategy or test plan, including
on a project to support SE project and to be incorporated into SE planning. [TVEP01-­10A] schedules and resources required. [TVEP01-­E10]
wider enterprise needs. [TVEP01]
(A) Prepares project-­specific system verification inputs for SE
planning purposes, using appropriate processes and procedures.
[TVEP01-­20A]
(A) Prepares project-­specific system verification task estimates in
support of SE planning. [TVEP01-­30A]
(P) Liaises throughout with stakeholders to gain approval, updating
strategy as necessary. [TVEP01-­40P]
2 Creates a governing process, plan, and (K) Identifies the steps necessary to define a process and System verification planning work products.
associated tools for systems appropriate techniques to be adopted for the verification of system [TVEP02-­E10]
verification, which reflect project and elements. [TVEP02-­10K]
business strategy. [TVEP02]
(K) Describes key elements of a successful systems verification Planning documents (e.g. systems engineering
process and how systems verification activities relate to different management plan and system test plan), other project/
stages of a system life cycle. [TVEP02-­20K] program plan or organizational process. [TVEP02-­E20]
(A) Uses system verification tools or uses a methodology. [TVEP02-­30A] System verification test procedures. [TVEP02-­E30]
(A) Uses appropriate standards and governing processes in their Requirements acceptance/verification matrix.
system verification planning, tailoring as appropriate. [TVEP02-­40A] [TVEP02-­E40]
(A) Selects system verification method for each system element.
[TVEP02-­50A]
(A) Creates system verification plans and processes for use on a
project. [TVEP02-­60A]
(P) Liaises with stakeholders throughout development of the plan,
to gain approval, updating as necessary. [TVEP02-­70P]
3 Uses governing plans and processes (A) Follows defined plans, processes and associated tools to System Verification plans or work products they have
for System verification, interpreting, perform system Verification on a project. [TVEP03-­10A] interpreted or challenged to address project issues.
evolving, or seeking guidance where [TVEP03-­E10]
appropriate. [TVEP03]
(P) Guides and actively coordinates the interpretation of system System verification process or tool guidance.
verification plans or processes in order to complete activities [TVEP03-­E20]
system Verification activities successfully. [TVEP03-­20P]
(Continued)

395
ID Indicators of Competence (in Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
addition to those at Supervised contribution to activities performed, or professional
Practitioner level) behaviors applied
(A) Prepares verification data and reports in support of wider
system measurement, monitoring and control. [TVEP03-­30A]
(P) Recognizes situations where deviation from published plans
and processes or clarification from others is appropriate in order to
overcome complex system Verification challenges. [TVEP03-­40P]
(P) Recognizes situations where existing system Verification
strategy, process, plan or tools require formal change, liaising with
stakeholders to gain approval as necessary. [TVEP03-­50P]
4 Prepares verification plans for (K) Explains the different verification methods and how/when/why Requirements acceptance/verification matrix.
systems or projects. [TVEP04] to select the most appropriate method (test, analysis, inspection, [TVEP04-­E10]
similarity, and comparison). [TVEP04-­10K]
(A) Records the appropriate degree of verification evidence (for System verification test procedures. [TVEP04-­E20]
example, safety critical software requires a greater degree of
verification than non-­safety critical). [TVEP04-­20A]
(A) Develops a verification test plan containing objectives, Compliance/verification matrices. [TVEP04-­E30]
conditions, priorities, schedules and responsibilities, tools,
facilities, procedures and standards to be applied, and the success
criteria to be applied, etc. [TVEP04-­30A]
(A) Reviews the depth of testing required for verification and plans
accordingly. [TVEP04-­40A]
(A) Defines detailed verification test sequences and the readiness
criteria for each system element. [TVEP04-­50A]
(A) Creates a verification test schedule showing dependencies of
each activity (critical path analysis). [TVEP04-­60A]
(A) Defines the verification test environment required, including
outsourcing of qualification tests as required. [TVEP04-­70A]
(A) Identifies the evidence required for external stakeholder (e.g.
customer) acceptance and certification and ensure production of
evidence is in integration and verification plans. [TVEP04-­80A]
(A) Identifies the relevant certification authorities and the process
by which certification must be obtained. [TVEP04-­90A]
5 Reviews project-­level system (A) Reviews verification plans for a system for its suitability for the Records showing review and approval of verification
verification plans. [TVEP05] project. [TVEP05-­10A] plan. [TVEP05-­E10]
(P) Collaborates with project stakeholders to improve verification
plans as necessary to ensure success. [TVEP05-­20P]

396
 (A) Identifies required changes and monitors plan updates until
they have been appropriately implemented. [TVEP05-­30A]
6 Reviews verification results, diagnosing (A) Analyzes test execution and test results to confirm validity of Fault log, Trouble Report, or similar test record.
complex faults found during test and results collected. [TVEP06-­10A] [TVEP06-­E10]
verification activities. [TVEP06]
(A) Uses statistical or modeling techniques to demonstrate sufficient Record of corrective actions or fault resolution.
and necessary verification activities have taken place. [TVEP06-­20A] [TVEP06-­E20]
(A) Identifies where results differ from those expected. [TVEP06-­30A] Minutes of fault analysis meetings. [TVEP06-­E30]
(A) Analyzes complex faults in a logical manner to determine
corrective actions. [TVEP06-­40A]
(A) Identifies consequences of corrective actions (re-­planning,
re-­test, etc.). [TVEP06-­50A]
(A) Monitors corrective actions to completion, ensuring closure.
[TVEP06-­60A]
(A) Reviews test evidence to ensure suitability for use in proving
compliance. [TVEP06-­70A]
7 Prepares evidence obtained during (A) Identifies the precise evidence required in support of Requirements acceptance/verification matrix.
verification testing to support system verification, qualification, certification, or acceptance testing. [TVEP07-­E10]
verification or downstream [TVEP07-­10A]
qualification, certification, and
acceptance activities. [TVEP07]
(A) Uses a systematic method for classifying the results of Compliance/verification matrices. [TVEP07-­E20]
verification test reports. [TVEP07-­20A]
(A) Prepares inputs to formal verification test reviews and Test reports. [TVEP07-­E30]
associated planning activities. [TVEP07-­30A]
(A) Uses an appropriate verification test results classification Inputs to Certification data package. [TVEP07-­E40]
method, for example: pass, mild deficiency, annoyance, and
catastrophic. [TVEP07-­40A]
Inputs to Qualification data package. [TVEP07-­E50]
Inputs to Acceptance data package. [TVEP07-­E60]
Minutes of test data reviews. [TVEP07-­E70]
8 Monitors the traceability of verification (A) Monitors system and verification test requirements in order to Requirements acceptance/verification matrix.
requirements and tests to system obtain forward-­and backward-­traceability ensuring integrity is [TVEP08-­E10]
requirements and vice versa. [TVEP08] maintained. [TVEP08-­10A]
(Continued)

397
ID Indicators of Competence (in Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
addition to those at Supervised contribution to activities performed, or professional
Practitioner level) behaviors applied
9 Identifies a suitable verification (A) Defines requirements for system verification facilities (e.g. size Verification plans. [TVEP09-­E10]
environment. [TVEP09] of the area, furniture required, power requirements, the IT
requirements, and the security of the facility). [TVEP09-­10A]
(A) Defines requirements for external test facilities. [TVEP09-­20A] Procurement of equipment. [TVEP09-­E20]
(A) Defines the requirements for bespoke tools and equipment Arrangement of external facilities or required
needed in support of verification, e.g. simulators and emulators. certification authority activities. [TVEP09-­E30]
[TVEP09-­30A]
(A) Determines resources and skills required. [TVEP09-­40A]
10 Creates detailed verification (A) Identifies appropriate techniques for requirements verification, Approved verification procedures. [TVEP10-­E10]
procedures. [TVEP10] for example: requirements analysis, exploration of requirements
adequacy and completion, assessment of prototypes, stimulations,
simulations, models, scenarios, and mock-­ups. [TVEP10-­10A]
(A) Develops verification tests that will confirm system Requirements acceptance/verification matrix.
requirements have been met. [TVEP10-­20A] [TVEP10-­E20]
(A) Analyzes verification test cases linking them to requirements. Requirements acceptance/verification matrix.
[TVEP10-­30A] [TVEP10-­E30]
(A) Creates clear, concise verification procedures detailing the Test Reports. [TVEP10-­E40]
activities to be performed, pre-­requisites, the expected outcome and
action in case of a failure. [TVEP10-­40A]
(A) Identifies pass/fail criteria for verification tests, maintaining the Minutes of meetings determining agreement of
link to the appropriate system requirement (while understanding verification strategies. [TVEP10-­E50]
that the two need to be developed together). [TVEP10-­50A]
11 Performs system verification (P) Performs Verification testing activities, including appropriate Verification measures showing actual performance
activities. [TVEP11] reviews e.g. test readiness review. [TVEP11-­10P] against plan. [TVEP11-­E10]
(A) Reviews Verification evidence to ensure full compliance Minutes of test readiness review including relevant
against requirement. [TVEP11-­20A] action log. [TVEP11-­E20]
(A) Identifies problems encountered during Verification (e.g.
problems with schedule and lateness of equipment), resolving as
required. [TVEP11-­30A]

398
12 Prepares evidence obtained during (A) Identifies the precise evidence required in support of Minutes of verification reviews. [TVEP12-­E10]
verification testing to support downstream verification, integration, or validation activities.
downstream verification testing, [TVEP12-­10A]
integration, or validation activities.
[TVEP12]
(A) Uses a systematic method for classifying the results of Verification test documentation or final report.
verification test reports. [TVEP12-­20A] [TVEP12-­E20]
(A) Prepares inputs to downstream test reviews (e.g. test readiness Requirements verification matrix. [TVEP12-­E30]
reviews) and associated planning activities. [TVEP12-­30A]
(A) Uses an appropriate verification test results classification Compliance matrix. [TVEP12-­E40]
method, for example: pass, mild deficiency, annoyance, and
catastrophic. [TVEP12-­40A]
Verification Test reports. [TVEP12-­E50]
Data packages for other test activities (e.g. verification,
validation, qualification, and Certification).
[TVEP12-­E60]
13 Guides new or supervised (P) Guides new or supervised practitioners in executing activities Organizational Breakdown Structure showing their
practitioners in Systems verification that form part of this competency. [TVEP13-­10P] responsibility for technical supervision in this area.
in order to develop their knowledge, [TVEP13-­E10]
abilities, skills, or associated
behaviors. [TVEP13]
(A) Trains individuals to an “Awareness” level in this competency On-­the-­job training records. [TVEP13-­E20]
area. [TVEP13-­20A]
Coaching or mentoring assignment records.
[TVEP13-­E30]
Records highlighting their impact on individual in terms
of improvement or professional development in this
competency. [TVEP13-­E40]
14 Maintains and enhances own (A) Identifies potential development needs in this area, identifying Records of Continual Professional Development (CPD)
competence in this area through opportunities to address these through continual professional performed and learning outcomes. [TVEP14-­E10]
Continual Professional Development development activities. [TVEP14-­10A]
(CPD) activities. [TVEP14]
(A) Performs continual professional development activities to
maintain and enhance their competency in this area.
[TVEP14-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained. [TVEP14-­30A]

399
Lead Practitioner – Technical: Verification
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Practitioner level) contribution to activities performed, or professional
behaviors applied
1 Creates enterprise-­level policies, procedures, (A) Analyzes enterprise need for verification policies, Records showing their role in embedding system verification
guidance, and best practice for verification, processes, tools, or guidance. [TVEL01-­10A] into enterprise policies (e.g. guidance introduced at enterprise
including associated tools. [TVEL01] level and enterprise-­level review minutes). [TVEL01-­E10]
(A) Creates enterprise policies, procedures, or guidance for Procedures they have written. [TVEL01-­E20]
verification activities. [TVEL01-­20A]
(A) Selects and acquires appropriate tools supporting Records of support for tool introduction. [TVEL01-­E30]
verification activities. [TVEL01-­30A]
2 Judges the tailoring of enterprise-­level (A) Evaluates the enterprise process against the business and Documented tailored process. [TVEL02-­E10]
verification processes to meet the needs of external stakeholder (e.g. customer) needs in order to tailor
a project. [TVEL02] processes to enable project success. [TVEL02-­10A]
(P) Communicates constructive feedback on verification Verification process feedback. [TVEL02-­E20]
process. [TVEL02-­20P]
3 Judges the suitability of verification plans, (A) Evaluates verification strategies from multiple project/ Verification strategies that proved successful.
from multiple projects, on behalf of the programs for consistency, correctness, and to ensure [TVEL03-­E10]
enterprise. [TVEL03] enterprise risk is minimized. [TVEL03-­10A]
(A) Evaluates verification risks and proposes mitigation Risk mitigations performed. [TVEL03-­E20]
strategies to reduce project or enterprise risk. [TVEL03-­20A]
4 Advises on verification approaches on (A) Reviews verification plans for highly complex systems or Records showing review and approval of verification
complex or challenging systems or projects projects, on behalf of the enterprise. [TVEL04-­10A] plans. [TVEL04-­E10]
across the enterprise. [TVEL04]
(P) Challenges verification plans as necessary to ensure
success, liaising with stakeholders if required. [TVEL04-­20P]
(P) Collaborates with enterprise stakeholders to improve
verification plans as necessary to ensure success. [TVEL04-­30P]
(A) Authorizes verification plans for highly complex systems
or project on behalf of enterprise. [TVEL04-­40A]
5 Judges detailed verification procedures (A) Reviews and comments on project/program verification Records of a review process in which they have been
from multiple projects, on behalf of the procedures from across the organization. [TVEL05-­10A] involved. [TVEL05-­E10]
enterprise. [TVEL05]
(A) Judges the adequacy of verification procedures Records of advice provided in this area. [TVEL05-­E20]
identifying required changes. [TVEL05-­20A]
Test Readiness Review (TRR) Documentation. [TVEL05-­E30]

400
6 Judges verification evidence generated (A) Reviews and comments on verification evidence from Records of a review process in which they have been
from multiple projects on behalf of the multiple projects on behalf of the enterprise. [TVEL06-­10A] involved. [TVEL06-­E10]
enterprise. [TVEL06]
(A) Advises stakeholders across the enterprise on verification Records of advice provided in this area. [TVEL06-­E20]
evidence, leading to changes being implemented.
[TVEL06-­20A]
7 Guides and actively coordinates (A) Describes typical approaches to complex verification Verification plans. [TVEL07-­E10]
verification activities for complex systems activities. [TVEL07-­10A]
or projects across the enterprise. [TVEL07]
(P) Guides and actively coordinates verification activities for Verification measures showing actual performance against
complex systems or projects. [TVEL07-­20P] plan. [TVEL07-­E20]
8 Coaches or mentors practitioners across the (P) Coaches or mentors practitioners across the enterprise in Coaching or mentoring assignment records.
enterprise in systems verification in order competency-­related techniques, recommending development [TVEL08-­E10]
to develop their knowledge, abilities, skills, activities. [TVEL08-­10P]
or associated behaviors. [TVEL08]
(A) Develops or authorizes enterprise training materials in Records of formal training courses, workshops, seminars,
this competency area. [TVEL08-­20A] and authored training material supported by successful
post-­training evaluation data. [TVEL08-­E20]
(A) Provides enterprise workshops/seminars or training in Listing as an approved organizational trainer for this
this competency area. [TVEL08-­30A] competency area. [TVEL08-­E30]
9 Promotes the introduction and use of novel (A) Analyzes different approaches across different domains Research records. [TVEL09-­E10]
techniques and ideas in verification across through research. [TVEL09-­10A]
the enterprise, to improve enterprise
competence in this area. [TVEL09]
(A) Defines novel approaches that could potentially improve Published papers in refereed journals/company literature.
the SE discipline within the enterprise. [TVEL09-­20A] [TVEL09-­E20]
(P) Fosters awareness of these novel techniques within the Enabling systems introduced in support of new techniques
enterprise. [TVEL09-­30P] or ideas. [TVEL09-­E30]
(P) Collaborates with enterprise stakeholders to facilitate the Published papers (or similar) at enterprise level.
introduction of techniques new to the enterprise. [TVEL09-­40P] [TVEL09-­E40]
(A) Monitors new techniques after their introduction to Records of improvements made against a recognized
determine their effectiveness. [TVEL09-­50A] process improvement model in this area. [TVEL09-­E50]
(A) Adapts approach to reflect actual enterprise performance
improvements. [TVEL09-­60A]
(Continued)

401
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Practitioner level) contribution to activities performed, or professional
behaviors applied
10 Develops expertise in this competency area (A) Identifies own needs for further professional Records of Continual Professional Development (CPD)
through specialist Continual Professional development in order to increase competence beyond performed and learning outcomes. [TVEL10-­E10]
Development (CPD) activities. [TVEL10] practitioner level. [TVEL10-­10A]
(A) Performs professional development activities in order to
move own competence toward expert level. [TVEL10-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained. [TVEL10-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party-­generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by senior management in current organization as an expert in this competency area
b. Evidence of role as Product/System Design Authority or Technical Authority on a complex project with responsibilities in this area or where skills within
this competency area were used
c. Recognized as an authorizing signatory on behalf of enterprise for formal documentation in this competency area (e.g. policies, processes, and deliverables)
d. Formal commendation or award within own enterprise for contribution or item of work successfully performed, which required proficiency in this competency area
e. Customer, Supplier, or other external project-­specific key Stakeholder accolades for specific work performed in this competency area
f. Independently assessed or accredited work in this competency area (e.g. for independent publication or use)
g. Formal organizational HR records positively highlighting any specific professional competencies or behaviors identified (if applicable) plus any of the
evidence indicators listed at Expert level below

402
Expert – Technical: Verification
ID Indicators of Competence (in addition to those Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
at Lead Practitioner level) contribution to activities performed, or professional
behaviors applied
1 Communicates own knowledge and experience in (A) Produces papers, seminars, or presentations outside Published papers or books etc. on new technique in
Systems Engineering verification in order to own enterprise for publication in order to share own refereed journals/company literature. [TVEE01-­E10]
improve best practice beyond the enterprise ideas and improve industry best practices in this
boundary. [TVEE01] competence area. [TVEE01-­10A]
(P) Fosters incorporation of own ideas into industry best Published papers in refereed journals or internal literature
practices in this area. [TVEE01-­20P] proposing new practices in this competence area
(or presentations, tutorials, etc.). [TVEE01-­E20]
(P) Develops guidance materials identifying new (or Proposals adopted as industry best practice.
updating existing) best practice in this competence area. [TVEE01-­E30]
[TVEE01-­30P]
2 Advises organizations beyond the enterprise (A) Advises on the suitability of external verification Revised verification plans or procedures. [TVEE02-­E10]
boundary on the suitability of their approach to plans. [TVEE02-­10A]
Systems Engineering verification. [TVEE02]
(A) Advises on the suitability of external verification Records of membership on oversight committee with
strategies. [TVEE02-­20A] relevant terms of reference. [TVEE02-­E20]
(P) Acts as independent reviewer within an enterprise review
body, in order to approve such plans. [TVEE02-­30P]
3 Advises organizations beyond the enterprise (A) Advises on verification strategies that has led to Review comments or revised document. [TVEE03-­E10]
boundary on their Systems Engineering changes being implemented. [TVEE03-­10A]
Verification plans or practices on complex
systems or projects. [TVEE03]
(A) Advises external stakeholders (e.g. customers) on Records of advice provided on Verification issues.
their verification requirements and issues. [TVEE03-­E20]
[TVEE03-­20A]
(P) Conducts sensitive negotiations regarding verification Records from negotiations demonstrating awareness of
of a highly complex system making limited use of customer’s background and knowledge. [TVEE03-­E30]
specialized, technical terminology. [TVEE03-­30P]
(A) Uses a holistic approach to complex issue resolution Stakeholder approval of verification plans or procedures.
including balanced, rational arguments on way forward. [TVEE03-­E40]
[TVEE03-­40A]
(Continued)

403
ID Indicators of Competence (in addition to those Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
at Lead Practitioner level) contribution to activities performed, or professional
behaviors applied
4 Advises organizations beyond the enterprise (A) Advises on external verification plans. Records of membership on oversight committee with
boundary on complex or sensitive verification-­ [TVEE04-­10A] relevant terms of reference. [TVEE04-­E10]
related issues. [TVEE04]
(A) Advises on verification strategies. [TVEE04-­20A] Review comments or revised document. [TVEE04-­E20]
(A) Advises external organizations on their verification Records of advice provided on verification issues.
requirements and issues. [TVEE04-­30A] [TVEE04-­E30]
(P) Conducts sensitive negotiations regarding verification Records from negotiations demonstrating awareness of
of a highly complex system making limited use of customer’s background and knowledge. [TVEE04-­E40]
specialized, technical terminology. [TVEE04-­40P]
(A) Uses a holistic approach to complex issue resolution Stakeholder approval of transition plans or procedures.
including balanced, rational arguments on way forward. [TVEE04-­E50]
[TVEE04-­50A]
5 Champions the introduction of novel techniques (A) Analyzes different approaches across different Records of activities promoting research and need to
and ideas in systems verification, beyond the domains through research. [TVEE05-­10A] adopt novel technique or ideas. [TVEE05-­E10]
enterprise boundary, in order to develop the wider
Systems Engineering community in this
competency. [TVEE05]
(A) Produces reports for the wider SE community on Records of improvements made to process and appraisal
the effectiveness of new techniques after their against a recognized process improvement model.
introduction. [TVEE05-­20A] [TVEE05-­E20]
(P) Collaborates with those introducing novel Research records. [TVEE05-­E30]
techniques within the wider SE community.
[TVEE05-­30P]
(A) Defines novel approaches that could potentially Published papers in refereed journals/company literature.
improve the wider SE discipline. [TVEE05-­40A] [TVEE05-­E40]
(P) Fosters awareness of these novel techniques within Records showing introduction of enabling systems
the wider SE community. [TVEE05-­50P] supporting the new techniques or ideas. [TVEE05-­E50]
6 Coaches individuals beyond the enterprise (P) Coaches or mentors individuals beyond the Coaching or mentoring assignment records.
boundary in Systems Verification, in order to enterprise boundary, in competency-­related techniques, [TVEE06-­E10]
further develop their knowledge, abilities, skills, recommending development activities. [TVEE06-­10P]
or associated behaviors. [TVEE06]

404
 (A) Develops or authorizes training materials in this Records of formal training courses, workshops, seminars,
competency area, which are subsequently successfully and authored training material supported by successful
delivered beyond the enterprise boundary. [TVEE06-­20A] post-­training evaluation data. [TVEE06-­E20]
(A) Provides workshops/seminars or training in this Records of Training/workshops/seminars created
competency area for practitioners or lead practitioners supported by successful post-­training evaluation data.
beyond the enterprise boundary (e.g. conferences and [TVEE06-­E30]
open training days). [TVEE06-­30A]
7 Maintains expertise in this competency area (A) Reviews research, new ideas, and state of the art to Records of documents reviewed and insights gained as
through specialist Continual Professional identify relevant new areas requiring personal development part of own research into this competency area.
Development (CPD) activities. [TVEE07] in order to maintain expertise in this competency area. [TVEE07-­E10]
[TVEE07-­10A]
(A) Performs identified specialist professional Records of Continual Professional Development (CPD)
development activities in order to maintain or further performed and learning outcomes. [TVEE07-­E20]
develop competence at expert level. [TVEE07-­20A]
(A) Records continual professional development
activities undertaken including learning or insights
gained. [TVEE07-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party-­generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by a reputable external organization as an expert in this competency area
b. Evidence of role as independent assessor or reviewer on project outside own organization where skills in this competency area were used
c. Evidence of invitation(s) from wider community for contribution of systems engineering expertise in this area (e.g. industry conference panel, government
advisory board etc. cross-­industry working groups, partnerships, accredited advanced university courses or research, or as part of professional institute)
d. Formal commendation beyond the enterprise (e.g. by INCOSE or other recognized authority) for work performed in this competency area
e. Independently assessed or accredited work product in this competency area (e.g. for independent publication or use)
f. Accolades of expertise in this area from recognized industry leaders

405
Competency area – Technical: Validation
Description
The purpose of validation is to provide objective evidence that the system, product or service when in use, fulfills its business or mission objectives, and stakeholder
requirements, achieving its intended use in its intended operational environment. Put simply, validation checks that the needs of the customer/end user have been met and
answers the question “Did we build the right system?”
Why it matters
Validation is used to check that the system meets the needs of the customer/end user. Failure to satisfy the customer will impact future business. Validation provides some
important inputs to future system development.
Possible contributory types of evidence
Any combination of the types of evidence may be acceptable (depending on how the Framework is tailored and used). The evidence items identified at each level indicate
example work products only. Contributions to work products will generally differ at each proficiency level.
Learning and development
The INCOSE Professional Development Portal provides example guidance on how to gain an initial awareness of a competency area and options for developing further competence thereafter.

Awareness –­ Technical: Validation

ID Indicators of Competence Relevant knowledge sub-­indicators
1 Explains what validation is, the purpose of validation, (K) Explains how validation comprises ‘product’ validation i.e. the product satisfies user needs in operation and
and why validation is important. [TVAA01] “requirements” validation, i.e. set of system requirements meets the user needs. [TVAA01-­10K]
(K) Explains how validation helps to reduce the risk of system failure to an acceptable level. [TVAA01-­20K]
(K) Defines the difference between verification activities, which address whether a system has been built correctly
in accordance with the system requirements, and validation, which addresses whether the correct system has been
built against the user needs. [TVAA01-­30K]
(K) Explains why validation activities should be undertaken by someone different from the people who designed
and built the system. [TVAA01-­40K]
2 Explains why there is a need for early planning for (K) Explains why there is a need for early validation planning. [TVAA02-­10K]
validation. [TVAA02]
(K) Describes key interfaces and links between validation and stakeholders in the wider enterprise outside
engineering (e.g. infrastructure management, human resource management, quality management, knowledge
management, portfolio management, and life cycle model management). [TVAA02-­20K]
(K) Describes the reasons why every user need should have an associated validation activity. [TVAA02-­30K]
(K) Explains why there is a need to plan for the validation of the system in the correct operational environment
wherever practicable (or through simulated environments where that is impracticable). [TVAA02-­40K]
3 Describes the relationship between validation, (K) Explains how a system may be verified against the requirements but may not then be accepted (validated) by
verification, qualification, certification, and an external stakeholder (e.g. customers) as fit for purpose. “May have built the system right but it may not be the
acceptance. [TVAA03] right system.” [TVAA03-­10K]
(K) Explains why Verification evidence may support acceptance, validation evidence does support acceptance. [TVAA03-­20K]
(K) Explains why Qualification and Certification typically involves third party assessors. [TVAA03-­30K]
4 Describes the relationship between traceability and (K) Explains why a validation procedure should be defined to the satisfaction of the user, such that when the
validation. [TVAA04] validation activities are successfully completed, the user will be satisfied the system meets their needs and will
accept the delivery of the system during transition. [TVAA04-­10K]

406
Supervised Practitioner – Technical: Validation
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
those at Awareness level) personal contribution to activities performed, or
professional behaviors applied
1 Complies with a governing process and (A) Reviews element information (e.g. tests passed and System validation test planning documents including
appropriate tools to plan and control their certificate of conformity received for COTS products) in order to schedules and resources required. [TVAS01-­E10]
own validation activities. [TVAS01] confirm readiness for validation. [TVAS01-­10A]
(A) Reviews test environment (test equipment, tools, procedures, System validation test procedures. [TVAS01-­E20]
sequence, etc.) to confirm its readiness for validation. [TVAS01-­20A]
(A) Follows a validation test procedure and identifies non System validation test reports. [TVAS01-­E30]
conformances against the plan. [TVAS01-­30A]
2 Prepares inputs to validation plans. (K) Explains why validation is “customer” or “end user” focused Records of review of validation plans with customer.
[TVAS02] and thus needs to be executed and documented from the [TVAS02-­E10]
perspective of the customer or end user. [TVAS02-­10K]
(K) Explains how a validation “customer” or “end user” could be System validation test plan. [TVAS02-­E20]
external or internal, depending on the nature of the enterprise.
[TVAS02-­20K]
(K) Describes the key elements of a system validation plan. System validation test procedure. [TVAS02-­E30]
[TVAS02-­30K]
(A) Identifies method and timing for each validation activity.
[TVAS02-­40A]
(A) Prepares a simple validation procedure. [TVAS02-­50A]
3 Prepares validation plans for smaller (K) Describes key elements of a system validation or acceptance System Validation test plan including schedules and
projects. [TVAS03] plan. [TVAS03-­10K] resources required. [TVAS03-­E10]
(A) Prepares a simple validation, acceptance or qualification plan
for a project. [TVAS03-­20A]
4 Performs validation testing as part of system (A) Reviews inputs for validation activities ensuring they meet Records from Test Readiness Review (TRR).
validation or system acceptance. [TVAS04] requirements. [TVAS04-­10A] [TVAS04-­E10]
(A) Performs validation activities following defined procedures, Validation data and/or test reports. [TVAS04-­E20]
recording results. [TVAS04-­20A]
(A) Prepares validation work products. [TVAS04-­30A]
(A) Reviews validation work products, highlighting anomalies
and supporting resolution of any failures. [TVAS04-­40A]
5 Identifies simple faults found during (K) Explains how validation results may differ from verification Validation test results. [TVAS05-­E10]
validation through diagnosis and results and how this may be handled. [TVAS05-­10K]
consequential corrective actions. [TVAS05]
(Continued)

407
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
those at Awareness level) personal contribution to activities performed, or
professional behaviors applied
(A) Records faults appropriately (process, tools used, method) so Fault log, Trouble Report, or similar test record.
that details can be communicated to Customer. [TVAS05-­20A] [TVAS05-­E20]
(A) Analyzes simple validation faults in a logical manner to
diagnose fault. [TVAS05-­30A]
(A) Records corrective actions required so that they can be
communicated to Customer representative. [TVAS05-­40A]
(A) Reviews fault log to ensure outstanding actions have been
addressed. [TVAS05-­50A]
6 Collates evidence in support of validation, (K) Describes different types of information that should be Validation data and/or test reports. [TVAS06-­E10]
qualification, certification, and acceptance. documented as part of validation evidence. [TVAS06-­10K]
[TVAS06]
(K) Describes how validation evidence may utilize test evidence Test records. [TVAS06-­E20]
collected in earlier test phases (e.g. verification). [TVAS06-­20K]
(A) Collates evidence in support of validation or acceptance. Fault log, trouble report, or similar validation test
[TVAS06-­30A] record. [TVAS06-­E30]
(A) Identifies exceptional and unexpected validation issues, Records of issue resolution. [TVAS06-­E40]
resolving as required. [TVAS06-­40A]
(A) Uses different methods to validate operational system
performance. [TVAS06-­50A]
7 Reviews validation evidence to establish (A) Ensures validation test results confirm system will meet Requirements acceptance/verification matrix.
whether a system will meet the operational operational need when in service. [TVAS07-­10A] [TVAS07-­E10]
need. [TVAS07]
Validation test result analysis records. [TVAS07-­E20]
8 Selects a validation environment to ensure (K) Lists areas to consider when arranging for the availability of Detailed validation test planning documents.
requirements can be fully validated. [TVAS08] validation environment assets and why. [TVAS08-­10K] [TVAS08-­E10]
(A) Selects tools, equipment or facilities needed to execute Records of validation discussions with Customer.
system validation. [TVAS08-­20A] [TVAS08-­E20]
9 Develops own understanding of this (A) Identifies potential gaps in own knowledge or development Records of Continual Professional Development
competency area through Continual needs in this area, identifying opportunities to address these through (CPD) performed and learning outcomes.
Professional Development (CPD). [TVAS09] continual professional development activities. [TVAS09-­10A] [TVAS09-­E10]
(A) Performs continual professional development activities to
improve their knowledge and understanding in this area.
[TVAS09-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained. [TVAS09-­30A]

408
Practitioner –­ Technical: Validation
ID Indicators of Competence (in addition Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
to those at Supervised Practitioner level) contribution to activities performed, or professional
behaviors applied
1 Creates a strategy for system validation (A) Identifies project-­specific system Validation needs that need System validation strategy or test plan, including
on a project to support SE project and to be incorporated into SE planning. [TVAP01-­10A] schedules and resources required. [TVAP01-­E10]
wider enterprise needs. [TVAP01]
(A) Prepares project-­specific system Validation inputs for SE
planning purposes, using appropriate processes and procedures.
[TVAP01-­20A]
(A) Prepares project-­specific system Validation task estimates
in support of SE planning. [TVAP01-­30A]
(P) Liaises throughout with stakeholders to gain approval,
updating strategy as necessary. [TVAP01-­40P]
2 Creates a governing process, plan, and (K) Identifies the steps necessary to define a process and System validation test plans including schedules and
associated tools for system validation, appropriate techniques to be adopted for the Validation of resources required. [TVAP02-­E10]
which reflect project and business system elements. [TVAP02-­10K]
strategy. [TVAP02]
(K) Describes key elements of a successful systems validation Planning documents (e.g. systems engineering
process and how systems validation activities relate to different management plan, system test plan, other project/
stages of a system life cycle. [TVAP02-­20K] program plan), or organizational process. [TVAP02-­E20]
(A) Uses system Validation tools or uses a methodology. System validation or acceptance test procedures.
[TVAP02-­30A] [TVAP02-­E30]
(A) Uses appropriate standards and governing processes in their Requirements acceptance/verification matrix.
system Validation planning, tailoring as appropriate. [TVAP02-­E40]
[TVAP02-­40A]
(A) Selects system Validation method for each system element.
[TVAP02-­50A]
(A) Creates system Validation plans and processes for use on a
project. [TVAP02-­60A]
(P) Liaises with stakeholders throughout development of the
plan, to gain approval, updating as necessary. [TVAP02-­70P]
3 Uses governing plans and processes for (A) Follows defined plans, processes and associated tools to System Validation plans or work products they have
System validation, interpreting, evolving, perform system Validation on a project. [TVAP03-­10A] interpreted or challenged to address project issues.
or seeking guidance where appropriate. [TVAP03-­E10]
[TVAP03]
(Continued)

409
ID Indicators of Competence (in addition Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
to those at Supervised Practitioner level) contribution to activities performed, or professional
behaviors applied
(P) Guides and actively coordinates the interpretation of system System Validation process or tool guidance.
validation plans or processes in order to complete activities [TVAP03-­E20]
system Validation activities successfully. [TVAP03-­20P]
(A) Prepares Validation data and reports in support of wider
system measurement, monitoring and control. [TVAP03-­30A]
(P) Recognizes situations where deviation from published plans
and processes or clarification from others is appropriate in order
to overcome complex system Validation challenges.
[TVAP03-­40P]
(P) Recognizes situations where existing system Validation
strategy, process, plan or tools require formal change, liaising
with stakeholders to gain approval as necessary. [TVAP03-­50P]
4 Communicates using the terminology of (A) Elicits external stakeholder (e.g. customer) needs and System Validation test plans including schedules and
the customer while focusing on customer produces the associated validation test requirements. resources required. [TVAP04-­E10]
need. [TVAP04] [TVAP04-­10A]
(A) Uses validation plans as the basis for test scripts that external Documented validation requirements. [TVAP04-­E20]
stakeholders (e.g. customers) understand. [TVAP04-­20A]
(A) Identifies the language or terminology of external Validation test documentation or final report.
stakeholders (e.g. customers) or end users. [TVAP04-­30A] [TVAP04-­E30]
(P) Communicates validation using the language or terminology of Validation cross reference matrix. [TVAP04-­E40]
external stakeholders (e.g. customers) or end users. [TVAP04-­40P]
(A) Uses external stakeholder (e.g. customer) language in
validation test scripts and associated validation reports.
[TVAP04-­50A]
5 Prepares validation plans for systems or (K) Explains the different validation methods and how/when/ Validation cross reference matrix. [TVAP05-­E10]
projects. [TVAP05] why to select the most appropriate method (test, analysis,
inspection, similarity, comparison, etc.). [TVAP05-­10K]
(A) Records the appropriate degree of validation evidence (for System Validation test plans including schedules and
example, safety critical software requires a greater degree of resources required. [TVAP05-­E20]
validation than non-­safety critical). [TVAP05-­20A]
(A) Develops a validation test plan containing objectives,
conditions, priorities, schedules and responsibilities, tools,
facilities, procedures and standards to be applied, and the
success criteria to be applied. [TVAP05-­30A]

410
 (A) Reviews the depth of testing required for validation and
plans accordingly. [TVAP05-­40A]
(A) Defines detailed validation test sequences and the readiness
criteria for each system element. [TVAP05-­50A]
(A) Creates a validation test schedule showing dependencies of
each activity (critical path analysis). [TVAP05-­60A]
(A) Defines the validation test environment required, including
outsourcing of qualification tests as required. [TVAP05-­70A]
(A) Defines validation records that need to be created and kept.
[TVAP05-­80A]
6 Reviews project-­level system validation (A) Reviews validation plans for a system for its suitability for Records showing review and approval of validation plan.
plans. [TVAP06] the project. [TVAP06-­10A] [TVAP06-­E10]
(P) Collaborates with project stakeholders to improve validation
plans as necessary to ensure success. [TVAP06-­20P]
(A) Identifies required changes and monitors plan updates until
they have been appropriately implemented. [TVAP06-­30A]
7 Reviews validation results, diagnosing (A) Analyzes test execution and test results to confirm validity Fault log, Trouble Report, or similar test record.
complex faults found during validation of test and results collected. [TVAP07-­10A] [TVAP07-­E10]
activities. [TVAP07]
(A) Uses statistical or modeling techniques to demonstrate Record of corrective actions or fault resolution.
sufficient and necessary verification activities have taken place. [TVAP07-­E20]
[TVAP07-­20A]
(A) Identifies where results differ from those expected. Minutes of fault analysis meetings. [TVAP07-­E30]
[TVAP07-­30A]
(A) Analyzes complex faults in a logical manner to determine
corrective actions. [TVAP07-­40A]
(A) Identifies consequences of corrective actions (re-­planning,
re-­test etc.). [TVAP07-­50A]
(A) Monitors corrective actions to completion, ensuring
closure. [TVAP07-­60A]
(A) Reviews test evidence to ensure suitability for use in
proving compliance. [TVAP07-­70A]
8 Identifies a suitable validation (A) Defines requirements for system validation facilities. (e.g. System Validation test plans including schedules and
environment. [TVAP08] size of the area, furniture required, power requirements, the IT resources required. [TVAP08-­E10]
requirements, and the security of the facility). [TVAP08-­10A]

(Continued)

411
ID Indicators of Competence (in addition Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
to those at Supervised Practitioner level) contribution to activities performed, or professional
behaviors applied
(A) Defines requirements for external test facilities. Records showing equipment procurement specifications
[TVAP08-­20A] or requirements. [TVAP08-­E20]
(A) Defines the requirements for bespoke tools and equipment Records of external facilities or required certification
needed in support of validation, e.g. simulators and emulators. authority activities. [TVAP08-­E30]
[TVAP08-­30A]
(A) Determines resources and skills required. [TVAP08-­40A]
9 Creates detailed validation procedures. (A) Defines techniques for requirements validation, for example: Approved Validation scenarios. [TVAP09-­E10]
[TVAP09] requirements analysis, exploration of requirements adequacy and
completion, assessment of prototypes, stimulations, simulations,
models, scenarios, and mock-­ups. [TVAP09-­10A]
(A) Develops validation scenarios that are agreed with users in Approved Validation procedures. [TVAP09-­E20]
order to confirm needs have been met. [TVAP09-­20A]
(A) Analyzes validation test cases linking them to requirements. Validation test documentation or final report.
[TVAP09-­30A] [TVAP09-­E30]
(A) Creates clear, concise verification procedures detailing the Requirements acceptance/Validation matrix.
activities to be performed, pre-­requisites, the expected outcome [TVAP09-­E40]
and action in case of a failure. [TVAP09-­40A]
(A) Identifies pass/fail criteria for validation tests, maintaining
the link to the appropriate user requirement (while understanding
that the two need to be developed together). [TVAP09-­50A]
(A) Develops robustness tests in support of validation test cases
(e.g. covering doing things wrong, using the system in the
wrong way, doing nothing, doing too little, and doing too
much). [TVAP09-­60A]
10 Performs system validation activities. (P) Performs Validation testing activities, including appropriate Organizational structures. [TVAP10-­E10]
[TVAP10] reviews e.g. test readiness review. [TVAP10-­10P]
(A) Creates a validation test organization. [TVAP10-­20A] Test documentation, e.g. metrics. [TVAP10-­E20]
(A) Identifies passed and failed items and taken corrective
action to make the failed items conform to requirements.
[TVAP10-­30A]
(A) Prepares a procedure for identifying unambiguously the
inspection and test status of system components being validated
including provision for quarantine status. [TVAP10-­40A]
(A) Identifies and uses validation test tools. [TVAP10-­50A]

412
11 Prepares evidence obtained during (A) Identifies the precise evidence required in support of Minutes of customer acceptance reviews. [TVAP11-­E10]
validation testing to support certification external stakeholders (e.g. customer) acceptance.
and acceptance activities. [TVAP11] [TVAP11-­10A]
(A) Uses a systematic method for classifying the results of Validation test documentation or final report.
validation test reports. [TVAP11-­20A] [TVAP11-­E20]
(A) Prepares inputs to external stakeholder (e.g. customer) Requirements acceptance/Validation matrix.
acceptance reviews and associated planning activities. [TVAP11-­E30]
[TVAP11-­30A]
(A) Uses an appropriate validation test results classification Compliance matrix. [TVAP11-­E40]
method, for example: pass, mild deficiency, annoyance, and
catastrophic. [TVAP11-­40A]
Test reports. [TVAP11-­E50]
Data packages from other test activities (e.g. verification,
qualification and Certification). [TVAP11-­E60]
12 Monitors the traceability of validation (A) Monitors external stakeholder (e.g. customer) requirements Validation cross reference matrix. [TVAP12-­E10]
requirements and tests to system and validation test requirements in order to obtain forward-­and
requirements and vice versa. [TVAP12] backward-­traceability ensuring integrity is maintained.
[TVAP12-­10A]
13 Guides new or supervised practitioners in (P) Guides new or supervised practitioners in executing Organizational Breakdown Structure showing their
System Validation in order to develop activities that form part of this competency. [TVAP13-­10P] responsibility for technical supervision in this area.
their knowledge, abilities, skills, or [TVAP13-­E10]
associated behaviors. [TVAP13]
(A) Trains individuals to an “Awareness” level in this On-­the-­job training records. [TVAP13-­E20]
competency area. [TVAP13-­20A]
Coaching or mentoring assignment records. [TVAP13-­E30]
Records highlighting their impact on individual in terms
of improvement or professional development in this
competency. [TVAP13-­E40]
14 Maintains and enhances own competence (A) Identifies potential development needs in this area, Records of Continual Professional Development (CPD)
in this area through Continual Professional identifying opportunities to address these through continual performed and learning outcomes. [TVAP14-­E10]
Development (CPD) activities. [TVAP14] professional development activities. [TVAP14-­10A]
(A) Performs continual professional development activities to
maintain and enhance their competency in this area.
[TVAP14-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained. [TVAP14-­30A]

413
Lead Practitioner –­ Technical: Validation
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Practitioner level) contribution to activities performed, or professional
behaviors applied
1 Creates enterprise-­level policies, procedures, (A) Analyzes enterprise need for validation policies, Records showing their role in embedding system validation
guidance, and best practice for validation, processes, tools, or guidance. [TVAL01-­10A] into enterprise policies (e.g. guidance introduced at enterprise
including associated tools. [TVAL01] level and enterprise -­level review minutes). [TVAL01-­E10]
(A) Creates enterprise policies, procedures or guidance for Procedures they have written. [TVAL01-­E20]
validation activities. [TVAL01-­20A]
(A) Selects and acquires appropriate tools supporting Records of support for tool introduction. [TVAL01-­E30]
validation activities. [TVAL01-­30A]
2 Judges the tailoring of enterprise-­level (A) Evaluates enterprise process against the business and Documented tailored process. [TVAL02-­E10]
validation processes to meet the needs of a external stakeholder (e.g. customer) needs in order to tailor
project. [TVAL02] processes to enable project success. [TVAL02-­10A]
(P) Communicates constructive feedback on validation Validation process feedback. [TVAL02-­E20]
process. [TVAL02-­20P]
3 Judges the suitability of validation plans (A) Evaluates validation strategies from multiple project/ Validation strategies that proved successful. [TVAL03-­E10]
from multiple projects, on behalf of the programs for consistency, correctness and to ensure enterprise
enterprise. [TVAL03] risk is minimized. [TVAL03-­10A]
(A) Evaluates validation risks and proposes mitigation Risk mitigations performed. [TVAL03-­E20]
strategies to reduce project or enterprise risk. [TVAL03-­20A]
4 Advises on validation approaches on (A) Reviews validation plans for highly complex systems or Records showing review and approval of validation plans.
complex or challenging systems or projects, on behalf of the enterprise. [TVAL04-­10A] [TVAL04-­E10]
projects across the enterprise. [TVAL04]
(P) Challenges validation plans as necessary to ensure success,
liaising with stakeholders if required. [TVAL04-­20P]
(P) Collaborates with enterprise stakeholders to improve
validation plans as necessary to ensure success. [TVAL04-­30P]
(A) Authorizes validation plans for highly complex systems or
project on behalf of enterprise. [TVAL04-­40A]
5 Judges detailed validation procedures from (A) Reviews and comments on project/program validation Records of a review process in which they have been
multiple projects, on behalf of the procedures from across the organization. [TVAL05-­10A] involved. [TVAL05-­E10]
enterprise. [TVAL05]
(A) Judges the adequacy of validation procedures identifying Records of advice provided. [TVAL05-­E20]
required changes. [TVAL05-­20A]
Test Readiness Review (TRR) Documentation. [TVAL05-­E30]

414
6 Judges validation evidence generated from (A) Reviews and comments on validation evidence from Records of a review process in which they have been
multiple projects on behalf of the multiple projects on behalf of the enterprise. [TVAL06-­10A] involved. [TVAL06-­E10]
enterprise. [TVAL06]
(A) Advises stakeholders across the enterprise on Validation Records of advice provided. [TVAL06-­E20]
evidence, leading to changes being implemented.
[TVAL06-­20A]
7 Guides and actively coordinates validation (A) Describes typical approaches to complex validation Validation plans. [TVAL07-­E10]
activities on complex systems or projects activities. [TVAL07-­10A]
across the enterprise. [TVAL07]
(P) Guides and actively coordinates validation activities for Validation measures showing actual performance against
complex systems or projects. [TVAL07-­20P] plan. [TVAL07-­E20]
8 Coaches or mentors practitioners across (P) Coaches or mentors practitioners across the enterprise in Coaching or mentoring assignment records. [TVAL08-­E10]
the enterprise in systems validation in competency-­related techniques, recommending development
order to develop their knowledge, abilities, activities. [TVAL08-­10P]
skills, or associated behaviors. [TVAL08]
(A) Develops or authorizes enterprise training materials in this Records of formal training courses, workshops, seminars,
competency area. [TVAL08-­20A] and authored training material supported by successful
post-­training evaluation data. [TVAL08-­E20]
(A) Provides enterprise workshops/seminars or training in this Listing as an approved organizational trainer for this
competency area. [TVAL08-­30A] competency area. [TVAL08-­E30]
9 Promotes the introduction and use of novel (A) Analyzes different approaches across different domains Research records. [TVAL09-­E10]
techniques and ideas in Validation across through research. [TVAL09-­10A]
the enterprise, to improve enterprise
competence in this area. [TVAL09]
(A) Defines novel approaches that could potentially improve Published papers in refereed journals/company literature.
the SE discipline within the enterprise. [TVAL09-­20A] [TVAL09-­E20]
(P) Fosters awareness of these novel techniques within the Enabling systems introduced in support of new techniques
enterprise. [TVAL09-­30P] or ideas. [TVAL09-­E30]
(P) Collaborates with enterprise stakeholders to facilitate the Published papers (or similar) at enterprise level.
introduction of techniques new to the enterprise. [TVAL09-­40P] [TVAL09-­E40]
(A) Monitors new techniques after their introduction to Records of improvements made against a recognized
determine their effectiveness. [TVAL09-­50A] process improvement model in this area. [TVAL09-­E50]
(A) Adapts approach to reflect actual enterprise performance
improvements. [TVAL09-­60A]
(Continued)

415
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Practitioner level) contribution to activities performed, or professional
behaviors applied
10 Develops expertise in this competency (A) Identifies own needs for further professional development Records of Continual Professional Development (CPD)
area through specialist Continual in order to increase competence beyond practitioner level. performed and learning outcomes. [TVAL10-­E10]
Professional Development (CPD) [TVAL10-­10A]
activities. [TVAL10]
(A) Performs professional development activities in order to
move own competence toward expert level. [TVAL10-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained.
[TVAL10-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party-­generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by senior management in current organization as an expert in this competency area
b. Evidence of role as Product/System Design Authority or Technical Authority on a complex project with responsibilities in this area or where skills within
this competency area were used
c. Recognized as an authorizing signatory on behalf of enterprise for formal documentation in this competency area (e.g. policies, processes, and deliverables)
d. Formal commendation or award within own enterprise for contribution or item of work successfully performed, which required proficiency in this competency area
e. Customer, Supplier, or other external project-­specific key Stakeholder accolades for specific work performed in this competency area
f. Independently assessed or accredited work in this competency area (e.g. for independent publication or use)
g. Formal organizational HR records positively highlighting any specific professional competencies or behaviors identified (if applicable) plus any of the
evidence indicators listed at Expert level below

416
Expert –­ Technical: Validation
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Lead Practitioner level) contribution to activities performed, or professional
behaviors applied
1 Communicates own knowledge and (A) Produces papers, seminars, or presentations outside Published papers or books etc. on new technique in refereed
experience in Systems Engineering own enterprise for publication in order to share own journals/company literature. [TVAE01-­E10]
Validation in order to improve best practice ideas and improve industry best practices in this
beyond the enterprise boundary. [TVAE01] competence area. [TVAE01-­10A]
(P) Fosters incorporation of own ideas into industry best Published papers in refereed journals or internal literature
practices in this area. [TVAE01-­20P] proposing new practices in this competence area (or
presentations, tutorials, etc.). [TVAE01-­E20]
(P) Develops guidance materials identifying new (or Proposals adopted as industry best practice. [TVAE01-­E30]
updating existing) best practice in this competence area.
[TVAE01-­30P]
2 Advises organizations beyond the enterprise (P) Acts as independent reviewer within an enterprise Records of membership on oversight committee with relevant
boundary on the suitability of their approach review body, in order to approve such plans. terms of reference. [TVAE02-­E10]
to Systems Engineering validation. [TVAE02-­10P]
[TVAE02]
(A) Reviews and advises on Validation strategies that Review comments or revised document. [TVAE02-­E20]
has led to changes being implemented. [TVAE02-­20A]
3 Advises organizations beyond the enterprise (A) Advises external stakeholders (e.g. customers) on Records of advice provided on Validation issues.
boundary on their handling of complex or their Validation requirements and issues. [TVAE03-­E10]
sensitive Systems Engineering validation [TVAE03-­10A]
issues. [TVAE03]
(P) Conducts sensitive negotiations regarding validation Records from negotiations demonstrating awareness of
of a highly complex system making limited use of customer’s background and knowledge. [TVAE03-­E20]
specialized, technical terminology. [TVAE03-­20P]
(A) Uses a holistic approach to complex issue resolution Stakeholder approval of Validation plans or procedures.
including balanced, rational arguments on way forward. [TVAE03-­E30]
[TVAE03-­30A]
4 Advises organizations beyond the enterprise (A) Advises on external Validation plans. Records of membership on oversight committee with relevant
boundary on complex or sensitive validation-­ [TVAE04-­10A] terms of reference. [TVAE04-­E10]
related issues. [TVAE04]
(A) Advises on Validation strategies. [TVAE04-­20A] Review comments or revised document. [TVAE04-­E20]
(A) Advises external organizations on their Validation Records of advice provided on Validation issues.
requirements and issues. [TVAE04-­30A] [TVAE04-­E30]
(Continued)

417
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Lead Practitioner level) contribution to activities performed, or professional
behaviors applied
(P) Conducts sensitive negotiations regarding validation Records from negotiations demonstrating awareness of
of a highly complex system making limited use of customer’s background and knowledge. [TVAE04-­E40]
specialized, technical terminology. [TVAE04-­40P]
(A) Uses a holistic approach to complex issue resolution Stakeholder approval of transition plans or procedures.
including balanced, rational arguments on way forward. [TVAE04-­E50]
[TVAE04-­50A]
5 Champions the introduction of novel (A) Analyzes different approaches across different Records of activities promoting research and need to adopt
techniques and ideas in system validation, domains through research. [TVAE05-­10A] novel technique or ideas. [TVAE05-­E10]
beyond the enterprise boundary, in order to
develop the wider Systems Engineering
community in this competency. [TVAE05]
(A) Produces reports for the wider SE community on Records of improvements made to process and appraisal
the effectiveness of new techniques after their against a recognized process improvement model.
introduction. [TVAE05-­20A] [TVAE05-­E20]
(P) Collaborates with those introducing novel techniques Research records. [TVAE05-­E30]
within the wider SE community. [TVAE05-­30P]
(A) Defines novel approaches that could potentially Published papers in refereed journals/company literature.
improve the wider SE discipline. [TVAE05-­40A] [TVAE05-­E40]
(P) Fosters awareness of these novel techniques within Records showing introduction of enabling systems
the wider SE community. [TVAE05-­50P] supporting the new techniques or ideas. [TVAE05-­E50]
6 Coaches individuals beyond the enterprise (P) Coaches or mentors individuals beyond the Coaching or mentoring assignment records. [TVAE06-­E10]
boundary in Systems Validation, in order to enterprise boundary, in competency-­related techniques,
further develop their knowledge, abilities, recommending development activities. [TVAE06-­10P]
skills, or associated behaviors. [TVAE06]
(A) Develops or authorizes training materials in this Records of formal training courses, workshops, seminars,
competency area, which are subsequently successfully and authored training material supported by successful
delivered beyond the enterprise boundary. [TVAE06-­20A] post-­training evaluation data. [TVAE06-­E20]
(A) Provides workshops/seminars or training in this Records of Training/workshops/seminars created supported
competency area for practitioners or lead practitioners by successful post-­training evaluation data. [TVAE06-­E30]
beyond the enterprise boundary (e.g. conferences and
open training days). [TVAE06-­30A]

418
7 Maintains expertise in this competency area (A) Reviews research, new ideas, and state of the art to Records of documents reviewed and insights gained as part
through specialist Continual Professional identify relevant new areas requiring personal of own research into this competency area. [TVAE07-­E10]
Development (CPD) activities. [TVAE07] development in order to maintain expertise in this
competency area. [TVAE07-­10A]
(A) Performs identified specialist professional Records of Continual Professional Development (CPD)
development activities in order to maintain or further performed and learning outcomes. [TVAE07-­E20]
develop competence at expert level. [TVAE07-­20A]
(A) Records continual professional development
activities undertaken including learning or insights
gained. [TVAE07-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party-­generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by a reputable external organization as an expert in this competency area
b. Evidence of role as independent assessor or reviewer on project outside own organization where skills in this competency area were used
c. Evidence of invitation(s) from wider community for contribution of systems engineering expertise in this area (e.g. industry conference panel, government
advisory board etc. cross-­industry working groups, partnerships, accredited advanced university courses or research, or as part of professional institute)
d. Formal commendation beyond the enterprise (e.g. by INCOSE or other recognized authority) for work performed in this competency area
e. Independently assessed or accredited work product in this competency area (e.g. for independent publication or use)
f. Accolades of expertise in this area from recognized industry leaders

419
Competency area – Technical: Transition
Description
Transition is the integration of a verified system, product or service into its operational environment including the wider (“Super”) system of which it forms a part. Transition
is performed in accordance with stakeholder agreements and includes support activities and provision of relevant enabling systems (e.g. production and volume
manufacturing, site preparation, support and logistics systems, operator training). Transition is used at each level in the system structure.
Why it matters
Incorrectly transitioning the system into operation can lead to misuse, failure to perform, and customer or end-­user dissatisfaction. Failure to plan for transition to operation
may result in a system that is delayed into service or market with a consequential impact on the customer or business. Failure to satisfy the customer will impact future
business.
Possible contributory types of evidence
Any combination of the types of evidence may be acceptable (depending on how the Framework is tailored and used). The evidence items identified at each level indicate
example work products only. Contributions to work products will generally differ at each proficiency level.
Learning and development
The INCOSE Professional Development Portal provides example guidance on how to gain an initial awareness of a competency area and options for developing further
competence thereafter.

Awareness – Technical: Transition

ID Indicators of Competence Relevant knowledge sub-­indicators
1 Explains why there is a need to carry out (K) Explains the purpose of transition (i.e. to establish a capability for a system to provide services specified by
transition to operation. [TTRA01] stakeholder requirements in the operational environment). [TTRA01-­10K]
(K) Explains the relationship between transition, completion of development, production, and readiness for use.
[TTRA01-­20K]
(K) Explains the benefits of formally controlling transition activities. [TTRA01-­30K]
2 Explains key activities and work products (K) Explains the key activities that ensure the system is ready for installation, delivery and use. [TTRA02-­10K]
required for transition to operation. [TTRA02]
(K) Explains how maintenance procedures relate to transition and service. [TTRA02-­20K]
(K) Describes different ways users and maintainers may be trained. [TTRA02-­30K]
(K) Lists key work products associated with transition (e.g. guides, manuals, demonstrations, and instructions).
[TTRA02-­40K]
(K) Identifies requirements associated with packaging, storage, export control, and similar transitional areas. [TTRA02-­50K]

420
Supervised Practitioner –­Technical: Transition
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
those at Awareness level) personal contribution to activities performed,
or professional behaviors applied
1 Uses a governing process and appropriate (A) Uses governing process and tools to create transition enabling Transition plan. [TTRS01-­E10]
tools to plan and control their own products. [TTRS01-­10A]
Transition activities. [TTRS01]
(A) Uses governing process and tools to perform shipping and Transition enabling products. [TTRS01-­E20]
storage activities. [TTRS01-­20A]
(A) Uses governing process and tools to prepare sites where end products Packing and shipping records. [TTRS01-­E30]
will be stored, installed, used, maintained, or serviced. [TTRS01-­30A]
(A) Uses governing process and tools to ensure delivery of the Commissioning plans or records. [TTRS01-­E40]
system at the correct location and time. [TTRS01-­40A]
(A) Uses governing process and tools to perform system Maintainer training records. [TTRS01-­E50]
commissioning activities. [TTRS01-­50A]
(A) Uses governing process and tools in support of the End-­user training records. [TTRS01-­E60]
implementation of a service level agreement. [TTRS01-­60A]
(A) Uses governing process and tools to perform user or maintainer Utilization, support, or maintenance activity
training. [TTRS01-­70A] records. [TTRS01-­E70]
(A) Uses a governing process and appropriate tools to perform
utilization and support-­related activities. [TTRS01-­80A]
2 Performs transitioning of a system into (K) Describes a sequence of events, which characterize transition to Transition plan. [TTRS02-­E10]
production or operation in order to meet operation of a simple system. [TTRS02-­10K]
the requirements of a plan. [TTRS02]
(A) Performs tasks forming part of the plan for transitioning a Transition enabling products. [TTRS02-­E20]
system into operation or production. [TTRS02-­20A]
3 Describes the system’s contribution to the (K) Describes the system’s contribution to the wider system Transition execution records (packing & shipping,
wider system (super-­system) of which it (super-­system) of which it forms a part. [TTRS03-­10K] commissioning, training…). [TTRS03-­E10]
forms a part. [TTRS03]
(K) Describes what to supply for the transition of the system into the
next level up. [TTRS03-­20K]
(A) Performs tasks forming part of transitioning of a system into
operation within a wider (super) system. [TTRS03-­30A]
4 Develops own understanding of this (A) Identifies potential gaps in own knowledge or development Records of Continual Professional Development
competency area through Continual needs in this area, identifying opportunities to address these through (CPD) performed and learning outcomes.
Professional Development (CPD). [TTRS04] continual professional development activities. [TTRS04-­10A] [TTRS04-­E10]
(A) Performs continual professional development activities to improve
their knowledge and understanding in this area. [TTRS04-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained. [TTRS04-­30A]

421
Practitioner –­Technical: Transition
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
those at Supervised Practitioner level) personal contribution to activities performed, or
professional behaviors applied
1 Creates a strategy for transitioning a system, (A) Identifies project-­specific system transition needs that need System transition strategy work product.
which supports project and wider enterprise to be incorporated into SE planning. [TTRP01-­10A] [TTRP01-­E10]
needs. [TTRP01]
(A) Prepares project-­specific system transition inputs for SE
planning purposes, using appropriate processes and procedures.
[TTRP01-­20A]
(A) Prepares project-­specific system transition task estimates in
support of SE planning. [TTRP01-­30A]
(P) Liaises throughout with stakeholders to gain approval,
updating strategy as necessary. [TTRP01-­40P]
2 Creates a governing process, plan, and (K) Identifies the steps necessary to define a process and Transition plan or work product. [TTRP02-­E10]
associated tools for systems transition appropriate techniques to be adopted for system transition
activities that reflect project and business management. [TTRP02-­10K]
strategy. [TTRP02]
(K) Describes key elements of a successful system transition Certificates or proficiency evaluations in system
management process and how these activities relate to different transition management tools. [TTRP02-­E20]
stages of a system life cycle. [TTRP02-­20K]
(A) Uses system transition management tools or uses a SE system transition management tool guidance.
methodology. [TTRP02-­30A] [TTRP02-­E30]
(A) Uses appropriate standards and governing processes in their
system transition management planning, tailoring as appropriate.
[TTRP02-­40A]
(A) Selects system transition management methods for each
architectural interface. [TTRP02-­50A]
(A) Creates system transition management plans and processes
for use on a project. [TTRP02-­60A]
(P) Liaises with stakeholders throughout system transition to gain
approval, updating plans as necessary. [TTRP02-­70P]
3 Uses governing plans and processes to plan (A) Follows defined plans, processes, and associated tools to Transition plan or work product. [TTRP03-­E10]
and execute system transition activities, perform system transition on a project. [TTRP03-­10A]
interpreting, evolving, or seeking guidance
where appropriate. [TTRP03]

422
 (P) Guides and actively coordinates the interpretation of system Transition process or tool guidance. [TTRP03-­E20]
transition plans or processes in order to complete activities
system transition activities successfully. [TTRP03-­20P]
(A) Prepares system transition data in support of wider system
monitoring and control activities. [TTRP03-­30A]
(P) Recognizes situations where deviation from published plans
and processes or clarification from others is appropriate in order
to overcome complex system transition challenges.
[TTRP03-­40P]
(P) Recognizes situations where existing system transition
strategy, process, plan, or tools require formal change, liaising
with stakeholders to gain approval as necessary. [TTRP03-­50P]
4 Performs a system transition to production (A) Guides and actively coordinates activities that transition a Project/program Transition to Operation plans and
and operation taking into consideration its system from development into production or operation. readiness review meeting minutes. [TTRP04-­E10]
contribution to the wider (super) system. [TTRP04-­10A]
[TTRP04]
(A) Records transition activities. [TTRP04-­20A] Project/program activities and their contribution to
the success of the transition. [TTRP04-­E20]
(A) Analyzes anomalies and issues resolving them as necessary.
[TTRP04-­30A]
(A) Communicates anomalies or concerns found during
transition, which relate to the wider (super) system.
[TTRP04-­40A]
5 Communicates transition activities using user (K) Explains how the operator view of a system differs from the Manuals, guides etc. for user consumption.
terminology to ensure clear communications. developer view. [TTRP05-­10K] [TTRP05-­E10]
[TTRP05]
(A) Performs successful transition with a custom. [TTRP05-­20A] Project/program Transition plans, readiness review
meeting minutes, or records. [TTRP05-­E20]
(P) Communicates with the user using their own terminology.
[TTRP05-­30P]
6 Acts to ensure system transition addresses (A) Ensures system meets export control legislation. Export regulation analysis, authorization records or
export control and licensing obligations. [TTRP06-­10A] paperwork produced. [TTRP06-­E10]
[TTRP06]
(A) Ensures system meets 3rd-­party licensing obligations (e.g. License agreement records, or records of
software licensing export and usage restrictions). [TTRP06-­20A] agreements made. [TTRP06-­E20]
(Continued)

423
 ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
those at Supervised Practitioner level) personal contribution to activities performed, or
professional behaviors applied
7 Acts to ensure system transition activities (A) Performs a transition to operation activity. [TTRP07-­10A] Project/program Transition plans, readiness review
gain customer approval. [TTRP07] meeting minutes, or records. [TTRP07-­E10]
8 Guides new or supervised practitioners in (P) Guides new or supervised practitioners in executing activities Organizational Breakdown Structure showing their
System transition to operation in order to that form part of this competency. [TTRP08-­10P] responsibility for technical supervision in this area.
develop their knowledge, abilities, skills, or [TTRP08-­E10]
associated behaviors. [TTRP08]
(A) Trains individuals to an “Awareness” level in this competency On-­the-­job training records. [TTRP08-­E20]
area. [TTRP08-­20A]
Coaching or mentoring assignment records.
[TTRP08-­E30]
Records highlighting their impact on another
individual in terms of improvement or professional
development in this competency. [TTRP08-­E40]
9 Maintains and enhances own competence in (A) Identifies potential development needs in this area, Records of Continual Professional Development
this area through Continual Professional identifying opportunities to address these through continual (CPD) performed and learning outcomes.
Development (CPD) activities. [TTRP09] professional development activities. [TTRP09-­10A] [TTRP09-­E10]
(A) Performs continual professional development activities to
maintain and enhance their competency in this area.
[TTRP09-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained. [TTRP09-­30A]

424
Lead Practitioner – Technical: Transition
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Practitioner level) contribution to activities performed, or professional
behaviors applied
1 Creates enterprise-­level policies, procedures, (A) Analyzes enterprise need for transition policies, Records showing their role in embedding system transition
guidance, and best practice for system processes, tools, or guidance. [TTRL01-­10A] into enterprise policies (e.g. guidance introduced at enterprise
transition, including associated tools. [TTRL01] level, enterprise -­level review minutes). [TTRL01-­E10]
(A) Creates enterprise policies, procedures or guidance Procedures they have written. [TTRL01-­E20]
for transition activities. [TTRL01-­20A]
(A) Selects and acquires appropriate tools supporting Records of support for tool introduction. [TTRL01-­E30]
transition activities. [TTRL01-­30A]
2 Judges the tailoring of enterprise-­level (A) Evaluates the enterprise process against the business Documented tailored process. [TTRL02-­E10]
transition processes to meet the needs of a and external stakeholder (e.g. customer) needs in order to
project. [TTRL02] tailor processes to enable project success. [TTRL02-­10A]
(P) Communicates constructive feedback on transition Transition process feedback. [TTRL02-­E20]
process. [TTRL02-­20P]
3 Judges the adequacy of transition approaches (A) Reviews and comments on transition approaches or Records of a review process in which they have been
and procedures on complex or challenging procedures for complex or challenging systems. involved. [TTRL03-­E10]
systems or projects across the enterprise. [TTRL03-­10A]
[TTRL03]
(A) Judges the adequacy of transition procedures Records of advice provided. [TTRL03-­E20]
identifying required changes. [TTRL03-­20A]
4 Judges the suitability of transition plans to (A) Evaluates the attributes of a transition strategy in the Transition strategies that proved successful. [TTRL04-­E10]
ensure wider enterprise needs are addressed. context of the project/program /domain/business to
[TTRL04] ensure a successful outcome. [TTRL04-­10A]
(A) Evaluates transition risks and proposes mitigation Records of risk mitigation activities. [TTRL04-­E20]
strategies to reduce project or enterprise risk.
[TTRL04-­20A]
5 Persuades key stakeholders to address (A) Identifies and engages with key stakeholders. Minutes of meetings. [TTRL05-­E10]
identified enterprise-­level transition issues to [TTRL05-­10A]
reduce project and business risk. [TTRL05]
(P) Fosters agreement between key stakeholders at Minutes of key stakeholder review meetings and actions
enterprise level to resolve transition issues, by promoting taken. [TTRL05-­E20]
a holistic viewpoint. [TTRL05-­20P]
(P) Persuades key stakeholders to address identified Records indicating changed stakeholder thinking from
enterprise-­level transition issues. [TTRL05-­30P] personal intervention. [TTRL05-­E30]

425
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Practitioner level) contribution to activities performed, or professional
behaviors applied
6 Guides the transition of a complex system or (A) Describes critical considerations for transition of Transition Plan or other project/program engineering plans.
projects across the enterprise, into service. complex systems (e.g. thorough understanding of [TTRL06-­E10]
[TTRL06] operational environment, strong relationship with receiving
external stakeholder). [TTRL06-­10A]
(P) Guides and actively coordinates transition to Transition Completion Reports. [TTRL06-­E20]
operation for highly complex systems, e.g. adverse
conditions, highly political, multinational, very large
scale, replacing legacy systems, and technically complex.
[TTRL06-­20P]
System being used successfully by end users.
[TTRL06-­E30]
7 Coaches or mentors practitioners across the (P) Coaches or mentors practitioners across the Coaching or mentoring assignment records. [TTRL07-­E10]
enterprise in systems transition in order to enterprise in competency-­related techniques,
develop their knowledge, abilities, skills, or recommending development activities. [TTRL07-­10P]
associated behaviors. [TTRL07]
(A) Develops or authorizes enterprise training materials Records of formal training courses, workshops, seminars,
in this competency area. [TTRL07-­20A] and authored training material supported by successful
post-­training evaluation data. [TTRL07-­E20]
(A) Provides enterprise workshops/seminars or training Listing as an approved organizational trainer for this
in this competency area. [TTRL07-­30A] competency area. [TTRL07-­E30]
8 Promotes the introduction and use of novel (A) Analyzes different approaches across different Research records. [TTRL08-­E10]
techniques and ideas in transition management domains through research. [TTRL08-­10A]
across the enterprise, to improve enterprise
competence in this area. [TTRL08]
(A) Defines novel approaches that could potentially Published papers in refereed journals/company literature.
improve the SE discipline within the enterprise. [TTRL08-­E20]
[TTRL08-­20A]
(P) Fosters awareness of these novel techniques within Records showing introduction of enabling systems
the enterprise. [TTRL08-­30P] supporting the new techniques or ideas. [TTRL08-­E30]
(P) Collaborates with enterprise stakeholders to facilitate Published papers (or similar) at enterprise level.
the introduction of techniques new to the enterprise. [TTRL08-­E40]
[TTRL08-­40P]

426
 (A) Monitors new techniques after their introduction to Records of improvements made against a recognized
determine their effectiveness. [TTRL08-­50A] process improvement model in this area. [TTRL08-­E50]
(A) Adapts approach to reflect actual enterprise
performance improvements. [TTRL08-­60A]
9 Develops expertise in this competency area (A) Identifies own needs for further professional Records of Continual Professional Development (CPD)
through specialist Continual Professional development in order to increase competence beyond performed and learning outcomes. [TTRL09-­E10]
Development (CPD) activities. [TTRL09] practitioner level. [TTRL09-­10A]
(A) Performs professional development activities in
order to move own competence toward expert level.
[TTRL09-­20A]
(A) Records continual professional development
activities undertaken including learning or insights
gained. [TTRL09-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party-­generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by senior management in current organization as an expert in this competency area
b. Evidence of role as Product/System Design Authority or Technical Authority on a complex project with responsibilities in this area or where skills within
this competency area were used
c. Recognized as an authorizing signatory on behalf of enterprise for formal documentation in this competency area (e.g. policies, processes, and deliverables)
d. Formal commendation or award within own enterprise for contribution or item of work successfully performed, which required proficiency in this competency area
e. Customer, Supplier, or other external project-­specific key Stakeholder accolades for specific work performed in this competency area
f. Independently assessed or accredited work in this competency area (e.g. for independent publication or use)
g. Formal organizational HR records positively highlighting any specific professional competencies or behaviors identified (if applicable) plus any of the
evidence indicators listed at Expert level below

427
Expert –­Technical: Transition
ID Indicators of Competence (in addition to those at Relevant knowledge, experience, and/or Possible examples of objective evidence of personal
Lead Practitioner level) behaviors contribution to activities performed, or professional
behaviors applied
1 Communicates own knowledge and experience in (A) Produces papers, seminars, or presentations Published papers or books etc. on new technique in
Systems transition in order to improve best practice outside own enterprise for publication in order to refereed journals/company literature. [TTRE01-­E10]
beyond the enterprise boundary. [TTRE01] share own ideas and improve industry best
practices in this competence area. [TTRE01-­10A]
(P) Fosters incorporation of own ideas into industry Published papers in refereed journals or internal literature
best practices in this area. [TTRE01-­20P] proposing new practices in this competence area (or
presentations, tutorials, etc.). [TTRE01-­E20]
(P) Develops guidance materials identifying new Own proposals adopted as industry best practices in this
(or updating existing) best practice in this competence area. [TTRE01-­E30]
competence area. [TTRE01-­30P]
2 Advises organizations beyond the enterprise (A) Advises on external transition plans. Records of membership on oversight committee with
boundary on the suitability of their approach to [TTRE02-­10A] relevant terms of reference. [TTRE02-­E10]
Systems Engineering Transition activities. [TTRE02]
(A) Advises on transition strategies. Review comments or revised document. [TTRE02-­E20]
[TTRE02-­20A]
3 Advises organizations beyond the enterprise (A) Advises external stakeholders on their Records of advice provided on transition issues.
boundary on the handling of complex or sensitive transition requirements and issues. [TTRE03-­10A] [TTRE03-­E10]
Systems transition issues. [TTRE03]
(P) Conducts sensitive negotiations regarding Records from negotiations demonstrating awareness of
transition of a highly complex system making customer’s background and knowledge. [TTRE03-­E20]
limited use of specialized, technical terminology.
[TTRE03-­20P]
(A) Uses a holistic approach to complex issue Stakeholder approval of transition plans or procedures.
resolution including balanced, rational arguments [TTRE03-­E30]
on way forward. [TTRE03-­30A]
4 Champions the introduction of novel techniques (A) Analyzes different approaches across different Records of activities promoting research and need to adopt
and ideas in system transition, beyond the domains through research. [TTRE04-­10A] novel technique or ideas. [TTRE04-­E10]
enterprise boundary, in order to develop the wider
Systems Engineering community in this
competency. [TTRE04]
(A) Produces reports for the wider SE community Records of improvements made to process and appraisal
on the effectiveness of new techniques after their against a recognized process improvement model.
introduction. [TTRE04-­20A] [TTRE04-­E20]

428
 (P) Collaborates with those introducing novel Research records. [TTRE04-­E30]
techniques within the wider SE community.
[TTRE04-­30P]
(A) Defines novel approaches that could potentially Published papers in refereed journals/company literature.
improve the wider SE discipline. [TTRE04-­40A] [TTRE04-­E40]
(P) Fosters awareness of these novel techniques Records showing introduction of enabling systems
within the wider SE community. [TTRE04-­50P] supporting the new techniques or ideas. [TTRE04-­E50]
5 Coaches individuals beyond the enterprise (P) Coaches or mentors individuals beyond the Coaching or mentoring assignment records. [TTRE05-­E10]
boundary in Systems Transition, in order to further enterprise boundary, in competency-­related
develop their knowledge, abilities, skills, or techniques, recommending development activities.
associated behaviors. [TTRE05] [TTRE05-­10P]
(A) Develops or authorizes training materials in Records of formal training courses, workshops, seminars,
this competency area, which are subsequently and authored training material supported by successful
successfully delivered beyond the enterprise post-­training evaluation data. [TTRE05-­E20]
boundary. [TTRE05-­20A]
(A) Provides workshops/seminars or training in this Records of Training/workshops/seminars created supported
competency area for practitioners or lead by successful post-­training evaluation data. [TTRE05-­E30]
practitioners beyond the enterprise boundary (e.g.
conferences and open training days). [TTRE05-­30A]
6 Maintains expertise in this competency area (A) Reviews research, new ideas, and state of the Records of documents reviewed and insights gained as part
through specialist Continual Professional art to identify relevant new areas requiring personal of own research into this competency area. [TTRE06-­E10]
Development (CPD) activities. [TTRE06] development in order to maintain expertise in this
competency area. [TTRE06-­10A]
(A) Performs identified specialist professional Records of Continual Professional Development (CPD)
development activities in order to maintain or further performed and learning outcomes. [TTRE06-­E20]
develop competence at expert level. [TTRE06-­20A]
(A) Records continual professional development
activities undertaken including learning or insights
gained. [TTRE06-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party-­generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by a reputable external organization as an expert in this competency area
b. Evidence of role as independent assessor or reviewer on project outside own organization where skills in this competency area were used
c. Evidence of invitation(s) from wider community for contribution of systems engineering expertise in this area (e.g. industry conference panel, government
advisory board etc. cross-­industry working groups, partnerships, accredited advanced university courses or research, or as part of professional institute)
d. Formal commendation beyond the enterprise (e.g. by INCOSE or other recognized authority) for work performed in this competency area
e. Independently assessed or accredited work product in this competency area (e.g. for independent publication or use)
f. Accolades of expertise in this area from recognized industry leaders

429
Competency area – Technical: Utilization and Support
Description
Utilization is the stage of development when a system, product, or service is used (operated) in its intended environment to deliver its intended capabilities. The support stage
of a system life cycle encompasses the activities required to sustain operation of the system, product or service over time, such as maintaining the system to continue or extend
its operational life, address performance issues, evolving needs, obsolescence and technology upgrades, and changes. Support entails monitoring system performance,
addressing system failures and performance issues and updating the system to accommodate evolving needs and technology.
Why it matters
The Utilization and support stages of a system, product or service typically account for the largest portion of the total life cycle cost. Proactive and systematic responses to
operational issues contribute significantly to user satisfaction and operational cost management.
Possible contributory types of evidence
Any combination of the types of evidence may be acceptable (depending on how the Framework is tailored and used). The evidence items identified at each level indicate
example work products only. Contributions to work products will generally differ at each proficiency level.
Learning and development
The INCOSE Professional Development Portal provides example guidance on how to gain an initial awareness of a competency area and options for developing further
competence thereafter.

Awareness – Technical: Utilization and Support

ID Indicators of Competence Relevant knowledge sub-­indicators
1 Explains why a system needs to be supported during (K) Explains why no system is flawless, and that it will inevitably require some repair or upgrading.
operation. [TUSA01] [TUSA01-­10K]
(K) Explains how, as end users operate the system, unanticipated system behaviors or performance issues may occur
that require addressing. [TUSA01-­20K]
2 Describes the difference between preventive and (K) Describes key interfaces and links between utilization and support and stakeholders in the wider enterprise
corrective maintenance. [TUSA02] outside engineering (e.g. infrastructure management, human resource management, quality management,
knowledge management, portfolio management, and life cycle model management). [TUSA02-­10K]
(K) Describes the pre-­emptive nature of “Preventive maintenance.” [TUSA02-­20K]
3 Explains why it is necessary to address failures, (K) Explains how common or repeated failures may indicated a need for a system design change. [TUSA03-­10K]
parts obsolescence, and evolving user requirements
during system operation. [TUSA03]
(K) Explains how unavailability of parts (particularly COTS elements) affects system repairs and how this may be
addressed. [TUSA03-­20K]
(K) Explains how changing user environments and use needs can render a system ineffective or possibly useless if
not addressed. [TUSA03-­30K]
4 Lists the different levels of repair capability and (K) Describes different levels of repair (such as on-­site (at the system location), Intermediate or depot locations, and
describes the characteristics of each. [TUSA04] original equipment manufacturer (OEM) and the key characteristics of each. [TUSA04-­10K]

430
5 Explains the impact of operations and support on (K) Explains how affordability (e.g. cost-­effectiveness and life cycle cost) considerations can affect the design or
specialty engineering areas. [TUSA05] implementation of system utilization and support. [TUSA05-­10K]
(K) Explains how cybersecurity considerations can affect the design or implementation of system utilization and
support. [TUSA05-­20K]
(K) Explains how environmental considerations can affect the design or implementation of system utilization and
support. [TUSA05-­30K]
(K) Explains how interoperability considerations can affect the design or implementation of system utilization and
support. [TUSA05-­40K]
(K) Explains how reliability, availability, and maintainability considerations can affect the design or implementation
of system utilization and support. [TUSA05-­50K]

431
Supervised Practitioner –­Technical: Utilization and Support
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
those at Awareness level) personal contribution to activities performed, or
professional behaviors applied
1 Uses a governing process and appropriate (K) Explains the primary elements of system support (monitoring Operational support plan. [TUSS01-­E10]
tools to plan and control their own performance, addressing failures, identifying, and enabling proper
operations and support activities. [TUSS01] maintenance, proactively managing design changes…).
[TUSS01-­10K]
(A) Identifies key elements of an operational support plan (e.g. Maintenance plans or other support-­enabling
maintenance planning, supply support, storage and transportation, products. [TUSS01-­E20]
support equipment, training, system performance monitoring…).
[TUSS01-­20A]
(A) Uses governing process and tools to create operations and Records from In-­Service Review (ISR) or support or
support. [TUSS01-­30A] maintenance activities. [TUSS01-­E30]
(A) Uses governing process and tools to perform operations and
support activities enabling products. [TUSS01-­40A]
(A) Uses a governing process and appropriate tools to utilization
and support-­related activities. [TUSS01-­50A]
2 Identifies operational data in order to assess (K) Describes how the capture of meaningful performance data, may Operational performance data collection plans.
system performance. [TUSS02] involve challenges and how they may be resolved. [TUSS02-­10K] [TUSS02-­E10]
(A) Records operational data in order to support assessment of Operational performance data. [TUSS02-­E20]
system performance. [TUSS02-­20A]
3 Reviews system failures or performance (A) Identifies performance data indicating a need to consider a System failure reporting data and analysis reports.
issues, proposing design changes to rectify design change. [TUSS03-­10A] [TUSS03-­E10]
such failures. [TUSS03]
(A) Reviews operational data in order to assess system Change proposal documentation (e.g. Engineering
performance. [TUSS03-­20A] Change Proposal (ECP), or similar). [TUSS03-­E20]
(A) Reviews system failures to identify potential design
enhancements. [TUSS03-­30A]
(A) Prepares inputs to change proposals to address improvements
following review of a system failure. [TUSS03-­40A]
4 Performs rectification of system failures or (A) Identifies potential causes of system failure or performance Failure review reports or records of performance (or
performance issues. [TUSS04] issues. [TUSS04-­10A] similar) review meetings. [TUSS04-­E10]
(A) Prepares input to design changes to rectify such failures. Failure root cause analysis documentation.
[TUSS04-­20A] [TUSS04-­E20]
(A) Reviews proposed design changes to ensure that they fully Detailed change proposal analysis. [TUSS04-­E30]
rectify identified failures, without side-­effects. [TUSS04-­30A]

432
5 Reviews the feasibility and impact of (A) Reviews evolving user need, including activities assessing the Change proposal documentation (e.g. ECP or
evolving user need on operations, feasibility of updates in response to the changed need. similar). [TUSS05-­E10]
maintenance, and support. [TUSS05] [TUSS05-­10A]
(A) Reviews evolving user need, including activities assessing the Detailed change proposal analysis. [TUSS05-­E20]
impact on operations, support or maintenance of changing user
need. [TUSS05-­20A]
(A) Prepares inputs to change proposals to document evolving
user need. [TUSS05-­30A]
6 Prepares inputs to concept studies to (K) Describes factors to be considered when assessing the potential Detailed change proposal analysis. [TUSS06-­E10]
document the impact or feasibility of new technology change (e.g. cost, complexity, impact to the rest of the
technologies or possible system updates. system & verified system requirements, impact to system support
[TUSS06] elements, timeline required to implement…). [TUSS06-­10K]
(A) Reviews new technology to benefit a system (e.g. new battery Return on Investment report. [TUSS06-­E20]
technology, larger data storage capacity for same size/weight/
power/cost, and quieter or less heat-­producing system element).
[TUSS06-­20A]
(A) Reviews new technology for its impact on system operation,
maintenance, and support. [TUSS06-­30A]
7 Prepares inputs to obsolescence studies to (K) Describes the concept of Line Replaceable Unit (LRU). Obsolescence studies. [TUSS07-­E10]
identify obsolescent components and [TUSS07-­10K]
suitable replacements. [TUSS07]
(A) Performs research to determine potential for obsolescence of
parts. [TUSS07-­20A]
(A) Identifies obsolescence replacements (e.g. identify key
component requirements, research other sources, assess suitability
against requirements, and solicit peer-­review to ensure all relevant
factors have been considered). [TUSS07-­30A]
(A) Identifies impact of obsolescence on system utilization and
support activities. [TUSS07-­40A]
8 Prepares updates to technical data (e.g. (K) Describes options for technical data review (e.g. allowing user Documentation from technical data review
procedures, guidelines, checklists, and feedback, formal review meetings with subject matter experts, and (e.g. configuration audit, training review…).
training materials) to ensure operations and informal or formal audits). [TUSS08-­10K] [TUSS08-­E10]
maintenance activities and data are current.
[TUSS08]
(K) Explains why it is important to have formal and rigorous Technical data package, showing management of
configuration control of technical data for operational systems changes. [TUSS08-­E20]
throughout the life cycle. [TUSS08-­20K]
(Continued)

433
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
those at Awareness level) personal contribution to activities performed, or
professional behaviors applied
(A) Identifies required updates to technical data work products
(e.g. procedures, guidelines, checklists, training, and maintenance
materials) to ensure they are current. [TUSS08-­30A]
(A) Prepares updates to technical data work products to reflect
changes identifies to maintain their currency. [TUSS08-­40A]
9 Identifies potential changes to system (A) Identifies potential changes to system operational System in-­service operational analysis.
operational environment or external environment or external interfaces. [TUSS09-­10A] [TUSS09-­E10]
interfaces. [TUSS09]
10 Develops own understanding of this (A) Identifies potential gaps in own knowledge or development Records of Continual Professional Development
competency area through Continual needs in this area, identifying opportunities to address these through (CPD) performed and learning outcomes.
Professional Development (CPD). [TUSS10] continual professional development activities. [TUSS10-­10A] [TUSS10-­E10]
(A) Performs continual professional development activities to improve
their knowledge and understanding in this area. [TUSS10-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained. [TUSS10-­30A]

434
Practitioner –­Technical: Utilization and Support
ID Indicators of Competence (in addition to those Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
at Supervised Practitioner level) personal contribution to activities performed, or
professional behaviors applied
1 Creates a strategy for system utilization and (A) Identifies project-­specific system utilization and support Operational support plan. [TUSP01-­E10]
support, which reflects wider project and business needs that need to be incorporated into SE planning.
strategies. [TUSP01] [TUSP01-­10A]
(A) Prepares project-­specific system utilization and support Maintenance plans or other support-­enabling
task estimates in support of SE planning. [TUSP01-­20A] products. [TUSP01-­E20]
(A) Prepares project-­specific system utilization and support
inputs for SE planning purposes, using appropriate processes
and procedures. [TUSP01-­30A]
(P) Liaises throughout with stakeholders to gain approval,
updating strategy as necessary. [TUSP01-­40P]
2 Creates a governing process, plan, and associated (K) Identifies the steps necessary to define a process and Operational support plan. [TUSP02-­E10]
tools for system utilization and support, which appropriate techniques to be adopted for the operations and
reflect wider project and business plans. [TUSP02] support of system elements. [TUSP02-­10K]
(K) Describes key elements of a successful systems Maintenance plans or other support-­enabling
operations and support process and how these activities products. [TUSP02-­E20]
relate to different stages of a system life cycle.
[TUSP02-­20K]
(A) Uses system operations and support tools or uses a Inputs to planning documents (e.g. Systems
methodology. [TUSP02-­30A] Engineering Management Plan (SEMP)), other
project/program plan, or organizational process.
[TUSP02-­E30]
(A) Uses appropriate standards and governing processes in
their system operations and support planning, tailoring as
appropriate. [TUSP02-­40A]
(A) Selects system operations and support method for each
system element. [TUSP02-­50A]
(A) Creates system operations and support plans and
processes for use on a project. [TUSP02-­60A]
(P) Liaises with stakeholders throughout development of the
plan, to gain approval, updating as necessary. [TUSP02-­70P]
(Continued)

435
ID Indicators of Competence (in addition to those Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
at Supervised Practitioner level) personal contribution to activities performed, or
professional behaviors applied
3 Uses governing plans and processes for System (A) Follows defined plans, processes and associated tools to System Operations and Maintenance plans or work
Utilization and support, interpreting, evolving, or perform system operations and maintenance on a project. products they have interpreted or challenged to
seeking guidance where appropriate. [TUSP03] [TUSP03-­10A] address project issues. [TUSP03-­E10]
(P) Guides and actively coordinates the interpretation of System Operations and Maintenance process or
system Operations and Maintenance plans or processes in tool guidance. [TUSP03-­E20]
order to complete activities system operations and
Maintenance activities successfully. [TUSP03-­20P]
(A) Prepares Operations and Maintenance data and reports
in support of wider system measurement, monitoring, and
control. [TUSP03-­30A]
(P) Recognizes situations where deviation from published
plans and processes or clarification from others is
appropriate in order to overcome complex system Operations
and Maintenance challenges. [TUSP03-­40P]
(P) Recognizes situations where existing system operations
and maintenance strategy, process, plan or tools require
formal change, liaising with stakeholders to gain approval as
necessary. [TUSP03-­50P]
4 Guides and actively coordinates in-­service support (A) Defines critical capabilities of an in-­service support System support SOPs. [TUSP04-­E10]
activities for a system. [TUSP04] activity (e.g. help desk, tiered support, response teams,
supply management…). [TUSP04-­10A]
(P) Guides and actively coordinates in-­service support Organizational Breakdown Structure.
activities. [TUSP04-­20P] [TUSP04-­E20]
5 Identifies data to be collected in order to assess (A) Identifies relevant measurable performance data. Data collection plans. [TUSP05-­E10]
system operational performance. [TUSP05] [TUSP05-­10A]
(A) Identifies methods by which performance data can be Knowledge of data collection tools or systems.
collected. [TUSP05-­20A] [TUSP05-­E20]
6 Reviews system failures or performance issues in (A) Analyzes performance data to identify issues. Data analysis reports. [TUSP06-­E10]
order to initiate design change proposals rectifying [TUSP06-­10A]
these failures. [TUSP06]
(A) Analyzes system failures to identify root cause and Root cause analyses of failures. [TUSP06-­E20]
recommend corrections. [TUSP06-­20A]
(A) Develops engineering change proposals to address Engineering Change Proposals. [TUSP06-­E30]
system performance issues. [TUSP06-­30A]

436
7 Identifies system elements approaching (K) Describes methods for identifying potential Obsolescence reports, Diminishing Manufacturing
obsolescence and conducts studies to identify obsolescence of system elements. [TUSP07-­10K] Sources and Material Shortages (DMSMS) reports.
suitable replacements. [TUSP07] [TUSP07-­E10]
(A) Uses system requirements to identify suitable
replacement elements. [TUSP07-­20A]
(A) Ensures disposal impact is considered as part of the
obsolescence activity. [TUSP07-­30A]
8 Maintains system elements and associated (A) Ensures periodic checks are performed on system or Records of system activities performed in support
documentation following their replacement due to elements to identify potential obsolescence. [TUSP08-­10A] of obsolescence management. [TUSP08-­E10]
obsolescence. [TUSP08]
(A) Identifies all system or element changes required (e.g. to
components or to documentation) to implement updates
required as a result of potential obsolescence.
[TUSP08-­20A]
(A) Performs system or element update(s) to address
potential obsolescence. [TUSP08-­30A]
(A) Ensures all affected documentation is maintained to
reflect impact of changes made. [TUSP08-­40A]
9 Monitors the effectiveness of system support or (A) Identifies system performance monitoring tools to Sample data from system monitoring tools.
operations. [TUSP09] evaluate system operation (e.g. performance based logistic [TUSP09-­E10]
support). [TUSP09-­10A]
(A) Identifies advanced software maintenance capabilities Standard Operating Procedures defined for
(e.g. automatic software upgrades) to support system. executing software monitoring of systems.
[TUSP09-­20A] [TUSP09-­E20]
(A) Monitors system support or operations for their
effectiveness using specialist support tools. [TUSP09-­30A]
10 Reviews the timing of technology upgrade (A) Evaluates engineering change proposals to assess Change proposal review notes and results.
implementations in order to improve the cost-­ impacts and determine optimal approach. [TUSP10-­10A] [TUSP10-­E10]
benefit ratio of an upgraded design solution.
[TUSP10]
(A) Monitors overall system performance and advises on White paper or proposal documenting need for
appropriate time for major upgrades to address performance system upgrade. [TUSP10-­E20]
issues or significant requirement changes. [TUSP10-­20A]
(A) Evaluates wider impact of technology upgrade on
planned operations and maintenance activities.
[TUSP10-­30A]
(Continued)

437
ID Indicators of Competence (in addition to those Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
at Supervised Practitioner level) personal contribution to activities performed, or
professional behaviors applied
11 Reviews potential changes to the system (A) Identifies possible changes that could cause impacts to Engineering Change Proposals. [TUSP11-­E10]
operational environment or external interfaces. system operation (e.g. new operational requirement, new
[TUSP11] system threat, and change to external interface). [TUSP11-­10A]
(A) Identifies possible changes on system maintenance (e.g. Records of participation in user group meetings or
new maintenance requirement, new maintenance impact, and cross-­system IPTs. [TUSP11-­E20]
change to maintenance plan). [TUSP11-­20A]
(K) Describes methods for monitoring potential changes
(e.g. user group meetings, cross-­system integrated project
teams (IPTs)). [TUSP11-­30K]
12 Reviews technical support data (e.g. procedures, (A) Develops and executes plans for periodic in-­service In Service Review meeting documentation.
guidelines, checklists, training, and maintenance reviews. [TUSP12-­10A] [TUSP12-­E10]
materials) to ensure it is current. [TUSP12]
(A) Prepares information used for in service reviews (e.g. Updated training material, manuals, and checklists.
updates to training material, manuals, and checklists). [TUSP12-­E20]
[TUSP12-­20A]
13 Guides new or supervised practitioners in System (P) Guides new or supervised practitioners in executing Organizational Breakdown Structure showing their
operation, support, and maintenance, in order to activities that form part of this competency. [TUSP13-­10P] responsibility for technical supervision in this area.
develop their knowledge, abilities, skills, or [TUSP13-­E10]
associated behaviors. [TUSP13]
(A) Trains individuals to an “Awareness” level in this On-­the-­job training records. [TUSP13-­E20]
competency area. [TUSP13-­20A]
Coaching or mentoring assignment records.
[TUSP13-­E30]
Records highlighting their impact on another
individual in terms of improvement or professional
development in this competency. [TUSP13-­E40]
14 Maintains and enhances own competence in this (A) Identifies potential development needs in this area, Records of Continual Professional Development
area through Continual Professional Development identifying opportunities to address these through continual (CPD) performed and learning outcomes.
(CPD) activities. [TUSP14] professional development activities. [TUSP14-­10A] [TUSP14-­E10]
(A) Performs continual professional development activities
to maintain and enhance their competency in this area.
[TUSP14-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained. [TUSP14-­30A]

438
Lead Practitioner – Technical: Utilization and Support
ID Indicators of Competence (in addition to those at Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
Practitioner level) personal contribution to activities performed,
or professional behaviors applied
1 Creates enterprise-­level policies, procedures, (A) Analyzes enterprise need for utilization and support Records showing their role in embedding system
guidance, and best practice for utilization and policies, processes, tools, or guidance. [TUSL01-­10A] utilization and support into enterprise policies (e.g.
support, including associated tools. [TUSL01] guidance introduced at enterprise level and
enterprise -­level review minutes). [TUSL01-­E10]
(A) Produces enterprise-­level policies, procedures, or Procedures they have written. [TUSL01-­E20]
guidance on utilization and support. [TUSL01-­20A]
(A) Selects and acquires appropriate tools supporting Records of support for tool introduction.
utilization and support. [TUSL01-­30A] [TUSL01-­E30]
2 Judges the tailoring of enterprise-­level utilization (A) Evaluates the enterprise operations and support Documented tailored process. [TUSL02-­E10]
and support processes to meet the needs of a processes against the business and external stakeholder (e.g.
project. [TUSL02] customer) needs in order to tailor processes to enable project
success. [TUSL02-­10A]
(P) Communicates constructive feedback on utilization and Utilization and support process feedback.
support processes. [TUSL02-­20P] [TUSL02-­E20]
3 Advises across the enterprise on the application of (A) Identifies opportunities to implement improvements to Knowledge of or sample data from system
advanced practices to improve the effectiveness of performance monitoring approaches used across the monitoring tools. [TUSL03-­E10]
project-­level system support or operations. [TUSL03] enterprise. [TUSL03-­10A]
(A) Identifies opportunities to implement new or advanced Standard Operating Procedures defined for
software maintenance capabilities (e.g. automatic software executing software upgrades. [TUSL03-­E20]
upgrades) to improve support system effectiveness.
[TUSL03-­20A]
(P) Persuades key stakeholders across the enterprise to adopt Records indicating changed stakeholder thinking
new practices in operations and support. [TUSL03-­30P] from personal intervention. [TUSL03-­E30]
4 Advises across the enterprise on technology upgrade (A) Evaluates engineering change proposals across the Change or implementation assessment/review
implementations in order to improve the cost-­benefit enterprise to assess impact and determine optimal approach. notes. [TUSL04-­E10]
ratio of an upgraded design solution. [TUSL04] [TUSL04-­10A]
(A) Advises across the enterprise on appropriate White paper or proposals documenting strategies
implementation strategies to address performance issues or for system upgrade from enterprise perspective.
significant requirement changes. [TUSL04-­20A] [TUSL04-­E20]
(A) Evaluates the wider impact of technology upgrade on
planned activities across the enterprise. [TUSL04-­30A]
(Continued)

439
ID Indicators of Competence (in addition to those at Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
Practitioner level) personal contribution to activities performed,
or professional behaviors applied
5 Persuades key stakeholders across the enterprise to (A) Identifies and engages with key stakeholders across the Minutes of meetings. [TUSL05-­E10]
address identified operation, maintenance, and enterprise. [TUSL05-­10A]
support issues to reduce project or wider enterprise
risk. [TUSL05]
(P) Fosters agreement between key stakeholders at enterprise Records indicating changed stakeholder thinking
level to resolve maintenance and support issues, by from personal intervention. [TUSL05-­E20]
promoting a holistic viewpoint. [TUSL05-­20P]
(P) Persuades key stakeholders to address identified
enterprise-­level utilization and support issues. [TUSL05-­30P]
6 Coaches or mentors practitioners across the (P) Coaches or mentors practitioners across the enterprise in Coaching or mentoring assignment records.
enterprise in systems utilization and support in competency-­related techniques, recommending development [TUSL06-­E10]
order to develop their knowledge, abilities, skills, activities. [TUSL06-­10P]
or associated behaviors. [TUSL06]
(A) Develops or authorizes enterprise training materials in Records of formal training courses, workshops,
this competency area. [TUSL06-­20A] seminars, and authored training material supported
by successful post-­training evaluation data.
[TUSL06-­E20]
(A) Provides enterprise workshops/seminars or training in Listing as an approved organizational trainer for
this competency area. [TUSL06-­30A] this competency area. [TUSL06-­E30]
7 Promotes the introduction and use of novel (A) Analyzes different approaches across different domains Research records. [TUSL07-­E10]
techniques and ideas in systems operations and through research. [TUSL07-­10A]
Support across the enterprise, to improve enterprise
competence in this area. [TUSL07]
(A) Defines novel approaches that could potentially improve Published papers in refereed journals/company
the SE discipline within the enterprise. [TUSL07-­20A] literature. [TUSL07-­E20]
(P) Fosters awareness of these novel techniques within the Enabling systems introduced in support of new
enterprise. [TUSL07-­30P] techniques or ideas. [TUSL07-­E30]
(P) Collaborates with enterprise stakeholders to facilitate the Published papers (or similar) at enterprise level.
introduction of techniques new to the enterprise. [TUSL07-­40P] [TUSL07-­E40]
(A) Monitors new techniques after their introduction to Records of improvements made against a
determine their effectiveness. [TUSL07-­50A] recognized process improvement model in this
area. [TUSL07-­E50]
(A) Adapts approach to reflect actual enterprise performance
improvements. [TUSL07-­60A]

440
8 Develops expertise in this competency area (A) Identifies own needs for further professional Records of Continual Professional Development
through specialist Continual Professional development in order to increase competence beyond (CPD) performed and learning outcomes.
Development (CPD) activities. [TUSL08] practitioner level. [TUSL08-­10A] [TUSL08-­E10]
(A) Performs professional development activities in order to
move own competence toward expert level. [TUSL08-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained. [TUSL08-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party-­generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by senior management in current organization as an expert in this competency area
b. Evidence of role as Product/System Design Authority or Technical Authority on a complex project with responsibilities in this area or where skills within
this competency area were used
c. Recognized as an authorizing signatory on behalf of enterprise for formal documentation in this competency area (e.g. policies, processes, and deliverables)
d. Formal commendation or award within own enterprise for contribution or item of work successfully performed, which required proficiency in this competency area
e. Customer, Supplier, or other external project-­specific key Stakeholder accolades for specific work performed in this competency area
f. Independently assessed or accredited work in this competency area (e.g. for independent publication or use)
g. Formal organizational HR records positively highlighting any specific professional competencies or behaviors identified (if applicable) plus any of the
evidence indicators listed at Expert level below

441
Expert –­Technical: Utilization and Support
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Lead Practitioner level) contribution to activities performed, or professional
behaviors applied
1 Communicates own knowledge and experience (A) Produces papers, seminars, or presentations outside Published papers or books etc. on new technique in
in systems utilization and support in order to own enterprise for publication in order to share own ideas refereed journals/company literature. [TUSE01-­E10]
improve best practice beyond the enterprise and improve industry best practices in this competence
boundary. [TUSE01] area. [TUSE01-­10A]
(P) Fosters incorporation of own ideas into industry best Published papers in refereed journals or internal
practices in this area. [TUSE01-­20P] literature proposing new practices in this competence
area (or presentations, tutorials, etc.). [TUSE01-­E20]
(P) Develops guidance materials identifying new (or Proposals adopted as industry best practice.
updating existing) best practice in this competence area. [TUSE01-­E30]
[TUSE01-­30P]
2 Advises organizations beyond the enterprise (P) Acts as independent reviewer within an enterprise Records of membership on oversight committee with
boundary on the suitability of their approach to review body, in order to approve operations and support relevant terms of reference. [TUSE02-­E10]
system utilization and support. [TUSE02] plans. [TUSE02-­10P]
(A) Reviews and advises on utilization and support strategies Review comments or revised document. [TUSE02-­E20]
that has led to changes being implemented. [TUSE02-­20A]
3 Advises organizations beyond the enterprise (A) Advises external stakeholders (e.g. customers) on Records of advice provided on utilization and support-­
boundary on the handling of complex or their operations and support requirements and issues. related issues. [TUSE03-­E10]
sensitive operations, maintenance, and [TUSE03-­10A]
support-­related issues. [TUSE03]
(P) Acts with sensitivity on highly complex system operations Records from negotiations demonstrating awareness of
or support issues making limited use of specialized, technical customer’s background and knowledge. [TUSE03-­E20]
terminology and taking account of external stakeholders’ (e.g.
customer’s) background and knowledge. [TUSE03-­20P]
(A) Uses a holistic approach to complex issue resolution Stakeholder approval of utilization and support plans or
including balanced, rational arguments on way forward. procedures. [TUSE03-­E30]
[TUSE03-­30A]
4 Champions the introduction of novel techniques (A) Analyzes different approaches across different Records of activities promoting research and need to
and ideas in systems utilization and support, domains through research. [TUSE04-­10A] adopt novel technique or ideas. [TUSE04-­E10]
beyond the enterprise boundary, in order to
develop the wider Systems Engineering
community in this competency. [TUSE04]
(A) Produces reports for the wider SE community on the Records of improvements made to process and appraisal
effectiveness of new techniques after their introduction. against a recognized process improvement model.
[TUSE04-­20A] [TUSE04-­E20]

442
 (P) Collaborates with those introducing novel techniques Research records. [TUSE04-­E30]
within the wider SE community. [TUSE04-­30P]
(A) Defines novel approaches that could potentially Published papers in refereed journals/company
improve the wider SE discipline. [TUSE04-­40A] literature. [TUSE04-­E40]
(P) Fosters awareness of these novel techniques within the Records showing introduction of enabling systems
wider SE community. [TUSE04-­50P] supporting the new techniques or ideas. [TUSE04-­E50]
5 Coaches individuals beyond the enterprise (P) Coaches or mentors individuals beyond the enterprise Coaching or mentoring assignment records.
boundary in System Utilization and support, in boundary, in competency-­related techniques, [TUSE05-­E10]
order to further develop their knowledge, recommending development activities. [TUSE05-­10P]
abilities, skills, or associated behaviors.
[TUSE05]
(A) Develops or authorizes training materials in this Records of formal training courses, workshops,
competency area, which are subsequently successfully seminars, and authored training material supported by
delivered beyond the enterprise boundary. [TUSE05-­20A] successful post-­training evaluation data. [TUSE05-­E20]
(A) Provides workshops/seminars or training in this Records of Training/workshops/seminars created
competency area for practitioners or lead practitioners supported by successful post-­training evaluation data.
beyond the enterprise boundary (e.g. conferences and [TUSE05-­E30]
open training days). [TUSE05-­30A]
6 Maintains expertise in this competency area (A) Reviews research, new ideas, and state of the art to Records of documents reviewed and insights gained as
through specialist Continual Professional identify relevant new areas requiring personal part of own research into this competency area.
Development (CPD) activities. [TUSE06] development in order to maintain expertise in this [TUSE06-­E10]
competency area. [TUSE06-­10A]
(A) Performs identified specialist professional Records of Continual Professional Development (CPD)
development activities in order to maintain or further performed and learning outcomes. [TUSE06-­E20]
develop competence at expert level. [TUSE06-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained.
[TUSE06-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party-­generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by a reputable external organization as an expert in this competency area
b. Evidence of role as independent assessor or reviewer on project outside own organization where skills in this competency area were used
c. Evidence of invitation(s) from wider community for contribution of systems engineering expertise in this area (e.g. industry conference panel, government
advisory board etc. cross-­industry working groups, partnerships, accredited advanced university courses or research, or as part of professional institute)
d. Formal commendation beyond the enterprise (e.g. by INCOSE or other recognized authority) for work performed in this competency area
e. Independently assessed or accredited work product in this competency area (e.g. for independent publication or use)
f. Accolades of expertise in this area from recognized industry leaders

443
Competency area – Technical: Retirement
Description
The retirement stage of a system is the final stage of a system life cycle, where the existence of a system or product is ended for a specific use, through appropriate and often
controlled handling or recycling. System engineering activities in this stage are primarily focus on ensuring that disposal requirements are addressed. They could also concern
preparing for the next generation of a system.
Why it matters
Retirement is an essential part of a system overall concept as experience has shown that failure to plan for retirement (e.g. disposal, recycling, and reuse) early can be both
costly and time-­consuming. Indeed, many countries have changed their laws to insist that the developer is now responsible for ensuring the proper end-­of-­life disposal of all
system components.
Possible contributory types of evidence
Any combination of the types of evidence may be acceptable (depending on how the Framework is tailored and used). The evidence items identified at each level indicate
example work products only. Contributions to work products will generally differ at each proficiency level.
Learning and development
The INCOSE Professional Development Portal provides example guidance on how to gain an initial awareness of a competency area and options for developing further
competence thereafter.

Awareness –­ Technical: Retirement

ID Indicators of Competence Relevant knowledge sub-­indicators
1 Explains why the needs of system retirement need to be (K) Explains the need for retirement requirements. [TREA01-­10K]
considered, even as part of the original system design concept.
[TREA01]
(K) Explains how, retirement needs may influence a system concept or design. [TREA01-­20K]
(K) Identifies key activities and considerations associated with retirement. [TREA01-­30K]
2 Identifies areas requiring special consideration when determining (K) Identifies typical areas which may have complex retirement needs in each of the different
retirement requirements across each of the life cycle stages. life cycle stages. [TREA02-­10K]
[TREA02]
3 Explains how evolving user requirements could affect retirement. (K) Explains how evolving user requirements could bring about design changes that could
[TREA03] impact retirement plans, e.g. addition of a hazardous material, or fielding the system to a new
operational area with different disposal requirements. [TREA03-­10K]

444
Supervised Practitioner – Technical: Retirement
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Awareness level) contribution to activities performed, or
professional behaviors applied
1 Uses a governing process and appropriate tools (K) Explains the primary elements of system retirement. Retirement support plan. [TRES01-­E10]
to plan and control their retirement activities. [TRES01-­10K]
[TRES01]
(A) Identifies key elements of a retirement plan. Detailed retirement processes. [TRES01-­E20]
[TRES01-­20A]
(A) Uses governing process and tools to create retirement Records of retirement activities. [TRES01-­E30]
work products. [TRES01-­30A]
(A) Uses governing process and tools to perform retirement
activities. [TRES01-­40A]
2 Identifies required retirement requirements or (A) Identifies required retirement requirements in order to Documented retirement requirements or needs.
design changes in order to address system assess system disposal needs. [TRES02-­10A] [TRES02-­E10]
retirement needs. [TRES02]
(A) Identifies potential item retirement issues, proposing Documentation of issue resolution. [TRES02-­E20]
design changes to mitigate or eliminate those issues.
[TRES02-­20A]
3 Reviews the feasibility and impact of evolving (A) Reviews evolving user need, including activities Records of changes to user need, including their
user need on system retirement. [TRES03] assessing the impact on retirement of changing user need. impact on current and future stages of the system life
[TRES03-­10A] cycle. [TRES03-­E10]
(A) Prepares inputs to change proposals to document Detailed change proposal analysis. [TRES03-­E20]
evolving user need. [TRES03-­20A]
4 Prepares updates to technical data (e.g. (K) Describes options for technical data review (e.g. Records from In-­Service Review (ISR), retirement
procedures, guidelines, checklists, and training) allowing user feedback, formal review meetings with reviews or audits. [TRES04-­E10]
to ensure retirement activities and data are subject matter experts, and informal or formal audits).
current. [TRES04] [TRES04-­10K]
(K) Explains why it is important to have formal and Technical data package, showing management of
rigorous configuration control of technical data for systems changes. [TRES04-­E20]
right up until retirement. [TRES04-­20K]
(A) Identifies required updates to retirement work products (e.g. Updated retirement support plan. [TRES04-­E30]
procedures, guidelines, checklists, training, and maintenance
materials) to ensure they are current. [TRES04-­30A]
(A) Prepares updates to technical data work products to
reflect changes identifies to maintain their currency.
[TRES04-­40A]
(Continued)

445
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Awareness level) contribution to activities performed, or
professional behaviors applied
5 Prepares inputs to obsolescence studies to (A) Performs research to determine impact on disposal of Detailed change proposal analysis. [TRES05-­E10]
identify impact on retirement of obsolescent obsolescent parts or their replacements. [TRES05-­10A]
components and their replacements. [TRES05]
(A) Identifies impact of obsolescence on system retirement Updated retirement support plan. [TRES05-­E20]
activities. [TRES05-­20A]
6 Identifies potential changes to system (A) Identifies potential changes to system retirement Environmental or retirement impact assessment
retirement environment or external interfaces as environment or external interfaces as a result of system records. [TRES06-­E10]
a result of system evolution or other technology evolution or other technology change. [TRES06-­10A]
change. [TRES06]
7 Identifies potential changes to system retirement (A) Identifies the impact on the retirement process of Environmental or retirement impact assessment
process or interfaces as a result of changes to changes to an existing system environment or interfaces. records. [TRES07-­E10]
interfacing systems or usage changes. [TRES07] [TRES07-­10A]
8 Develops own understanding of this (A) Identifies potential gaps in own knowledge or Records of Continual Professional Development
competency area through Continual development needs in this area, identifying opportunities to (CPD) performed and learning outcomes.
Professional Development (CPD). [TRES08] address these through continual professional development [TRES08-­E10]
activities. [TRES08-­10A]
(A) Performs continual professional development activities
to improve their knowledge and understanding in this area.
[TRES08-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained.
[TRES08-­30A]

446
Practitioner –­ Technical: Retirement
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Supervised Practitioner level) contribution to activities performed, or
professional behaviors applied
1 Creates a strategy for system retirement which (A) Identifies project-­specific system retirement needs that System retirement strategy work products.
reflects wider project and business strategies. need to be incorporated into SE planning. [TREP01-­10A] [TREP01-­E10]
[TREP01]
(A) Prepares project-­specific system retirement task System retirement strategy work products.
estimates in support of SE planning. [TREP01-­20A] [TREP01-­E20]
(A) Prepares project-­specific system retirement inputs for
SE planning purposes, using appropriate processes and
procedures. [TREP01-­30A]
(P) Liaises throughout with stakeholders to gain approval,
updating strategy as necessary. [TREP01-­40P]
2 Uses governing plans and processes for system (K) Identifies the steps necessary to define a process and System retirement work products. [TREP02-­E10]
retirement, interpreting, evolving, or seeking appropriate techniques to be adopted for the retirement of
guidance where appropriate. [TREP02] system elements. [TREP02-­10K]
(K) Describes key elements of a successful retirement Inputs to planning documents, systems engineering
process and how these activities relate to different stages of management plans, other project/program plan, or
a system life cycle. [TREP02-­20K] organizational processes. [TREP02-­E20]
(A) Uses system retirement tools or uses a methodology.
[TREP02-­30A]
(A) Uses appropriate standards and governing processes in
their system retirement planning, tailoring as appropriate.
[TREP02-­40A]
(A) Selects system retirement methods for each system
element. [TREP02-­50A]
(A) Creates system retirement plans and processes for use
on a project. [TREP02-­60A]
(P) Liaises with stakeholders throughout development of the
plan, to gain approval, updating as necessary. [TREP02-­70P]
3 Complies with governing plans and processes (A) Follows defined plans, processes, and associated tools System retirement plans or work products they have
for system retirement, interpreting, evolving, or to perform system retirement on a project. [TREP03-­10A] interpreted or challenged to address project issues.
seeking guidance where appropriate. [TREP03] [TREP03-­E10]
(Continued)

447
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Supervised Practitioner level) contribution to activities performed, or
professional behaviors applied
(P) Guides and actively coordinates the interpretation of System retirement process or tool guidance.
system retirement plans or processes in order to complete [TREP03-­E20]
activities system retirement activities successfully.
[TREP03-­20P]
(A) Prepares retirement data and reports in support of wider
system measurement, monitoring and control. [TREP03-­30A]
(P) Recognizes situations where deviation from published
plans and processes or clarification from others is
appropriate in order to overcome complex system
retirement challenges. [TREP03-­40P]
(P) Recognizes situations where existing system disposal
strategy, process, plan or tools require formal change,
liaising with stakeholders to gain approval as necessary.
[TREP03-­50P]
4 Guides and actively coordinates the retirement (A) Defines key considerations for system retirement (e.g. System Retirement Plan. [TREP04-­E10]
of a system at end-­of-­life. [TREP04] retirement or removal procedures, management of
hazardous materials, disposal or re-­use of system
components…). [TREP04-­10A]
(P) Guides and actively coordinates the retirement of a Systems retirement documentation. [TREP04-­E20]
system at end-­of life (e.g. disposal, removal activities).
[TREP04-­20P]
5 Determines the data to be collected in order to (A) Identifies relevant measurable retirement data. Data collection plans. [TREP05-­E10]
assess system retirement performance. [TREP05-­10A]
[TREP05]
(A) Identifies methods by which retirement data can be Knowledge of data collection tools or systems.
collected. [TREP05-­20A] [TREP05-­E20]
6 Monitors the implementation of changes to (A) Identifies possible changes that could cause impacts to Engineering Change Proposals. [TREP06-­E10]
system retirement environment or external system retirement (e.g. new retirement requirement, new
interfaces. [TREP06] retirement threat, change to external interface, and change
to retirement plan). [TREP06-­10A]
(A) Identifies possible changes on system retirement (e.g. Participation in user group meetings or cross-­system
new retirement requirement, new retirement impact, and IPTs. [TREP06-­E20]
change to retirement plan). [TREP06-­20A]

448
7 Reviews retirement technical support data (e.g. (A) Develops and executes plans for periodic retirement Retirement review meeting documentation.
procedures, guidelines, checklists, training, and reviews. [TREP07-­10A] [TREP07-­E10]
materials) to ensure it is current. [TREP07]
(A) Prepares information used for retirement reviews Updated training material, manuals, and checklists.
(e.g. updates to training material, manuals, and checklists). [TREP07-­E20]
[TREP07-­20A]
(A) Prepares information used for retirement reviews Updated retirement materials, manuals, and checklists.
(e.g. updates to procedures, materials, manuals, and [TREP07-­E30]
checklists). [TREP07-­30A]
8 Guides new or supervised practitioners in (P) Guides new or supervised practitioners in executing Organizational Breakdown Structure showing their
system retirement in order to develop their activities that form part of this competency. [TREP08-­10P] responsibility for technical supervision in this area.
knowledge, abilities, skills, or associated [TREP08-­E10]
behaviors. [TREP08]
(A) Trains individuals to an “Awareness” level in this On-­the-­job training records. [TREP08-­E20]
competency area. [TREP08-­20A]
Coaching or mentoring assignment records.
[TREP08-­E30]
Records highlighting their impact on another
individual in terms of improvement or professional
development in this competency. [TREP08-­E40]
9 Maintains and enhances own competence in (A) Identifies potential development needs in this area, Records of Continual Professional Development
this area through Continual Professional identifying opportunities to address these through continual (CPD) performed and learning outcomes.
Development (CPD) activities. [TREP09] professional development activities. [TREP09-­10A] [TREP09-­E10]
(A) Performs continual professional development activities
to maintain and enhance their competency in this area.
[TREP09-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained.
[TREP09-­30A]

449
Lead Practitioner –­Technical: Retirement
ID Indicators of Competence (in addition to those Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
at Practitioner level) contribution to activities performed, or professional
behaviors applied
1 Creates enterprise-­level policies, procedures, (A) Analyzes enterprise need for system retirement Records showing their role in embedding system retirement
guidance, and best practice for retirement, policies, processes, and tools. [TREL01-­10A] into enterprise policies (e.g. guidance introduced at enterprise
including associated tools. [TREL01] level and enterprise-­level review minutes). [TREL01-­E10]
(A) Produces enterprise-­level policies, procedures, Procedures they have written. [TREL01-­E20]
and guidance on system retirement. [TREL01-­20A]
(A) Identifies and acquires appropriate tools Records of support for tool introduction. [TREL01-­E30]
supporting system retirement. [TREL01-­30A]
2 Judges the tailoring of enterprise-­level (A) Evaluates the enterprise retirement process Documented tailored process. [TREL02-­E10]
retirement processes to meet the needs of a against the business and external stakeholders (e.g.
project. [TREL02] customer) needs in order to tailor processes to enable
project success. [TREL02-­10A]
(P) Communicates constructive feedback on Disposal/Retirement process feedback. [TREL02-­E20]
retirement process. [TREL02-­20P]
3 Advises across the enterprise on the application of (A) Identifies opportunities to implement Records from novel retirement tool evaluations.
advanced practices to improve the effectiveness of improvements to retirement used across the [TREL03-­E10]
project-­level retirement activities. [TREL03] enterprise. [TREL03-­10A]
(P) Persuades key stakeholders across the enterprise Records indicating changed stakeholder thinking from
to adopt new practices in retirement. [TREL03-­20P] personal intervention. [TREL03-­E20]
4 Persuades key stakeholders across the enterprise (A) Identifies and engages with key stakeholders. Minutes of meetings. [TREL04-­E10]
to address identified retirement issues to reduce [TREL04-­10A]
project and business risk. [TREL04]
(P) Fosters agreement between key stakeholders at Records indicating changed stakeholder thinking from
enterprise level to resolve disposal issues, by personal intervention. [TREL04-­E20]
promoting a holistic viewpoint. [TREL04-­20P]
(P) Persuades key stakeholders to address identified
enterprise-­level disposal issues. [TREL04-­30P]
5 Coaches or mentors practitioners across the (P) Coaches or mentors practitioners across the Coaching or mentoring assignment records. [TREL05-­E10]
enterprise in system retirement in order to enterprise in competency-­related techniques,
develop their knowledge, abilities, skills, or recommending development activities. [TREL05-­10P]
associated behaviors. [TREL05]
(A) Develops or authorizes enterprise training Records of formal training courses, workshops, seminars,
materials in this competency area. [TREL05-­20A] and authored training material supported by successful
post-­training evaluation data. [TREL05-­E20]

450
 (A) Provides enterprise workshops/seminars or Listing as an approved organizational trainer for this
training in this competency area. [TREL05-­30A] competency area. [TREL05-­E30]
6 Promotes the introduction and use of novel (A) Analyzes different approaches across different Research records. [TREL06-­E10]
techniques and ideas in system retirement across domains through research. [TREL06-­10A]
the enterprise, to improve enterprise competence
in this area. [TREL06]
(A) Defines novel approaches that could potentially Published papers in refereed journals/company literature.
improve the SE discipline within the enterprise. [TREL06-­E20]
[TREL06-­20A]
(P) Fosters awareness of these novel techniques Enabling systems introduced in support of new techniques
within the enterprise. [TREL06-­30P] or ideas. [TREL06-­E30]
(P) Collaborates with enterprise stakeholders to Published papers (or similar) at enterprise level.
facilitate the introduction of techniques new to the [TREL06-­E40]
enterprise. [TREL06-­40P]
(A) Monitors new techniques after their introduction Records of improvements made against a recognized
to determine their effectiveness. [TREL06-­50A] process improvement model in this area. [TREL06-­E50]
(A) Adapts approach to reflect actual enterprise
performance improvements. [TREL06-­60A]
7 Develops expertise in this competency area (A) Identifies own needs for further professional Records of Continual Professional Development (CPD)
through specialist Continual Professional development in order to increase competence beyond performed and learning outcomes. [TREL07-­E10]
Development (CPD) activities. [TREL07] practitioner level. [TREL07-­10A]
(A) Performs professional development activities in
order to move own competence toward expert level.
[TREL07-­20A]
(A) Records continual professional development
activities undertaken including learning or insights
gained. [TREL07-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party-­generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by senior management in current organization as an expert in this competency area
b. Evidence of role as Product/System Design Authority or Technical Authority on a complex project with responsibilities in this area or where skills within
this competency area were used
c. Recognized as an authorizing signatory on behalf of enterprise for formal documentation in this competency area (e.g. policies, processes, and deliverables)
d. Formal commendation or award within own enterprise for contribution or item of work successfully performed, which required proficiency in this competency area
e. Customer, Supplier, or other external project-­specific key Stakeholder accolades for specific work performed in this competency area
f. Independently assessed or accredited work in this competency area (e.g. for independent publication or use)
g. Formal organizational HR records positively highlighting any specific professional competencies or behaviors identified (if applicable) plus any of the
evidence indicators listed at Expert level below

451
Expert –­ Technical: Retirement
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Lead Practitioner level) contribution to activities performed, or professional
behaviors applied
1 Communicates own knowledge and (A) Produces papers, seminars, or presentations Published papers or books etc. on new technique in refereed
experience in System retirement, in order to outside own enterprise for publication in order to share journals/company literature. [TREE01-­E10]
improve best practice beyond the enterprise own ideas and improve industry best practices in this
boundary. [TREE01] competence area. [TREE01-­10A]
(P) Fosters incorporation of own ideas into industry Published papers in refereed journals or internal literature
best practices in this area. [TREE01-­20P] proposing new practices in this competence area (or
presentations, tutorials, etc.). [TREE01-­E20]
(P) Develops guidance materials identifying new (or Proposals adopted as industry best practice. [TREE01-­E30]
updating existing) best practice in this competence
area. [TREE01-­30P]
2 Advises organizations beyond the enterprise (P) Acts as independent reviewer within an enterprise Records of membership on oversight committee with relevant
boundary on the suitability of their approach review body, in order to approve disposal plans. terms of reference. [TREE02-­E10]
to system retirement. [TREE02] [TREE02-­10P]
(A) Reviews and advises on disposal strategies that has Review comments or revised document. [TREE02-­E20]
led to changes being implemented. [TREE02-­20A]
3 Advises organizations beyond the enterprise (A) Advises external stakeholders (e.g. customers) on Records of advice provided on retirement issues.
boundary on their handling of complex or their retirement requirements and issues. [TREE03-­E10]
sensitive retirement-­related issues. [TREE03] [TREE03-­10A]
(P) Acts with sensitivity on highly complex system Records from negotiations demonstrating awareness of
retirement issues making limited use of specialized, customer’s background and knowledge. [TREE03-­E20]
technical terminology and taking into account external
stakeholders’ (e.g. customer’s) background and
knowledge. [TREE03-­20P]
(A) Uses a holistic approach to complex retirement Stakeholder approval of retirement plans or procedures.
issue resolution including balanced, rational arguments [TREE03-­E30]
on way forward. [TREE03-­30A]
4 Champions the introduction of novel (A) Analyzes different approaches across different Records of activities promoting research and need to adopt
techniques and ideas in system retirement, domains through research. [TREE04-­10A] novel technique or ideas. [TREE04-­E10]
beyond the enterprise boundary, in order to
develop the wider Systems Engineering
community in this competency. [TREE04]
(A) Produces reports for the wider SE community on Records of improvements made to process and appraisal
the effectiveness of new techniques after their against a recognized process improvement model.
introduction. [TREE04-­20A] [TREE04-­E20]

452
 (P) Collaborates with those introducing novel techniques Research records. [TREE04-­E30]
within the wider SE community. [TREE04-­30P]
(A) Defines novel approaches that could potentially Published papers in refereed journals/company literature.
improve the wider SE discipline. [TREE04-­40A] [TREE04-­E40]
(P) Fosters awareness of these novel techniques within Records showing introduction of enabling systems supporting
the wider SE community. [TREE04-­50P] the new techniques or ideas. [TREE04-­E50]
5 Coaches individuals beyond the enterprise (P) Coaches or mentors individuals beyond the Coaching or mentoring assignment records. [TREE05-­E10]
boundary, in System retirement in order to enterprise boundary, in competency-­related techniques,
further develop their knowledge, abilities, recommending development activities. [TREE05-­10P]
skills, or associated behaviors. [TREE05]
(A) Develops or authorizes training materials in this Records of formal training courses, workshops, seminars, and
competency area, which are subsequently successfully authored training material supported by successful post-­
delivered beyond the enterprise boundary. training evaluation data. [TREE05-­E20]
[TREE05-­20A]
(A) Provides workshops/seminars or training in this Records of Training/workshops/seminars created supported by
competency area for practitioners or lead practitioners successful post-­training evaluation data. [TREE05-­E30]
beyond the enterprise boundary (e.g. conferences and
open training days). [TREE05-­30A]
6 Maintains expertise in this competency area (A) Reviews research, new ideas, and state of the art to Records of documents reviewed and insights gained as part of
through specialist Continual Professional identify relevant new areas requiring personal own research into this competency area. [TREE06-­E10]
Development (CPD) activities. [TREE06] development in order to maintain expertise in this
competency area. [TREE06-­10A]
(A) Performs identified specialist professional Records of Continual Professional Development (CPD)
development activities in order to maintain or further performed and learning outcomes. [TREE06-­E20]
develop competence at expert level. [TREE06-­20A]
(A) Records continual professional development
activities undertaken including learning or insights
gained. [TREE06-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party-­generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by a reputable external organization as an expert in this competency area
b. Evidence of role as independent assessor or reviewer on project outside own organization where skills in this competency area were used
c. Evidence of invitation(s) from wider community for contribution of systems engineering expertise in this area (e.g. industry conference panel, government
advisory board etc. cross-­industry working groups, partnerships, accredited advanced university courses or research, or as part of professional institute)
d. Formal commendation beyond the enterprise (e.g. by INCOSE or other recognized authority) for work performed in this competency area
e. Independently assessed or accredited work product in this competency area (e.g. for independent publication or use)
f. Accolades of expertise in this area from recognized industry leaders

453
Competency area – Management: Planning
Description
The purpose of planning is to produce, coordinate, and maintain effective and workable plans across multiple disciplines. Systems Engineering planning includes planning the
way the engineering of the system will be performed and managed, tailoring generic engineering processes to address specific project context, technical activities, and
identified risks. This includes estimating the effort, resources and timescales required to complete the project to the required quality level. Planning is performed in association
with the Project Manager. Plans and estimates may need updating to reflect changes or to overcome unexpected issues encountered during the development process.
Why it matters
It is important to identify the full scope and timing of all Systems Engineering activities and their associated resource needs and to link this with task effort and cost
estimation through controlled planning. Alignment between Systems Engineering planning and estimation is vital to ensure that assumptions made when developing a plan,
such as ways of working and process tailoring are taken into consideration. Failure to plan correctly will mean inadequate visibility of progress and is likely to cause ongoing
problems with time, budget and quality.
Possible contributory types of evidence
Any combination of the types of evidence may be acceptable (depending on how the Framework is tailored and used). The evidence items identified at each level indicate
example work products only. Contributions to work products will generally differ at each proficiency level.
Learning and development
The INCOSE Professional Development Portal provides example guidance on how to gain an initial awareness of a competency area and options for developing further
competence thereafter.

Awareness –­Management: Planning

ID Indicators of Competence Relevant knowledge sub-­indicators
1 Identifies key planning and estimating terms and acronyms (K) Lists common project planning stakeholders with rationale (e.g. individuals, groups, or organizations
and the relationships between them. [MPLA01] who affect or are affected by the project). [MPLA01-­10K]
(K) Defines common planning terms or acronyms (e.g. “organization,” “responsibility,” “authority,”
“milestone,” “stage review,” “gate review,” “work package,” “metrics,” “Schedule Performance Index
(SPI),” “Cost Performance Index (CPI)”). [MPLA01-­20K]
(K) Defines common estimating terms (e.g. “budgetary,” “fixed price,” “fixed effort,” “not-­to-­exceed”).
[MPLA01-­30K]
(K) Describes common estimating methods (e.g. “using historical data,” “Delphi,” “expert judgement,”
“by similarity,” “metricated,” or “size-­based estimating”). [MPLA01-­40K]
2 Explains why planning Systems Engineering activities is (K) Defines the purpose of Systems Engineering planning (e.g. to identify and organize the set of required
important and how planning interacts across disciplines and activities to complete a project from a technical point of view). [MPLA02-­10K]
organizations. [MPLA02]

454
 (K) Describes key interfaces and links between engineering planning and planning stakeholders in the
wider enterprise outside engineering (e.g. infrastructure management, human resource management,
quality management, knowledge management, portfolio management, and life cycle model management).
[MPLA02-­20K]
(K) Explains how monitoring and control activities support planning (e.g. to provide an understanding of
the project/program’s progress so that appropriate corrective actions can be taken when progress deviates
from the plan). [MPLA02-­30K]
(K) Describes the scope of information required for Systems Engineering management planning (e.g.
sufficient to define the work, processes and activities, schedule the duration, and budget the allocated
funds). [MPLA02-­40K]
(K) Identifies common information sources for SE planning (e.g. project/program requirements,
statements of work, and estimates of effort and cost). [MPLA02-­50K]
(K) Explains how Systems Engineering maintains the balance between requirements, architecture,
program management, scheduling and budget. [MPLA02-­60K]
(K) Explains why a failure to plan could have a negative impact (e.g. significantly increases risk and will
probably lead to schedule and cost overrun). [MPLA02-­70K]
(K) Explains the relationship between system and project planning activities and the management plan
(e.g. Systems Engineering Management Plan, SEMP). [MPLA02-­80K]
3 Identifies key areas that need to be addressed in a project (K) Lists topics to be considered when constructing a system engineering management plan (e.g. from a
Systems Engineering plan. [MPLA03] technical execution point of view: team organization and areas of responsibility, technical environment
and tools, technical decision process, requirements management process, architecture design process,
configuration management process with references to the configuration management plan, description of
program interfaces, data collection and management process, system implementation and support process,
production support, and specialty engineering needs). [MPLA03-­10K]
(K) Explains how key areas affect Systems Engineering planning. [MPLA03-­20K]
4 Explains the principles of Systems Engineering process (K) Describes the concepts and principles of tailoring a process or tools, tailoring benefits, and how
tailoring including its benefits and potential issues. tailoring is typically managed organizationally. [MPLA04-­10K]
[MPLA04]
(K) Explains why different types of development may require different tailoring of processes and tools.
[MPLA04-­20K]
(K) Explains why different projects or external stakeholders (e.g. customers) may require different
tailoring of processes and tools. [MPLA04-­30K]
(K) Explains why tailoring too much or too little may both be detrimental to a project. [MPLA04-­40K]

455
ID Indicators of Competence Relevant knowledge sub-­indicators
5 Identifies key potential sources of change on a project and (K) Identifies common sources of change on a project (e.g. requirements creep, clarification, funding
why the impact of such changes needs to be carefully source changes, evolving priorities, agile development approach, and risk realization). [MPLA05-­10K]
assessed and planned. [MPLA05]
(K) Explains how technical parameters identified during Systems Engineering Planning are used to
monitor design margin as the design evolves. [MPLA05-­20K]
(K) Explains how a change may impact different areas of a project plan (e.g. project re-­baselining, cost
and schedule, re-­estimation, re-­planning, documenting decisions, staffing, technology, and process
changes). [MPLA05-­30K]
6 Explains the relationship between life cycle reviews and (K) Describes life cycle decision gates and reviews across the full SE life cycle and the purpose of each.
planning. [MPLA06] [MPLA06-­10K]
(K) Identifies common project “milestones” and explains how these milestones impact planning activities
(e.g. milestones are specific points along the project timeline). [MPLA06-­20K]
(K) Explains why life cycle reviews may impact planning activities. [MPLA06-­30K]
(K) Identifies common reviews, which are not decision gates. [MPLA06-­40K]

456
Supervised Practitioner – Management: Planning
ID Indicators of Competence (in addition to those Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
at Awareness level) personal contribution to activities performed, or
professional behaviors applied
1 Follows a defined governing process, using (K) Identifies processes and tools used in support of Planning processes and tools they used on a given
appropriate tools, to guide their Systems planning activities. [MPLS01-­10K] project. [MPLS01-­E10]
Engineering planning activities. [MPLS01]
(A) Follows Systems Engineering processes, applying Planning outputs from Systems Engineering
appropriate tools, in order to plan activities. [MPLS01-­20A] activities they performed or used on a project.
[MPLS01-­E20]
2 Explains the role of Systems Engineering (K) Describes the relationship between the Systems Contributions they made to a Systems Engineering
planning and its relationship to wider project Engineering life cycle and the project/program life cycle management plan or relevant section of a project/
planning and management. [MPLS02] (see Life Cycle Process Definition competency). program management plan. [MPLS02-­E10]
[MPLS02-­10K]
(K) Describes the interfaces between a Systems Engineering Organizational chart demonstrating their personal
plan, other plans on the same project and other responsibilities. [MPLS02-­E20]
organizational plans. [MPLS02-­20K]
(A) Describes how SE planning is coordinated with other Information or process(-­es) they coordinated to
activities across the wider project and wider organization on generate a plan. [MPLS02-­E30]
a given project. [MPLS02-­30A]
(A) Describes scope of own responsibilities and how this
scope aligns with the scope of other key project roles.
[MPLS02-­40A]
3 Prepares information required in order to create (K) Explains how a work breakdown structure is used to Systems Engineering Plan inputs. [MPLS03-­E10]
an SE plan, in order to control the management develop basic schedule milestones and reviews.
of a system development. [MPLS03] [MPLS03-­10K]
(K) Describes the relationship between staffing, resources,`
and scheduling. [MPLS03-­20K]
(K) Lists key attributes of typical development cycles and
how these affect SE Plans. [MPLS03-­30K]
(K) Lists key attributes of typical review decision gates and
how these are captured in SE Plans. [MPLS03-­40K]
(K) Lists parameters identified within Systems Engineering
planning used in support of monitoring and control.
[MPLS03-­50K]
(Continued)

457
ID Indicators of Competence (in addition to those Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
at Awareness level) personal contribution to activities performed, or
professional behaviors applied
(K) Lists technical parameters identified within Systems
Engineering planning which are used to monitor design
margin. [MPLS03-­60K]
(A) Produces information used in a SE Plan, using
appropriate tools. [MPLS03-­70A]
4 Prepares inputs to SE management plan. (A) Prepares (sections of) a plan for managing the Engineering Management Plans (or SEMP).
[MPLS04] engineering of a system. [MPLS04-­10A] [MPLS04-­E10]
5 Explains how Systems Engineering estimates are (K) Explains how a Work Breakdown Structure (WBS) is Effort or resource estimates (e.g. own effort or
compiled in order to scope the size of a used to support Systems Engineering estimating. resource needs or those of others). [MPLS05-­E10]
development. [MPLS05] [MPLS05-­10K]
(K) Explains how effort and resource estimates and are used
to create Systems Engineering related tasking and resource
estimates. [MPLS05-­20K]
(A) Collates effort or resource requirements in support of
Systems Engineering estimates. [MPLS05-­30A]
6 Prepares inputs to Systems Engineering work (K) Defines work packages and how are related to project Systems Engineering Work Package inputs.
packages to support the scoping of Systems pricing and staffing. [MPLS06-­10K] [MPLS06-­E10]
Engineering tasks. [MPLS06]
(A) Collates effort and resource estimates taking into Effort and resource estimates for Systems
account inputs from others as necessary. [MPLS06-­20A] Engineering tasks. [MPLS06-­E20]
(A) Coordinates and manages output content with others to
avoid uncertainty, duplication or omission. [MPLS06-­30A]
7 Prepares inputs to Systems Engineering (K) Explains how Configuration Management activities (and Inputs they updated in support of Systems
re­planning activities in order to implement Change Management in particular) interact with Planning to Engineering changes. [MPLS07-­E10]
engineering changes. [MPLS07] help maintain a product baseline. [MPLS07-­10K]
(K) Explains how “engineering change proposals” are used Effort and resource estimates that they updated in
to effect changes to plans. [MPLS07-­20K] support of Systems Engineering changes.
[MPLS07-­E20]

458
 (K) Lists possible sources of future changes to existing Inputs they created to knowledge repository which
plans. [MPLS07-­30K] document organizational improvements as a result of
lessons learned. [MPLS07-­E30]
(A) Analyzes the potential impact of identified future changes
on existing Systems Engineering plans. [MPLS07-­40A]
(A) Follows instructions to update existing Systems
Engineering plans in order to take account of identified
future changes. [MPLS07-­50A]
8 Prepares updates to Systems Engineering plans to (A) Maintains existing plans for Systems Engineering Systems Engineering management plan (or similar)
reflect authorized changes. [MPLS08] following guidance received. [MPLS08-­10A] they updated on a specific project. [MPLS08-­E10]
(A) Prepares information for stakeholder meetings including Systems Engineering estimates they updated on a
inputs, actions or minutes. [MPLS08-­20A] specific project. [MPLS08-­E20]
Change review material they created.
[MPLS08-­E30]
9 Identifies development lessons learned (A) Records personal lessons learned. [MPLS09-­10A] Logbook, engineering notebook (or similar) showing
performing SE planning to inform future personal lessons they learned. [MPLS09-­E10]
projects. [MPLS09]
(A) Communicates lessons learned to others. Memorandums written to document lessons learned
[MPLS09-­20A] or blogs kept in an electronic repository for others to
see. [MPLS09-­E20]
10 Develops own understanding of this competency (A) Identifies potential gaps in own knowledge or Records of Continual Professional Development
area through Continual Professional development needs in this area, identifying opportunities to (CPD) performed and learning outcomes.
Development (CPD). [MPLS10] address these through continual professional development [MPLS10-­E10]
activities. [MPLS10-­10A]
(A) Performs continual professional development activities
to improve their knowledge and understanding in this area.
[MPLS10-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained.
[MPLS10-­30A]

459
Practitioner – Management: Planning
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Supervised Practitioner level) contribution to activities performed, or professional
behaviors applied
1 Creates a strategy for performing Systems (A) Identifies constraints on Systems Engineering Systems Engineering Management Plan (or similar).
Engineering life cycle activities considering planning for a project. [MPLP01-­10A] [MPLP01-­E10]
the wider project plan to ensure integration and
coherence across the development. [MPLP01]
(A) Identifies potential life cycle approaches List of factors and rationale influencing their tailoring
applicable to the project from those available within approach on a specific project (e.g. customer program life
the organization. [MPLP01-­20A] cycle, complexity of the system, stability of requirements,
milestone and delivery dates, technology insertion/readiness,
standards, internal policy and process requirements, product
life cycle, and availability of tools). [MPLP01-­E20]
(A) Identifies the needs of the project for Systems
Engineering planning. [MPLP01-­30A]
(A) Identifies needs of wider project or business
including potential areas of conflict. [MPLP01-­40A]
(A) Analyzes strategies for all technical activities to
create a single coherent project strategy, negotiating
as required with other stakeholders. [MPLP01-­50A]
(A) Ensures identified Systems Engineering planning
needs are incorporated into the wider project/program
strategy or plan. [MPLP01-­60A]
2 Creates a governing Systems Engineering (K) Identifies the steps necessary to define a plan for SE system planning or process work products they have
management plan, which reflect project and the management of Systems Engineering activities. developed. [MPLP02-­E10]
business strategy and all development [MPLP02-­10K]
constraints. [MPLP02]
(K) Describes key elements of a successful Systems Certificates or proficiency evaluations in system management
Engineering management plan and how these tools. [MPLP02-­E20]
activities relate to different stages of a system life
cycle. [MPLP02-­20K]
(A) Uses tools or a methodology to support Systems SE system management tool guidance they have developed.
Engineering management planning activities. [MPLP02-­E30]
[MPLP02-­30A]

460
 (A) Uses appropriate standards and governing
processes in their Systems Engineering management
planning, tailoring as appropriate. [MPLP02-­40A]
(A) Selects appropriate management approaches to
control each key activity (e.g. interfaces,
developments, and procurements). [MPLP02-­50A]
(A) Creates a system engineering management plan
and processes for use on a project (e.g. SEMP).
[MPLP02-­60A]
3 Develops effort, resource, and schedule (A) Prepares project-­specific Systems Engineering Estimates prepared for an SE management plan they defined.
estimates to scope Systems Engineering life effort, schedule, and resource estimates taking [MPLP03-­E10]
cycle activities. [MPLP03] account of identified constraints and the proposed
Systems Engineering plan. [MPLP03-­10A]
(A) Identifies required effort and resource estimates, Reports communicating the tracking of resource efforts and
justifying as required. [MPLP03-­20A] estimates they compiled. [MPLP03-­E20]
4 Selects key design parameters required to track (A) Selects key design parameters required to track List of design parameters selected. [MPLP04-­E10]
critical aspects of the design during critical aspects of the design during development.
development. [MPLP04] [MPLP04-­10A]
5 Negotiates successfully with others to secure (K) Explains how project management and in particular Documents from project planning negotiations they have
identified future Systems Engineering needs of Project Planning roles interact with Systems performed, highlighting issues encountered and subsequent
a project. [MPLP05] Engineering roles when planning a system, highlighting outcomes. [MPLP05-­E10]
potential issues and challenges. [MPLP05-­10K]
(P) Negotiates needs successfully with project/ Minutes of review meetings (or similar) covering their
program management lead/chief engineer. resource needs negotiations. [MPLP05-­E20]
[MPLP05-­20P]
6 Negotiates successfully with project (P) Negotiates successfully with project management Plans or reports addressing resource needs before and after
management to secure identified future Systems to secure identified future Systems Engineering needs negotiation. [MPLP06-­E10]
Engineering needs of a project. [MPLP06] of a project. [MPLP06-­10P]
7 Prepares updates required to Systems (K) Describes potential sources of change to an Engineering change review material. [MPLP07-­E10]
Engineering plan to address internal or existing system engineering management plan (e.g.
external changes. [MPLP07] internal, external, organizational, risk, technology,
and resource). [MPLP07-­10K]
(A) Identifies the impact of change on Systems Engineering change review material. [MPLP07-E10]
Engineering plans and related technical data items as
a result of different types of change (e.g. internal and
external). [MPLP07-­20A]

(Continued)

461
 ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Supervised Practitioner level) contribution to activities performed, or professional
behaviors applied
(A) Creates updates to Systems Engineering planning Plans or reports updates resulting from changes.
documentation to reflect approved engineering [MPLP07-­E30]
changes. [MPLP07-­30A]
(A) Identifies change management process utilized in Planning information they updated as a result of changes.
executed programs and overall configuration [MPLP07-­E40]
management approach. [MPLP07-­40A]
8 Coordinates implementation of updates to (A) Ensures Systems Engineering re-­planning needs Systems Engineering management plan (or similar) they
Systems Engineering plan to address internal are incorporated into the wider project/program updated on a specific project. [MPLP08-­E10]
or external changes. [MPLP08] re-­planning activities. [MPLP08-­10A]
(A) Maintains existing plans for Systems Engineering Systems Engineering estimates they updated on a specific
taking into account revised estimates of effort and project. [MPLP08-­E20]
cost, statements of work, requirements and
constraints. [MPLP08-­20A]
Change review material they created in this area. [MPLP08-­E30]
9 Guides new or supervised practitioners in (P) Guides new or supervised practitioners in Organizational Breakdown Structure showing their
Systems Engineering planning to develop their executing activities that form part of this competency. responsibility for technical supervision in this area.
knowledge, abilities, skills, or associated [MPLP09-­10P] [MPLP09-­E10]
behaviors. [MPLP09]
(A) Trains individuals to an “Awareness” level in this Lessons, seminars, presentations made to educate junior
competency area. [MPLP09-­20A] engineers or train incoming engineers on project processes.
[MPLP09-­E20]
Records highlighting their impact on another individual in
terms of improvement or professional development in this
competency. [MPLP09-­E30]
10 Maintains and enhances own competence in (A) Identifies potential development needs in this Records of Continual Professional Development (CPD)
this area through Continual Professional area, identifying opportunities to address these performed and learning outcomes. [MPLP10-­E10]
Development (CPD) activities. [MPLP10] through continual professional development activities.
[MPLP10-­10A]
(A) Performs continual professional development
activities to maintain and enhance their competency
in this area. [MPLP10-­20A]
(A) Records continual professional development
activities undertaken including learning or insights
gained. [MPLP10-­30A]

462
Lead Practitioner –­Management: Planning
ID Indicators of Competence (in addition to those Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
at Practitioner level) contribution to activities performed, or
professional behaviors applied
1 Creates enterprise-­level policies, procedures, (A) Identifies the need for enterprise-­level documents Systems Engineering planning policies, processes,
guidance, and best practice for Systems (e.g. policies, procedures, guidance, and best practice) or best practice guidance they created, which have been
Engineering planning, including associated tools, tools supporting Systems Engineering planning. adopted by the enterprise. [MPLL01-­E10]
to improve organizational effectiveness. [MPLL01] [MPLL01-­10A]
(A) Produces enterprise-­level document(s) or selects Organization charts or documents recognizing their
appropriate enterprise-­level] tool(s) in support of Systems authority in Systems Engineering planning at
Engineering planning, taking into account current and enterprise level. [MPLL01-­E20]
future enterprise needs. [MPLL01-­20A]
(P) Collaborates with enterprise-­level stakeholders across Organization charts or documents recognizing their
the enterprise to gain approval, updating documents or authority for defining Systems Engineering planning
tool requirements as necessary. [MPLL01-­30P] documentation across the enterprise. [MPLL01-­E30]
2 Judges tailoring of enterprise-­level Systems (A) Reviews Systems Engineering plans against Systems Engineering planning reviews they attended
Engineering planning processes to balance the enterprise tailoring guidance. [MPLL02-­10A] or review comments they recorded. [MPLL02-­E10]
needs of the project and business. [MPLL02]
(A) Identifies constructive feedback on Systems Tailored Systems Engineering plans they have
Engineering plan tailoring performed. [MPLL02-­20A] authorized. [MPLL02-­E20]
(A) Authorizes tailoring within Systems Engineering
plans on behalf of enterprise. [MPLL02-­30A]
3 Creates Systems Engineering plans integrating (A) Produces Systems Engineering plans for multiple Multiple Systems Engineering Management Plans or
multiple diverse projects or a complex system to diverse projects or a single complex project. other planning documents they have written.
ensure coherence across the development. [MPLL03] [MPLL03-­10A] [MPLL03-­E10]
(A) Analyzes individual Systems Engineering plans to Lessons learned and distributed documented at
ensure they address specific project or enterprise context enterprise level. [MPLL03-­E20]
or need. [MPLL03-­20A]
(A) Adapts own Systems Engineering planning practices
based upon lessons learned. [MPLL03-­30A]
(A) Adapts enterprise Systems Engineering planning
practices or documentation based upon lessons learned.
[MPLL03-­40A]
4 Judges Systems Engineering plans from across (A) Reviews SE plans from across the enterprise against Multiple SEMPs or other planning documents they
the enterprise for their suitability in meeting both business and external stakeholder (e.g. customer) needs. have reviewed. [MPLL04-­E10]
the needs of the project and the wider enterprise. [MPLL04-­10A]
[MPLL04]
(P) Acts as independent reviewer of high-­value or high-­risk Review comments they have recorded on SE plans.
program Systems Engineering plans. [MPLL04-­20P] [MPLL04-­E20]
(Continued)

463
ID Indicators of Competence (in addition to those Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
at Practitioner level) contribution to activities performed, or
professional behaviors applied
(A) Identifies constructive feedback on SE plans. SE Plans or estimates they have authorized on behalf
[MPLL04-­30A] of the enterprise. [MPLL04-­E30]
(A) Authorizes project Systems Engineering plans on
behalf of enterprise. [MPLL04-­40A]
5 Judges Systems Engineering effort, resource, and (A) Reviews SE estimates for effort, resource and schedule Multiple estimates or other costing documents they
schedule estimates from across the enterprise for from across the enterprise against business and external have reviewed on behalf of the enterprise.
their quality. [MPLL05] stakeholder (e.g. customer) needs. [MPLL05-­10A] [MPLL05-­E10]
(P) Acts as independent reviewer of high-­value or high-­risk Review comments they have recorded on SE
program Systems Engineering estimates. [MPLL05-­20P] estimates. [MPLL05-­E20]
(A) Identifies constructive feedback on SE estimates. SE estimates they have authorized on behalf of the
[MPLL05-­30A] enterprise. [MPLL05-­E30]
(A) Authorizes project Systems Engineering estimates on
behalf of enterprise. [MPLL05-­40A]
6 Reviews engineering changes from across the (A) Evaluates updates to Systems Engineering plans as a Reviews they attended. [MPLL06-­E10]
enterprise to establish the impact on both the result of change requests ensuring business and external
project itself and the wider enterprise. [MPLL06] stakeholder (e.g. customer) needs continue to be met and
processes remain appropriately tailored to enable project
success. [MPLL06-­10A]
(P) Acts as independent reviewer in change reviews for Review comments they recorded on changes.
Systems Engineering plans and estimates. [MPLL06-­20P] [MPLL06-­E20]
(A) Authorizes Systems Engineering change information
on behalf of enterprise. [MPLL06-­30A]
7 Persuades key stakeholders to address identified (A) Identifies issues affecting wider enterprise from Issues resolved due to their personal intervention.
enterprise-­level Systems Engineering project project plans and estimates. [MPLL07-­10A] [MPLL07-­E10]
planning issues to reduce project cost, schedule,
or technical risk. [MPLL07]
(P) Fosters support from enterprise stakeholders in Enterprise expert panel/process improvement/core
resolving identified issues. [MPLL07-­20P] competency they have participated in. [MPLL07-­E20]
(P) Collaborates with enterprise stakeholders to implement or Enterprise expert panel/process improvement/core
tailor Systems Engineering principles across the enterprise competency lead. [MPLL07-­E30]
within the context of the programs at hand. [MPLL07-­30P]
8 Coaches or mentors practitioners across the (P) Coaches or mentors practitioners across the enterprise Coaching or mentoring assignment records.
enterprise in Systems Engineering planning in in competency-­related techniques, recommending [MPLL08-­E10]
order to develop their knowledge, abilities, skills, development activities. [MPLL08-­10P]
or associated behaviors. [MPLL08]
(A) Develops or authorizes enterprise training materials Records of formal training courses, workshops,
in this competency area. [MPLL08-­20A] seminars, and authored training material supported by
successful post-­training evaluation data. [MPLL08-­E20]

464
 (P) Provides enterprise workshops/seminars or training in Listing as an approved organizational trainer for this
this competency area. [MPLL08-­30P] competency area. [MPLL08-­E30]
9 Promotes the introduction and use of novel (A) Analyzes different approaches across different Research records. [MPLL09-­E10]
techniques and ideas in Systems Engineering domains through research. [MPLL09-­10A]
planning across the enterprise, to improve
enterprise competence in this area. [MPLL09]
(A) Defines novel approaches that could potentially Published papers in refereed journals/company
improve the SE discipline within the enterprise. literature. [MPLL09-­E20]
[MPLL09-­20A]
(P) Fosters awareness of these novel techniques within Records showing introduction of enabling systems
the enterprise. [MPLL09-­30P] supporting the new techniques or ideas.
[MPLL09-­E30]
(P) Collaborates with enterprise stakeholders to facilitate Published papers (or similar) at enterprise level.
the introduction of techniques new to the enterprise. [MPLL09-­E40]
[MPLL09-­40P]
(A) Monitors new techniques after their introduction to Records of improvements made against a recognized
determine their effectiveness. [MPLL09-­50A] process improvement model in this area.
[MPLL09-­E50]
(A) Adapts approach to reflect actual enterprise
performance improvements. [MPLL09-­60A]
10 Develops expertise in this competency area (A) Identifies own needs for further professional Records of Continual Professional Development
through specialist Continual Professional development in order to increase competence beyond (CPD) performed and learning outcomes.
Development (CPD) activities. [MPLL10] practitioner level. [MPLL10-­10A] [MPLL10-­E10]
(A) Performs professional development activities in order to
move own competence toward expert level. [MPLL10-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained.
[MPLL10-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party-­generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by senior management in current organization as an expert in this competency area
b. Evidence of role as Product/System Design Authority or Technical Authority on a complex project with responsibilities in this area or where skills within
this competency area were used
c. Recognized as an authorizing signatory on behalf of enterprise for formal documentation in this competency area (e.g. policies, processes, and deliverables)
d. Formal commendation or award within own enterprise for contribution or item of work successfully performed, which required proficiency in this competency area
e. Customer, Supplier, or other external project-­specific key Stakeholder accolades for specific work performed in this competency area
f. Independently assessed or accredited work in this competency area (e.g. for independent publication or use)
g. Formal organizational HR records positively highlighting any specific professional competencies or behaviors identified (if applicable) plus any of the
evidence indicators listed at Expert level below

465
Expert –­Management: Planning
ID Indicators of Competence (in addition to those Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
at Lead Practitioner level) contribution to activities performed, or
professional behaviors applied
1 Communicates own knowledge and experience in (A) Produces papers, seminars, or presentations outside Published papers or books etc. on new technique in
Systems Engineering planning, in order to promote own enterprise for publication in order to share own ideas refereed journals/company literature. [MPLE01-­E10]
best practice beyond the enterprise boundary. and improve industry best practices in this competence
[MPLE01] area. [MPLE01-­10A]
(P) Fosters incorporation of own ideas into industry best Published papers in refereed journals or internal
practices in this area. [MPLE01-­20P] literature proposing new practices in this competence
area (or presentations, tutorials, etc.). [MPLE01-­E20]
(P) Develops guidance materials identifying new (or Own proposals adopted as industry best practices in
updating existing) best practice in this competence area. this competence area. [MPLE01-­E30]
[MPLE01-­30P]
2 Advises organizations beyond the enterprise (A) Provides independent advice to stakeholders beyond Records of advice provided. [MPLE02-­E10]
boundary on the suitability of their approach to enterprise boundary regarding their SE plans or estimates.
Systems Engineering planning and estimation. [MPLE02-­10A]
[MPLE02]
(P) Acts with sensitivity on highly complex Systems Records indicating changed stakeholder thinking from
Engineering planning issues, making limited use of personal intervention. [MPLE02-­E20]
specialized, technical terminology and taking account of
external stakeholders’ (e.g. customer’s) background and
knowledge. [MPLE02-­20P]
(P) Communicates using a holistic approach to complex
issue resolution including balanced, rational arguments
on way forward. [MPLE02-­30P]
(P) Arbitrates on Systems Engineering planning decisions
on behalf of stakeholders beyond enterprise boundary.
[MPLE02-­40P]
(A) Persuades stakeholders beyond the enterprise
boundary to accept difficult project-­specific SE planning
recommendations or actions. [MPLE02-­50A]
3 Advises organizations beyond the enterprise (A) Provides independent advice to SE stakeholders Records of advice provided. [MPLE03-­E10]
boundary on the handling of complex or sensitive beyond the enterprise boundary on complex or sensitive
Systems Engineering planning issues. [MPLE03] SE planning issues. [MPLE03-­10A]

466
 (P) Arbitrates on complex or sensitive Systems Records indicating changed stakeholder thinking from
Engineering planning issues beyond the enterprise personal intervention. [MPLE03-­E20]
boundary. [MPLE03-­20P]
(P) Persuades stakeholders beyond the enterprise
boundary to accept difficult project-­specific SE planning
recommendations or actions. [MPLE03-­30P]
4 Champions the introduction of novel techniques (A) Analyzes different approaches across different Records of activities promoting research and need to
and ideas in Systems Engineering planning, domains through research. [MPLE04-­10A] adopt novel technique or ideas. [MPLE04-­E10]
beyond the enterprise boundary, in order to
develop the wider Systems Engineering
community in this competency. [MPLE04]
(A) Produces reports for the wider SE community on the Records of improvements made to process and
effectiveness of new techniques after their introduction. appraisal against a recognized process improvement
[MPLE04-­20A] model. [MPLE04-­E20]
(P) Collaborates with those introducing novel techniques Research records. [MPLE04-­E30]
within the wider SE community. [MPLE04-­30P]
(A) Defines novel approaches that could potentially Published papers in refereed journals/company
improve the wider SE discipline. [MPLE04-­40A] literature. [MPLE04-­E40]
(P) Fosters awareness of these novel techniques within Records showing introduction of enabling systems
the wider SE community. [MPLE04-­50P] supporting the new techniques or ideas.
[MPLE04-­E50]
5 Coaches individuals beyond the enterprise (P) Coaches or mentors individuals beyond the enterprise Coaching or mentoring assignment records.
boundary in Systems Engineering planning, in boundary, in competency-­related techniques, [MPLE05-­E10]
order to further develop their knowledge, abilities, recommending development activities. [MPLE05-­10P]
skills, or associated behaviors. [MPLE05]
(A) Develops or authorizes training materials in this Records of formal training courses, workshops,
competency area, which are subsequently successfully seminars, and authored training material supported by
delivered beyond the enterprise boundary. [MPLE05-­20A] successful post-­training evaluation data. [MPLE05-­E20]
(P) Provides workshops/seminars or training in this Records of Training/workshops/seminars created
competency area for practitioners or lead practitioners supported by successful post-­training evaluation data.
beyond the enterprise boundary (e.g. conferences and [MPLE05-­E30]
open training days). [MPLE05-­30P]
(Continued)

467
ID Indicators of Competence (in addition to those Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
at Lead Practitioner level) contribution to activities performed, or
professional behaviors applied
6 Maintains expertise in this competency area (A) Reviews research, new ideas, and state of the art to Records of documents reviewed and insights gained as
through specialist Continual Professional identify relevant new areas requiring personal part of own research into this competency area.
Development (CPD) activities. [MPLE06] development in order to maintain expertise in this [MPLE06-­E10]
competency area. [MPLE06-­10A]
(A) Performs identified specialist professional Records of Continual Professional Development
development activities in order to maintain or further (CPD) performed and learning outcomes.
develop competence at expert level. [MPLE06-­20A] [MPLE06-­E20]
(A) Records continual professional development activities
undertaken including learning or insights gained.
[MPLE06-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party-­generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by a reputable external organization as an expert in this competency area
b. Evidence of role as independent assessor or reviewer on project outside own organization where skills in this competency area were used
c. Evidence of invitation(s) from wider community for contribution of systems engineering expertise in this area (e.g. industry conference panel, government
advisory board etc. cross-­industry working groups, partnerships, accredited advanced university courses or research, or as part of professional institute)
d. Formal commendation beyond the enterprise (e.g. by INCOSE or other recognized authority) for work performed in this competency area
e. Independently assessed or accredited work product in this competency area (e.g. for independent publication or use)
f. Accolades of expertise in this area from recognized industry leaders

468
Competency area – Management: Monitoring and Control
Description
Monitoring and control assesses the project to see if the current plans are aligned and feasible; determines the status of a project, technical and process performance and
directs execution to ensure that performance is according to plans and schedule, within project budgets, and satisfies technical objectives.
Why it matters
Failure to adequately assess and monitor performance against the plan prevents visibility of progress and, in consequence, appropriate corrective actions may not be identified
and/or taken when project performance deviates from that required.
Possible contributory types of evidence
Any combination of the types of evidence may be acceptable (depending on how the Framework is tailored and used). The evidence items identified at each level indicate
example work products only. Contributions to work products will generally differ at each proficiency level.
Learning and development
The INCOSE Professional Development Portal provides example guidance on how to gain an initial awareness of a competency area and options for developing further
competence thereafter.

Awareness –­Management: Monitoring and Control

ID Indicators of Competence Relevant knowledge sub-­indicators
1 Explains why monitoring and controlling (K) Explains why monitoring and control is required to provide an understanding of the project/program’s progress so
Systems Engineering activities is important. that appropriate corrective actions can be taken when progress deviates from the plan. [MMCA01-­10K]
[MMCA01]
(K) Explains why failure to monitor and control significantly increases risk and will probably lead to schedule and cost
overrun. [MMCA01-­20K]
(K) Describes the relationship between monitoring and control and the systems engineering management plan, the
project/program management plan, and project/program estimates. [MMCA01-­30K]
2 Explains how Systems Engineering (K) Explains how planning activities support monitoring and control (e.g. a project plan defines the required
monitoring and control fits within the wider infrastructure, resources and parameters required to monitor and control the project; monitoring and control may
execution and control of a project. [MMCA02] require a plan to be updated). [MMCA02-­10K]
(K) Describes the relationship between the Systems Engineering monitoring and control and the project/program
monitoring and control. [MMCA02-­20K]
(K) Describes key interfaces and links between engineering monitoring and control and stakeholders in the wider
enterprise outside engineering (e.g. infrastructure management, human resource management, quality management,
knowledge management, portfolio management, and life cycle model management). [MMCA02-­30K]
(K) Explains how Systems Engineering defines and monitors the performance metrics used to track progress.
[MMCA02-­40K]
(Continued)

469
ID Indicators of Competence Relevant knowledge sub-­indicators
(K) Explains how SE monitoring and control is coordinated with other activities across the wider project and wider
organization. [MMCA02-­50K]
(K) Explains how SE monitoring and control links to organizational knowledge repository (e.g. lessons learned).
[MMCA02-­60K]
(K) Explains the relationship between a Work Breakdown Structure and the monitoring and control activity.
[MMCA02-­70K]
3 Explains the purpose of reviews and decision (K) Identifies different types of technical and non-­technical reviews explaining their primary purpose, key outputs, and
gates and their relationship to the monitoring entry and exit criteria. [MMCA03-­10K]
and control of Systems Engineering tasks.
[MMCA03]
(K) Identifies commonly used decision gates and describes their primary purpose, key outputs and entry and exit
criteria. [MMCA03-­20K]
(K) Explains the difference between a milestone and a review and what each is used for. [MMCA03-­30K]
(K) Describes a typical life cycle stage review activity. [MMCA03-­40K]
4 Explains how Systems Engineering metrics (K) Lists examples of good and bad measures and metrics, including rationale for why they are good or bad.
and measures contribute to monitoring and [MMCA04-­10K]
controlling Systems Engineering on a project.
[MMCA04]
(K) Defines a “measure of effectiveness,” and how it relates to “measures of performance,” “technical performance
measures,” and “key performance parameters.” [MMCA04-­20K]
(K) Explains how metrics and measures contribute to monitoring and controlling Systems Engineering on a project.
[MMCA04-­30K]
(K) Explains how to select and define measurable and actionable technical performance measures. [MMCA04-­40K]
(K) Explains how and when technical performance measures are tracked and how this links with other activities (e.g.
design, (re-­)planning). [MMCA04-­50K]
(K) Explains why there is a need to track performance against utilizing the selected performance parameters.
[MMCA04-­60K]
5 Explains how communications support the (K) Explains the relationship between communications activities and Systems Engineering monitoring and control.
successful monitoring and control of a [MMCA05-­10K]
Systems Engineering project. [MMCA05]
(K) Explains how a common understanding of the current state of a program achieved through good monitoring and
control helps entire success. [MMCA05-­20K]
(K) Explains how good communication of Systems Engineering status as a result of monitoring activities helps ensure
convergence in program evolution. [MMCA05-­30K]

470
Supervised Practitioner –­Management: Monitoring and Control
ID Indicators of Competence (in addition to those Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
at Awareness level) personal contribution to activities performed, or
professional behaviors applied
1 Follows a defined governing process, using (K) Identifies processes and tools used in support of Monitoring and control processes and tools they
appropriate tools, to guide their Systems monitoring and control activities. [MMCS01-­10K] used on a given project. [MMCS01-­E10]
Engineering monitoring and control activities.
[MMCS01]
(A) Follows Systems Engineering processes, applying Monitoring and control outputs from Systems
appropriate tools, in order to monitor and control activities. Engineering activities they performed or used on a
[MMCS01-­20A] project. [MMCS01-­E20]
2 Records technical data identified as requiring (A) Records technical data items in support of progress and Data to support technical, performance and
monitoring or control in plans to facilitate performance monitoring over time. [MMCS02-­10A] programmatic monitoring. [MMCS02-­E10]
analysis. [MMCS02]
(A) Records design margins over time. [MMCS02-­20A] Design margin data. [MMCS02-­E20]
(A) Monitors progress against a project’s baseline schedule Schedule and technical baseline monitoring data.
over time, coordinating inputs from task owners. [MMCS02-­E30]
[MMCS02-­30A]
(A) Prepares reports for monitored parameters. Reports containing technical parameters.
[MMCS02-­40A] [MMCS02-­E40]
(A) Prepares review data in accordance with review Review data inputs. [MMCS02-­E50]
requirements. [MMCS02-­50A]
3 Monitors key data parameters against (A) Analyzes monitored data continually, highlighting trends Technical performance measures assessments they
expectations to determine deviations. [MMCS03] early in order give sufficient time to act. [MMCS03-­10A] have performed. [MMCS03-­E10]
(A) Monitors technical performance parameters through the Technical parameters they have assessed for gate
design cycle changing as necessary if another element reviews and contract status reports. [MMCS03-­E20]
becomes key. [MMCS03-­20A]
Project performance measures they have assessed.
[MMCS03-­E30]
Technical trends and parameters they have analyzed.
[MMCS03-­E40]
4 Identifies potential corrective actions to control (A) Communicates concerns, issues or trends promptly in Reports they generated which describe potential or
and correct deviations from expectations. order maximize time to take action. [MMCS04-­10A] actual corrective actions. [MMCS04-­E10]
[MMCS04]
(A) Identifies potential remedial actions when parameters Records showing changes they made to monitored
show deviations from plan. [MMCS04-­20A] parameters as a result of corrective actions.
[MMCS04-­E20]
(Continued)

471
ID Indicators of Competence (in addition to those Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
at Awareness level) personal contribution to activities performed, or
professional behaviors applied
(A) Identifies technical performance indicator updates as Change review material they created.
necessary to reflect changing design priorities. [MMCS04-­E30]
[MMCS04-­30A]
(A) Identifies tracked parameter updates, which will monitor
and control corrective actions. [MMCS04-­40A]
(A) Coordinates updates across project to ensure success.
[MMCS04-­50A]
(A) Uses information provided by others to implement
corrective activities. [MMCS04-­60A]
5 Monitors technical margins both horizontally (A) Analyzes technical performance parameters throughout Data they have collected and analyzed relating to
and vertically through the project hierarchy and the design cycle updating as necessary if another element margin tracking. [MMCS05-­E10]
over time, to control and monitor design becomes key. [MMCS05-­10A]
evolution. [MMCS05]
(A) Monitors technical performance parameter allocations
through hierarchy. [MMCS05-­20A]
6 Identifies development lessons learned (A) Records personal lessons learned. [MMCS06-­10A] Logbook, engineering notebook (or similar) showing
performing monitoring and control to inform personal lessons they learned. [MMCS06-­E10]
future projects. [MMCS06]
(A) Communicates lessons learned to others. Memorandums written to document lessons learned
[MMCS06-­20A] or blogs kept in an electronic repository for others to
see. [MMCS06-­E20]
7 Develops own understanding of this competency (A) Identifies potential gaps in own knowledge or Records of Continual Professional Development
area through Continual Professional development needs in this area, identifying opportunities to (CPD) performed and learning outcomes.
Development (CPD). [MMCS07] address these through continual professional development [MMCS07-­E10]
activities. [MMCS07-­10A]
(A) Performs continual professional development activities
to improve their knowledge and understanding in this area.
[MMCS07-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained.
[MMCS07-­30A]

472
Practitioner –­Management: Monitoring and Control
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
those at Supervised Practitioner level) personal contribution to activities performed, or
professional behaviors applied
1 Creates a strategy for Monitoring and Control (A) Identifies project-­specific System Monitoring and Control SE System Monitoring and Control work products.
on a project to support SE project and wider needs that need to be incorporated into SE planning. [MMCP01-­E10]
enterprise needs. [MMCP01] [MMCP01-­10A]
(A) Identifies project-­specific system engineering technical SE System engineering technical risk and
risk and opportunity management needs that need to be opportunity management work products.
incorporated into SE planning. [MMCP01-­20A] [MMCP01-­E20]
(A) Prepares project-­specific System Monitoring and Control
inputs for SE planning purposes, using appropriate processes
and procedures. [MMCP01-­30A]
(A) Prepares system engineering technical risk and
opportunity management inputs for SE planning purposes,
using appropriate processes and procedures. [MMCP01-­40A]
(A) Prepares project-­specific System Monitoring and Control
task estimates in support of SE planning. [MMCP01-­50A]
(A) Prepares project-­specific System Monitoring and Control
task estimates in support of SE planning. [MMCP01-­60A]
2 Creates a governing process, plan, and (K) Identifies the steps necessary to define a process and SE system monitoring and control planning work
associated tools for systems decision appropriate techniques to be adopted for the monitoring and products they have developed. [MMCP02-­E10]
management, which reflect project and control of system elements. [MMCP02-­10K]
business strategy. [MMCP02]
(K) Describes key elements of a successful systems Planning documents such as a systems engineering
monitoring and control process and how systems monitoring management plan, other project/program plan or
and control activities relate to different stages of a system life organizational process they have written.
cycle. [MMCP02-­20K] [MMCP02-­E20]
(A) Uses system monitoring and control tools or uses a Monitoring and control plan/schedule.
methodology. [MMCP02-­30A] [MMCP02-­E30]
(A) Uses appropriate standards and governing processes in Monitoring and control matrix. [MMCP02-­E40]
their system monitoring and control planning, tailoring as
appropriate. [MMCP02-­40A]
(A) Selects system monitoring and control method for each
system element. [MMCP02-­50A]
(A) Creates system monitoring and control plans and
processes for use on a project. [MMCP02-­60A]
(Continued)

473
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
those at Supervised Practitioner level) personal contribution to activities performed, or
professional behaviors applied
3 Complies with governing plans and processes (A) Follows defined plans, processes and associated tools to System monitoring and control plans or work
for system monitoring and control, perform System Monitoring and Control on a project. products they have interpreted or challenged to
interpreting, evolving, or seeking guidance [MMCP03-­10A] address project issues. [MMCP03-­E10]
where appropriate. [MMCP03]
(P) Guides and actively coordinates the interpretation of System monitoring and control tools or
System Monitoring and Control plans or processes in order to methodologies used (e.g. a requirements verification
complete System Monitoring and Control activities matrix). [MMCP03-­E20]
successfully. [MMCP03-­20P]
(P) Recognizes situations where deviation from published
plans and processes or clarification from others is necessary to
overcome complex challenges. [MMCP03-­30P]
(P) Recognizes situations where a formal update is preferred,
liaising with lead engineers stakeholders as necessary to
implement successfully. [MMCP03-­40P]
4 Monitors Systems Engineering activities in (A) Monitors Systems Engineering performance against Project progress reports and presentations.
order to determine and report progress against estimates during overall project execution to determine [MMCP04-­E10]
estimates and plans on a project. [MMCP04] progress. [MMCP04-­10A]
(A) Analyzes Systems Engineering performance to determine Trend analyses and parameter tracking database/plot
or predict deviations from plans. [MMCP04-­20A] examples. [MMCP04-­E20]
(A) Communicates with other disciplines to ensure errant
Systems Engineering activities are corrected as necessary
during overall project execution. [MMCP04-­30A]
(A) Communicates measurements and assessments as
necessary during overall project execution. [MMCP04-­40A]
(P) Collaborates with other disciplines regarding estimates and
resources to maintain baselines and to effect desired
outcomes. [MMCP04-­50P]
5 Monitors Systems Engineering activities by (A) Monitors Systems Engineering activities by processing Project data tracking information that they generated
processing measurement data in order to determine measurement data in order to determine deviations or trends and analyzed. [MMCP05-­E10]
deviations or trends against plans. [MMCP05] against plans. [MMCP05-­10A]
6 Analyzes measurement and assessment data to (A) Defines appropriate project/program performance Project/program quantitative management plan.
determine and implement necessary remedial measures and sets threshold limits for expected values. [MMCP06-­E10]
corrective actions in order to control SE [MMCP06-­10A]
activities. [MMCP06]
(A) Analyzes project/program performance measures, defining Project/program performance measures (run charts,
corrective actions and tracking to closure when actual values control charts, Pareto analysis, root cause analysis,
deviate from those expected. [MMCP06-­20A] etc.). [MMCP06-­E20]

474
 (A) Uses historic, quantitative data from past projects/ Records showing project/program tracking, e.g.
programs to predict current project/program performance. updated Gantt chart and updated plans.
[MMCP06-­30A] [MMCP06-­E30]
7 Prepares recommendations for updates to (A) Identifies required Systems Engineering monitoring and Systems Engineering Monitoring and Control plan
existing monitoring and control plans to address control updates as a result of internal or extremal changes. (or similar) they updated on a specific project.
internal or external changes. [MMCP07] [MMCP07-­10A] [MMCP07-­E10]
(A) Prepares updates to existing Systems Engineering Systems Engineering monitoring and control
monitoring and control determining revised estimates of effort estimates they updated on a specific project.
and cost, statements of work, requirements, and constraints as [MMCP07-­E20]
necessary. [MMCP07-­20A]
Change review material they created in this area.
[MMCP07-­E30]
8 Reviews technical margins both horizontally (A) Identifies and reviews parameter and performance Collaborative agreements. [MMCP08-­E10]
and vertically through the project hierarchy to budgets. [MMCP08-­10A]
maintain overall required margins. [MMCP08]
(P) Collaborates with engineering and program management Budget allocation tables with margin.
to ensure suppliers to control and manage system element [MMCP08-­E20]
margins. [MMCP08-­20P]
(A) Records issues detected in margin management.
[MMCP08-­30A]
9 Guides new or supervised practitioners in (P) Guides new or supervised practitioners in executing Organizational Breakdown Structure showing their
Systems Engineering monitoring and control activities that form part of this competency. [MMCP09-­10P] responsibility for technical supervision in this area.
in order to develop their knowledge, abilities, [MMCP09-­E10]
skills, or associated behaviors. [MMCP09]
(A) Trains individuals to an “Awareness” level in this On-­the-­job training records. [MMCP09-­E20]
competency area. [MMCP09-­20A]
Coaching or mentoring assignment records.
[MMCP09-­E30]
Records highlighting their impact on another
individual in terms of improvement or professional
development in this competency. [MMCP09-­E40]
10 Maintains and enhances own competence in (A) Identifies potential development needs in this area, Records of Continual Professional Development
this area through Continual Professional identifying opportunities to address these through continual (CPD) performed and learning outcomes.
Development (CPD) activities. [MMCP10] professional development activities. [MMCP10-­10A] [MMCP10-­E10]
(A) Performs continual professional development activities to
maintain and enhance their competency in this area.
[MMCP10-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained. [MMCP10-­30A]

(Continued)

475
Lead Practitioner –­Management: Monitoring and Control
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
those at Practitioner level) personal contribution to activities performed, or
professional behaviors applied
1 Creates enterprise-­level policies, procedures, (A) Identifies the need for enterprise-­level documents (e.g. Systems Engineering monitoring and control
guidance, and best practice for Systems policies, procedures, guidance, and best practice) or tools policies, processes, best practice guidance they
Engineering monitoring and control, supporting Systems Engineering planning. [MMCL01-­10A] created, which have been adopted by the enterprise.
including associated tools to improve [MMCL01-­E10]
organizational effectiveness. [MMCL01]
(A) Produces enterprise-­level document(s) or selects Organization charts or documents recognizing their
appropriate enterprise-­level] tool(s) in support of Systems authority in Systems Engineering monitoring and
Engineering planning, taking into account current and future control at enterprise level. [MMCL01-­E20]
enterprise needs. [MMCL01-­20A]
(P) Collaborates throughout with enterprise-­level stakeholders Organization charts or documents recognizing their
to gain approval, updating documents or tool requirements as authority for defining Systems Engineering
necessary. [MMCL01-­30P] monitoring and control documentation across the
enterprise. [MMCL01-­E30]
2 Assesses tailoring of enterprise-­level Systems (A) Reviews Systems Engineering monitoring and control Development monitoring or control reviews they
Engineering monitoring and control processes processes against enterprise tailoring guidance. attended or review comments they recorded.
to balance the needs of the project and [MMCL02-­10A] [MMCL02-­E10]
business. [MMCL02]
(A) Identifies critical parameters, measurement methods, Measurement items or control strategies they have
establishes control values, determines process for managing identified or judged. [MMCL02-­E20]
inconsistencies. [MMCL02-­20A]
(A) Identifies constructive feedback on tailoring performed. Tailored processes they have authorized.
[MMCL02-­30A] [MMCL02-­E30]
(A) Authorizes tailoring within Systems Engineering monitoring
and control on behalf of enterprise. [MMCL02-­40A]
3 Assesses ongoing Systems Engineering (A) Reviews projects or enterprise proposals during their Independent reviews or panels they have participated
projects at enterprise-­level to ensure they are development, acting as an independent internal expert. in. [MMCL03-­E10]
being monitored and controlled successfully. [MMCL03-­10A]
[MMCL03]
(A) Reviews SE monitoring and control information against Reviews and proposals they have supported at
business and external stakeholder (e.g. customer) needs. enterprise level. [MMCL03-­E20]
[MMCL03-­20A]
(P) Acts as independent reviewer of monitoring and control of
high-­value or high-­risk program Systems Engineering.
[MMCL03-­30P]

476
 (A) Identifies constructive feedback on SE monitoring and
control strategies, processes, tools or approaches.
[MMCL03-­40A]
(A) Identifies updates to project as required based upon review
outcome. [MMCL03-­50A]
(A) Maintains enterprise Systems Engineering monitoring and
control practices or documentation to reflect upon lessons
learned. [MMCL03-­60A]
(A) Uses predictive measures to keep a project/program on
track. [MMCL03-­70A]
(A) Authorizes project Systems Engineering monitoring and
control documents on behalf of enterprise. [MMCL03-­80A]
4 Judges the suitability of management and (A) Reviews ongoing project technical margins both Multiple monitoring and control documents they
trading of design technical margins to satisfy horizontally and vertically through the project hierarchy to have authorized or reviewed. [MMCL04-­E10]
the needs of the project, on ongoing projects ensure they meet the needs of the project and business.
across the enterprise. [MMCL04] [MMCL04-­10A]
(A) Identifies design technical trades and margins updates as Review comments they have recorded on SE
required based upon review outcome. [MMCL04-­20A] monitoring and control. [MMCL04-­E20]
(A) Authorizes project Systems Engineering margins or trade SE monitoring and control work products they have
son behalf of enterprise. [MMCL04-­30A] authorized on behalf of the enterprise.
[MMCL04-­E30]
5 Assesses proposals for preventative or (A) Reviews projects and proposals during their development. Records of panel participation/contract reviews/
remedial actions when assessment indicates a [MMCL05-­10A] review reports. [MMCL05-­E10]
trend toward deviation on multiple distinct
projects across the enterprise or a complex
project. [MMCL05]
(A) Reviews SE monitoring and control information against
business and customer needs. [MMCL05-­20A]
(P) Acts as independent reviewer of monitoring and control of
high-­value or high-­risk program Systems Engineering.
[MMCL05-­30P]
(A) Identifies constructive feedback on SE monitoring and control
strategies, processes, tools or approaches. [MMCL05-­40A]
(A) Authorizes project Systems Engineering monitoring and
control documents on behalf of enterprise. [MMCL05-­50A]
(A) Reviews large scale efforts that span the enterprise
resources. [MMCL05-­60A]
(Continued)

477
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
those at Practitioner level) personal contribution to activities performed, or
professional behaviors applied
6 Analyzes monitoring and control data from (A) Produces Systems Engineering monitoring and control Multiple monitoring and control documents they
multiple diverse projects or a complex system work products for multiple diverse projects or a single have written or processes they have used.
to provide enterprise level coordination of complex project. [MMCL06-­10A] [MMCL06-­E10]
SE. [MMCL06]
(A) Adapts monitoring and control approaches based upon Project/program performance measures they have
project or enterprise context or need. [MMCL06-­20A] used successfully or unsuccessfully (and why).
[MMCL06-­E20]
(A) Analyzes monitoring and control data inputs to determine Records showing tracked performance measures (e.g.
enterprise or complex system trends. [MMCL06-­30A] defect containment by phase and Schedule performance
index) they have created. [MMCL06-­E30]
(A) Identifies updates to project Systems Engineering approaches Lessons they have learned and documented at
as required to improve technical and project coordination or enterprise level or personally in this area.
performance across the enterprise. [MMCL06-­40A] [MMCL06-­E40]
Monitoring or other measurement status reports they
created. [MMCL06-­E50]
7 Persuades key stakeholders to address (A) Identifies issues affecting wider enterprise from project Issues resolved due to their personal intervention.
identified enterprise-­level Systems Engineering monitoring and control data. [MMCL07-­10A] [MMCL07-­E10]
monitoring and control issues to reduce project
cost, schedule, or technical risk. [MMCL07]
(P) Fosters support from enterprise stakeholders in resolving Enterprise expert panel/process improvement/core
identified issues. [MMCL07-­20P] competency in which they have participated.
[MMCL07-­E20]
(P) Collaborates with enterprise stakeholders to implement or
tailor Systems Engineering principles across the enterprise
within the context of the programs at hand. [MMCL07-­30P]
8 Coaches or mentors practitioners across the (P) Coaches or mentors practitioners across the enterprise in Coaching or mentoring assignment records.
enterprise in Systems Engineering monitoring competency-­related techniques, recommending development [MMCL08-­E10]
and control in order to develop their activities. [MMCL08-­10P]
knowledge, abilities, skills, or associated
behaviors. [MMCL08]
(A) Develops or authorizes enterprise training materials in this Records of formal training courses, workshops, seminars,
competency area. [MMCL08-­20A] and authored training material supported by successful
post-­training evaluation data. [MMCL08-­E20]
(A) Provides enterprise workshops/seminars or training in this Listing as an approved organizational trainer for this
competency area. [MMCL08-­30A] competency area. [MMCL08-­E30]

478
9 Promotes the introduction and use of novel (A) Analyzes different approaches across different domains Research records. [MMCL09-­E10]
techniques and ideas in monitoring and through research. [MMCL09-­10A]
control of Systems Engineering, across the
enterprise, to improve enterprise competence
in this area. [MMCL09]
(A) Defines novel approaches that could potentially improve Published papers in refereed journals/company
the SE discipline within the enterprise. [MMCL09-­20A] literature. [MMCL09-­E20]
(P) Fosters awareness of these novel techniques within the Records showing introduction of enabling systems
enterprise. [MMCL09-­30P] supporting the new techniques or ideas.
[MMCL09-­E30]
(P) Collaborates with enterprise stakeholders to facilitate the Published papers (or similar) at enterprise level.
introduction of techniques new to the enterprise. [MMCL09-­E40]
[MMCL09-­40P]
(A) Monitors new techniques after their introduction to Records of improvements made against a recognized
determine their effectiveness. [MMCL09-­50A] process improvement model in this area.
[MMCL09-­E50]
(A) Adapts approach to reflect actual enterprise performance
improvements. [MMCL09-­60A]
10 Develops expertise in this competency area (A) Identifies own needs for further professional development Records of Continual Professional Development
through specialist Continual Professional in order to increase competence beyond practitioner level. (CPD) performed and learning outcomes.
Development (CPD) activities. [MMCL10] [MMCL10-­10A] [MMCL10-­E10]
(A) Performs professional development activities in order to
move own competence toward expert level. [MMCL10-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained. [MMCL10-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party-­generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by senior management in current organization as an expert in this competency area
b. Evidence of role as Product/System Design Authority or Technical Authority on a complex project with responsibilities in this area or where skills within
this competency area were used
c. Recognized as an authorizing signatory on behalf of enterprise for formal documentation in this competency area (e.g. policies, processes, and deliverables)
d. Formal commendation or award within own enterprise for contribution or item of work successfully performed, which required proficiency in this competency area
e. Customer, Supplier, or other external project-­specific key Stakeholder accolades for specific work performed in this competency area
f. Independently assessed or accredited work in this competency area (e.g. for independent publication or use)
g. Formal organizational HR records positively highlighting any specific professional competencies or behaviors identified (if applicable) plus any of the
evidence indicators listed at Expert level below

479
Expert –­Management: Monitoring and Control
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Lead Practitioner level) contribution to activities performed, or professional
behaviors applied
1 Communicates own knowledge and experience (A) Produces papers, seminars, or presentations outside Published papers or books etc. on new technique in
in Systems Engineering monitoring and control own enterprise for publication in order to share own ideas refereed journals/company literature. [MMCE01-­E10]
in order to improve best practice beyond the and improve industry best practices in this competence
enterprise boundary. [MMCE01] area. [MMCE01-­10A]
(P) Fosters incorporation of own ideas into industry best Published papers in refereed journals or internal
practices in this area. [MMCE01-­20P] literature proposing new practices in this competence
area (or presentations, tutorials, etc.). [MMCE01-­E20]
(P) Develops guidance materials identifying new (or Own proposals adopted as industry best practices in this
updating existing) best practice in this competence area. competence area. [MMCE01-­E30]
[MMCE01-­30P]
2 Advises organizations beyond the enterprise (A) Provides independent advice to SE stakeholders Records of advice provided. [MMCE02-­E10]
boundary on the handling of complex or beyond the enterprise boundary on complex or sensitive
sensitive Systems Engineering monitoring and SE monitoring and control issues. [MMCE02-­10A]
control issues. [MMCE02]
(P) Arbitrates on complex or sensitive Systems Records indicating changed stakeholder thinking from
Engineering monitoring and control issues beyond the personal intervention. [MMCE02-­E20]
enterprise boundary. [MMCE02-­20P]
(P) Persuades stakeholders beyond the enterprise boundary.
to accept difficult project-­specific SE monitoring and
control recommendations or actions. [MMCE02-­30P]
3 Advises organizations beyond the enterprise (A) Provides independent advice to stakeholders beyond Records of advice provided. [MMCE03-­E10]
boundary on the suitability of their approach to enterprise boundary regarding their SE monitoring and
Systems Engineering monitoring and control. control activities. [MMCE03-­10A]
[MMCE03]
(P) Acts with sensitivity on highly complex system Records indicating changed stakeholder thinking from
monitoring and control issues making limited use of personal intervention. [MMCE03-­E20]
specialized, technical terminology and taking account of
external stakeholders’ (e.g. customer’s) background and
knowledge. [MMCE03-­20P]

480
 (P) Communicates using a holistic approach to complex
issue resolution including balanced, rational arguments
on way forward. [MMCE03-­30P]
(P) Arbitrates on Systems Engineering monitoring and
control decisions on behalf of stakeholders beyond
enterprise boundary. [MMCE03-­40P]
(P) Persuades stakeholders beyond the enterprise boundary
to accept difficult project-­specific SE monitoring and
control recommendations or actions. [MMCE03-­50P]
4 Champions the introduction of novel techniques (A) Analyzes different approaches across different Records of activities promoting research and need to
and ideas in Systems Engineering monitoring domains through research. [MMCE04-­10A] adopt novel technique or ideas. [MMCE04-­E10]
and control, beyond the enterprise boundary, in
order to develop the wider Systems Engineering
community in this competency. [MMCE04]
(A) Produces reports for the wider SE community on the Records of improvements made to process and appraisal
effectiveness of new techniques after their introduction. against a recognized process improvement model.
[MMCE04-­20A] [MMCE04-­E20]
(P) Collaborates with those introducing novel techniques Research records. [MMCE04-­E30]
within the wider SE community. [MMCE04-­30P]
(A) Defines novel approaches that could potentially Published papers in refereed journals/company literature.
improve the wider SE discipline. [MMCE04-­40A] [MMCE04-­E40]
(P) Fosters awareness of these novel techniques within Records showing introduction of enabling systems
the wider SE community. [MMCE04-­50P] supporting the new techniques or ideas. [MMCE04-­E50]
5 Coaches individuals beyond the enterprise (P) Coaches or mentors individuals beyond the enterprise Coaching or mentoring assignment records.
boundary in Systems Engineering monitoring boundary, in competency-­related techniques, [MMCE05-­E10]
and control, in order to further develop their recommending development activities. [MMCE05-­10P]
knowledge, abilities, skills, or associated
behaviors. [MMCE05]
(A) Develops or authorizes training materials in this Records of formal training courses, workshops,
competency area, which are subsequently successfully seminars, and authored training material supported by
delivered beyond the enterprise boundary. [MMCE05-­20A] successful post-­training evaluation data. [MMCE05-­E20]
(A) Provides workshops/seminars or training in this Records of Training/workshops/seminars created
competency area for practitioners or lead practitioners supported by successful post-­training evaluation data.
beyond the enterprise boundary (e.g. conferences and [MMCE05-­E30]
open training days). [MMCE05-­30A]
(Continued)

481
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Lead Practitioner level) contribution to activities performed, or professional
behaviors applied
6 Maintains expertise in this competency area (A) Reviews research, new ideas, and state of the art to Records of documents reviewed and insights gained as
through specialist Continual Professional identify relevant new areas requiring personal part of own research into this competency area.
Development (CPD) activities. [MMCE06] development in order to maintain expertise in this [MMCE06-­E10]
competency area. [MMCE06-­10A]
(A) Performs identified specialist professional Records of Continual Professional Development (CPD)
development activities in order to maintain or further performed and learning outcomes. [MMCE06-­E20]
develop competence at expert level. [MMCE06-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained.
[MMCE06-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party-­generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by a reputable external organization as an expert in this competency area
b. Evidence of role as independent assessor or reviewer on project outside own organization where skills in this competency area were used
c. Evidence of invitation(s) from wider community for contribution of systems engineering expertise in this area (e.g. industry conference panel, government
advisory board etc. cross-­industry working groups, partnerships, accredited advanced university courses or research, or as part of professional institute)
d. Formal commendation beyond the enterprise (e.g. by INCOSE or other recognized authority) for work performed in this competency area
e. Independently assessed or accredited work product in this competency area (e.g. for independent publication or use)
f. Accolades of expertise in this area from recognized industry leaders

482
Competency area – Management: Risk and Opportunity Management
Description
Risk is an uncertain event or condition that, if it occurs, has a positive or negative effect on project or enterprise objectives. The purpose of risk and opportunity management
is to reduce potential risks to an acceptable level before they occur, or maximize the potential of any opportunity, throughout the life of the project. Risk and opportunity
management is a continuous, forward-­looking process that is applied to anticipate and avert risks that may adversely impact the project and can be considered both a project
management and a Systems Engineering activity.
Why it matters
Every new system (or existing system modification) has inherent risk but is also based upon the pursuit of an opportunity. Risk and opportunity are both present throughout
the life cycle of systems and the primary objective of managing these areas as part of Systems Engineering activities is to balance the allocation of resources to achieve
greatest risk mitigation (or opportunity benefits).
Possible contributory types of evidence
Any combination of the types of evidence may be acceptable (depending on how the Framework is tailored and used). The evidence items identified at each level indicate
example work products only. Contributions to work products will generally differ at each proficiency level.
Learning and development
The INCOSE Professional Development Portal provides example guidance on how to gain an initial awareness of a competency area and options for developing further
competence thereafter.

Awareness –­Management: Risk and Opportunity Management

ID Indicators of Competence Relevant knowledge sub-­indicators
1 Describes the distinction between risk, issue, and (K) Describes the concept of risk (e.g. terms of likelihood of adverse future event) issues are problems that have
opportunity, and can provide examples of each. already occurred. [MROA01-­10K]
[MROA01]
(K) Describes the difference between a risk and an issue. [MROA01-­20K]
(K) Explains why “opportunities” also need to be monitored and how they can be used to gain capability.
[MROA01-­30K]
2 Identifies key factors associated with good risk (K) Identifies key factors associated with good risk management (e.g. planning, management, monitoring,
management and why these factors are important. analyzing, and reporting). [MROA02-­10K]
[MROA02]
(K) Describes each of the key factors (e.g. planning, management, monitoring, analyzing, and reporting).
[MROA02-­20K]
(K) Describes key interfaces and links between engineering risk and opportunity management and stakeholders in
the wider enterprise outside engineering (e.g. infrastructure management, human resource management, quality
management, knowledge management, portfolio management, and life cycle model management). [MROA02-­30K]
(K) Explains how Configuration control boards may be used to report risk management to stakeholders. [MROA02-­40K]
(Continued)

483
ID Indicators of Competence Relevant knowledge sub-­indicators
3 Identifies different classes of risk and can provide (K) Describes key characteristics of Technical risks. [MROA03-­10K]
examples of each. [MROA03]
(K) Describes key characteristics of Technical performance risks. [MROA03-­20K]
(K) Describes key characteristics of schedule/cost risks. [MROA03-­30K]
(K) Describes key characteristics of Programmatic risks. [MROA03-­40K]
4 Identifies different types of risk treatment available (K) Describes key characteristics of different risk management treatments, such as acceptance, avoidance,
and can provide examples of each. [MROA04] mitigation, transfer, and ignore. [MROA04-­10K]
5 Identifies different types of opportunity and can (K) Describes the key characteristics of schedule, cost, technical, programmatic opportunities. [MROA05-­10K]
provide examples of each. [MROA05]
6 Describes a typical high-­level process for risk and (K) Identifies key components of a Risk management plan, and how tailoring might affect plan content.
opportunity management. [MROA06] [MROA06-­10K]
(K) Identifies how tailoring can affect risk both positively and negatively. [MROA06-­20K]
(K) Describes different risk level taxonomies and typical guidance on assigning risk values. [MROA06-­30K]
(K) Explains why risk mitigation is integral to the project management plan, schedule, and budget. [MROA06-­40K]
7 Explains how risk is typically assessed and can (K) Describes techniques for assessing the likelihood of a risk, including their strengths and weaknesses.
provide examples. [MROA07] [MROA07-­10K]
(K) Explains how risk impact is calculated. [MROA07-­20K]
(K) Explains why risk assessment and status checking needs to be conducted regularly. [MROA07-­30K]
(K) Describes the purpose and typical membership of a Risk Reviews Board. [MROA07-­40K]

484
Supervised Practitioner –­Management: Risk and Opportunity Management
ID Indicators of Competence (in addition to those Relevant knowledge, experience, and/or Possible examples of objective evidence of personal
at Awareness level) behaviors contribution to activities performed, or professional
behaviors applied
1 Follows a governing process and appropriate tools (A) Identifies governing risk management Contributions to Risk management plans. [MROS01-­E10]
to plan and control their own risk and opportunity processes and tools used. [MROS01-­10A]
management activities. [MROS01]
(A) Uses processes and tools to plan and control Outputs from risk and mitigation database tools they used on
own risk activities. [MROS01-­20A] a project. [MROS01-­E20]
(K) Describes the stages of risk management on a Outputs from Risk management process reviews reports and
project. [MROS01-­30K] activities in CCBs they supported. [MROS01-­E30]
2 Identifies potential risks and opportunities on a (A) Identifies and records risks or opportunities
project. [MROS02] on a project. [MROS02-­10A]
(A) Prepares information supporting the Records of contributions to risk trend analysis reports.
assessment or analysis of risks or opportunities [MROS02-­E20]
identified on a project. [MROS02-­20A]
(A) Prepares information inputs for risk review
boards. [MROS02-­30A]
(A) Prepares risk and opportunity reports based
on collected project status information and
interviews. [MROS02-­40A]
(A) Prepares information identifying the treatment
strategies for identified risks. [MROS02-­50A]
3 Identifies action plans to treat risks and (A) Prepares inputs to the analysis of treatment Records of contributions to Risk Management data used to
opportunities on a project. [MROS03] strategies for identified risks and opportunities. develop mitigation strategy reports. [MROS03-­E10]
[MROS03-­10A]
(A) Prepares inputs in support of the deployment
of mitigation strategies for identified risks.
[MROS03-­20A]
(A) Prepares inputs to the risk monitoring
activities to risk closure, including technical and
program parameters. [MROS03-­30A]
(A) Prepares inputs in support of identification of
treatment strategies for identified risks.
[MROS03-­40A]
(Continued)

485
ID Indicators of Competence (in addition to those Relevant knowledge, experience, and/or Possible examples of objective evidence of personal
at Awareness level) behaviors contribution to activities performed, or professional
behaviors applied
4 Develops own understanding of this competency (A) Identifies potential gaps in own knowledge or Records of Continual Professional Development (CPD)
area through Continual Professional Development development needs in this area, identifying performed and learning outcomes. [MROS04-­E10]
(CPD). [MROS04] opportunities to address these through continual
professional development activities.
[MROS04-­10A]
(A) Performs continual professional development
activities to improve their knowledge and
understanding in this area. [MROS04-­20A]
(A) Records continual professional development
activities undertaken including learning or
insights gained. [MROS04-­30A]

486
Practitioner –­Management: Risk and Opportunity Management
ID Indicators of Competence (in addition to those Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
at Supervised Practitioner level) personal contribution to activities performed,
or professional behaviors applied
1 Creates a strategy for risk and opportunity (A) Identifies project-­specific risk and opportunity management SE risk and opportunity management work
management on a project to support SE project needs that need to be incorporated into SE planning. products. [MROP01-­E10]
and wider enterprise needs. [MROP01] [MROP01-­10A]
(A) Prepares project-­specific risk and opportunity management Risk Management Plans authored.
inputs for SE planning purposes, using appropriate processes [MROP01-­E20]
and procedures. [MROP01-­20A]
(A) Prepares project-­specific risk and opportunity management
task estimates in support of SE planning. [MROP01-­30A]
2 Creates a governing process, plan, and (A) Creates risk management plans based on enterprise policies, Risk Management Plan (RMP) created.
associated tools for risk and opportunity external stakeholder (e.g. customer) needs, and industry best [MROP02-­E10]
management, which reflect project and business practices. [MROP02-­10A]
strategy. [MROP02]
(A) Uses risk and opportunity tools or uses a methodology. Reports from an enterprise tracking tool for risk
[MROP02-­20A] and opportunity management. [MROP02-­E20]
(A) Uses appropriate standards and governing processes in their Contributes to risk reports. [MROP02-­E30]
system risk and opportunity planning, tailoring as appropriate.
[MROP02-­30A]
(A) Selects system risk and opportunity methods for each Uses (or develops) a risk tracking tool (e.g.
system element. [MROP02-­40A] spreadsheet) to prepare risk data on a project.
[MROP02-­E40]
(A) Creates system risk and opportunity plans and processes for Uses risk management tool for risk tracking on a
use on a project. [MROP02-­50A] project. [MROP02-­E50]
3 Develops a project risk and opportunity profile (A) Defines risk taxonomy for a project. [MROP03-­10A] Records showing a taxonomy produced for a
including context, probability, consequences, project or system. [MROP03-­E10]
thresholds, priority, and risk action and status.
[MROP03]
(A) Maintains project risk and opportunity profile including Risk Management Plan (RMP) maintained.
context, probability, consequences, thresholds, priority, and risk [MROP03-­E20]
action and status. [MROP03-­20A]
(A) Performs required initialization actions for a risk and Reports generated and tools utilized.
opportunity tracking tool for project use. [MROP03-­30A] [MROP03-­E30]
(Continued)

487
ID Indicators of Competence (in addition to those Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
at Supervised Practitioner level) personal contribution to activities performed,
or professional behaviors applied
4 Analyzes risks and opportunities for likelihood (A) Performs all stages of risk management; planning, risk Systems Engineering Risk register.
and consequence in order to determine identification, risk assessment, risk reduction strategies/fall back [MROP04-­E10]
magnitude and priority for treatment. [MROP04] plan, implementation of chosen strategy (risk mitigation actions
etc.), quantitative assessment, risk monitoring. [MROP04-­10A]
(A) Maintains a risk management activity. [MROP04-­20A] Risk management plan, reports, Change Control
Board (CCB) inputs, mitigation effort tracking,
continuous identification of potential new risks,
and opportunities. [MROP04-­E20]
(A) Identifies different types of Systems Engineering risks, Minutes of risk review meetings. [MROP04-­E30]
associated mitigation actions, subsequently recording actual
outcomes. [MROP04-­30A]
(A) Ensures risks and uncertainties pertaining to requirements Assumption analysis. [MROP04-­E40]
are fully addressed over time. [MROP04-­40A]
List of dependencies created. [MROP04-­E50]
5 Monitors Systems Engineering risks and (P) Guides and actively coordinates risk review panels or risk Chairs risk review panels or risk control boards
opportunities during project execution. control boards on a project. [MROP05-­10P] on a project. [MROP05-­E10]
[MROP05]
(A) Coordinates team inputs for updating risk and opportunity Records of outputs from a risk management tool
database. [MROP05-­20A] used or created. [MROP05-­E20]
(A) Analyzes risks which occur but had not been identified to
determine the cause, recording conclusions made. [MROP05-­30A]
(A) Prepares risk reports. [MROP05-­40A]
6 Analyzes risks and opportunities effectively, (A) Conducts risk review boards. [MROP06-­10A] Risk reports. [MROP06-­E10]
considering alternative treatments and
generating a plan of action when thresholds
exceed certain levels. [MROP06]
(A) Uses appropriate risk and opportunity strategies to address Risk and opportunity treatments. [MROP06-­E20]
different types of risk and opportunity effectively. [MROP06-­20A]
(A) Identifies and compares alternative risk treatments for risks.
[MROP06-­30A]
(A) Identifies and documents plan of action when risk thresholds
are exceeded. [MROP06-­40A]
(P) Guides and actively coordinates mitigation efforts against
program plan and budget. [MROP06-­50P]

488
7 Communicates risk and opportunity status to (A) Ensures stakeholders participate in risk review board. Risk reports. [MROP07-­E10]
affected stakeholders. [MROP07] [MROP07-­10A]
(A) Creates and delivers risk review presentations. [MROP07-­20A]
(A) Prepares risk review reports and distributes to key
stakeholders. [MROP07-­30A]
8 Guides new or supervised practitioners in risk (P) Guides new or supervised practitioners in executing Organizational Breakdown Structure showing
and opportunity Management techniques in activities that form part of this competency. [MROP08-­10P] their responsibility for technical supervision in
order to develop their knowledge, abilities, this area. [MROP08-­E10]
skills, or associated behaviors. [MROP08]
(A) Trains individuals to an “Awareness” level in this On-­the-­job training objectives/guidance etc.
competency area. [MROP08-­20A] [MROP08-­E20]
Coaching or mentoring assignment records.
[MROP08-­E30]
Records highlighting their impact on another
individual in terms of improvement or professional
development in this competency. [MROP08-­E40]
9 Maintains and enhances own competence in this (A) Identifies potential development needs in this area, Records of Continual Professional Development
area through Continual Professional identifying opportunities to address these through continual (CPD) performed and learning outcomes.
Development (CPD) activities. [MROP09] professional development activities. [MROP09-­10A] [MROP09-­E10]
(A) Performs continual professional development activities to
maintain and enhance their competency in this area. [MROP09-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained. [MROP09-­30A]

489
Lead Practitioner –­Management: Risk and Opportunity Management
ID Indicators of Competence (in addition to those Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
at Practitioner level) personal contribution to activities performed,
or professional behaviors applied
1 Creates enterprise-­level policies, procedures, (A) Analyzes enterprise need for risk and opportunity enterprise level reports and recommendations.
guidance, and best practice for Systems management policies, processes, tools, or guidance. [MROL01-­E10]
Engineering risk and opportunity management, [MROL01-­10A]
including associated tools. [MROL01]
(A) Creates enterprise policies, procedures or guidance on risk Part of enterprise SE resource pool and proposal
and opportunity management. [MROL01-­20A] or internal R&D reviews. [MROL01-­E20]
(A) Selects and acquires appropriate tools supporting risk and
opportunity management. [MROL01-­30A]
2 Judges the tailoring of enterprise-­level risk and (A) Evaluates the enterprise risk and opportunity Management Part of enterprise SE resource pool and proposal
opportunity management processes and processes against the business and external stakeholder (e.g. or internal R&D reviews. [MROL02-­E10]
associated work products to meet the needs of a customer) needs in order to tailor processes to enable project
project. [MROL02] success. [MROL02-­10A]
(A) Provides constructive feedback on risk and opportunity Number of programs supported with successful
Management processes. [MROL02-­20A] results. [MROL02-­E20]
(A) Reviews high value, high risk or high opportunity risk and Panel reports and white papers generated.
opportunity Management planning issues across the enterprise. [MROL02-­E30]
[MROL02-­30A]
3 Guides and actively coordinates Systems (A) Compares and contrasts the enterprise benefits of a range of Records showing internal or external
Engineering risk and opportunity management techniques for performing Risk and opportunity Management. consultation in the relevant areas.
across multiple diverse projects or across a [MROL03-­10A] [MROL03-­E10]
complex system, with proven success. [MROL03]
(A) Uses knowledge and experience of the application of Reports or white papers generated on risk
different risk and opportunity management approaches with management. [MROL03-­E20]
successful results. [MROL03-­20A]
(A) Uses Risk and opportunity policies and procedures across
multiple projects for components of a complex system.
[MROL03-­30A]
4 Produces an enterprise-­level risk profile including (A) Analyzes risk context, probability, consequences, thresholds, Risk profiling schema. [MROL04-­E10]
context, probability, consequences, thresholds, priority, and risk action and status multiple diverse projects
priority, and risk action and status. [MROL04] across the enterprise. [MROL04-­10A]
(A) Creates or maintains enterprise-­wide risk profile, Risk Management Plan. [MROL04-­E20]
communicating with key stakeholders. [MROL04-­20A]
(A) Develops enterprise risk profiling schema. [MROL04-­30A]

490
5 Judges on the treatment of risks and opportunities (A) Analyzes proposed risk or opportunity treatments on Update to risk register showing changes to risks
across multiple diverse projects or a complex multiple diverse projects (or a complex project) across the and/or mitigation actions. [MROL05-­E10]
project, with proven success. [MROL05] enterprise. [MROL05-­10A]
(P) Persuades stakeholders to maintain or change existing Minutes of risk review meetings.
project treatment where appropriate, with proven success. [MROL05-­E20]
[MROL05-­20P]
6 Persuades key enterprise stakeholders to address (P) Uses facilitation skills in project/program reviews to ensure White papers and reports. [MROL06-­E10]
identified enterprise-­level project risks and Systems Engineering processes addresses enterprise-­level Risk
opportunities to reduce enterprise-­level risks. and opportunity management issues and vice versa.
[MROL06] [MROL06-­10P]
(A) Reviews high value, high risk, or high opportunity risk and Records of enterprise-­level meetings.
opportunity Management issues across the enterprise. [MROL06-­E20]
[MROL06-­20A]
(P) Persuades stakeholders to address enterprise-­level Risk and Records indicating changed stakeholder thinking
opportunity management issues. [MROL06-­30P] from personal intervention. [MROL06-­E30]
7 Coaches or mentors practitioners across the (P) Coaches or mentors practitioners across the enterprise in Coaching or mentoring assignment records.
enterprise in Systems Engineering risk and competency-­related techniques, recommending development [MROL07-­E10]
opportunity management in order to develop activities. [MROL07-­10P]
their knowledge, abilities, skills, or associated
behaviors. [MROL07]
(A) Develops or authorizes enterprise training materials in this Records of formal training courses, workshops,
competency area. [MROL07-­20A] seminars, and authored training material
supported by successful post-­training evaluation
data. [MROL07-­E20]
(A) Provides enterprise workshops/seminars or training in this Listing as an approved organizational trainer for
competency area. [MROL07-­30A] this competency area. [MROL07-­E30]
8 Promotes the introduction and use of novel (A) Analyzes different approaches across different domains Research records. [MROL08-­E10]
techniques and ideas in Systems Engineering through research. [MROL08-­10A]
risk and opportunity management across the
enterprise, to improve enterprise competence in
this area. [MROL08]
(A) Defines novel approaches that could potentially improve the Published papers in refereed journals/company
SE discipline within the enterprise. [MROL08-­20A] literature. [MROL08-­E20]
(P) Fosters awareness of these novel techniques within the Records showing introduction of enabling
enterprise. [MROL08-­30P] systems supporting the new techniques or ideas.
[MROL08-­E30]
(Continued)

491
ID Indicators of Competence (in addition to those Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
at Practitioner level) personal contribution to activities performed,
or professional behaviors applied
(P) Collaborates and advises enterprise stakeholders to facilitate Published papers (or similar) at enterprise level.
the introduction of techniques new to the enterprise. [MROL08-­E40]
[MROL08-­40P]
(A) Monitors new techniques after their introduction to Records of improvements made against a
determine their effectiveness. [MROL08-­50A] recognized process improvement model in this
area. [MROL08-­E50]
(A) Adapts approach to reflect actual enterprise performance
improvements. [MROL08-­60A]
9 Develops expertise in this competency area (A) Identifies own needs for further professional development in Records of Continual Professional Development
through specialist Continual Professional order to increase competence beyond practitioner level. (CPD) performed and learning outcomes.
Development (CPD) activities. [MROL09] [MROL09-­10A] [MROL09-­E10]
(A) Performs professional development activities in order to
move own competence toward expert level. [MROL09-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained.
[MROL09-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party-­generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by senior management in current organization as an expert in this competency area
b. Evidence of role as Product/System Design Authority or Technical Authority on a complex project with responsibilities in this area or where skills within
this competency area were used
c. Recognized as an authorizing signatory on behalf of enterprise for formal documentation in this competency area (e.g. policies, processes, and deliverables)
d. Formal commendation or award within own enterprise for contribution or item of work successfully performed, which required proficiency in this competency area
e. Customer, Supplier, or other external project-­specific key Stakeholder accolades for specific work performed in this competency area
f. Independently assessed or accredited work in this competency area (e.g. for independent publication or use)
g. Formal organizational HR records positively highlighting any specific professional competencies or behaviors identified (if applicable) plus any of the
evidence indicators listed at Expert level below

492
Expert –­Management: Risk and Opportunity Management
ID Indicators of Competence (in addition to those Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
at Lead Practitioner level) personal contribution to activities performed, or
professional behaviors applied
1 Communicates own knowledge and experience in (A) Produces papers, seminars, or presentations outside Published papers or books etc. on new technique in
Systems Engineering risk and opportunity own enterprise for publication in order to share own ideas refereed journals/company literature.
management, in order to best practice beyond the and improve industry best practices in this competence [MROE01-­E10]
enterprise boundary. [MROE01] area. [MROE01-­10A]
(P) Fosters incorporation of own ideas into industry best Published papers in refereed journals or internal
practices in this area. [MROE01-­20P] literature proposing new practices in this competence
area (or presentations, tutorials, etc.). [MROE01-­E20]
(P) Develops guidance materials identifying new (or Proposals adopted as industry best practice.
updating existing) best practice in this competence area. [MROE01-­E30]
[MROE01-­30P]
2 Influences key beyond the enterprise boundary in (P) Acts as independent reviewer in industry panels and Records of projects supported successfully.
support of risk and opportunity management. professional societies. [MROE02-­10P] [MROE02-­E10]
[MROE02]
(A) Provides evidence and arguments influencing external Publications and presentations used in support of
stakeholder Risk and opportunity management activities. stakeholder arguments. [MROE02-­E20]
[MROE02-­20A]
(P) Acts as independent external member of review Review minutes showing contribution.
panels for high risk and opportunity management external [MROE02-­E30]
reviews or external stakeholder-­led reviews.
[MROE02-­30P]
3 Advises organizations beyond the enterprise (A) Advises external stakeholders (e.g. customers) on Meeting minutes or report outlining role as arbitrator.
boundary on the handling of complex or sensitive their risk and opportunity management issues. [MROE03-­E10]
risk and opportunity issues. [MROE03] [MROE03-­10A]
(A) Conducts sensitive risk and opportunity management
negotiations. [MROE03-­20A]
(A) Conducts complex risk and opportunity management
negotiations taking account of taking account of external
stakeholders’ (e.g. Customer’s) background and
knowledge background and knowledge. [MROE03-­30A]
(P) Arbitrates on risk and opportunity decisions.
[MROE03-­40P]
(Continued)

493
ID Indicators of Competence (in addition to those Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
at Lead Practitioner level) personal contribution to activities performed, or
professional behaviors applied
4 Advises organizations beyond the enterprise (P) Acts as independent reviewer on approval of Risk and Records of membership on oversight committee with
boundary on the suitability of their approach to opportunity management plans. [MROE04-­10P] relevant terms of reference. [MROE04-­E10]
risk and opportunity management. [MROE04]
(A) Reviews and advises Risk and opportunity Review comments or revised document.
management strategies that has led to changes being [MROE04-­E20]
implemented. [MROE04-­20A]
(A) Advises stakeholders beyond the enterprise boundary
to improve their risk and opportunity strategies.
[MROE04-­30A]
5 Champions the introduction of novel techniques and (A) Analyzes different approaches across different Records of activities promoting research and need to
ideas in Systems Engineering risk and opportunity domains through research. [MROE05-­10A] adopt novel technique or ideas. [MROE05-­E10]
management, beyond the enterprise boundary, in
order to develop the wider Systems Engineering
community in this competency. [MROE05]
(A) Produces reports for the wider SE community on the Records of improvements made to process and
effectiveness of new techniques after their introduction. appraisal against a recognized process improvement
[MROE05-­20A] model. [MROE05-­E20]
(P) Collaborates with those introducing novel techniques Research records. [MROE05-­E30]
within the wider SE community. [MROE05-­30P]
(A) Defines novel approaches that could potentially Published papers in refereed journals/company
improve the wider SE discipline. [MROE05-­40A] literature. [MROE05-­E40]
(P) Fosters awareness of these novel techniques within Records showing introduction of enabling systems
the wider SE community. [MROE05-­50P] supporting the new techniques or ideas.
[MROE05-­E50]
6 Coaches individuals beyond the enterprise (P) Coaches or mentors individuals beyond the enterprise Coaching or mentoring assignment records.
boundary in Systems Engineering risk and boundary, in competency-­related techniques, [MROE06-­E10]
opportunity management, in order to further recommending development activities. [MROE06-­10P]
develop their knowledge, abilities, skills, or
associated behaviors. [MROE06]
(A) Develops or authorizes training materials in this Records of formal training courses, workshops,
competency area, which are subsequently successfully seminars, and authored training material supported by
delivered beyond the enterprise boundary. [MROE06-­20A] successful post-­training evaluation data. [MROE06-­E20]

494
 (A) Provides workshops/seminars or training in this Records of Training/workshops/seminars created
competency area for practitioners or lead practitioners supported by successful post-­training evaluation
beyond the enterprise boundary (e.g. conferences and data. [MROE06-­E30]
open training days). [MROE06-­30A]
7 Maintains expertise in this competency area (A) Reviews research, new ideas, and state of the art to Records of documents reviewed and insights gained
through specialist Continual Professional identify relevant new areas requiring personal as part of own research into this competency area.
Development (CPD) activities. [MROE07] development in order to maintain expertise in this [MROE07-­E10]
competency area. [MROE07-­10A]
(A) Performs identified specialist professional Records of Continual Professional Development
development activities in order to maintain or further (CPD) performed and learning outcomes.
develop competence at expert level. [MROE07-­20A] [MROE07-­E20]
(A) Records continual professional development activities
undertaken including learning or insights gained.
[MROE07-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party-­generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by a reputable external organization as an expert in this competency area
b. Evidence of role as independent assessor or reviewer on project outside own organization where skills in this competency area were used
c. Evidence of invitation(s) from wider community for contribution of systems engineering expertise in this area (e.g. industry conference panel, government
advisory board etc. cross-­industry working groups, partnerships, accredited advanced university courses or research, or as part of professional institute)
d. Formal commendation beyond the enterprise (e.g. by INCOSE or other recognized authority) for work performed in this competency area
e. Independently assessed or accredited work product in this competency area (e.g. for independent publication or use)
f. Accolades of expertise in this area from recognized industry leaders

495
Competency area – Management: Decision Management
Description
Decision management provides a structured, analytical framework for objectively identifying, characterizing, and evaluating a set of alternatives for a decision at any point in
the life cycle in order to select the most beneficial course of action.
Why it matters
System development entails an array of interrelated decisions that require the holistic perspective of the Systems Engineering discipline. Decisions include selection of
preferred solution at every level of the system, including technology option selection, architecture selection, make-­or-­buy decisions, strategy selection for maintenance, and
disposal. While some low value decisions can be made and recorded simply, key decisions that might affect the long-­term success and value delivery of the project need to be
controlled using a formalized decision management process.
Possible contributory types of evidence
Any combination of the types of evidence may be acceptable (depending on how the Framework is tailored and used). The evidence items identified at each level indicate
example work products only. Contributions to work products will generally differ at each proficiency level.
Learning and development
The INCOSE Professional Development Portal provides example guidance on how to gain an initial awareness of a competency area and options for developing further
competence thereafter.

Awareness –­Management: Decision Management

ID Indicators of Competence Relevant knowledge sub-­indicators
1 Identifies the Systems Engineering situations where a (K) Explains why complex trades can be expensive and time consuming to conduct. [MDMA01-­10K]
structured decision is, and is not, appropriate. [MDMA01]
(K) Explains why layered decision may be utilized to weed out non-­promising cases. [MDMA01-­20K]
(K) Explains why trades that are not complex do not need the cost and time required for a structured
decision. [MDMA01-­30K]
2 Explains why there is a need to select a preferred (K) Explains why a preferred solution needs to be selected and communicated to the development team to
solution. [MDMA02] allow continuation to the next Systems Engineering process. [MDMA02-­10K]
3 Describes the relevance of comparative techniques (e.g. (K) Explains how formal processes may be used to enable the decision-­making process and aid in arriving
trade studies, and make/buy) to assist decision processes. at a preferred solution. [MDMA03-­10K]
[MDMA03]
(K) Describes key interfaces and links between engineering decisions and stakeholders in the wider enterprise
outside engineering (e.g. infrastructure management, human resource management, quality management,
knowledge management, portfolio management, and life cycle model management). [MDMA03-­20K]
(K) Describes the difference between “musts” and “wants” I the decision-­making activity. [MDMA03-­30K]

496
4 Explains how to frame, tailor, and structure a decision (K) Describes the pros and cons of various decision-­making processes in various application environments.
including its objectives and measures and outlines the [MDMA04-­10K]
key characteristics of a structured decision-­making
approach. [MDMA04]
(K) Explains how key measures and their measurement may be tailored in support of decision-­making.
[MDMA04-­20K]
(K) Explains why the kinds of decisions to be made is a function of system life cycle. [MDMA04-­30K]
5 Explains how uncertainty impacts on decision-­making. (K) Explains why there is a need for statistical analysis in the decision-­making process. [MDMA05-­10K]
[MDMA05]
(K) Explains why there is a need to apply differing levels of performance analysis downstream in the
design cycle. [MDMA05-­20K]
(K) Explains how architecture selection assumptions relate to later physical implementation option
alternatives. [MDMA05-­30K]
6 Explains why there is a need for communication and (K) Explains why communicating the results of trade-­offs and decisions to stakeholders improves outcome
accurate recording in all aspects of the decision-­making and provides feedback for what is really important. [MDMA06-­10K]
process. [MDMA06]
(K) Explains why providing a high-­quality actionable report enhances the selection of approved choices
and correct downstream implementation. [MDMA06-­20K]
(K) Explains the importance of archiving clear process, decisions and actionable results for future use and
or tailoring on other projects. [MDMA06-­30K]

497
 Supervised Practitioner –­Management: Decision Management
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Awareness level) contribution to activities performed, or professional
behaviors applied
1 Follows a governing process and appropriate (K) Explains the importance of capturing baseline and Results of tailoring they performed on industry and
tools to plan and control their own decision explaining need for alternatives within that baseline enterprise processes to meet program objectives.
management activities. [MDMS01] description. [MDMS01-­10K] [MDMS01-­E10]
(A) Describes decision process utilized in a project need Resource scheduling they performed within a trade
to maintain timeline within project scope and schedule study. [MDMS01-­E20]
milestones. [MDMS01-­20A]
(K) Explains why there is a need to schedule appropriate Tailoring and process reports they created.
resources. [MDMS01-­30K] [MDMS01-­E30]
(A) Uses approved decision management processes and
tools to control and manage own decision management
activities. [MDMS01-­40A]
2 Identifies potential decision criteria and (A) Identifies potential decision criteria and performance Decision activities showing criteria they identified for
performance parameters for consideration. parameters for consideration. [MDMS02-­10A] consideration. [MDMS02-­E10]
[MDMS02]
3 Identifies tools and techniques for the decision (A) Describes the pros and cons of major decision Tailoring and process reports they created.
process. [MDMS03] management techniques used in various programs (e.g. [MDMS03-­E10]
statistical and deterministic). [MDMS03-­10A]
(K) Describes tools utilized at the architecture level for Decision Management Plans generated.
trade studies and to manage the statistical result [MDMS03-­E20]
management of these trades. [MDMS03-­20K]
(K) Explains how system complexity influences the
selection of processes, techniques and tools, as well as
the resources needed. [MDMS03-­30K]
(A) Prepares information supporting the selection of
tools and techniques for the decision process.
[MDMS03-­40A]
4 Prepares information in support of decision (A) Identifies information in support of decision trade Decision information they created in support of
trade studies. [MDMS04] studies, communicating this as required. decision trade studies. [MDMS04-­E10]
[MDMS04-­10A]

498
5 Monitors the decision process to catalog (K) Describes the importance of cataloguing results and Activities performed in support of decision-­making.
actions taken and their supporting rationale. creating clear, actionable reports that document process, [MDMS05-­E10]
[MDMS05] decisions, resources, and results. [MDMS05-­10K]
(A) Records the decision-­making process used. Decision management reports and briefings or
[MDMS05-­20A] delivered. [MDMS05-­E20]
(A) Records decision actions made. [MDMS05-­30A] Decision management reports, which included
baselines. [MDMS05-­E30]
6 Develops own understanding of this (A) Identifies potential gaps in own knowledge or Records of Continual Professional Development (CPD)
competency area through Continual development needs in this area, identifying opportunities performed and learning outcomes. [MDMS06-­E10]
Professional Development (CPD). [MDMS06] to address these through continual professional
development activities. [MDMS06-­10A]
(A) Performs continual professional development
activities to improve their knowledge and understanding
in this area. [MDMS06-­20A]
(A) Records continual professional development
activities undertaken including learning or insights
gained. [MDMS06-­30A]

499
Practitioner –­Management: Decision Management
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
those at Supervised Practitioner level) personal contribution to activities performed, or
professional behaviors applied
1 Creates a strategy for decision management (A) Identifies project-­specific decision management needs that SE decision management work products.
on a project to support SE project and wider need to be incorporated into SE planning. [MDMP01-­10A] [MDMP01-­E10]
enterprise needs. [MDMP01]
(A) Prepares project-­specific decision management inputs for SE
planning purposes, using appropriate processes and procedures.
[MDMP01-­20A]
(A) Prepares project-­specific decision management task estimates
in support of SE planning. [MDMP01-­30A]
(P) Liaises throughout with stakeholders to gain approval,
updating strategy as necessary. [MDMP01-­40P]
2 Creates a governing process, plan, and (K) Identifies the steps necessary to define a process and SE system decision management planning work
associated tools for systems decision appropriate techniques to be adopted to establish decision products they have developed. [MDMP02-­E10]
management, which reflect project and management for system elements. [MDMP02-­10K]
business strategy. [MDMP02]
(K) Describes key elements of a successful decision management Planning documents (e.g. SEMP), other project/
process and how decision management activities relate to program plan or organizational processes they have
different stages of a system life cycle. [MDMP02-­20K] written identifying how key decisions are to be
made. [MDMP02-­E20]
(A) Uses decision management tools or uses a methodology.
[MDMP02-­30A]
(A) Uses appropriate standards and governing processes in their
decision management planning, tailoring as appropriate.
[MDMP02-­40A]
(A) Selects decision management method appropriate to each
decision. [MDMP02-­50A]
(A) Creates decision management plans and processes for use on
a project. [MDMP02-­60A]
3 Complies with governing plans and (A) Follows defined plans, processes and associated tools to Decision management plans or work products they
processes for system decision management, perform decision management on a project. [MDMP03-­10A] have interpreted or challenged to address project
interpreting, evolving, or seeking guidance issues. [MDMP03-­E10]
where appropriate. [MDMP03]
(P) Guides and actively coordinates the interpretation of decision Extracts showing decision management tools or
management plans or processes in order to complete decision methodologies used. [MDMP03-­E20]
management activities successfully. [MDMP03-­20P]

500
 (P) Recognizes situations where deviation from published plans
and processes or clarification from others is necessary to
overcome complex challenges. [MDMP03-­30P]
4 Develops governing decision management (K) Explains how decision timeline may impact project scope and Decision Management Plans. [MDMP04-­E10]
plans, processes, and appropriate tools and schedule milestones. [MDMP04-­10K]
uses these to control and monitor decision
management activities. [MDMP04]
(K) Explains why decision may need scheduling of appropriate Tailoring Plans. [MDMP04-­E20]
resources. [MDMP04-­20K]
(A) Performs decision management. [MDMP04-­30A] Reports and briefings. [MDMP04-­E30]
(A) Uses enterprise-­level plans, processes, and appropriate tools to
control and monitor decision management activities. [MDMP04-­40A]
(A) Adapts (tailors) existing plans to meet project needs.
[MDMP04-­50A]
5 Guides and actively coordinates ongoing (A) Prepares reports to communicate decisions to all appropriate Decision Management Plans. [MDMP05-­E10]
decision management activities to ensure stakeholders. [MDMP05-­10A]
successful outcomes with decision
management stakeholders. [MDMP05]
(A) Defines selection criteria as part of a decision-­making process, Tailoring Plans. [MDMP05-­E20]
e.g. technology requirements, off-­the-­shelf availability, competitive
considerations, performance assessment, maintainability, capacity
to evolve, standardization considerations, integration concerns,
cost, and schedule. [MDMP05-­20A]
Reports and briefings. [MDMP05-­E30]
6 Determines decision selection criteria, (A) Creates weighting of selection criteria for a decision process. Authored output from the decision-­making process.
weightings of the criteria, and assess [MDMP06-­10A] [MDMP06-­E10]
alternatives against selection criteria.
[MDMP06]
(A) Performs a cost analysis as part of a decision-­making process.
[MDMP06-­20A]
(A) Performs a risk and opportunity analysis as part of a
decision-­making process. [MDMP06-­30A]
(K) Explains why differing tools and techniques are required to
support different types of decision. [MDMP06-­40K]
(K) Explains why differing tools and techniques are required to
support different types of decision. [MDMP06-­50K]
(Continued)

501
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
those at Supervised Practitioner level) personal contribution to activities performed, or
professional behaviors applied
7 Selects appropriate tools and techniques for (A) Selects the appropriate decision tool/technique for identifying Outputs from different decision tools used.
making different types of decision. a preferred solution (e.g. trade studies, make/buy, cost/benefit [MDMP07-­E10]
[MDMP07] analysis, Quality Function Deployment (QFD), or other formal
decision-­making process). [MDMP07-­10A]
(A) Selects appropriate tools and techniques for different types of Tailoring plans outlining tool selection.
decision. [MDMP07-­20A] [MDMP07-­E20]
(A) Prepares a business case or report based on outputs of trade
analysis. [MDMP07-­30A]
8 Prepares trade-­off analyses and justifies the (P) Communicates trade alternatives to senior technical leaders Authored output from trade analysis.
selection in terms that can be quantified and and/or management stakeholders. [MDMP08-­10P] [MDMP08-­E10]
qualified. [MDMP08]
Minutes of meeting describing decision made.
[MDMP08-­E20]
9 Assesses sensitivity of selection criteria (A) Analyzes sensitivity of selection criteria, through a sensitivity Authored report of sensitivity analysis.
through a sensitivity analysis, reporting as analysis, reporting on this analysis. [MDMP09-­10A] [MDMP09-­E10]
required. [MDMP09]
10 Guides new or supervised practitioners in (P) Guides new or supervised practitioners in executing activities Organizational Breakdown Structure showing their
Decision management techniques in order to that form part of this competency. [MDMP10-­10P] responsibility for technical supervision in this area.
develop their knowledge, abilities, skills, or [MDMP10-­E10]
associated behaviors. [MDMP10]
(A) Trains individuals to an “Awareness” level in this competency On-­the-­job training objectives/guidance etc.
area. [MDMP10-­20A] [MDMP10-­E20]
Coaching or mentoring assignment records.
[MDMP10-­E30]
Records highlighting their impact on another
individual in terms of improvement or professional
development in this competency. [MDMP10-­E40]
11 Maintains and enhances own competence in (A) Identifies potential development needs in this area, Records of Continual Professional Development
this area through Continual Professional identifying opportunities to address these through continual (CPD) performed and learning outcomes.
Development (CPD) activities. [MDMP11] professional development activities. [MDMP11-­10A] [MDMP11-­E10]
(A) Performs continual professional development activities to
maintain and enhance their competency in this area. [MDMP11-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained. [MDMP11-­30A]

502
Lead Practitioner –­Management: Decision Management
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
those at Practitioner level) personal contribution to activities performed, or
professional behaviors applied
1 Creates enterprise-­level policies, procedures, (A) Analyzes enterprise need for decision management Enterprise level reports and recommendations.
guidance, and best practice for decision policies, processes, tools, or guidance. [MDML01-­10A] [MDML01-­E10]
management and communication, including
associated tools. [MDML01]
(A) Creates enterprise policies, procedures, or guidance on Part of enterprise SE resource pool and proposal or
decision management. [MDML01-­20A] internal R&D reviews. [MDML01-­E20]
(A) Selects and acquires appropriate tools supporting decision
management. [MDML01-­30A]
2 Judges the tailoring of enterprise-­level (A) Evaluates the enterprise decision management processes Details of independent internal R&D reviews
decision management processes and associated against the business and external stakeholder (e.g. customer) performed. [MDML02-­E10]
work products to meet the needs of a project. needs in order to tailor processes to enable project success.
[MDML02] [MDML02-­10A]
(A) Provides constructive feedback on decision management Details of programs supported with successful
processes. [MDML02-­20A] results. [MDML02-­E20]
(A) Reviews high value or high-­risk program decision Enterprise level reports and recommendations.
management planning and review issues across the enterprise. [MDML02-­E30]
[MDML02-­30A]
Details of enterprise reports and white papers
generated. [MDML02-­E40]
3 Coordinates decision management and trade (A) Compares and contrasts the benefits of a range of Internal or external consultant in the relevant areas.
analysis using different techniques, across techniques for performing trade-­offs across the enterprise. [MDML03-­E10]
multiple diverse projects or across a complex [MDML03-­10A]
system, with proven success. [MDML03]
(A) Uses knowledge and experience of the application of
different techniques with successful results. [MDML03-­20A]
4 Persuades key stakeholders across the (P) Uses facilitation skills at project/program process tailoring White papers and reports. [MDML04-­E10]
enterprise to address identified enterprise-­level reviews to ensure the Systems Engineering process meets the
decision management issues. [MDML04] needs of the project/program and vice versa. [MDML04-­10P]
(A) Advises on high value, high risk or high opportunity Records indicating changed stakeholder thinking
enterprise-­level management issues. [MDML04-­20A] from personal intervention. [MDML04-­E20]
(A) Persuades stakeholders to adopt a different path regarding
enterprise decision management issues. [MDML04-­30A]
(Continued)

503
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
those at Practitioner level) personal contribution to activities performed, or
professional behaviors applied
5 Negotiates complex trades on behalf of the (A) Proposes complex trade alternatives to relevant Authored report of complex trade analysis.
enterprise. [MDML05] stakeholders enabling consensus on the preferred solution. [MDML05-­E10]
[MDML05-­10A]
6 Judges decisions affecting solutions and the (A) Judges criteria used for making decisions and the decisions Records of advice provided in the selection of
criteria for making the solution across the made by projects across the enterprise. [MDML06-­10A] preferred solutions. [MDML06-­E10]
enterprise. [MDML06]
(A) Analyzes the validity of decisions made by third party and Authored report outlining third party decision
their selection methods. [MDML06-­20A] reviews. [MDML06-­E20]
7 Coaches or mentors practitioners across the (P) Coaches or mentors practitioners across the enterprise in Coaching or mentoring assignment records.
enterprise in Systems Engineering decision competency-­related techniques, recommending development [MDML07-­E10]
management in order to develop their activities. [MDML07-­10P]
knowledge, abilities, skills, or associated
behaviors. [MDML07]
(A) Develops or authorizes enterprise training materials in this Records of formal training courses, workshops,
competency area. [MDML07-­20A] seminars, and authored training material supported
by successful post-­training evaluation data.
[MDML07-­E20]
(A) Provides enterprise workshops/seminars or training in this Listing as an approved organizational trainer for
competency area. [MDML07-­30A] this competency area. [MDML07-­E30]
8 Promotes the introduction and use of novel (A) Analyzes different approaches across different domains Research records. [MDML08-­E10]
techniques and ideas in decision resolution and through research. [MDML08-­10A]
management across the enterprise, to improve
enterprise competence in this area. [MDML08]
(A) Defines novel approaches that could potentially improve Published papers in refereed journals/company
the SE discipline within the enterprise. [MDML08-­20A] literature. [MDML08-­E20]
(P) Fosters awareness of these novel techniques within the Records showing introduction of enabling systems
enterprise. [MDML08-­30P] supporting the new techniques or ideas.
[MDML08-­E30]
(P) Collaborates with enterprise stakeholders to facilitate the Published papers (or similar) at enterprise level.
introduction of techniques new to the enterprise. [MDML08-­E40]
[MDML08-­40P]

504
 (A) Monitors new techniques after their introduction to Records of improvements made against a
determine their effectiveness. [MDML08-­50A] recognized process improvement model in this
area. [MDML08-­E50]
(A) Adapts approach to reflect actual enterprise performance
improvements. [MDML08-­60A]
9 Develops expertise in this competency area (A) Identifies own needs for further professional development Records of Continual Professional Development
through specialist Continual Professional in order to increase competence beyond practitioner level. (CPD) performed and learning outcomes.
Development (CPD) activities. [MDML09] [MDML09-­10A] [MDML09-­E10]
(A) Performs professional development activities in order to
move own competence toward expert level. [MDML09-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained.
[MDML09-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party-­generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by senior management in current organization as an expert in this competency area
b. Evidence of role as Product/System Design Authority or Technical Authority on a complex project with responsibilities in this area or where skills within
this competency area were used
c. Recognized as an authorizing signatory on behalf of enterprise for formal documentation in this competency area (e.g. policies, processes, and deliverables)
d. Formal commendation or award within own enterprise for contribution or item of work successfully performed, which required proficiency in this
competency area
e. Customer, Supplier, or other external project-­specific key Stakeholder accolades for specific work performed in this competency area
f. Independently assessed or accredited work in this competency area (e.g. for independent publication or use)
g. Formal organizational HR records positively highlighting any specific professional competencies or behaviors identified (if applicable) plus any of the
evidence indicators listed at Expert level below

505
Expert –­Management: Decision Management
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Lead Practitioner level) contribution to activities performed, or professional
behaviors applied
1 Communicates own knowledge and (A) Produces papers, seminars, or presentations Published papers or books etc. on new technique in refereed
experience in Systems Engineering decision outside own enterprise for publication in order to share journals/company literature. [MDME01-­E10]
management, in order to improve best practice own ideas and improve industry best practices in this
beyond the enterprise boundary. [MDME01] competence area. [MDME01-­10A]
(P) Fosters incorporation of own ideas into industry Published papers in refereed journals or internal literature
best practices in this area. [MDME01-­20P] proposing new practices in this competence area (or
presentations, tutorials, etc.). [MDME01-­E20]
(P) Develops guidance materials identifying new (or Own proposals adopted as industry best practices in this
updating existing) best practice in this competence competence area. [MDME01-­E30]
area. [MDME01-­30P]
2 Influences key decision stakeholders beyond (P) Acts as independent member of industry panels Number of projects supported successfully. [MDME02-­E10]
the enterprise boundary. [MDME02] and professional societies. [MDME02-­10P]
(A) Provides evidence and arguments influencing Publications and presentations used in support of stakeholder
external stakeholder decisions. [MDME02-­20A] arguments. [MDME02-­E20]
(P) Acts as independent external member of review Review minutes showing contribution. [MDME02-­E30]
panels for decision management external reviews or
external stakeholder-­led reviews. [MDME02-­30P]
3 Advises organizations beyond the enterprise (A) Advises external stakeholders (e.g. customers) on Meeting minutes or report outlining role as arbitrator.
boundary on complex or sensitive decision their decision management or trade-­off issues. [MDME03-­E10]
management or trade-­off issues. [MDME03] [MDME03-­10A]
(A) Conducts sensitive decision management or
trade-­off negotiations. [MDME03-­20A]
(A) Conducts complex decision management or
trade-­off negotiations taking into account external
stakeholders’ (e.g. customer’s) background and
knowledge. [MDME03-­30A]
(P) Arbitrates on marginal decisions. [MDME03-­40P]
4 Advises organizations beyond the enterprise (P) Acts as independent external reviewer of decisions Records of independent reviewer role on a number of projects.
boundary on the suitability of their approach and decision criteria on external reviews or external [MDME04-­E10]
to decision management. [MDME04] stakeholder-­led reviews. [MDME04-­10P]
(A) Advises on appropriate approach or strategy in Publications and presentations used in support of stakeholder
order to reflect required decision type or program arguments. [MDME04-­E20]
context. [MDME04-­20A]
Review minutes showing contribution. [MDME04-­E30]

506
5 Identifies strategies for organizations beyond (P) Communicates complex trade-­off alternatives to Authored report of complex trade analysis. [MDME05-­E10]
the enterprise boundary, in order to resolve relevant stakeholders to assist in reaching a consensus
their issues with complex system trade-­offs. agreement on the preferred solution. [MDME05-­10P]
[MDME05]
(A) Advises projects/programs on decision-­making to System trade studies. [MDME05-­E20]
re-­balance requirement allocation if any development
activity is unable to meet its requirements.
[MDME05-­20A]
(A) Advises on system trade-­offs requiring design changes Minutes of meetings. [MDME05-­E30]
while maintaining original intent. [MDME05-­30A]
Reviews. [MDME05-­E40]
Design documentation. [MDME05-­E50]
6 Champions the introduction of novel (A) Analyzes different approaches across different Records of activities promoting research and need to adopt
techniques and ideas in Systems Engineering domains through research. [MDME06-­10A] novel technique or ideas. [MDME06-­E10]
decision management, beyond the enterprise
boundary, in order to develop the wider
Systems Engineering community in this
competency. [MDME06]
(A) Produces reports for the wider SE community on Records of improvements made to process and appraisal
the effectiveness of new techniques after their against a recognized process improvement model.
introduction. [MDME06-­20A] [MDME06-­E20]
(P) Collaborates with those introducing novel techniques Research records. [MDME06-­E30]
within the wider SE community. [MDME06-­30P]
(A) Defines novel approaches that could potentially Published papers in refereed journals/company literature.
improve the wider SE discipline. [MDME06-­40A] [MDME06-­E40]
(P) Fosters awareness of these novel techniques within Records showing introduction of enabling systems supporting
the wider SE community. [MDME06-­50P] the new techniques or ideas. [MDME06-­E50]
7 Coaches individuals beyond the enterprise (P) Coaches or mentors individuals beyond the Coaching or mentoring assignment records. [MDME07-­E10]
boundary in Systems Engineering decision enterprise boundary, in competency-­related
management, in order to further develop techniques, recommending development activities.
their knowledge, abilities, skills, or [MDME07-­10P]
associated behaviors. [MDME07]
(A) Develops or authorizes training materials in this Records of formal training courses, workshops, seminars, and
competency area, which are subsequently successfully authored training material supported by successful post-­
delivered beyond the enterprise boundary. training evaluation data. [MDME07-­E20]
[MDME07-­20A]
(A) Provides workshops/seminars or training in this Records of Training/workshops/seminars created supported
competency area for practitioners or lead practitioners by successful post-­training evaluation data. [MDME07-­E30]
beyond the enterprise boundary (e.g. conferences and
open training days). [MDME07-­30A]

507
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Lead Practitioner level) contribution to activities performed, or professional
behaviors applied
8 Maintains expertise in this competency area (A) Reviews research, new ideas, and state of the art to Records of documents reviewed and insights gained as part of
through specialist Continual Professional identify relevant new areas requiring personal own research into this competency area. [MDME08-­E10]
Development (CPD) activities. [MDME08] development in order to maintain expertise in this
competency area. [MDME08-­10A]
(A) Performs identified specialist professional Records of Continual Professional Development (CPD)
development activities in order to maintain or further performed and learning outcomes. [MDME08-­E20]
develop competence at expert level. [MDME08-­20A]
(A) Records continual professional development
activities undertaken including learning or insights
gained. [MDME08-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party-­generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by a reputable external organization as an expert in this competency area
b. Evidence of role as independent assessor or reviewer on project outside own organization where skills in this competency area were used
c. Evidence of invitation(s) from wider community for contribution of systems engineering expertise in this area (e.g. industry conference panel, government
advisory board etc. cross-­industry working groups, partnerships, accredited advanced university courses or research, or as part of professional institute)
d. Formal commendation beyond the enterprise (e.g. by INCOSE or other recognized authority) for work performed in this competency area
e. Independently assessed or accredited work product in this competency area (e.g. for independent publication or use)
f. Accolades of expertise in this area from recognized industry leaders

508
Competency area – Management: Concurrent Engineering
Description
Concurrent engineering is a work methodology based on the parallelization of tasks (i.e. performing tasks concurrently). It refers to an approach used in Systems Engineering in
which functions of design and development engineering, manufacturing engineering, and other enterprise functions are integrated to reduce the elapsed time required to bring a
new system, product, or service to market.
Why it matters
Systems Engineering life cycles involve multiple, concurrent processes and activities, which must be coordinated to mitigate risk and prevent unnecessary work, paralysis, and a
lack of convergence to an effective solution. Concurrency may be the only approach capable of meeting the customer schedule or gaining a competitive advantage. Performance
can be constrained unnecessarily by allowing individual system elements to progress too quickly.
Possible contributory types of evidence
Any combination of the types of evidence may be acceptable (depending on how the Framework is tailored and used). The evidence items identified at each level indicate example
work products only. Contributions to work products will generally differ at each proficiency level.
Learning and development
The INCOSE Professional Development Portal provides example guidance on how to gain an initial awareness of a competency area and options for developing further competence
thereafter.

Awareness –­Management: Concurrent Engineering

ID Indicators of Competence Relevant knowledge sub-­indicators
1 Explains how Systems Engineering life cycle processes (K) Lists different aspects of systems that can be developed concurrently. [MCEA01-­10K]
and activities and the development of systems elements
can be concurrent and provides examples. [MCEA01]
(K) Explains the advantages of a Multidisciplinary team. [MCEA01-­20K]
(K) Explains how development can be managed so as to move forward over diverse range of disciplines. [MCEA01-­30K]
(K) Explains how development can be managed so as to move forward over diverse range of teams. [MCEA01-­40K]
(K) Explains the concept of concurrent design, with respect to the overall life cycle. [MCEA01-­50K]
(K) Describes key interfaces and concurrent development links to stakeholders in the wider enterprise outside
engineering (e.g. infrastructure management, human resource management, quality management, knowledge
management, portfolio management, and life cycle model management). [MCEA01-­60K]
(K) Explains the practical implementation of concurrency with regard to resources. [MCEA01-­70K]
2 Describes the advantages and disadvantages of (K) Explains how concurrent development can reduce development time and how this can lead to reduce cost.
concurrent engineering. [MCEA02] [MCEA02-­10K]
(K) Explains why reduced development time and ‘time to market’ is important. [MCEA02-­20K]
(K) Explains why increased communications is important in concurrent development. [MCEA02-­30K]
(K) Explains how concurrent development may compromise design (e.g. reduced analysis time). [MCEA02-­40K]
(K) Explains how concurrent development may increase risk. [MCEA02-­50K]
(K) Explains strategies for reducing issues, such as increased management vigilance. [MCEA02-­60K]
(K) Explains why an efficient information control infrastructure is essential. [MCEA02-­70K]

509
Supervised Practitioner – Management: Concurrent Engineering
ID Indicators of Competence (in addition to those at Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
Awareness level) personal contribution to activities performed, or
professional behaviors applied
1 Describes Systems Engineering life cycle processes (K) Explains the concept of task interdependencies. Records showing concurrent engineering tasks
in place on their project and how concurrency issues [MCES01-­10K] performed. [MCES01-­E10]
may impact its successful execution. [MCES01]
(K) Explains the challenges of Configuration control in Records from baselined work products as part of
concurrent development. [MCES01-­20K] milestones and associated tasks. [MCES01-­E20]
(K) Explains the challenges of Interface definition in Project schedule showing tasks interdependencies.
concurrent development. [MCES01-­30K] [MCES01-­E30]
(K) Explains the challenges of communicating across
multidisciplinary design team. [MCES01-­40K]
(A) Identifies concurrent engineering activities and
associated challenges on their project. [MCES01-­50A]
2 Coordinates concurrent engineering activities on a (A) Uses governing process and tools to plan and control Records showing contribution to the scheduling of
Systems Engineering project. [MCES02] concurrent development schedule. [MCES02-­10A] multiple concurrent tasks. [MCES02-­E10]
(A) Identifies interdependencies during plan creation,
resolving them as necessary. [MCES02-­20A]
(P) Acts to facilitate concurrent flow of information
across team. [MCES02-­30P]
3 Prepares inputs to concurrency-­related inputs to (A) Coordinates information supporting management Records showing contribution to the planning and
management plans for a Systems Engineering project. plan generation across multidisciplinary design team. execution of concurrent engineering tasks across
[MCES03] [MCES03-­10A] multiple teams. [MCES03-­E10]
(A) Identifies interdependencies during plan creation, Records showing contribution to planning of
resolving them as necessary. [MCES03-­20A] multiple interdependent tasks. [MCES03-­E20]
(A) Prepares information supporting performance Records showing contributions to measurement of
parameters and their management. [MCES03-­30A] concurrent task performance. [MCES03-­E30]
4 Develops own understanding of this competency area (A) Identifies potential gaps in own knowledge or Records of Continual Professional Development
through Continual Professional Development (CPD). development needs in this area, identifying opportunities (CPD) performed and learning outcomes.
[MCES04] to address these through continual professional [MCES04-­E10]
development activities. [MCES04-­10A]
(A) Performs continual professional development
activities to improve their knowledge and understanding
in this area. [MCES04-­20A]
(A) Records continual professional development
activities undertaken including learning or insights
gained. [MCES04-­30A]

510
Practitioner –­Management: Concurrent Engineering
ID Indicators of Competence (in addition to those Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
at Supervised Practitioner level) contribution to activities performed, or professional
behaviors applied
1 Creates governing concurrency management (A) Identifies multi-­disciplinary design teams that cover Development and production plan development showing
strategies and uses these to perform concurrent entire life cycle. [MCEP01-­10A] concurrent engineering. [MCEP01-­E10]
engineering on a project. [MCEP01]
(A) Identifies methods for evaluation of product against Established production lines executed in parallel with
requirements during development. [MCEP01-­20A] development teams. [MCEP01-­E20]
2 Identifies elements which can be developed (A) Identifies the schedule for engineering elements so Project/program schedules showing concurrent
concurrently on a Systems Engineering project. that they can be developed concurrently. engineering elements. [MCEP02-­E10]
[MCEP02] [MCEP02-­10A]
(A) Identifies element dependencies and their
relationships. [MCEP02-­20A]
(A) Identifies inputs and outputs of tasks associated
with development elements. [MCEP02-­30A]
3 Identifies concurrent interactions within a (A) Identifies the concurrent scheduling of engineering Project/program schedules showing concurrent
Systems Engineering life cycle on a project. tasks. [MCEP03-­10A] engineering tasks. [MCEP03-­E10]
[MCEP03]
(A) Identifies concurrent task dependencies and
relationships. [MCEP03-­20A]
(A) Defines inputs and outputs of system development
tasks. [MCEP03-­30A]
4 Coordinates concurrent activities and deals with (A) Performs Configuration management on concurrent Configuration control plan. [MCEP04-­E10]
emerging issues on a Systems Engineering tasks. [MCEP04-­10A]
project. [MCEP04]
(P) Guides and actively coordinates the concurrent Interface Control Document. [MCEP04-­E20]
development of interfaces. [MCEP04-­20P]
(A) Uses change management processes to effect Schedule for baselining or interface definition milestones
interfaces or system performance. [MCEP04-­30A] in a project/program schedule. [MCEP04-­E30]
(A) Monitors concurrent tasks to determine progress. Task performance or schedule variance interventions.
[MCEP04-­40A] [MCEP04-­E40]
(A) Identifies design review strategy (such as when to Resource budget management records. [MCEP04-­E50]
hold reviews and maturity of artifacts). [MCEP04-­50A]
(Continued)

511
ID Indicators of Competence (in addition to those Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
at Supervised Practitioner level) contribution to activities performed, or professional
behaviors applied
(A) Performs Interface control on concurrent elements. Performance budget management records.
[MCEP04-­60A] [MCEP04-­E60]
(A) Analyzes change requests that effect interfaces or
system performance. [MCEP04-­70A]
(A) Monitors the status of actual resource utilization vs.
budget over time, updating as required. [MCEP04-­80A]
(A) Monitors the status of actual performance vs. budget
over time, updating as required. [MCEP04-­90A]
5 Identifies concurrency-­related aspects of (A) Defines and documents applicable engineering Systems Engineering plan concurrency section or
appropriate management plans for a Systems processes. [MCEP05-­10A] comments. [MCEP05-­E10]
Engineering project. [MCEP05]
(A) Identifies and documents applicable life cycle and
process tailoring. [MCEP05-­20A]
(A) Identifies and documents the interfaces to be
managed during development. [MCEP05-­30A]
(A) Identifies and documents system budgets (such as
resource and performance) to be managed during
development. [MCEP05-­40A]
(A) Ensures concurrent design approach is identified by
management plans. [MCEP05-­50A]
6 Analyzes concurrency issues and risks on a (A) Analyzes project concurrency issues to maintain Technical notes, reports, email highlighting individual
Systems Engineering project. [MCEP06] design integrity. [MCEP06-­10A] issues or the generic issues and risks. [MCEP06-­E10]
(A) Uses Change control to address concurrency issues Periodic project/program report showing awareness of
and risks. [MCEP06-­20A] and highlighting these issues and risks. [MCEP06-­E20]
(A) Uses Configuration management to address
concurrency issues and risks. [MCEP06-­30A]
(A) Analyzes Interface management approaches for
concurrent developments. [MCEP06-­40A]
(A) Analyzes technical performance measures.
[MCEP06-­50A]
(A) Analyzes system resource budgets. [MCEP06-­60A]

512
7 Guides new or supervised practitioners in (P) Guides new or supervised practitioners in executing Organizational Breakdown Structure showing their
concurrent engineering principles in order to activities that form part of this competency. responsibility for technical supervision in this area.
develop their knowledge, abilities, skills, or [MCEP07-­10P] [MCEP07-­E10]
associated behaviors. [MCEP07]
(A) Trains individuals to an “Awareness” level in this On-­the-­job training objectives/guidance etc.
competency area. [MCEP07-­20A] [MCEP07-­E20]
Coaching or mentoring assignment records. [MCEP07-­E30]
Records highlighting their impact on another individual
in terms of improvement or professional development in
this competency. [MCEP07-­E40]
8 Maintains and enhances own competence in this (A) Identifies potential development needs in this area, Records of Continual Professional Development (CPD)
area through Continual Professional identifying opportunities to address these through continual performed and learning outcomes. [MCEP08-­E10]
Development (CPD) activities. [MCEP08] professional development activities. [MCEP08-­10A]
(A) Performs continual professional development
activities to maintain and enhance their competency in
this area. [MCEP08-­20A]
(A) Records continual professional development
activities undertaken including learning or insights
gained. [MCEP08-­30A]

513
Lead Practitioner –­Management: Concurrent Engineering
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
those at Practitioner level) personal contribution to activities performed, or
professional behaviors applied
1 Creates enterprise-­level policies, procedures, (A) Analyzes enterprise need for concurrent engineering Enterprise level reports and recommendations.
guidance, and best practice for concurrent policies, processes, tools, or guidance. [MCEL01-­10A] [MCEL01-­E10]
engineering, including associated tools. [MCEL01]
(A) Creates enterprise policies, procedures or guidance on Part of enterprise SE resource pool and proposal or
concurrent engineering. [MCEL01-­20A] internal R&D reviews. [MCEL01-­E20]
(A) Selects and acquires appropriate tools supporting
concurrent engineering. [MCEL01-­30A]
2 Judges the tailoring of enterprise-­level (A) Evaluates the enterprise concurrent engineering processes Part of enterprise SE resource pool and proposal or
concurrency processes and associated work against the business and external stakeholder (e.g. customer) internal R&D reviews. [MCEL02-­E10]
products to meet the needs of a project. needs in order to tailor processes to enable project success.
[MCEL02] [MCEL02-­10A]
(A) Provides constructive feedback on concurrent engineering Number of programs supported with successful
processes. [MCEL02-­20A] results. [MCEL02-­E20]
(A) Reviews high value or high-­risk program concurrency Panel reports and white papers generated.
planning issues across the enterprise. [MCEL02-­30A] [MCEL02-­E30]
(A) Judges the tailoring of enterprise-­level concurrency
processes and associated work products to meet the needs of a
project. [MCEL02-­40A]
3 Coordinates concurrent activities and deals (A) Compares and contrasts the benefits of a range of Internal or external consultant in the relevant areas.
with emerging issues across multiple diverse techniques for performing concurrent engineering across the [MCEL03-­E10]
projects, or across a complex system, with enterprise. [MCEL03-­10A]
proven results. [MCEL03]
(A) Uses knowledge and experience of the application of Projects that have been improved through activities.
different concurrent engineering techniques with successful [MCEL03-­E20]
results. [MCEL03-­20A]
(A) Coordinates concurrent activities and deals with emerging
issues across multiple diverse projects, or across a complex
system, with proven results. [MCEL03-­30A]

514
4 Guides and actively coordinates interactions (P) Acts as independent advisor to oversee and improve Advice provided regarding concurrency issues
within Systems Engineering concurrency issues interactions between concurrent projects across the enterprise across enterprise or on complex projects.
across multiple diverse projects, or across a or across a complex project. [MCEL04-­10P] [MCEL04-­E10]
complex system. [MCEL04]
(P) Advises on Systems Engineering concurrency issues
across multiple diverse projects, or across a complex system.
[MCEL04-­20P]
5 Judges on concurrency issues and risks across (A) Advises on the approach to external stakeholders (e.g. Meeting minutes or report showing authored
multiple diverse projects, or on a complex customers) and senior program managers where concurrency advice. [MCEL05-­E10]
system. [MCEL05] issues and risks exist, justifying their proposals. [MCEL05-­10A]
6 Judges the suitability of plans for concurrent (A) Reviews the suitability of plans for concurrent engineering Approval records from multiple management plans.
system developments from across the developments from across the enterprise. [MCEL06-­10A] [MCEL06-­E10]
enterprise. [MCEL06]
7 Persuades key stakeholders to address (A) Advises senior program managers on the justification of Meeting minutes or report showing authored
identified enterprise-­level concurrent Concurrent Engineering techniques. [MCEL07-­10A] recommendation. [MCEL07-­E10]
engineering issues. [MCEL07]
(A) Advises senior managers on the justification for specialized Records indicating changed stakeholder thinking
facilities to aid Concurrent Design. [MCEL07-­20A] from personal intervention. [MCEL07-­E20]
(A) Persuades stakeholders to implement strategies which
address enterprise-­level concurrency issues. [MCEL07-­30A]
8 Coaches or mentors practitioners across the (P) Coaches or mentors practitioners across the enterprise in Coaching or mentoring assignment records.
enterprise in Systems Engineering concurrent competency-­related techniques, recommending development [MCEL08-­E10]
engineering in order to develop their knowledge, activities. [MCEL08-­10P]
abilities, skills, or associated behaviors. [MCEL08]
(A) Develops or authorizes enterprise training materials in this Records of formal training courses, workshops,
competency area. [MCEL08-­20A] seminars, and authored training material supported by
successful post-­training evaluation data. [MCEL08-­E20]
(A) Provides enterprise workshops/seminars or training in this Listing as an approved organizational trainer for
competency area. [MCEL08-­30A] this competency area. [MCEL08-­E30]
9 Promotes the introduction and use of novel (A) Analyzes different approaches across different domains Research records. [MCEL09-­E10]
techniques and ideas in concurrent engineering through research. [MCEL09-­10A]
management across the enterprise, to improve
enterprise competence in this area. [MCEL09]
(A) Defines novel approaches that could potentially improve Published papers in refereed journals/company
the SE discipline within the enterprise. [MCEL09-­20A] literature. [MCEL09-­E20]
(P) Fosters awareness of these novel techniques within the Records showing introduction of enabling systems
enterprise. [MCEL09-­30P] supporting the new techniques or ideas. [MCEL09-­E30]
(Continued)

515
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
those at Practitioner level) personal contribution to activities performed, or
professional behaviors applied
(P) Collaborates with enterprise stakeholders to facilitate the Published papers (or similar) at enterprise level.
introduction of techniques new to the enterprise. [MCEL09-­40P] [MCEL09-­E40]
(A) Monitors new techniques after their introduction to Records of improvements made against a
determine their effectiveness. [MCEL09-­50A] recognized process improvement model in this area.
[MCEL09-­E50]
(A) Adapts approach to reflect actual enterprise performance
improvements. [MCEL09-­60A]
10 Develops expertise in this competency area (A) Identifies own needs for further professional development Records of Continual Professional Development
through specialist Continual Professional in order to increase competence beyond practitioner level. (CPD) performed and learning outcomes.
Development (CPD) activities. [MCEL10] [MCEL10-­10A] [MCEL10-­E10]
(A) Performs professional development activities in order to
move own competence toward expert level. [MCEL10-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained. [MCEL10-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party-­generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by senior management in current organization as an expert in this competency area
b. Evidence of role as Product/System Design Authority or Technical Authority on a complex project with responsibilities in this area or where skills within
this competency area were used
c. Recognized as an authorizing signatory on behalf of enterprise for formal documentation in this competency area (e.g. policies, processes, and deliverables)
d. Formal commendation or award within own enterprise for contribution or item of work successfully performed, which required proficiency in this competency area
e. Customer, Supplier, or other external project-­specific key Stakeholder accolades for specific work performed in this competency area
f. Independently assessed or accredited work in this competency area (e.g. for independent publication or use)
g. Formal organizational HR records positively highlighting any specific professional competencies or behaviors identified (if applicable) plus any of the
evidence indicators listed at Expert level below

516
Expert – Management: Concurrent Engineering
ID Indicators of Competence (in addition to those Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
at Lead Practitioner level) contribution to activities performed, or professional
behaviors applied
1 Communicates own knowledge and experience in (A) Produces papers, seminars, or presentations outside Published papers or books etc. on new technique in
Systems Engineering concurrent engineering in own enterprise for publication in order to share own refereed journals/company literature. [MCEE01-­E10]
order to improve best practice beyond the ideas and improve industry best practices in this
enterprise boundary. [MCEE01] competence area. [MCEE01-­10A]
(P) Fosters incorporation of own ideas into industry best Published papers in refereed journals or internal
practices in this area. [MCEE01-­20P] literature proposing new practices in this competence
area (or presentations, tutorials, etc.). [MCEE01-­E20]
(P) Develops guidance materials identifying new (or Own proposals adopted as industry best practices in
updating existing) best practice in this competence area. this competence area. [MCEE01-­E30]
[MCEE01-­30P]
2 Influences key stakeholders beyond the enterprise (P) Acts as independent member of industry panels and Records showing active role supporting a number of
boundary in order to resolve concurrent professional societies. [MCEE02-­10P] projects successfully. [MCEE02-­E10]
engineering issues. [MCEE02]
(A) Provides evidence and arguments influencing Publications and presentations used in support of
external stakeholder concurrent engineering activities. stakeholder arguments. [MCEE02-­E20]
[MCEE02-­20A]
(P) Acts as independent external member of review Review minutes showing contribution. [MCEE02-­E30]
panels on high-­risk concurrent programs or external
stakeholder-­led reviews. [MCEE02-­30P]
3 Advises organizations beyond the enterprise (P) Acts as independent reviewer on approval of Records of membership on oversight committee with
boundary on the suitability of their approach to concurrent engineering plans. [MCEE03-­10P] relevant terms of reference. [MCEE03-­E10]
concurrent engineering developments.
[MCEE03]
(A) Advises organizations on their approach to Review comments or revised document.
concurrent engineering. [MCEE03-­20A] [MCEE03-­E20]
4 Advises organizations beyond the enterprise (A) Advises external stakeholders (e.g. customers) on Meeting minutes or report showing authored advice.
boundary on complex or sensitive concurrency their concurrency issues. [MCEE04-­10A] [MCEE04-­E10]
issues. [MCEE04]
(A) Conducts sensitive concurrency-­related negotiations.
[MCEE04-­20A]
(Continued)

517
 ID Indicators of Competence (in addition to those Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
at Lead Practitioner level) contribution to activities performed, or professional
behaviors applied
(A) Conducts complex concurrency-­related negotiations
taking account of external stakeholders (e.g. customers)
background and knowledge. [MCEE04-­30A]
(P) Arbitrates on marginal decisions which affect
concurrency. [MCEE04-­40P]
5 Develops new strategies for concurrent (A) Develops new methods to improve concurrency Published papers in refereed journals. [MCEE05-­E10]
engineering for use beyond the enterprise efficiency and effectiveness. [MCEE05-­10A]
boundary. [MCEE05]
(A) Develops new facilities/infrastructure to facilitate New facility supporting concurrent engineering.
concurrency. [MCEE05-­20A] [MCEE05-­E20]
6 Advises organizations beyond the enterprise (A) Analyzes engineering management plans for their Meeting minutes or report showing authored advice.
boundary on concurrency issues and risks. suitability to facilitate concurrent engineering. [MCEE06-­E10]
[MCEE06] [MCEE06-­10A]
(A) Advises external stakeholders (e.g. customers) and Sign-­off on multiple SEMPs. [MCEE06-­E20]
senior program managers on best approach where there is
concurrency issues and risks. [MCEE06-­20A]
7 Champions the introduction of novel techniques (A) Analyzes different approaches across different Records of activities promoting research and need to
and ideas in concurrency management, beyond domains through research. [MCEE07-­10A] adopt novel technique or ideas. [MCEE07-­E10]
the enterprise boundary, in order to develop the
wider Systems Engineering community in this
competency. [MCEE07]
(A) Produces reports for the wider SE community on the Records of improvements made to process and
effectiveness of new techniques after their introduction. appraisal against a recognized process improvement
[MCEE07-­20A] model. [MCEE07-­E20]
(P) Collaborates with those introducing novel techniques Research records. [MCEE07-­E30]
within the wider SE community. [MCEE07-­30P]
(A) Defines novel approaches that could potentially Published papers in refereed journals/company
improve the wider SE discipline. [MCEE07-­40A] literature. [MCEE07-­E40]
(P) Fosters awareness of these novel techniques within Records showing introduction of enabling systems
the wider SE community. [MCEE07-­50P] supporting the new techniques or ideas.
[MCEE07-­E50]

518
8 Coaches individuals beyond the enterprise (P) Coaches or mentors individuals beyond the enterprise Coaching or mentoring assignment records.
boundary, in the concurrent engineering of boundary, in competency-­related techniques, [MCEE08-­E10]
Systems Engineering projects in order to further recommending development activities. [MCEE08-­10P]
develop their knowledge, abilities, skills, or
associated behaviors. [MCEE08]
(A) Develops or authorizes training materials in this Records of formal training courses, workshops,
competency area, which are subsequently successfully seminars, and authored training material supported by
delivered beyond the enterprise boundary. successful post-­training evaluation data.
[MCEE08-­20A] [MCEE08-­E20]
(A) Provides workshops/seminars or training in this Records of Training/workshops/seminars created
competency area for practitioners or lead practitioners supported by successful post-­training evaluation data.
beyond the enterprise boundary (e.g. conferences and [MCEE08-­E30]
open training days). [MCEE08-­30A]
9 Maintains expertise in this competency area (A) Reviews research, new ideas, and state of the art to Records of documents reviewed and insights gained as
through specialist Continual Professional identify relevant new areas requiring personal part of own research into this competency area.
Development (CPD) activities. [MCEE09] development in order to maintain expertise in this [MCEE09-­E10]
competency area. [MCEE09-­10A]
(A) Performs identified specialist professional Records of Continual Professional Development (CPD)
development activities in order to maintain or further performed and learning outcomes. [MCEE09-­E20]
develop competence at expert level. [MCEE09-­20A]
(A) Records continual professional development
activities undertaken including learning or insights
gained. [MCEE09-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party-­generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by a reputable external organization as an expert in this competency area
b. Evidence of role as independent assessor or reviewer on project outside own organization where skills in this competency area were used
c. Evidence of invitation(s) from wider community for contribution of systems engineering expertise in this area (e.g. industry conference panel, government
advisory board etc. cross-­industry working groups, partnerships, accredited advanced university courses or research, or as part of professional institute)
d. Formal commendation beyond the enterprise (e.g. by INCOSE or other recognized authority) for work performed in this competency area
e. Independently assessed or accredited work product in this competency area (e.g. for independent publication or use)
f. Accolades of expertise in this area from recognized industry leaders

(Continued)

519
 Competency area – Management: Business and Enterprise Integration
Description
Businesses and Enterprises are systems in their own right. Systems Engineering is just one of many activities that must occur in order to bring about a successful system
development meeting the needs of all its stakeholders. Systems Engineering addresses the needs of all other internal business and enterprise stakeholders, covering areas such
as infrastructure, portfolio management, human resources, knowledge management, quality, information technology, production, sales, marketing, commercial, legal, and
finance, within and beyond the local enterprise.
Why it matters
As businesses and enterprises become larger, more complex and the functions within the enterprise more insular, the interdependencies between individual enterprise
functions should be engineered using a systems approach at an enterprise level in order to meet the demands of increased business effectiveness and efficiency.
Possible contributory types of evidence
Any combination of the types of evidence may be acceptable (depending on how the Framework is tailored and used). The evidence items identified at each level indicate
example work products only. Contributions to work products will generally differ at each proficiency level.
Learning and development
The INCOSE Professional Development Portal provides example guidance on how to gain an initial awareness of a competency area and options for developing further
competence thereafter.

Awareness – Management: Business and Enterprise Integration

ID Indicators of Competence Relevant knowledge sub-­indicators
1 Explains why a business or enterprise is a system in its own right (K) Describes analogies between systems and the business infrastructure. [MBEA01-­10K]
and describes the business or enterprise “system” using Systems
Engineering ideas and terminology. [MBEA01]
(K) Describes the importance/relevance of interfaces, processes, and methodologies governing
operations. [MBEA01-­20K]
(K) Lists examples of Influences and interactions across the business or enterprise. [MBEA01-­30K]
(K) Explains how organizational culture may affect business or enterprise integration. [MBEA01-­40K]
2 Lists other business or enterprise functions and provides (K) Lists business or enterprise business functions affecting Systems Engineering activities (e.g.
examples. [MBEA02] HR). [MBEA02-­10K]
(K) Describes key interfaces and links between engineering and stakeholders in the wider
enterprise outside engineering (e.g. infrastructure management, human resource management,
quality management, knowledge management, portfolio management, and life cycle model
management). [MBEA02-­20K]

520
3 Lists work products from business and enterprise functions to the (K) Lists examples of enterprise processes which link enterprise functions to Systems Engineering.
Systems Engineering process and vice versa and can provide [MBEA03-­10K]
examples. [MBEA03]
(K) Lists outputs from Systems Engineering, which have dependencies on other functions.
[MBEA03-­20K]
(K) Lists Inputs to Systems Engineering process, which are dependent on other functions.
[MBEA03-­30K]
(K) Explains how models and frameworks can link business and enterprise concepts. [MBEA03-­40K]
(K) Explains how allocation of functions and responsibilities can impact Systems Engineering
activities. [MBEA03-­50K]
(K) Explains how a “Gate review” links the wider enterprise to ongoing project activities.
[MBEA03-­60K]
(K) Explains how an enterprise-­level peer assessment of project activities can support Systems
Engineering. [MBEA03-­70K]

521
 Supervised Practitioner – Management: Business and Enterprise Integration
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
those at Awareness level) personal contribution to activities performed, or
professional behaviors applied
1 Follows a governing process and appropriate (K) Describes the relationship between Systems Engineering Systems Engineering processes they have helped to
tools to plan and control their own business and processes and enterprise activities. [MBES01-­10K] integrate within the wider business. [MBES01-­E10]
enterprise integration activities. [MBES01]
(A) Performs Systems Engineering activities, which support Systems Engineering tools they have helped to
enterprise integration (e.g. risk management, decision integrate into the wider business. [MBES01-­E20]
management, and data management). [MBES01-­20A]
2 Describes Systems Engineering work products (K) Describes Systems Engineering Work products Systems Engineering work products they have helped
that support business and enterprise associated with Enterprise models, architectures and to integrate into the wider business. [MBES02-­E10]
infrastructure and provides examples of why frameworks in the context of processes and functional
this is the case. [MBES02] entities. [MBES02-­10K]
(K) Describes the business/enterprise infrastructure and how
Systems Engineering information is disseminated and
coordinated and maintained. [MBES02-­20K]
(K) Describes the management of interactions between
different business and enterprise functions. [MBES02-­30K]
3 Describes work products produced elsewhere in (K) Describes enterprise models, architectures, and
the enterprise, which impact Systems frameworks impacting Systems Engineering in the context of
Engineering activities and provides examples of processes and functional entities. [MBES03-­10K]
why this is the case. [MBES03]
(K) Describes the business/enterprise infrastructure and how
information is disseminated and coordinated with Systems
Engineering. [MBES03-­20K]

(K) Describes interactions between enterprise and business

functions. [MBES03-­30K]
4 Prepares inputs to Systems Engineering work (A) Prepares information for business and enterprise reports. Systems Engineering work products required by the
products required by other business and [MBES04-­10A] wider business they have helped develop.
enterprise functions. [MBES04] [MBES04-­E10]
(A) Ensures information exchange and dissemination across
the business or enterprise. [MBES04-­20A]
(K) Identifies shared working environments and associated
business and enterprise tools. [MBES04-­30K]

522
5 Analyzes the impact of work products produced (A) Prepares information in support of analysis work Work products by the wider business reviewed for
by other business and enterprise functions for performed on work products produced by other enterprise their impact on Systems Engineering activities.
their impact on Systems Engineering activities, functions for their impact on Systems Engineering activities. [MBES05-­E10]
in order to improve integration across the [MBES05-­10A]
project or enterprise. [MBES05]
6 Develops own understanding of this (A) Identifies potential gaps in own knowledge or Records of Continual Professional Development
competency area through Continual development needs in this area, identifying opportunities to (CPD) performed and learning outcomes.
Professional Development (CPD). [MBES06] address these through continual professional development [MBES06-­E10]
activities. [MBES06-­10A]
(A) Performs continual professional development activities
to improve their knowledge and understanding in this area.
[MBES06-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained.
[MBES06-­30A]

523
Practitioner –­Management: Business and Enterprise Integration
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
those at Supervised Practitioner level) personal contribution to activities performed, or
professional behaviors applied
1 Creates a strategy for Business and Enterprise (A) Identifies project-­specific business and enterprise SE business and enterprise integration work
integration on a project to support SE project integration needs that need to be incorporated into SE products. [MBEP01-­E10]
and wider enterprise needs. [MBEP01] planning. [MBEP01-­10A]
(A) Prepares project-­specific business and enterprise
integration inputs for SE planning purposes, using
appropriate processes and procedures. [MBEP01-­20A]
(A) Prepares project-­specific business and enterprise
integration task estimates in support of SE planning.
[MBEP01-­30A]
(P) Liaises throughout with stakeholders to gain approval,
updating strategy as necessary. [MBEP01-­40P]
2 Identifies the needs of the wider business and (A) Identifies wider business or enterprise functions, which SE Work products created. [MBEP02-­E10]
enterprise in order to ensure integration of require integration into ongoing Systems Engineering
ongoing activities (e.g. portfolio sustainment, projects in order to meet business or enterprise objectives.
infrastructure, HR, and knowledge [MBEP02-­10A]
management). [MBEP02]
(A) Identifies wider processes or procedures, which need to
be followed or tailored by Systems Engineering to ensure
business and enterprise integration. [MBEP02-­20A]
(A) Identifies Systems Engineering activities required to
ensure business and enterprise integration. [MBEP02-­30A]
3 Creates Systems Engineering work products (K) Describes key elements of a successful process, which SE work products they have developed.
needed by to manage infrastructure across integrates enterprise infrastructure needs and how this affects [MBEP03-­E10]
business or enterprise objectives. [MBEP03] different stages of a system life cycle. [MBEP03-­10K]
(K) Describes key elements of a successful process, which SE work products they have developed.
integrates Business and Enterprise Knowledge Management [MBEP03-­E20]
needs and how this affects different stages of a system life
cycle. [MBEP03-­20K]
(A) Uses appropriate standards and governing processes to Other project/program plan or organizational process
ensure that enterprise infrastructure needs are incorporated in they have written. [MBEP03-­E30]
wider SE planning, tailoring as appropriate. [MBEP03-­30A]
(A) Uses appropriate standards and governing processes to Other project/program plan or organizational process
ensure that Business and Enterprise Knowledge Management they have written. [MBEP03-­E40]
needs are incorporated in wider SE planning, tailoring as
appropriate. [MBEP03-­40A]

524
4 Creates Systems Engineering work products (K) Describes key elements of a successful process which SE work products they have developed.
needed to initiate or sustain the needs of the integrates Business portfolio needs and how this affects [MBEP04-­E10]
wider business or enterprise project portfolio. different stages of a system life cycle. [MBEP04-­10K]
[MBEP04]
(A) Uses appropriate standards and governing processes to Other project/program plan or organizational process
ensure that business portfolio needs are incorporated in wider they have written. [MBEP04-­E20]
SE planning, tailoring as appropriate. [MBEP04-­20A]
(A) Creates plans and processes for use on a project when
ensure business portfolio needs are accommodated on the
project. [MBEP04-­30A]
(P) Liaises throughout with stakeholders to gain approval,
updating plans as necessary. [MBEP04-­40P]
5 Creates Systems Engineering work products (K) Describes key elements of a successful process, which SE work products they have developed.
needed by Human Resources in order to meet integrates enterprise Human Resources needs and how this [MBEP05-­E10]
business or enterprise objectives. [MBEP05] affects different stages of a system life cycle. [MBEP05-­10K]
(A) Uses appropriate standards and governing processes to Other project/program plan or organizational process
ensure that enterprise Human Resources needs are incorporated they have written. [MBEP05-­E20]
in wider SE planning, tailoring as appropriate. [MBEP05-­20A]
(A) Creates plans and processes for use on a project when
ensure enterprise Human Resources needs are accommodated
on the project. [MBEP05-­30A]
(P) Liaises throughout with stakeholders to gain approval,
updating plans as necessary. [MBEP05-­40P]
6 Creates Systems Engineering work products (K) Describes key elements of a successful process which SE work products they have developed.
needed by to manage knowledge across integrates enterprise Knowledge Management needs and how [MBEP06-­E10]
business or enterprise objectives in order to this affects different stages of a system life cycle.
support enterprise knowledge management, [MBEP06-­10K]
reuse, or exploitation. [MBEP06]
(A) Uses appropriate standards and governing processes to Other project/program plan or organizational process
ensure that enterprise Knowledge Management needs are they have written. [MBEP06-­E20]
incorporated in wider SE planning, tailoring as appropriate.
[MBEP06-­20A]
(A) Creates plans and processes for use on a project when
ensure enterprise Knowledge Management needs are
accommodated on the project. [MBEP06-­30A]
(P) Liaises throughout with stakeholders to gain approval,
updating plans as necessary. [MBEP06-­40P]

525
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
those at Supervised Practitioner level) personal contribution to activities performed, or
professional behaviors applied
7 Complies with governing plans and processes (A) Follows defined plans, processes and associated tools to Enterprise integration plans or work products they
for business and enterprise integration, ensure successful business and enterprise integration on a have interpreted or challenged to address project
interpreting, evolving, or seeking guidance project. [MBEP07-­10A] issues. [MBEP07-­E10]
where appropriate. [MBEP07]
8 Uses Systems Engineering techniques to (A) Uses systems concepts and system design techniques in Enterprise models/architectures and frameworks.
contribute to the definition of the business or support of business or enterprise definition. [MBEP08-­10A] [MBEP08-­E10]
enterprise. [MBEP08]
(P) Fosters collaboration between disparate functions across Technology plan. [MBEP08-­E20]
the business or enterprise. [MBEP08-­20P]
(A) Uses Systems Engineering to determine how issues addressed Business or Enterprise improvement plan.
by business and enterprise plans will impact at different [MBEP08-­E30]
levels and phases throughout the life cycle. [MBEP08-­30A]
(A) Identifies and implements changes to business and Updated practices. [MBEP08-­E40]
organizational practices based upon Systems Engineering
techniques. [MBEP08-­40A]
9 Reviews work products produced by other (A) Analyzes and judges work products produced by other Comments on work products. [MBEP09-­E10]
enterprise functions for their impact on enterprise functions for their impact on Systems Engineering
Systems Engineering activities. [MBEP09] activities. [MBEP09-­10A]
10 Identifies constraints placed on the Systems (A) Identifies boundaries within the business or enterprise List of constraints (non-­functional requirements on a
Engineering process by the business or and the resultant framework of operation, clarifying as system). [MBEP10-­E10]
enterprise. [MBEP10] necessary. [MBEP10-­10A]
(A) Communicates information between distinct functions Records highlighting the organizational conflict and
within the business or enterprise. [MBEP10-­20A] contribution to its resolution. [MBEP10-­E20]
(A) Identifies business or enterprise constraints affecting the Allocation of tasks. [MBEP10-­E30]
management of information and/or knowledge and acts to
address these. [MBEP10-­30A]
Information on time and to the right place.
[MBEP10-­E40]

526
11 Guides new or supervised practitioners in (P) Guides new or supervised practitioners in executing Organizational Breakdown Structure showing their
Business and Enterprise integration in order to activities that form part of this competency. [MBEP11-­10P] responsibility for technical supervision in this area.
develop their knowledge, abilities, skills, or [MBEP11-­E10]
associated behaviors. [MBEP11]
(A) Trains individuals to an “Awareness” level in this On-­the-­job training objectives/guidance etc.
competency area. [MBEP11-­20A] [MBEP11-­E20]
Coaching or mentoring assignment records.
[MBEP11-­E30]
Records highlighting their impact on another
individual in terms of improvement or professional
development in this competency. [MBEP11-­E40]
12 Maintains and enhances own competence in (A) Identifies potential development needs in this area, Records of Continual Professional Development
this area through Continual Professional identifying opportunities to address these through continual (CPD) performed and learning outcomes.
Development (CPD) activities. [MBEP12] professional development activities. [MBEP12-­10A] [MBEP12-­E10]
(A) Performs continual professional development activities to
maintain and enhance their competency in this area.
[MBEP12-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained. [MBEP12-­30A]

527
Lead Practitioner –­Management: Business and Enterprise Integration
ID Indicators of Competence (in addition to those Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
at Practitioner level) contribution to activities performed, or professional
behaviors applied
1 Creates enterprise-­level policies, procedures, (A) Analyzes enterprise need for policies, processes, Successful projects/programs with technology advances
guidance, and best practice for business and tools, or guidance to address business or enterprise either in depth and/or broader application.
enterprise integration, including associated tools. integration. [MBEL01-­10A] [MBEL01-­E10]
[MBEL01]
(A) Creates policies, processes, and guidance Technology Strategy Document contribution.
documents covering business or enterprise integration [MBEL01-­E20]
activities. [MBEL01-­20A]
(A) Selects and acquires appropriate tools supporting Records of support for tool introduction.
business or enterprise integration. [MBEL01-­30A] [MBEL01-­E30]
2 Judges the tailoring of enterprise-­level business (A) Describes enterprise processes and products Tailoring reports. [MBEL02-­E10]
and enterprise processes and associated work beyond Systems Engineering. [MBEL02-­10A]
products to meet the needs of a project. [MBEL02]
(A) Selects relevant processes and templates from
those available. [MBEL02-­20A]
(A) Adapts business or enterprise products to meet
project needs. [MBEL02-­30A]
3 Coordinates business and enterprise integration (P) Acts to facilitate enterprise level resource issues on List of programs supported and contribution.
across multiple diverse projects or across a high-­payoff/high-­risk projects. [MBEL03-­10P] [MBEL03-­E10]
complex system, with proven success. [MBEL03]
Programs improved through actions in this area.
[MBEL03-­E20]
4 Judges Systems Engineering work products (P) Acts as independent reviewer in product and Review comments made. [MBEL04-­E10]
created for use by other parts of the business and milestone reviews across the enterprise.
enterprise. [MBEL04] [MBEL04-­10P]
(A) Explains the application of business and enterprise List of programs supported and contribution.
integration within multiple context types. [MBEL04-­E20]
[MBEL04-­20A]
(A) Provides constructive feedback on work products
used elsewhere in the business. [MBEL04-­30A]
5 Advises stakeholders across the enterprise (P) Acts as independent reviewer of enterprise Systems Reports and white papers. [MBEL05-­E10]
regarding activities and work products affecting Engineering policies, processes, tools, and templates.
Systems Engineering. [MBEL05] [MBEL05-­10P]

528
 (A) Analyzes and judges enterprise-­level activities and
work products affecting Systems Engineering.
[MBEL05-­20A]
(A) Produces constructive feedback on key
infrastructure, portfolio, human resource, quality, and
knowledge management stakeholders. [MBEL05-­30A]
6 Advises stakeholders across the enterprise (P) Persuades enterprise level stakeholders on the use Records showing support for business definition
regarding the use of Systems Engineering of Systems Engineering to support wider business or activities. [MBEL06-­E10]
techniques to contribute to the definition of the enterprise usage. [MBEL06-­10P]
business/enterprise. [MBEL06]
(P) Coaches or mentors enterprise level stakeholders in
their adoption of Systems Engineering methods,
processes, tools and templates. [MBEL06-­20P]
7 Persuades key stakeholders to address identified (A) Develops an enterprise technology strategy. Successful projects/programs with technology advances
enterprise-­level business and enterprise integration [MBEL07-­10A] either in depth and/or broader application.
issues and constraints to reduce project cost, [MBEL07-­E10]
schedule, or technical risk. [MBEL07]
(A) Advises enterprise stakeholders on the impact of Records indicating changed stakeholder thinking from
business or enterprise impact of decisions made at personal intervention. [MBEL07-­E20]
project level. [MBEL07-­20A]
(A) Advises stakeholders on multiple projects on the Records of strategy changes coordinated across multiple
impact of business or enterprise decisions on their projects. [MBEL07-­E30]
projects. [MBEL07-­30A]
(A) Analyzes enterprise-­level business and enterprise
integration issues and constraints for their impact on
Systems Engineering. [MBEL07-­40A]
(P) Persuades enterprise level stakeholders to address
enterprise-­level issues affecting Systems Engineering.
[MBEL07-­50P]
(A) Coordinates improvements in business or
enterprise integration. [MBEL07-­60A]
8 Coaches or mentors practitioners across the (P) Coaches or mentors practitioners across the Coaching or mentoring assignment records.
enterprise in business and enterprise integration in enterprise in competency-­related techniques, [MBEL08-­E10]
order to develop their knowledge, abilities, skills, recommending development activities. [MBEL08-­10P]
or associated behaviors. [MBEL08]
(A) Develops or authorizes enterprise training Records of formal training courses, workshops,
materials in this competency area. [MBEL08-­20A] seminars, and authored training material supported by
successful post-­training evaluation data. [MBEL08-­E20]
(A) Provides enterprise workshops/seminars or training Listing as an approved organizational trainer for this
in this competency area. [MBEL08-­30A] competency area. [MBEL08-­E30]

(Continued)

529
ID Indicators of Competence (in addition to those Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
at Practitioner level) contribution to activities performed, or professional
behaviors applied
9 Promotes the introduction and use of novel (A) Analyzes different approaches across different Research records. [MBEL09-­E10]
techniques and ideas in business and enterprise domains through research. [MBEL09-­10A]
integration across the enterprise, to improve the
enterprise competence in this area. [MBEL09]
(A) Defines novel approaches that could potentially Published papers in refereed journals/company
improve the SE discipline within the enterprise. literature. [MBEL09-­E20]
[MBEL09-­20A]
(P) Fosters awareness of these novel techniques within Enabling systems introduced in support of new
the enterprise. [MBEL09-­30P] techniques or ideas. [MBEL09-­E30]
(P) Collaborates and advises enterprise stakeholders to Published papers (or similar) at enterprise level.
facilitate the introduction of techniques new to the [MBEL09-­E40]
enterprise. [MBEL09-­40P]
(A) Monitors new techniques after their introduction to Records of improvements made against a recognized
determine their effectiveness. [MBEL09-­50A] process improvement model in this area. [MBEL09-­E50]
(A) Adapts approach to reflect actual enterprise
performance improvements. [MBEL09-­60A]
10 Develops expertise in this competency area (A) Identifies own needs for further professional Records of Continual Professional Development (CPD)
through specialist Continual Professional development in order to increase competence beyond performed and learning outcomes. [MBEL10-­E10]
Development (CPD) activities. [MBEL10] practitioner level. [MBEL10-­10A]
(A) Performs professional development activities in
order to move own competence toward expert level.
[MBEL10-­20A]
(A) Records continual professional development
activities undertaken including learning or insights
gained. [MBEL10-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party-­generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by senior management in current organization as an expert in this competency area
b. Evidence of role as Product/System Design Authority or Technical Authority on a complex project with responsibilities in this area or where skills within
this competency area were used
c. Recognized as an authorizing signatory on behalf of enterprise for formal documentation in this competency area (e.g. policies, processes, and deliverables)
d. Formal commendation or award within own enterprise for contribution or item of work successfully performed, which required proficiency in this competency area
e. Customer, Supplier, or other external project-­specific key Stakeholder accolades for specific work performed in this competency area
f. Independently assessed or accredited work in this competency area (e.g. for independent publication or use)
g. Formal organizational HR records positively highlighting any specific professional competencies or behaviors identified (if applicable) plus any of the
evidence indicators listed at Expert level below

530
Expert – Management: Business and Enterprise Integration
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Lead Practitioner level) contribution to activities performed, or professional
behaviors applied
1 Communicates own knowledge and experience (A) Produces papers, seminars, or presentations outside Published papers or books etc. on new technique in
in business and enterprise integration, in order own enterprise for publication in order to share own ideas refereed journals/company literature. [MBEE01-­E10]
to best practice beyond the enterprise and improve industry best practices in this competence
boundary. [MBEE01] area. [MBEE01-­10A]
(P) Fosters incorporation of own ideas into industry best Published papers in refereed journals or internal
practices in this area. [MBEE01-­20P] literature proposing new practices in this competence
area (or presentations, tutorials, etc.). [MBEE01-­E20]
(P) Develops guidance materials identifying new (or Proposals adopted as industry best practice.
updating existing) best practice in this competence area. [MBEE01-­E30]
[MBEE01-­30P]
2 Influences stakeholders beyond the enterprise (P) Acts as independent member of industry panels and Data from projects supported successfully.
boundary on business or enterprise issues. professional societies. [MBEE02-­10P] [MBEE02-­E10]
[MBEE02]
(A) Produces evidence and arguments influencing Publications and presentations used in support of
external stakeholder Business and Enterprise integration stakeholder arguments. [MBEE02-­E20]
activities. [MBEE02-­20A]
(P) Acts as independent reviewer on high-­risk Business
and Enterprise integration activity. [MBEE02-­30P]
3 Advises organizations beyond the enterprise (A) Analyzes the business or enterprise organization (e.g. Enterprise business or enterprise activities they have
boundary on the suitability of their approach to assessing a model or otherwise). [MBEE03-­10A] worked on. [MBEE03-­E10]
business or enterprise integration. [MBEE03]
(A) Assesses the integration of systems engineering Minutes of meetings associated with business or
activities across a business or enterprise. [MBEE03-­20A] enterprise integration. [MBEE03-­E20]
4 Advises organizations beyond the enterprise (A) Analyzes or reviews potential methods to increase Process improvement plans and quantitative results.
boundary on the effectiveness of the business efficiency or enterprise related process improvements. [MBEE04-­E10]
or enterprise as a system. [MBEE04] [MBEE04-­10A]
(A) Selects efficiency programs and enterprise related
process improvements. [MBEE04-­20A]
(Continued)

531
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Lead Practitioner level) contribution to activities performed, or professional
behaviors applied
5 Advises organizations beyond the enterprise (A) Analyzes or reviews business function agility and Reports covering integration of business and enterprise.
boundary on developing a Systems responsiveness. [MBEE05-­10A] [MBEE05-­E10]
Engineering capability within a business or
enterprise context. [MBEE05]
(A) Identifies appropriate Metrics assessing the enterprise Recommendations supplied and taken up.
Systems Engineering capability. [MBEE05-­20A] [MBEE05-­E20]
Records of advice provided. [MBEE05-­E30]
6 Advises organizations beyond the enterprise (A) Analyzes the impact of inputs from other business or Impact analysis. [MBEE06-­E10]
boundary on the impact of inputs from other enterprise functions and determines appropriate response.
business/enterprise functions on the Systems [MBEE06-­10A]
Engineering process. [MBEE06]
(A) Identifies enhanced or more efficient interactions and Report showing uptake of recommendations of analysis.
integration of “separate” enterprise functions. [MBEE06-­E20]
[MBEE06-­20A]
Report indicating impact e.g. time saving and/or quality
of the delivery. [MBEE06-­E30]
7 Advises organizations beyond the enterprise (A) Reviews enterprise technology strategies from Records indicating requests for support fulfilled in this
boundary on the impact of inputs from other external organizations. [MBEE07-­10A] area. [MBEE07-­E10]
business/enterprise functions on the Systems
Engineering process. [MBEE06]
(A) Advises external stakeholders on the business or Records indicating changed stakeholder thinking from
enterprise impact of decisions. [MBEE07-­20A] personal intervention. [MBEE07-­E20]
8 Champions the introduction of novel (A) Analyzes different approaches across different Records of activities promoting research and need to
techniques and ideas in business and enterprise domains through research. [MBEE08-­10A] adopt novel technique or ideas. [MBEE08-­E10]
integration, beyond the enterprise boundary, in
order to develop the wider Systems
Engineering community in this competency.
[MBEE08]
(A) Produces reports for the wider SE community on the Records of improvements made to process and appraisal
effectiveness of new techniques after their introduction. against a recognized process improvement model.
[MBEE08-­20A] [MBEE08-­E20]
(P) Collaborates with those introducing novel techniques Research records. [MBEE08-­E30]
within the wider SE community. [MBEE08-­30P]

532
 (A) Defines novel approaches that could potentially Published papers in refereed journals/company literature.
improve the wider SE discipline. [MBEE08-­40A] [MBEE08-­E40]
(P) Fosters awareness of these novel techniques within Records showing introduction of enabling systems
the wider SE community. [MBEE08-­50P] supporting the new techniques or ideas. [MBEE08-­E50]
9 Coaches individuals beyond the enterprise (P) Coaches or mentors individuals beyond the enterprise Coaching or mentoring assignment records.
boundary in business and enterprise integration boundary, in competency-­related techniques, [MBEE09-­E10]
techniques, in order to further develop their recommending development activities. [MBEE09-­10P]
knowledge, abilities, skills, or associated
behaviors. [MBEE09]
(A) Develops or authorizes training materials in this Records of formal training courses, workshops, seminars,
competency area, which are subsequently successfully and authored training material supported by successful
delivered beyond the enterprise boundary. post-­training evaluation data. [MBEE09-­E20]
[MBEE09-­20A]
(A) Provides workshops/seminars or training in this Records of Training/workshops/seminars created
competency area for practitioners or lead practitioners supported by successful post-­training evaluation data.
beyond the enterprise boundary (e.g. conferences and [MBEE09-­E30]
open training days). [MBEE09-­30A]
10 Maintains expertise in this competency area (A) Reviews research, new ideas, and state of the art to Records of documents reviewed and insights gained as
through specialist Continual Professional identify relevant new areas requiring personal part of own research into this competency area.
Development (CPD) activities. [MBEE10] development in order to maintain expertise in this [MBEE10-­E10]
competency area. [MBEE10-­10A]
(A) Performs identified specialist professional Records of Continual Professional Development (CPD)
development activities in order to maintain or further performed and learning outcomes. [MBEE10-­E20]
develop competence at expert level. [MBEE10-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained.
[MBEE10-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party-­generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by a reputable external organization as an expert in this competency area
b. Evidence of role as independent assessor or reviewer on project outside own organization where skills in this competency area were used
c. Evidence of invitation(s) from wider community for contribution of systems engineering expertise in this area (e.g. industry conference panel, government
advisory board etc. cross-­industry working groups, partnerships, accredited advanced university courses or research, or as part of professional institute)
d. Formal commendation beyond the enterprise (e.g. by INCOSE or other recognized authority) for work performed in this competency area
e. Independently assessed or accredited work product in this competency area (e.g. for independent publication or use)
f. Accolades of expertise in this area from recognized industry leaders

533
 Competency area – Management: Acquisition and Supply
Description
The purpose of Acquisition is to obtain a product or service in accordance with the Acquirer’s requirements. The purpose of Supply is to provide an Acquirer with a product or
service that meets agreed needs.
Why it matters
All system solutions require agreements between different organizations under which one party acquires or supplies products or services from the other. Systems Engineering
helps facilitate the successful acquisition and supply of products or services, in order to ensure that the need is defined accurately, to evaluate the supplier against complex
criteria; to monitor the ongoing agreement especially when technical circumstances change; and to support formal acceptance of the product or service.
Possible contributory types of evidence
Any combination of the types of evidence may be acceptable (depending on how the Framework is tailored and used). The evidence items identified at each level indicate
example work products only. Contributions to work products will generally differ at each proficiency level.
Learning and development
The INCOSE Professional Development Portal provides example guidance on how to gain an initial awareness of a competency area and options for developing further
competence thereafter.

Awareness –­Management: Acquisition and Supply

ID Indicators of Competence Relevant knowledge sub-­indicators
1 Describes the key stages in the acquisition (K) Explains the key characteristics of each stage of acquisition, namely: Prepare for, advertise need and specification,
of a system. [MASA01] establish and maintain agreement, monitor agreement, and accept product or service. [MASA01-­10K]
2 Describes the key stages in the supply of a (K) Explains the key characteristics of each stage of supply, namely Prepare for, respond to request, establish and
system. [MASA02] maintain agreement, execute agreement, and deliver and support product or service. [MASA02-­10K]
(K) Describes types of acquisition or supply contracts (e.g. fixed price, cost plus fixed fee, cost plus incentive fee, time,
and materials). [MASA02-­20K]
3 Describes legal and ethical obligations (K) Explains key legal and ethical obligations in acquisition and supply, such as acting ethically in requesting/advertising
associated with acquisition and supply, and goods and services to ensuring technical and financial obligations can be met. [MASA03-­10K]
provides examples. [MASA03]

534
Supervised Practitioner – Management: Acquisition and Supply
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
those at Awareness level) personal contribution to activities performed,
or professional behaviors applied
1 Follows a governing process and appropriate (A) Prepares information supporting need requirements Acquisition and supply processes used.
tools to plan and control their own preparation and documentation or assessment of acquirer needs [MASS01-­E10]
acquisition and supply activities. [MASS01] and requirements. [MASS01-­10A]
(A) Maintains status and traceability information for agreement Requirements traceability information.
requirements. [MASS01-­20A] [MASS01-­E20]
(A) Prepares information supporting or participates in vendor/
acquirer communication. [MASS01-­30A]
2 Prepares inputs to work products associated (A) Prepares typical work products (e.g. specifications) in support Supplier Product/service specifications.
with acquisition of a system. [MASS02] of the acquisition of a system. [MASS02-­10A] [MASS02-­E10]
(A) Prepares information supporting requirements and Solution analyzes performed. [MASS02-­E20]
specification documents. [MASS02-­20A]
(A) Prepares inputs in support of acquisition, such as potential Product or service vendors lists. [MASS02-­E30]
vendor lists or vendor product data. [MASS02-­30A]
3 Identifies potential acquirers of organization (K) Describes the concept of product or service capability. Vendor product/service data sheets or capability
systems, products, and services on their [MASS03-­10K] statements. [MASS03-­E10]
program. [MASS03]
(K) Describes factors influencing acquiring organization need. Business solution using vendor products or
[MASS03-­20K] services. [MASS03-­E20]
(A) Prepares information in support of the identification of
potential vendors for a program. [MASS03-­30A]
(A) Prepares information in support of business development
efforts in support of product sales. [MASS03-­40A]
4 Prepares inputs to work products associated (A) Prepares or maintains product description information. Product Data or capability statements.
with supply of a system. [MASS04] [MASS04-­10A] [MASS04-­E10]
(A) Prepares responses to technical specification need statements. Proposal inputs supported. [MASS04-­E20]
[MASS04-­20A]
(A) Prepares information supporting the development of technical Request for proposal or quotation. [MASS04-­E30]
and labor cost proposal inputs. [MASS04-­30A]
5 Develops own understanding of this (A) Identifies potential gaps in own knowledge or development Records of Continual Professional Development
competency area through Continual needs in this area, identifying opportunities to address these through (CPD) performed and learning outcomes.
Professional Development (CPD). [MASS05] continual professional development activities. [MASS05-­10A] [MASS05-­E10]
(A) Performs continual professional development activities to improve
their knowledge and understanding in this area. [MASS05-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained. [MASS05-­30A]

535
Practitioner –­Management: Acquisition and Supply
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Supervised Practitioner level) contribution to activities performed, or
professional behaviors applied
1 Creates a strategy for Acquisition or (A) Identifies project-­specific Acquisition or Supply needs that Acquisition or Supply work products. [MASP01-­E10]
Supply on a project to support SE project need to be incorporated into SE planning. [MASP01-­10A]
and wider enterprise needs. [MASP01]
(A) Prepares project-­specific Acquisition or Supply inputs for SE Supplier/subcontractor statements of work.
planning purposes, using appropriate processes and procedures. [MASP01-­E20]
[MASP01-­20A]
(A) Prepares project-­specific Acquisition or Supply task Supplier/subcontractor specification work products.
estimates in support of SE planning. [MASP01-­30A] [MASP01-­E30]
(P) Liaises throughout with stakeholders to gain approval,
updating strategy as necessary. [MASP01-­40P]
2 Creates governing plans, processes, and (K) Identifies the steps necessary to define a process and SE Acquisition or Supply planning work products.
appropriate tools and uses these to control appropriate techniques to be adopted to establish Acquisition and [MASP02-­E10]
and monitor Acquisition or Supply on a Supply of system elements. [MASP02-­10K]
project. [MASP02]
(K) Describes key elements of a successful Acquisition and Planning documents such as the systems engineering
Supply process and how decision management activities relate to management plan, other project/program plan or
different stages of a system life cycle. [MASP02-­20K] organizational process. [MASP02-­E20]
(A) Uses Acquisition or Supply tools or uses a methodology. Acquisition or Supply plans and processes used.
[MASP02-­30A] [MASP02-­E30]
(A) Uses appropriate standards and governing processes in their
Acquisition or Supply planning, tailoring as appropriate.
[MASP02-­40A]
(A) Selects Acquisition or Supply approaches appropriate to each
information item. [MASP02-­50A]
(A) Creates Acquisition or Supply plans and processes for use on Specifications, statements of work, basis of estimates,
a project. [MASP02-­60A] proposals. [MASP02-­E60]
(P) Liaises throughout with stakeholders to gain approval, Request for proposal or quotation. [MASP02-­E70]
updating plans as necessary. [MASP02-­70P]
(A) Creates need requirements preparation and documentation or Supply chain reports and analysis. [MASP02-­E80]
assessment of acquirer needs and requirements. [MASP02-­80A]
(A) Identifies acquisition and supply guidance including milestones,
standards, acceptance criteria, and decision gates. [MASP02-­90A]
(A) Develops approaches to select, negotiate and communicate
with vendor/acquirer. [MASP02-­100A]

536
3 Develops a tender document requesting the (A) Develops/approves system of interest specification and Records of a request for proposal or quotation created.
supply of a system. [MASP03] request for proposal or quotation. [MASP03-­10A] [MASP03-­E10]
(A) Creates solution ensuring parent system needs and System specification. [MASP03-­E20]
acquisition strategy are considered. [MASP03-­20A]
(A) Defines solutions meeting schedule and cost needs.
[MASP03-­30A]
4 Identifies potential suppliers using criteria (A) Reviews supplier response against request specifications (e.g. Supply chain reports and analysis. [MASP04-­E10]
to judge their suitability. [MASP04] tenders) and system requirements. [MASP04-­10A]
(A) Reviews supplier historical record over cost and ability to Proposal evaluation reports. [MASP04-­E20]
provide. [MASP04-­20A]
(A) Reviews supplier ability to deal with ilities and security.
[MASP04-­30A]
5 Reviews supplier responses to a tender (A) Analyzes requested information in response to a request for Supplier documentation review records.
document and makes formal proposal or quotation. [MASP05-­10A] [MASP05-­E10]
recommendations. [MASP05]
(A) Analyzes supplier capability and solution catalog against Technical solution review records. [MASP05-­E20]
requested services or product. [MASP05-­20A]
(A) Reviews approach, schedule, and cost estimate for supplier Supplier solution response analyses. [MASP05-­E30]
solution in collaboration with key stakeholders (e.g. architect).
[MASP05-­30A]
6 Reviews acquirer requests and works with key (A) Prepares requested information in response to a request for Proposal development, cost development inputs, bill
internal stakeholders to propose a solution proposal or quotation. [MASP06-­10A] of materials. [MASP06-­E10]
that meets acquirer needs. [MASP06]
(A) Analyzes enterprise capability and solution catalog against Technical solution proposal. [MASP06-­E20]
requested services or product. [MASP06-­20A]
(A) Develops integrated approach, schedule, and cost estimate Architecture development and solution trade analyses.
for solution in collaboration with key stakeholders (e.g. [MASP06-­E30]
architect). [MASP06-­30A]
7 Negotiates an agreement with a supplier (A) Creates subcontract/supplier statement of work including Statement of work, schedule and milestones.
for a system including acceptance criteria. acceptance criteria and requirements. [MASP07-­10A] [MASP07-­E10]
[MASP07]
(A) Identifies exit criteria and review milestone agreements with Program plan. [MASP07-­E20]
key supplier stakeholders. [MASP07-­20A]
Records demonstrating analysis of supplier enterprise
processes and requirements. [MASP07-­E30]
(Continued)

537
 ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Supervised Practitioner level) contribution to activities performed, or
professional behaviors applied
8 Negotiates an agreement with an acquirer (A) Analyzes statement of work, acceptance milestones, Statements of work, schedules, milestones evaluated,
for a system, including acceptance criteria. technical requirements in collaboration with key stakeholders, to counterproposals or similar negotiation
[MASP08] ensure acceptability. [MASP08-­10A] documentation. [MASP08-­E10]
(A) Reviews contract deliverables and schedule highlighting Contract modifications and engineering change
potential modifications as necessary. [MASP08-­20A] proposals. [MASP08-­E20]
Records demonstrating analysis of enterprise
processes and requirements against contractual
obligations. [MASP08-­E30]
9 Monitors supplier adherence to terms of (A) Analyzes and maintains entrance and exit criteria and Records of direct communication with vendors.
agreement to ensure compliance. establishes communications. [MASP09-­10A] [MASP09-­E10]
[MASP09]
(A) Compares status of supplier schedule and cost against Records showing acting as technical representative for
original baseline. [MASP09-­20A] technical requested solution. [MASP09-­E20]
(A) Monitors technical solution status and evolving risk and
opportunity status. [MASP09-­30A]
10 Maintains an agreement with a supplier to (A) Analyzes and maintains entrance and exit criteria and Records showing direct communication with vendors.
reflect changes on a project. [MASP10] establishes communications. [MASP10-­10A] [MASP10-­E10]
(A) Compares status of supplier schedule and cost against Records showing acting as technical representative for
original baseline. [MASP10-­20A] technical requested solution. [MASP10-­E20]
(P) Negotiates changes as necessary. [MASP10-­30P]
(A) Maintains a supplier agreement to reflect changes.
[MASP10-­40A]
11 Maintains an agreement with an acquirer (A) Ensures technical compliance against requirements affecting Records detailing active role in direct contact with
maintaining in accordance with agreement systems engineering activities. [MASP11-­10A] customer. [MASP11-­E10]
terms and conditions. [MASP11]
(A) Compares status of supplier schedule and cost against
original baseline. [MASP11-­20A]
(A) Identifies necessary changes to acquirer agreement,
documenting them for communication to acquirer. [MASP11-­30A]
(P) Negotiates changes with acquirer as necessary. [MASP11-­40P]
(A) Monitors technical solution status and evolving risk and
opportunity status. [MASP11-­50A]

538
12 Guides new or supervised practitioners in (P) Guides new or supervised practitioners in executing activities Organizational Breakdown Structure showing their
Acquisition and Supply in order to develop that form part of this competency. [MASP12-­10P] responsibility for technical supervision in this area.
their knowledge, abilities, skills, or [MASP12-­E10]
associated behaviors. [MASP12]
(A) Trains individuals to an “Awareness” level in this On-­the-­job training objectives/guidance etc.
competency area. [MASP12-­20A] [MASP12-­E20]
Coaching or mentoring assignment records.
[MASP12-­E30]
Records highlighting their impact on another
individual in terms of improvement or professional
development in this competency. [MASP12-­E40]
13 Maintains and enhances own competence (A) Identifies potential development needs in this area, Records of Continual Professional Development
in this area through Continual Professional identifying opportunities to address these through continual (CPD) performed and learning outcomes.
Development (CPD) activities. [MASP13] professional development activities. [MASP13-­10A] [MASP13-­E10]
(A) Performs continual professional development activities to
maintain and enhance their competency in this area. [MASP13-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained. [MASP13-­30A]

539
 Lead Practitioner – Management: Acquisition and Supply
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Practitioner level) contribution to activities performed, or
professional behaviors applied
1 Creates enterprise-­level policies, procedures, (A) Analyzes enterprise need for acquisition or supply policies, Enterprise level reports and recommendations.
guidance, and for acquisition and supply, processes, tools or guidance. [MASL01-­10A] [MASL01-­E10]
including associated tools. [MASL01]
(A) Creates enterprise policies, procedures or guidance on Part of enterprise SE resource pool and proposal or
acquisition or supply. [MASL01-­20A] internal R&D reviews. [MASL01-­E20]
(A) Selects and acquires appropriate tools supporting acquisition Develops, edits, maintains program supply chain risk
or supply. [MASL01-­30A] management policies. [MASL01-­E30]
2 Judges the tailoring of enterprise-­level (A) Evaluates the enterprise Acquisition or Supply processes Part of enterprise SE resource pool and proposal or
acquisition and supply processes and against the business and external stakeholder (e.g. customer) internal R&D reviews. [MASL02-­E10]
associated work products to meet the needs in order to tailor processes to enable project success.
needs of a project. [MASL02] [MASL02-­10A]
(A) Produces constructive feedback on acquisition or supply Details of programs supported with successful results.
processes. [MASL02-­20A] [MASL02-­E20]
(A) Reviews high value or high-­risk program acquisition or supply Reports or white papers generated. [MASL02-­E30]
planning and review issues across the enterprise. [MASL02-­30A]
3 Coordinates acquisition and supply across (A) Compares and contrasts the enterprise benefits of a range of Internal or external consultant in the relevant areas.
multiple diverse projects or across a complex techniques for performing acquisition or supply. [MASL03-­10A] [MASL03-­E10]
system, with proven success. [MASL03]
(A) Uses knowledge and experience of the application of Reports or white papers generated. [MASL03-­E20]
different acquisition or supply approaches with successful results.
[MASL03-­20A]
4 Identifies opportunities, arising from (A) Develops strategies supporting business development of Business development successes, new customers, or
projects across the enterprise, to supply supply opportunities in projects across the enterprise. areas through their activities. [MASL04-­E10]
systems, products, or services in accordance [MASL04-­10A]
with wider enterprise goals. [MASL04]
(A) Judges system architecting analyses in projects across the Papers identifying integration of solutions to meet
enterprise, to further organizational supply goals. [MASL04-­20A] new needs. [MASL04-­E20]
5 Persuades key stakeholders to address (A) Reviews project/programs to ensure Systems Engineering White papers and reports. [MASL05-­E10]
identified enterprise-­level acquisition and processes addresses enterprise-­level acquisition and supply issues
supply issues in order to reduce risk or and vice versa. [MASL05-­10A]
eliminate issues. [MASL05]
(A) Advises on high value, high risk, or high opportunity enterprise-­ Records indicating changed stakeholder thinking from
level acquisition or supply management review issues. [MASL05-­20A] personal intervention. [MASL05-­E20]
(A) Persuades stakeholders to adopt a different path on enterprise
acquisition or supply issues. [MASL05-­30A]

540
6 Coaches or mentors practitioners across (P) Coaches or mentors practitioners across the enterprise in Coaching or mentoring assignment records.
the enterprise in acquisition and supply in competency-­related techniques, recommending development [MASL06-­E10]
order to develop their knowledge, abilities, activities. [MASL06-­10P]
skills, or associated behaviors. [MASL06]
(A) Develops or authorizes enterprise training materials in this Records of formal training courses, workshops,
competency area. [MASL06-­20A] seminars, and authored training material supported by
successful post-­training evaluation data. [MASL06-­E20]
(A) Provides enterprise workshops/seminars or training in this Listing as an approved organizational trainer for this
competency area. [MASL06-­30A] competency area. [MASL06-­E30]
7 Promotes the introduction and use of novel (A) Analyzes different approaches across different domains Research records. [MASL07-­E10]
techniques and ideas in Acquisition and through research. [MASL07-­10A]
Supply, across the enterprise, to improve
enterprise competence in this area. [MASL07]
(A) Defines novel approaches that could potentially improve the Published papers in refereed journals/company
SE discipline within the enterprise. [MASL07-­20A] literature. [MASL07-­E20]
(P) Fosters awareness of these novel techniques within the Records showing introduction of enabling systems
enterprise. [MASL07-­30P] supporting the new techniques or ideas. [MASL07-­E30]
(P) Collaborates with enterprise stakeholders to facilitate the Published papers (or similar) at enterprise level.
introduction of techniques new to the enterprise. [MASL07-­40P] [MASL07-­E40]
(A) Monitors new techniques after their introduction to determine Records of improvements made against a recognized
their effectiveness. [MASL07-­50A] process improvement model in this area. [MASL07-­E50]
(A) Adapts approach to reflect actual enterprise performance
improvements. [MASL07-­60A]
8 Develops expertise in this competency area (A) Identifies own needs for further professional development in Records of Continual Professional Development
through specialist Continual Professional order to increase competence beyond practitioner level. (CPD) performed and learning outcomes.
Development (CPD) activities. [MASL08] [MASL08-­10A] [MASL08-­E10]
(A) Performs professional development activities in order to
move own competence toward expert level. [MASL08-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained. [MASL08-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party-­generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by senior management in current organization as an expert in this competency area
b. Evidence of role as Product/System Design Authority or Technical Authority on a complex project with responsibilities in this area or where skills within
this competency area were used
c. Recognized as an authorizing signatory on behalf of enterprise for formal documentation in this competency area (e.g. policies, processes, and deliverables)
d. Formal commendation or award within own enterprise for contribution or item of work successfully performed, which required proficiency in this competency area
e. Customer, Supplier, or other external project-­specific key Stakeholder accolades for specific work performed in this competency area
f. Independently assessed or accredited work in this competency area (e.g. for independent publication or use)
g. Formal organizational HR records positively highlighting any specific professional competencies or behaviors identified (if applicable) plus any of the
evidence indicators listed at Expert level below

541
Expert –­Management: Acquisition and Supply
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Lead Practitioner level) contribution to activities performed, or professional
behaviors applied
1 Communicates own knowledge and (A) Produces papers, seminars, or presentations outside own Published papers or books etc. on new technique in
experience in acquisition and supply in order enterprise for publication in order to share own ideas and refereed journals/company literature. [MASE01-­E10]
to best practice beyond the enterprise improve industry best practices in this competence area.
boundary. [MASE01] [MASE01-­10A]
(P) Fosters incorporation of own ideas into industry best Published papers in refereed journals or internal
practices in this area. [MASE01-­20P] literature proposing new practices in this competence
area (or presentations, tutorials, etc.). [MASE01-­E20]
(P) Develops guidance materials identifying new (or updating Proposals adopted as industry best practice.
existing) best practice in this competence area. [MASE01-­30P] [MASE01-­E30]
2 Influences key acquisition and supply stakeholders (P) Acts as independent member of industry panels and Records of projects supported successfully.
beyond the enterprise boundary. [MASE02] professional societies. [MASE02-­10P] [MASE02-­E10]
(A) Provides evidence and arguments influencing external Publications and presentations used in support of
stakeholder acquisition or supply. [MASE02-­20A] stakeholder arguments. [MASE02-­E20]
(P) Acts as independent external member of panels for Management reports indicating contributions made.
high-­risk acquisition and supply reviews and stakeholder [MASE02-­E30]
activities. [MASE02-­30P]
3 Advises organizations beyond the enterprise (A) Advises external stakeholders (e.g. customers) on their Meeting minutes or report outlining role as arbitrator.
boundary on complex or sensitive acquisition acquisition or supply issues. [MASE03-­10A] [MASE03-­E10]
and supply issues. [MASE03]
(A) Conducts sensitive acquisition or supply negotiations.
[MASE03-­20A]
(A) Conducts complex acquisition or supply negotiations
taking account of taking account of external stakeholders’ (e.g.
customer’s) background and knowledge. [MASE03-­30A]
(P) Arbitrates on acquisition or supply decisions. [MASE03-­40P]
4 Advises organizations beyond the enterprise (A) Assesses an external organization’s approach to Records of membership on oversight committee with
boundary on the suitability of their approach acquisition or supply, as independent reviewer. relevant terms of reference. [MASE04-­E10]
to acquisition and supply. [MASE04] [MASE04-­10A]
(A) Assesses the acquisition or supply plans of an external Review comments or revised document. [MASE04-­E20]
organization, as independent reviewer. [MASE04-­20A]
5 Champions the introduction of novel (A) Analyzes different approaches across different domains Records of activities promoting research and need to
techniques and ideas in acquisition and supply, through research. [MASE05-­10A] adopt novel technique or ideas. [MASE05-­E10]
beyond the enterprise boundary, in order to
develop the wider Systems Engineering
community in this competency. [MASE05]

542
 (A) Produces reports for the wider SE community on the Records of improvements made to process and appraisal
effectiveness of new techniques after their introduction. against a recognized process improvement model.
[MASE05-­20A] [MASE05-­E20]
(P) Collaborates with those introducing novel techniques Research records. [MASE05-­E30]
within the wider SE community. [MASE05-­30P]
(A) Defines novel approaches that could potentially improve Published papers in refereed journals/company
the wider SE discipline. [MASE05-­40A] literature. [MASE05-­E40]
(P) Fosters awareness of these novel techniques within the Records showing introduction of enabling systems
wider SE community. [MASE05-­50P] supporting the new techniques or ideas. [MASE05-­E50]
6 Coaches individuals beyond the enterprise (P) Coaches or mentors individuals beyond the enterprise Coaching or mentoring assignment records.
boundary in system or element acquisition boundary, in competency-­related techniques, recommending [MASE06-­E10]
and supply, in order to further develop their development activities. [MASE06-­10P]
knowledge, abilities, skills, or associated
behaviors. [MASE06]
(A) Develops or authorizes training materials in this Records of formal training courses, workshops,
competency area, which are subsequently successfully seminars, and authored training material supported by
delivered beyond the enterprise boundary. [MASE06-­20A] successful post-­training evaluation data. [MASE06-­E20]
(A) Provides workshops/seminars or training in this Records of Training/workshops/seminars created
competency area for practitioners or lead practitioners supported by successful post-­training evaluation data.
beyond the enterprise boundary (e.g. conferences and open [MASE06-­E30]
training days). [MASE06-­30A]
7 Maintains expertise in this competency area (A) Reviews research, new ideas, and state of the art to identify Records of documents reviewed and insights gained as
through specialist Continual Professional relevant new areas requiring personal development in order to part of own research into this competency area.
Development (CPD) activities. [MASE07] maintain expertise in this competency area. [MASE07-­10A] [MASE07-­E10]
(A) Performs identified specialist professional development Records of Continual Professional Development (CPD)
activities in order to maintain or further develop competence performed and learning outcomes. [MASE07-­E20]
at expert level. [MASE07-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained. [MASE07-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party-­generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by a reputable external organization as an expert in this competency area
b. Evidence of role as independent assessor or reviewer on project outside own organization where skills in this competency area were used
c. Evidence of invitation(s) from wider community for contribution of systems engineering expertise in this area (e.g. industry conference panel, government
advisory board etc. cross-­industry working groups, partnerships, accredited advanced university courses or research, or as part of professional institute)
d. Formal commendation beyond the enterprise (e.g. by INCOSE or other recognized authority) for work performed in this competency area
e. Independently assessed or accredited work product in this competency area (e.g. for independent publication or use)
f. Accolades of expertise in this area from recognized industry leaders

543
Competency area – Management: Configuration Management
Description
Configuration Management (CM) manages and controls system elements and configurations over the program life cycle, ensuring the overall coherence of the “evolving”
design of a system is maintained in a verifiable manner, throughout the life cycle, and retains the original intent. The Configuration Management activity includes planning;
identification; change management and control; reporting; and auditing.
Why it matters
Configuration Management ensures that the product functional, performance, and physical characteristics are properly identified, documented, validated, and verified to establish
product integrity; that changes to these product characteristics are properly identified, reviewed, approved, documented, and implemented; and that the products produced against a
given set of documentation are known. Without Configuration Management, loss of control over the evolving design, development, and operation of a product will occur.
Possible contributory types of evidence
Any combination of the types of evidence may be acceptable (depending on how the Framework is tailored and used). The evidence items identified at each level indicate
example work products only. Contributions to work products will generally differ at each proficiency level.
Learning and development
The INCOSE Professional Development Portal provides example guidance on how to gain an initial awareness of a competency area and options for developing further
competence thereafter.

Awareness –­Management: Configuration Management

ID Indicators of Competence Relevant Knowledge Sub-­indicators
1 Explains why the integrity of the design needs (K) Explains why CM assists robustness. [MCMA01-­10K]
to be maintained and how configuration
management supports this. [MCMA01]
(K) Explains why CM ensures an understanding of the functional and physical characteristics of a controlled item.
[MCMA01-­20K]
(K) Explains how CM produces a set of coherent and consistent information pertaining to a particular event or item.
[MCMA01-­30K]
(K) Explains why CM enables an organization to return to an earlier build constructed exactly as it was when it was
controlled (e.g. in support of testing older build standards). [MCMA01-­40K]
(K) Explains why CM reduces risk/uncertainty at acceptance. [MCMA01-­50K]
(K) Describes key interfaces and links between engineering configuration management and stakeholders in the wider
enterprise outside engineering (e.g. infrastructure management, human resource management, quality management,
knowledge management, portfolio management, and life cycle model management). [MCMA01-­60K]
(K) Explains why CM provides early indication of future development problems. [MCMA01-­70K]
(K) Explains why CM supports early identification of variance/inconsistency. [MCMA01-­80K]
(K) Explains why CM permits design margins or apportioned requirements to be coherently controlled across a suite of
related elements or systems. [MCMA01-­90K]
2 Describes the key characteristics of a configuration (K) Explains how CM manages and controls of names for critical elements. [MCMA02-­10K]
item (CI) including how configuration items are
selected and controlled. [MCMA02]

544
 (K) Explains how CM provides formal control of information relating to a particular product. [MCMA02-­20K]
(K) Explains how control of identifiers for deliverable items serves to highlight their build standard and/or functional
characteristics. [MCMA02-­30K]
3 Identifies key baselines and baseline reviews in (K) Lists key baselines and baseline reviews in a typical development life cycle. [MCMA03-­10K]
a typical development life cycle. [MCMA03]
(K) Explains the purpose of key baselines and baseline reviews in a typical development life cycle. [MCMA03-­20K]
(K) Explains the concept of a “freeze” and what this means for requirements, start of design, start of production, or start
of verification. [MCMA03-­30K]
4 Describes the process for changing baselined (K) Describes the change control cycle. [MCMA04-­10K]
information and a typical life cycle for an
engineering change. [MCMA04]
(K) Explains the concepts and differences between change requests, change proposals, and engineering notices (or
similar). [MCMA04-­20K]
(K) Explains the purpose and key participants in a change control board and how change dispositioning works. [MCMA04-­30K]
(K) Explains the concepts of impact analysis and how this relates to change implementation. [MCMA04-­40K]
5 Lists key activities performed as part of (K) Lists configuration management planning, configuration identification, baseline control and change management,
configuration management and can outline the configuration evaluation, release control, and configuration status accounting. [MCMA05-­10K]
key activities involved in each. [MCMA05]
(K) Describes definition of strategy and of life cycle. [MCMA05-­20K]
(K) Describes identification of system elements and information items, use of unique identifiers and baselines.
[MCMA05-­30K]
(K) Describes change requests, change control board, and impact analysis. [MCMA05-­40K]
(K) Describes link between CM and reviews and audits. [MCMA05-­50K]
(K) Describes link between CM and scheduling or planning, verification, documentation. [MCMA05-­60K]
6 Explains why change occurs and why changes (K) Describes link between change and new requirements, new technology, reduced cost, or improved “-­ilities.”
need to be carefully managed. [MCMA06] [MCMA06-­10K]
(K) Explains topics including “maintaining integrity,” “avoiding feature creep,” or “ensuring compliance.” [MCMA06-­20K]
7 Describes the processes and work products used (K) Describes where and when change can occur in the life cycle. [MCMA07-­10K]
to assist in Change Management. [MCMA07]
(K) Describes the elements of change management. [MCMA07-­20K]
8 Describes the meaning of key terminology and (K) Describes a Configuration Management Plan and its link to Change Management plan. [MCMA08-­10K]
acronyms used within Change Management
and their relationships. [MCMA08]
(K) Describes a Change Control Board (CCB) and how this body governs the change. [MCMA08-­20K]
(K) Describes an Engineering Change Request (ECR) or Engineering Change Proposal (ECP) and outlines the process
of origination and processing of each of these. [MCMA08-­30K]
(K) Describes Configuration Items (CI) and highlights reasons for designation of an item as a CI. [MCMA08-­40K]

545
Supervised Practitioner –­Management: Configuration Management
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
those at Awareness level) personal contribution to activities performed, or
professional behaviors applied
1 Follows a governing configuration and change (A) Performs configuration management activities on own Configuration management processes used to
management process and appropriate tools to work products as required. [MCMS01-­10A] control work products created. [MCMS01-­E10]
plan and control their own activities relating to
maintaining design integrity. [MCMS01]
(A) Uses approved configuration management processes and Configuration Management Plan used.
tools to control and manage own configuration management [MCMS01-­E20]
activities. [MCMS01-­20A]
Tailored Configuration Management plan created
in order to match the principles of a required
process. [MCMS01-­E30]
2 Prepares information for configuration (A) Prepares information in support of configuration Configuration management plan, including
management work products. [MCMS02] management activities, such as CM planning, configuration configuration item identification, change control,
item identification, change control, status accounting and status accounting, and auditing. [MCMS02-­E10]
auditing, and CCB meeting briefings. [MCMS02-­10A]
(A) Collates inputs in support of configuration management Configuration management baseline reports they
and change management products to maintain a product supported. [MCMS02-­E20]
baseline. [MCMS02-­20A]
(A) Performs preparation of engineering change proposals to
manage change. [MCMS02-­30A]
3 Describes the need to identify configuration (K) Explains the concept of a “configuration Item” (CI) and
items and why this is done. [MCMS03] why there is a need for configuration items in a design process.
[MCMS03-­10K]
(K) Explains the concept of configuration item identifiers and
how the associated numbering system works. [MCMS03-­20K]
(K) Explains the adverse results of mixing up configuration
items. [MCMS03-­30K]
4 Prepares information in support of configuration (K) Explains why there is a need for baselines, design reviews, Updates to documentation versions performed in
change control activities. [MCMS04] etc. [MCMS04-­10K] response to changes. [MCMS04-­E10]
(A) Maintains bi-­directional traceability of requirements to Traceability matrix updates made in response to
design as part of configuration management. [MCMS04-­20A] configuration changes. [MCMS04-­E20]
(A) Monitors performance criteria such as parameter budgets, Configuration performance parameters tracked as
measures of performance, and measures of effectiveness. part of configuration management activities.
[MCMS04-­30A] [MCMS04-­E30]

546
5 Prepares material in support of change control (A) Identifies artifacts affected by a change. [MCMS05-­10A] Configuration management change reviews
decisions and associated review meetings. supported. [MCMS05-­E10]
[MCMS05]
(A) Records materials associated with changes with accuracy. Configuration management records updated as a
[MCMS05-­20A] result of agreed review changes. [MCMS05-­E20]
6 Produces management reports in support of (A) Identifies measures in use for configuration status Configuration management status accounting
configuration item status accounting and audits. accounting. [MCMS06-­10A] reports generated or contributed to.
[MCMS06] [MCMS06-­E10]
(K) Explains criteria commonly applied in configuration Configuration management audits they have
audits. [MCMS06-­20K] performed or contributed to. [MCMS06-­E20]
(A) Prepares information in support of configuration status
accounting and audits. [MCMS06-­30A]
(A) Prepares information for management reports in support of
status accounting and audits. [MCMS06-­40A]
7 Identifies applicable standards, regulations, and (A) Identifies applicable configuration management standards Configuration management standards or
enterprise level processes on their project. or internal quality system standards other external stakeholder regulations applied or tailored (e.g. ISO/IEC
[MCMS07] (e.g. customer) standards. [MCMS07-­10A] 15288, 10007 or IEEE 828). [MCMS07-­E10]
(A) Identifies domain specific standards or regulations.
[MCMS07-­20A]
8 Identifies and reports baseline inconsistencies. (K) Explains the concept and benefits of baseline monitoring. Inconsistencies identified and reported as a result
[MCMS08] [MCMS08-­10K] of analyzing Configuration Management baselines.
[MCMS08-­E10]
(A) Uses baseline management in their activities.
[MCMS08-­20A]
(A) Uses change management and non-­conformance control in
their activities. [MCMS08-­30A]
9 Develops own understanding of this (A) Identifies potential gaps in own knowledge or development Records of Continual Professional Development
competency area through Continual needs in this area, identifying opportunities to address these (CPD) performed and learning outcomes.
Professional Development (CPD). [MCMS09] through continual professional development activities. [MCMS09-­E10]
[MCMS09-­10A]
(A) Performs continual professional development activities to
improve their knowledge and understanding in this area.
[MCMS09-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained.
[MCMS09-­30A]

547
Practitioner –­Management: Configuration Management
ID Indicators of Competence (in addition to those Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
at Supervised Practitioner level) personal contribution to activities performed, or
professional behaviors applied
1 Creates a strategy for Configuration Management (A) Identifies project-­specific configuration management SE configuration management work products.
on a project to support SE project and wider needs that need to be incorporated into SE planning. [MCMP01-­E10]
enterprise needs. [MCMP01] [MCMP01-­10A]
(A) Prepares project-­specific configuration management Configuration Management Plan. [MCMP01-­E20]
inputs for SE planning purposes, using appropriate
processes and procedures. [MCMP01-­20A]
(A) Prepares project-­specific configuration management
task estimates in support of SE planning. [MCMP01-­30A]
(P) Liaises throughout with stakeholders to gain approval,
updating strategy as necessary. [MCMP01-­40P]
2 Creates governing configuration and change (K) Identifies the steps necessary to define a process and Produces documentation of configuration and
management plans, processes, and appropriate appropriate techniques to be adopted to establish change management plans and processes and their
tools, and uses these to control and monitor design configuration and change management for system elements. application during the full life cycle of a project.
integrity during the full life cycle of a project or [MCMP02-­10K] [MCMP02-­E10]
system. [MCMP02]
(K) Describes key elements of a successful configuration Configuration management process.
and change management process and how decision [MCMP02-­E20]
management activities relate to different stages of a system
life cycle. [MCMP02-­20K]
(A) Uses configuration and change management tools or Configuration and change management plans and
uses a methodology. [MCMP02-­30A] process descriptions used during the full life cycle
of a project. [MCMP02-­E30]
(A) Uses appropriate standards and governing processes in
their configuration and change management planning,
tailoring as appropriate. [MCMP02-­40A]
(A) Selects configuration and change management method
appropriate to each configuration and change item.
[MCMP02-­50A]
(A) Creates configuration and change management plans
and processes for use on a project. [MCMP02-­60A]

548
3 Identifies required remedial actions in the presence (A) Identifies actual or proposed appropriate corrective or Produces updated plans, budgets. [MCMP03-­E10]
of baseline inconsistencies. [MCMP03] contingent actions to be performed. [MCMP03-­10A]
(A) Reviews and updates configuration management plan
and process as required. [MCMP03-­20A]
(A) Monitors the status of technical margins over time
through configuration management activities.
[MCMP03-­30A]
(A) Maintains technical margins through configuration
management actions in response to identified issues.
[MCMP03-­40A]
4 Coordinates changes to configuration items (A) Follows controlled steps to effectively manage system Produces configuration/change records.
understanding the potential scope within the change. [MCMP04-­10A] [MCMP04-­E10]
context of the project. [MCMP04]
(A) Identifies potential changes and their potential impact Review minutes. [MCMP04-­E20]
and acts to minimize this. [MCMP04-­20A]
(A) Maintains all information associated with all work Budget allocation tables with margin.
products affected by changes. [MCMP04-­30A] [MCMP04-­E30]
(A) Identifies and controls system baselines.
[MCMP04-­40A]
(A) Maintains bidirectional traceability of requirements
throughout life cycle. [MCMP04-­50A]
(A) Monitors parameter budgets as part of the flow down of
requirements through the physical architecture.
[MCMP04-­60A]
(A) Compares planned parameter budgets with actuals,
updating budgets as design evolves. [MCMP04-­70A]
(A) Monitors actual progress and budget against planned
progress and allocated budget over time. [MCMP04-­80A]
(A) Performs and documents design reviews.
[MCMP04-­90A]
(A) Reviews system assumptions over time for their
stability, updating as necessary. [MCMP04-­100A]
(A) Analyzes limiting and out of spec scenarios as well as
nominal ones to assure system robustness, dependability,
and graceful degradation. [MCMP04-­110A]
(A) Maintains appropriate margins. [MCMP04-­120A]
(Continued)

549
ID Indicators of Competence (in addition to those Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
at Supervised Practitioner level) personal contribution to activities performed, or
professional behaviors applied
5 Identifies selection of configuration items and (A) Selects rationale for configuration items in Periodic project/program reviews with parameter
associated documentation by working with design collaboration with design stakeholders lead engineers and tracking. [MCMP05-­E10]
teams justifying the decisions reached. [MCMP05] program management. [MCMP05-­10A]
(A) Defines configuration item documentation in SEMP outlining metrics to be tracked.
collaboration with design stakeholders, recording the [MCMP05-­E20]
results. [MCMP05-­20A]
Configured design documentation work products
(e.g. interface control document, performance
models for key user requirements, behavior model
for system and system elements, parameter budgets,
human computer interface and ergonomic models,
whole life cycle cost model, and safety case).
[MCMP05-­E30]
6 Coordinates change control review activities in (A) Prepares information (e.g. plans) in support of a change Produces minutes of CCB meetings.
conjunction with customer representative and control board (CCB). [MCMP06-­10A] [MCMP06-­E10]
directs resolutions and action items. [MCMP06]
(A) Reviews and documents current state of change Produces, reviews, approves CCB meeting
activities. [MCMP06-­20A] briefings, and proposals. [MCMP06-­E20]
(K) Explains impact of proposed changes to stakeholders.
[MCMP06-­30K]
(A) Identifies the direction of proposed changes in
collaboration with stakeholders. [MCMP06-­40A]
(A) Records change decisions and their justification.
[MCMP06-­50A]
(A) Ensures the agreed implementation strategy for changes
is folly implemented. [MCMP06-­60A]
7 Coordinates configuration status accounting (A) Identifies measures for configuration status accounting. Documentation covering planning of configuration
reports and audits. [MCMP07] [MCMP07-­10A] status accounting activities. [MCMP07-­E10]
(A) Defines criteria for configuration audit. Documentation covering planning of configuration
[MCMP07-­20A] audits. [MCMP07-­E20]
(A) Defines reporting schedule. [MCMP07-­30A]
(A) Defines targets and schedule of audits. [MCMP07-­40A]

550
 (A) Prepares configuration status accounting reports.
[MCMP07-­50A]
(A) Performs configuration status accounting audits as
required. [MCMP07-­60A]
8 Guides new or supervised practitioners in (P) Guides new or supervised practitioners in executing Organizational Breakdown Structure showing their
configuration management to develop their activities that form part of this competency. responsibility for technical supervision in this area.
knowledge, abilities, skills, or associated [MCMP08-­10P] [MCMP08-­E10]
behaviors. [MCMP08]
(A) Trains individuals to an “Awareness” level in this On-­the-­job training objectives/guidance etc.
competency area. [MCMP08-­20A] [MCMP08-­E20]
Coaching or mentoring assignment records.
[MCMP08-­E30]
Records highlighting their impact on another
individual in terms of improvement or professional
development in this competency. [MCMP08-­E40]
9 Maintains and enhances own competence in this (A) Identifies potential development needs in this area, Records of Continual Professional Development
area through Continual Professional Development identifying opportunities to address these through continual (CPD) performed and learning outcomes.
(CPD) activities. [MCMP09] professional development activities. [MCMP09-­10A] [MCMP09-­E10]
(A) Performs continual professional development activities
to maintain and enhance their competency in this area.
[MCMP09-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained.
[MCMP09-­30A]

551
Lead Practitioner –­Management: Configuration Management
ID Indicators of Competence (in addition to those Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
at Practitioner level) personal contribution to activities performed, or
professional behaviors applied
1 Creates enterprise-­level policies, procedures, (A) Analyzes enterprise need for Configuration Enterprise level reports and recommendations.
guidance, and best practice for configuration Management policies, processes, tools, or guidance. [MCML01-­E10]
management, including associated tools. [MCML01] [MCML01-­10A]
(A) Creates enterprise policies, procedures or guidance on Part of enterprise SE resource pool and proposal or
Configuration Management. [MCML01-­20A] internal R&D reviews. [MCML01-­E20]
(A) Selects and acquires appropriate tools supporting Enterprise level configuration management plan
Configuration Management. [MCML01-­30A] template. [MCML01-­E30]
2 Judges the tailoring of enterprise-­level (A) Evaluates the enterprise Configuration Management Part of enterprise SE resource pool and proposal or
configuration and change management processes processes against the business and external stakeholder internal R&D reviews. [MCML02-­E10]
and associated work products to meet the needs (e.g. customer) needs in order to tailor processes to enable
of a project. [MCML02] project success. [MCML02-­10A]
(A) Provides constructive feedback on Configuration Details of programs supported with successful
Management processes. [MCML02-­20A] results. [MCML02-­E20]
(A) Reviews high value or high-­risk program Reports and white papers generated. [MCML02-­E30]
Configuration Management planning issues across the
enterprise. [MCML02-­30A]
3 Coordinates configuration management across (A) Compares and contrasts the enterprise benefits of a Records showing internal or external consultation in
multiple diverse projects or across a complex range of techniques for performing Configuration the relevant areas. [MCML03-­E10]
system, with proven success. [MCML03] Management. [MCML03-­10A]
(A) Uses knowledge and experience of the application of Reports. [MCML03-­E20]
different CM approaches with successful results.
[MCML03-­20A]
(A) Uses CM policies and procedures across multiple projects
for components of a complex system. [MCML03-­30A]
4 Influences key stakeholders to address identified (P) Uses facilitation skills in project/program reviews to White papers and reports. [MCML04-­E10]
enterprise-­level configuration management ensure Systems Engineering processes addresses
issues. [MCML04] enterprise-­level Configuration Management issues and
vice versa. [MCML04-­10P]
(A) Advises on high value, high risk or high opportunity Records of enterprise-­level meetings.
enterprise-­level Configuration Management review issues. [MCML04-­E20]
[MCML04-­20A]
(A) Persuades stakeholders to address enterprise-­level Records indicating changed stakeholder thinking
Configuration management issues. [MCML04-­30A] from personal intervention. [MCML04-­E30]

552
5 Advises stakeholders across the enterprise on (A) Analyzes causes of baseline inconsistency on projects Analysis records. [MCML05-­E10]
remedial actions to address baseline of various complexity. [MCML05-­10A]
inconsistencies for projects of various size and
complexity. [MCML05]
(P) Fosters agreement between key stakeholders at Minutes of key stakeholder review meetings and
enterprise level to resolve baseline consistency issues, by actions taken. [MCML05-­E20]
promoting a holistic viewpoint. [MCML05-­20P]
Records demonstrating changed stakeholder
viewpoints in this area. [MCML05-­E30]
6 Advises stakeholders across the enterprise on (A) Analyzes impact of major changes. [MCML06-­10A] Analysis records. [MCML06-­E10]
major changes and influences them to reduce
impact of such changes. [MCML06]
(A) Persuades stakeholders to change strategy in order to Minutes of meetings or other reports that show
reduce the potential impact of change. [MCML06-­20A] interactions with key stakeholders in order to reduce
the impact of major changes. [MCML06-­E20]
Records showing changed stakeholders viewpoints in
this area. [MCML06-­E30]
7 Coaches or mentors practitioners across the (P) Coaches or mentors practitioners across the enterprise Coaching or mentoring assignment records.
enterprise in configuration management in order in competency-­related techniques, recommending [MCML07-­E10]
to develop their knowledge, abilities, skills, or development activities. [MCML07-­10P]
associated behaviors. [MCML07]
(A) Develops or authorizes enterprise training materials in Records of formal training courses, workshops,
this competency area. [MCML07-­20A] seminars, and authored training material supported by
successful post-­training evaluation data. [MCML07-­E20]
(A) Provides enterprise workshops/seminars or training in Listing as an approved organizational trainer for this
this competency area. [MCML07-­30A] competency area. [MCML07-­E30]
8 Promotes the introduction and use of novel (A) Analyzes different approaches across different Research records. [MCML08-­E10]
techniques and ideas in Configuration domains through research. [MCML08-­10A]
Management, across the enterprise, to improve
enterprise competence in this area. [MCML08]
(A) Defines novel approaches that could potentially improve Published papers in refereed journals/company
the SE discipline within the enterprise. [MCML08-­20A] literature. [MCML08-­E20]
(P) Fosters awareness of these novel techniques within the Enabling systems introduced in support of new
enterprise. [MCML08-­30P] techniques or ideas. [MCML08-­E30]
(Continued)

553
 ID Indicators of Competence (in addition to those Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
at Practitioner level) personal contribution to activities performed, or
professional behaviors applied
(P) Collaborates with enterprise stakeholders to facilitate Published papers (or similar) at enterprise level.
the introduction of techniques new to the enterprise. [MCML08-­E40]
[MCML08-­40P]
(A) Monitors new techniques after their introduction to Records of improvements made against a recognized
determine their effectiveness. [MCML08-­50A] process improvement model in this area.
[MCML08-­E50]
(A) Monitors new techniques after their introduction to
determine their effectiveness. [MCML08-­60A]
9 Develops expertise in this competency area (A) Identifies own needs for further professional Records of Continual Professional Development
through specialist Continual Professional development in order to increase competence beyond (CPD) performed and learning outcomes.
Development (CPD) activities. [MCML09] practitioner level. [MCML09-­10A] [MCML09-­E10]
(A) Performs professional development activities in order to
move own competence toward expert level. [MCML09-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained.
[MCML09-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party-­generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by senior management in current organization as an expert in this competency area
b. Evidence of role as Product/System Design Authority or Technical Authority on a complex project with responsibilities in this area or where skills within
this competency area were used
c. Recognized as an authorizing signatory on behalf of enterprise for formal documentation in this competency area (e.g. policies, processes, and deliverables)
d. Formal commendation or award within own enterprise for contribution or item of work successfully performed, which required proficiency in this
competency area
e. Customer, Supplier, or other external project-­specific key Stakeholder accolades for specific work performed in this competency area
f. Independently assessed or accredited work in this competency area (e.g. for independent publication or use)
g. Formal organizational HR records positively highlighting any specific professional competencies or behaviors identified (if applicable) plus any of the
evidence indicators listed at Expert level below

554
Expert –­Management: Configuration Management
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Lead Practitioner level) contribution to activities performed, or professional
behaviors applied
1 Communicates own knowledge and (A) Produces papers, seminars, or presentations outside Published papers or books etc. on new technique in
experience in configuration management in own enterprise for publication in order to share own ideas refereed journals/company literature. [MCME01-­E10]
order to best practice beyond the enterprise and improve industry best practices in this competence
boundary. [MCME01] area. [MCME01-­10A]
(P) Fosters incorporation of own ideas into industry best Published papers in refereed journals or internal literature
practices in this area. [MCME01-­20P] proposing new practices in this competence area (or
presentations, tutorials, etc.). [MCME01-­E20]
(P) Develops guidance materials identifying new (or Own proposals adopted as industry best practices in this
updating existing) best practice in this competence area. competence area. [MCME01-­E30]
[MCME01-­30P]
2 Persuades individuals beyond the enterprise (P) Acts as independent member of industry panels and Records of projects supported successfully.
boundary regarding configuration and professional societies. [MCME02-­10P] [MCME02-­E10]
change management issues. [MCME02]
(A) Provides evidence and arguments influencing external Publications and presentations used in support of
stakeholder configuration management activities. stakeholder arguments. [MCME02-­E20]
[MCME02-­20A]
(P) Acts as independent external member of review panels Records indicating management approval of work
for Configuration Management issues. [MCME02-­30P] performed. [MCME02-­E30]
3 Advises organizations beyond the enterprise (A) Acts as an independent reviewer of external Records showing membership on review committee.
boundary on the suitability of their approach organization configuration management plans. [MCME03-­E10]
to configuration management. [MCME03] [MCME03-­10A]
(A) Advises external organizations on potential Review comments or revised document. [MCME03-­E20]
improvements to their configuration management
approach. [MCME03-­20A]
4 Advises organizations beyond the enterprise (A) Advises external stakeholders (e.g. customers) on their Meeting minutes or report outlining role as arbitrator.
boundary on complex or sensitive Configuration management issues. [MCME04-­10A] [MCME04-­E10]
configuration and change management
issues. [MCME04]
(Continued)

555
 ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Lead Practitioner level) contribution to activities performed, or professional
behaviors applied
(A) Conducts sensitive Configuration management
negotiations. [MCME04-­20A]
(A) Conducts complex Configuration management
negotiations taking account of external stakeholders’ (e.g.
customer’s) background and knowledge. [MCME04-­30A]
(P) Arbitrates on Configuration management decisions.
[MCME04-­40P]
5 Champions the introduction of novel (A) Analyzes different approaches across different Records of activities promoting research and need to adopt
techniques and ideas in configuration domains through research. [MCME05-­10A] novel technique or ideas. [MCME05-­E10]
management, beyond the enterprise
boundary, in order to develop the wider
Systems Engineering community in this
competency. [MCME05]
(A) Produces reports for the wider SE community on the Records of improvements made to process and appraisal
effectiveness of new techniques after their introduction. against a recognized process improvement model.
[MCME05-­20A] [MCME05-­E20]
(P) Collaborates with those introducing novel techniques Research records. [MCME05-­E30]
within the wider SE community. [MCME05-­30P]
(A) Defines novel approaches that could potentially Published papers in refereed journals/company literature.
improve the wider SE discipline. [MCME05-­40A] [MCME05-­E40]
(P) Fosters awareness of these novel techniques within the Records showing introduction of enabling systems
wider SE community. [MCME05-­50P] supporting the new techniques or ideas. [MCME05-­E50]
6 Coaches individuals beyond the enterprise (P) Coaches or mentors individuals beyond the enterprise Coaching or mentoring assignment records.
boundary in Configuration Management, in boundary, in competency-­related techniques, [MCME06-­E10]
order to further develop their knowledge, recommending development activities. [MCME06-­10P]
abilities, skills, or associated behaviors.
[MCME06]
(A) Develops or authorizes training materials in this Records of formal training courses, workshops, seminars,
competency area, which are subsequently successfully and authored training material supported by successful
delivered beyond the enterprise boundary. [MCME06-­20A] post-­training evaluation data. [MCME06-­E20]
(A) Provides workshops/seminars or training in this Records of Training/workshops/seminars created
competency area for practitioners or lead practitioners supported by successful post-­training evaluation data.
beyond the enterprise boundary (e.g. conferences and open [MCME06-­E30]
training days). [MCME06-­30A]

556
7 Maintains expertise in this competency area (A) Reviews research, new ideas, and state of the art to Records of documents reviewed and insights gained as
through specialist Continual Professional identify relevant new areas requiring personal development part of own research into this competency area.
Development (CPD) activities. [MCME07] in order to maintain expertise in this competency area. [MCME07-­E10]
[MCME07-­10A]
(A) Performs identified specialist professional Records of Continual Professional Development (CPD)
development activities in order to maintain or further performed and learning outcomes. [MCME07-­E20]
develop competence at expert level. [MCME07-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained.
[MCME07-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party-­generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by a reputable external organization as an expert in this competency area
b. Evidence of role as independent assessor or reviewer on project outside own organization where skills in this competency area were used
c. Evidence of invitation(s) from wider community for contribution of systems engineering expertise in this area (e.g. industry conference panel, government
advisory board etc. cross-­industry working groups, partnerships, accredited advanced university courses or research, or as part of professional institute)
d. Formal commendation beyond the enterprise (e.g. by INCOSE or other recognized authority) for work performed in this competency area
e. Independently assessed or accredited work product in this competency area (e.g. for independent publication or use)
f. Accolades of expertise in this area from recognized industry leaders

557
 Competency area – Management: Information Management
Description
Information Management addresses activities associated with the generation, obtaining, confirming, transforming, retaining, retrieval, dissemination, and disposal of
information, to designated stakeholders with appropriate levels of timeliness, accuracy, and security. Information Management plans, executes and controls the provision of
information to designated stakeholders that is unambiguous, complete, verifiable, consistent, modifiable, traceable, and presentable. Information includes technical, project,
organizational, agreement, and user information.
Why it matters
System Engineering requires relevant, timely and complete information during and after the system life cycle to support all aspects of the development; from the analysis of
future concepts to the ultimate archiving and potential subsequent retrieval of project data. Information also supports decision-­making across every aspect of the development
including suppliers and agreements. Information security and assurance are crucial parts of Information Management: ensuring only designated individuals are able to access
certain data, while protecting intellectual property and making sure information is available as required in line with the sender’s intent.
Possible contributory types of evidence
Any combination of the types of evidence may be acceptable (depending on how the Framework is tailored and used). The evidence items identified at each level indicate
example work products only. Contributions to work products will generally differ at each proficiency level.
Learning and development
The INCOSE Professional Development Portal provides example guidance on how to gain an initial awareness of a competency area and options for developing further
competence thereafter.

Awareness –­Management: Information Management

ID Indicators of Competence Relevant knowledge sub-­indicators
1 Describes various types of information required to be (K) Identifies enterprise-­wide knowledge captured in training, processes, practices, methods, policies, and
managed in support of Systems Engineering activities procedures. [MIMA01-­10K]
and provides examples. [MIMA01]
(K) Describes capture and maintenance of best practices and key personnel expertise and knowledge.
[MIMA01-­20K]
2 Describes various types of information assets that may (K) Identifies proposal and financial information, proprietary reports and processes, intellectual property
need to be managed within a project or system. information, sensitive and personal information, external stakeholder (e.g. customer), and classified
[MIMA02] information. [MIMA02-­10K]
3 Identifies different classes of risk to information integrity (K) Identifies insufficient information resulting in inefficiencies due to reinventing of the wheel, inconsistent
and can provide examples of each. [MIMA03] approach across enterprise. [MIMA03-­10K]
(K) Identifies loss of confidence for example cybersecurity and personnel information violation. [MIMA03-­20K]
(K) Describes key interfaces and links between engineering information management and stakeholders in the wider
enterprise outside engineering (e.g. infrastructure management, human resource management, quality management,
knowledge management, portfolio management, and life cycle model management). [MIMA03-­30K]

558
4 Describes the relationship between information management (K) Defines how Information Management and Change management interact to ensure information integrity is
and configuration change management. [MIMA04] maintained across the enterprise when items of information are (for whatever reason) modified. [MIMA04-­10K]
5 Describes potential scenarios where information may (K) Describes change management as a means used by information management to keep the information
require modification. [MIMA05] current, consistent, and accurate. [MIMA05-­10K]
6 Explains how data rights may affect information (K) Identifies different classes of information that require respective data rights including enterprise proprietary,
management on a project. [MIMA06] intellectual property, financial, personnel, stakeholder, and classified information. [MIMA06-­10K]
(K) Describes that different types of information require different levels of protection. [MIMA06-­20K]
(K) Explains Cybersecurity and protection of information, particularly individual records and enterprise
sensitive information. [MIMA06-­30K]
7 Describes the legal and ethical responsibilities associated (K) Identifies personnel sensitive information and records are protected by law. [MIMA07-­10K]
with access to and sharing of enterprise and customer
information and summarizes regulations regarding
information sharing. [MIMA07]
(K) Identifies protection of intellectual property and commercially sensitive information of enterprise,
external stakeholder (e.g. customer), vendor, and partner organization. [MIMA07-­20K]
(K) Identifies international and national law, company regulations, and contractual agreements. [MIMA07-­30K]
8 Describes what constitutes personal data and why its (K) Describes different types of personal data that may require protection. [MIMA08-­10K]
protection and management is important. [MIMA08]
(K) Identifies key principles for personal data management and protection (e.g. lawfulness, fairness and
transparency, purpose limitation, data minimization, accuracy, storage limitation, integrity and confidentiality
(security), and accountability. [MIMA08-­20K]
(K) Identifies relevant national or international legislation applicable to the organization in which they work.
[MIMA08-­30K]

559
Supervised Practitioner –­Management: Information Management
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Awareness level) contribution to activities performed, or professional
behaviors applied
1 Follows a governing process and appropriate (K) Describes principles of planning and controlling Information Management reports to which they have
tools to plan and control information information management as defined in the respective contributed or acted upon. [MIMS01-­E10]
management activities. [MIMS01] processes. [MIMS01-­10K]
(K) Describes tools used in support of information Information Management plan they have used.
management. [MIMS01-­20K] [MIMS01-­E20]
(A) Follows information management enterprise processes Information Management Plan they have tailored in order to
for information management on a particular project. match the principles of a required process. [MIMS01-­E30]
[MIMS01-­30A]
(A) Uses information management enterprise tools for
information management on a particular project.
[MIMS01-­40A]
2 Prepares inputs to a data dictionary and (A) Maintains contents of a technical data library. Data dictionary they have populated or maintained.
technical data library. [MIMS02] [MIMS02-­10A] [MIMS02-­E10]
(A) Uses information to correctly populate or maintain a Data dictionary they have populated or maintained.
data dictionary. [MIMS02-­20A] [MIMS02-­E20]
(A) Maintains data dictionary as required. [MIMS02-­30A]
3 Identifies valid sources of information and (K) Describes the method used to identify sources of Information sources and respective authorities they
associated authorities on a project. information. [MIMS03-­10K] identified as part of the generation of an information
[MIMS03] management plan. [MIMS03-­E10]
(A) Prepares information in support of the identification of
valid sources of information and associated authorities.
[MIMS03-­20A]
4 Maintains information in accordance with (A) Uses appropriate information management techniques Information items which they have had to acquire, transfer,
integrity, security, privacy requirements, to obtain, transfer, distribute and maintain, or transform distribute, maintain or transformed in accordance with
and data rights. [MIMS04] information. [MIMS04-­10A] integrity, security, privacy requirements, and data rights on
a project. [MIMS04-­E10]
(A) Uses appropriate information security management
techniques to maintain the integrity, security, privacy, and
access rights of information. [MIMS04-­20A]
(A) Maintains information over its life cycle, in accordance
with integrity, security, privacy requirements, and data
rights. [MIMS04-­30A]

560
5 Identifies information or approaches that (A) Identifies identification and preparation of information Information packages they have generated to meet the
requires replanning in order to implement required in order to support decision-­making. information needs for a specific project change.
engineering changes on a project. [MIMS05] [MIMS05-­10A] [MIMS05-­E10]
(A) Prepares information in support of the assessment and
re-­planning of Systems Engineering activities associated
with engineering changes. [MIMS05-­20A]
6 Identifies designated information requiring (K) Describes rules and methods for identification and Records showing information they archived in accordance
archiving in compliance project archiving of designated information. [MIMS06-­10K] with information management requirements.
requirements on a project. [MIMS06] [MIMS06-­E10]
(A) Maintains identification and archival of designated
information in compliance project requirements.
[MIMS06-­20A]
7 Identifies information requiring disposal of (A) Identifies rules and methods for identification and Records showing information they disposed of in
such as unwanted, invalid, or unverifiable disposal of information. [MIMS07-­10A] accordance with information management requirements.
information in accordance with [MIMS07-­E10]
requirements on a project. [MIMS07]
(A) Prepares information in support of the identification
and disposal of unwanted, invalid or unverifiable
information in accordance with requirements.
[MIMS07-­20A]
8 Prepares information management data (A) Prepares data reports relating to entities under Data or statistics they created for Information Management
products to support management reporting configuration management. [MIMS08-­10A] reporting. [MIMS08-­E10]
at organizational level. [MIMS08]
(A) Prepares management information in support of
organizational information management. [MIMS08-­20A]
9 Prepares inputs to plans and work products (K) Describes purpose and content of typical information Information plans they have either generated or
addressing information management and management plans. [MIMS09-­10K] communicated. [MIMS09-­E10]
its communication. [MIMS09]
(K) Describes principles to be applied when communicating
matters of information management. [MIMS09-­20K]
(A) Prepares information in support of information
management planning and communication activities.
[MIMS09-­30A]
(Continued)

561
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Awareness level) contribution to activities performed, or professional
behaviors applied
10 Records lessons learned and shares beyond (A) Records lessons learned and shares beyond the project Records showing Information management lessons learned
the project boundary. [MIMS10] boundary. [MIMS10-­10A] which were shared with others in the enterprise.
[MIMS10-­E10]
(A) Communicates lessons learned beyond the team or
project boundary. [MIMS10-­20A]
11 Develops own understanding of this (A) Identifies potential gaps in own knowledge or Records of Continual Professional Development (CPD)
competency area through Continual development needs in this area, identifying opportunities to performed and learning outcomes. [MIMS11-­E10]
Professional Development (CPD). address these through continual professional development
[MIMS11] activities. [MIMS11-­10A]
(A) Performs continual professional development activities
to improve their knowledge and understanding in this area.
[MIMS11-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained.
[MIMS11-­30A]

562
Practitioner –­Management: Information Management
ID Indicators of Competence (in addition to those Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
at Supervised Practitioner level) contribution to activities performed, or professional
behaviors applied
1 Creates a strategy for Information Management (A) Identifies project-­specific Information Management SE Information Management work products.
on a project to support SE project and wider needs that need to be incorporated into SE planning. [MIMP01-­E10]
enterprise needs. [MIMP01] [MIMP01-­10A]
(A) Prepares project-­specific Information Management
inputs for SE planning purposes, using appropriate
processes and procedures. [MIMP01-­20A]
(A) Prepares project-­specific Information Management
task estimates in support of SE planning.
[MIMP01-­30A]
(P) Liaises throughout with stakeholders to gain
approval, updating strategy as necessary. [MIMP01-­40P]
2 Creates governing plans, processes, and (K) Identifies the steps necessary to define a process and SE system information management planning work
appropriate tools and uses these to control and appropriate techniques to be adopted to establish products they have developed. [MIMP02-­E10]
monitor information management and associated Information Management for system elements.
communications activities. [MIMP02] [MIMP02-­10K]
(K) Describes key elements of a successful Information Planning documents such as the systems engineering
management process and how decision management management plan or other project/program plan or
activities relate to different stages of a system life cycle. organizational process they have written. [MIMP02-­E20]
[MIMP02-­20K]
(A) Uses Information management tools or uses a Information management plans and processes and their
methodology. [MIMP02-­30A] application during the full life cycle of a project.
[MIMP02-­E30]
(A) Uses appropriate standards and governing processes Information management process used. [MIMP02-­E40]
in their Information management planning, tailoring as
appropriate. [MIMP02-­40A]
(A) Selects Information management method Information management plans and process descriptions
appropriate to each information item. [MIMP02-­50A] used during the full life cycle of a project.
[MIMP02-­E50]
(A) Creates Information management plans and
processes for use on a project. [MIMP02-­60A]
(Continued)

563
ID Indicators of Competence (in addition to those Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
at Supervised Practitioner level) contribution to activities performed, or professional
behaviors applied
3 Maintains a data dictionary, technical data (A) Creates a data dictionary or technical data library Data dictionaries and technical libraries that are
library appropriate to the project. [MIMP03] appropriate to a specific project. [MIMP03-­10A] appropriate to the respective project. [MIMP03-­E10]
(A) Uses and maintains a data dictionary or technical Communications plan that ensures that the data
data library appropriate to a specific project. dictionary or technical data library can be kept current.
[MIMP03-­20A] [MIMP03-­E20]
(A) Maintains the Data dictionary to reflect changes.
[MIMP03-­30A]
4 Identifies valid sources of information and (P) Collaborates with lead engineers and program Information Management Plan that details the relevant
designated authorities and responsibilities for management to identify critical information. sources of information. [MIMP04-­E10]
the information. [MIMP04] [MIMP04-­10P]
(A) Performs contract requirements and deliverable Information Management Plan that differentiates
analysis to determine key information. [MIMP04-­20A] between different kinds of information. [MIMP04-­E20]
(A) Develops data taxonomies based on project scope,
milestones, and typical life cycle. [MIMP04-­30A]
5 Maintains information artifacts in accordance (A) Identifies activities associated with obtaining, Data library employed for data transformation and
with integrity, security, privacy requirements, transferring, distributing, and maintaining or maintenance of integrity, security, or privacy.
and data rights. [MIMP05] transforming information. [MIMP05-­10A] [MIMP05-­E10]
(A) Liaises with information security and assurance
team to see that the integrity, security, privacy, and
access rights for information is obtained across the life
cycle. [MIMP05-­20A]
6 Determines formats and media for capture, (A) Identifies distinguishing properties of data formats Data library incorporating data formats and media
retention, transmission, and retrieval of and media for the different life cycle stages of respective suitable for the information management needs.
information, and data requirements for the kinds of information. [MIMP06-­10A] [MIMP06-­E10]
sharing of information. [MIMP06]
(A) Identifies the properties of data representations Data library that has the properties for being shared
suitable for sharing information. [MIMP06-­20A] successfully. [MIMP06-­E20]
7 Selects information archival requirements (K) Describes potential sources for information about Sources of archival requirements like laws and
reflecting legal, audit, knowledge retention, and information archival requirements like laws and regulations, standards, or company regulations.
project closure obligations. [MIMP07] regulations, national and international standards, and [MIMP07-­E10]
company regulations. [MIMP07-­10K]

564
 (A) Identifies processes in which information with Processes used for information to which archival
explicit archival requirements are created or modified. requirements apply. [MIMP07-­E20]
[MIMP07-­20A]
(A) Identifies company regulations for information Company regulations that have been tailored to specific
archive which require tailoring to be compliant to information archival requirements. [MIMP07-­E30]
archival requirements for information. [MIMP07-­30A]
(A) Adapts process descriptions to incorporate Tailored process descriptions incorporating specific
information archival requirements. [MIMP07-­40A] information archival requirements. [MIMP07-­E40]
8 Prepares managed information in support of (K) Explains how lessons learned is collected, Lessons learned from information management activities.
organizational configuration management and documented, and communicated in project teams and [MIMP08-­E10]
knowledge management requirements (e.g. the enterprise. [MIMP08-­10K]
sharing lessons learned). [MIMP08]
(A) Communicates lessons learned beyond project
boundaries, to other parts of the enterprise.
[MIMP08-­20A]
9 Follows security, data management, privacy (K) Explains the levels or rules for access to various Data management plan that details the access rules for
standards, and regulations applicable to the kinds or classes of information that apply in the project. different classes of information in the project.
project. [MIMP09] [MIMP09-­10K] [MIMP09-­E10]
(A) Identifies the rules and measures against data loss Data management plan that details the rules and
that apply in the project. [MIMP09-­20A] measures against data loss for different kinds of data that
are applied in the project. [MIMP09-­E20]
(A) Follows enterprise level data protection
requirements. [MIMP09-­30A]
10 Selects and implements information (A) Analyzes project information management need in Project information management strategies prepared.
management solutions consistent with project line with enterprise strategy, acting as an independent [MIMP10-­E10]
security and privacy requirements, data rights, reviewer. [MIMP10-­10A]
and information management standards.
[MIMP10]
(A) Creates project solution for Information Information management documentation.
management aligned to enterprise information [MIMP10-­E20]
management strategy. [MIMP10-­20A]
(A) Advises on the justification for project tools
supporting information management. [MIMP10-­30A]
(Continued)

565
ID Indicators of Competence (in addition to those Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
at Supervised Practitioner level) contribution to activities performed, or professional
behaviors applied
11 Guides new or supervised practitioners in (P) Guides new or supervised practitioners in executing Organizational Breakdown Structure showing their
Information Management to develop their activities that form part of this competency. responsibility for technical supervision in this area.
knowledge, abilities, skills, or associated [MIMP11-­10P] [MIMP11-­E10]
behaviors. [MIMP11]
(A) Trains individuals to an “Awareness” level in this On-­the-­job training records. [MIMP11-­E20]
competency area. [MIMP11-­20A]
Coaching or mentoring assignment records.
[MIMP11-­E30]
Records highlighting their impact on another individual
in terms of improvement or professional development in
this competency. [MIMP11-­E40]
12 Maintains and enhances own competence in this (A) Identifies potential development needs in this area, Records of Continual Professional Development (CPD)
area through Continual Professional identifying opportunities to address these through performed and learning outcomes. [MIMP12-­E10]
Development (CPD) activities. [MIMP12] continual professional development activities.
[MIMP12-­10A]
(A) Performs continual professional development
activities to maintain and enhance their competency in
this area. [MIMP12-­20A]
(A) Records continual professional development
activities undertaken including learning or insights
gained. [MIMP12-­30A]

566
Lead Practitioner –­Management: Information Management
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Practitioner level) contribution to activities performed, or professional
behaviors applied
1 Creates enterprise-­level policies, procedures, (A) Analyzes enterprise need for information Enterprise level reports and recommendations.
guidance, and best practice for information management policies, processes, tools, or guidance. [MIML01-­E10]
management, including associated tools. [MIML01-­10A]
[MIML01]
(A) Creates enterprise policies, procedures or guidance Part of enterprise SE resource pool and proposal or
on Information management. [MIML01-­20A] internal R&D reviews. [MIML01-­E20]
(A) Selects and acquires appropriate tools supporting
information management. [MIML01-­30A]
2 Judges the tailoring of enterprise-­level (A) Evaluates the enterprise Information Management Part of enterprise SE resource pool and proposal or
information management processes and processes against the business and external stakeholder internal R&D reviews. [MIML02-­E10]
associated work products to meet the needs of a (e.g. customer) needs in order to tailor processes to
project. [MIML02] enable project success. [MIML02-­10A]
(A) Provides constructive feedback on Information Details of programs supported with successful results.
Management processes. [MIML02-­20A] [MIML02-­E20]
(A) Reviews high value or high-­risk program Reports and white papers generated. [MIML02-­E30]
Information Management planning and review issues
across the enterprise. [MIML02-­30A]
3 Coordinates information management across (A) Compares and contrasts the enterprise benefits of a Internal or external consultant in the relevant areas.
multiple diverse projects or across a complex range of techniques for performing Information [MIML03-­E10]
system, with proven success. [MIML03] Management. [MIML03-­10A]
(A) Uses knowledge of the application of different Reports and white papers generated. [MIML03-­E20]
Information Management approaches with successful
results. [MIML03-­20A]
(A) Uses IM policies and procedures across multiple
projects for components of a complex system.
[MIML03-­30A]
4 Advises on appropriate information (A) Analyzes information management requirements Comments made on strategies proposed. [MIML04-­E10]
management solutions to be used on projects from projects across the enterprise, maintaining
across the enterprise. [MIML04] alignment with wider enterprise strategy.
[MIML04-­10A]
(Continued)

567
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Practitioner level) contribution to activities performed, or professional
behaviors applied
(A) Determines project-­specific solution option(s) Information management documentation.
consistent with security and privacy requirements, data [MIML04-­E20]
rights and information management standards.
[MIML04-­20A]
(A) Liaises with other enterprise information
management stakeholders if decision requires enterprise
level actions. [MIML04-­30A]
5 Influences key stakeholders to address identified (P) Uses facilitation skills at project/program reviews to White papers and reports. [MIML05-­E10]
enterprise-­level information management issues. ensure Systems Engineering processes addresses
[MIML05] enterprise-­level information management issues and vice
versa. [MIML05-­10P]
(A) Advises on high value, high risk or high opportunity Records of enterprise-­level meetings. [MIML05-­E20]
information management milestone review issues.
[MIML05-­20A]
(A) Persuades stakeholders to address enterprise-­level Records indicating changed stakeholder thinking from
Information management issues. [MIML05-­30A] personal intervention. [MIML05-­E30]
6 Communicates Systems Engineering lessons (A) Analyzes project/program performance to gather Enterprise level reports and recommendations.
learned gathered from projects across the information management lessons learned. [MIML06-­E10]
enterprise. [MIML06] [MIML06-­10A]
(A) Creates enterprise level information management Lessons learned examples. [MIML06-­E20]
lessons learned. [MIML06-­20A]
(A) Communicates information management lessons
learned to key enterprise stakeholders. [MIML06-­30A]
7 Coaches or mentors practitioners across the (P) Coaches or mentors practitioners across the Coaching or mentoring assignment records.
enterprise in information management in order enterprise in competency-­related techniques, [MIML07-­E10]
to develop their knowledge, abilities, skills, or recommending development activities. [MIML07-­10P]
associated behaviors. [MIML07]
(A) Develops or authorizes enterprise training materials Records of formal training courses, workshops,
in this competency area. [MIML07-­20A] seminars, and authored training material supported by
successful post-­training evaluation data. [MIML07-­E20]
(A) Provides enterprise workshops/seminars or training Listing as an approved organizational trainer for this
in this competency area. [MIML07-­30A] competency area. [MIML07-­E30]

568
8 Promotes the introduction and use of novel (A) Analyzes different approaches across different Research records. [MIML08-­E10]
techniques and ideas in Information domains through research. [MIML08-­10A]
Management, across the enterprise, to improve
enterprise competence in this area. [MIML08]
(A) Defines novel approaches that could potentially Published papers in refereed journals/company literature.
improve the SE discipline within the enterprise. [MIML08-­E20]
[MIML08-­20A]
(P) Fosters awareness of these novel techniques within Records showing introduction of enabling systems
the enterprise. [MIML08-­30P] supporting the new techniques or ideas. [MIML08-­E30]
(P) Collaborates with enterprise stakeholders to facilitate Published papers (or similar) at enterprise level.
the introduction of techniques new to the enterprise. [MIML08-­E40]
[MIML08-­40P]
(A) Monitors new techniques after their introduction to Records of improvements made against a recognized
determine their effectiveness. [MIML08-­50A] process improvement model in this area. [MIML08-­E50]
(A) Adapts approach to reflect actual enterprise
performance improvements. [MIML08-­60A]
9 Develops expertise in this competency area (A) Identifies own needs for further professional Records of Continual Professional Development (CPD)
through specialist Continual Professional development in order to increase competence beyond performed and learning outcomes. [MIML09-­E10]
Development (CPD) activities. [MIML09] practitioner level. [MIML09-­10A]
(A) Performs professional development activities in
order to move own competence toward expert level.
[MIML09-­20A]
(A) Records continual professional development
activities undertaken including learning or insights
gained. [MIML09-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party-­generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by senior management in current organization as an expert in this competency area
b. Evidence of role as Product/System Design Authority or Technical Authority on a complex project with responsibilities in this area or where skills within
this competency area were used
c. Recognized as an authorizing signatory on behalf of enterprise for formal documentation in this competency area (e.g. policies, processes, and deliverables)
d. Formal commendation or award within own enterprise for contribution or item of work successfully performed, which required proficiency in this
competency area
e. Customer, Supplier, or other external project-­specific key Stakeholder accolades for specific work performed in this competency area
f. Independently assessed or accredited work in this competency area (e.g. for independent publication or use)
g. Formal organizational HR records positively highlighting any specific professional competencies or behaviors identified (if applicable) plus any of the
evidence indicators listed at Expert level below

569
Expert –­Management: Information Management
ID Indicators of Competence (in addition to those Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
at Lead Practitioner level) contribution to activities performed, or
professional behaviors applied
1 Communicates own knowledge and experience in (A) Produces papers, seminars, or presentations outside Published papers or books etc. on new technique in
information management, in order to best practice own enterprise for publication in order to share own ideas refereed journals/company literature. [MIME01-­E10]
beyond the enterprise boundary. [MIME01] and improve industry best practices in this competence
area. [MIME01-­10A]
(P) Fosters incorporation of own ideas into industry best Published papers in refereed journals or internal
practices in this area. [MIME01-­20P] literature proposing new practices in this competence
area (or presentations, tutorials, etc.). [MIME01-­E20]
(P) Develops guidance materials identifying new (or Own proposals adopted as industry best practices in
updating existing) best practice in this competence area. this competence area. [MIME01-­E30]
[MIME01-­30P]
2 Influences individuals beyond the enterprise (P) Acts as independent member of industry panels and Records of projects supported successfully.
boundary to adopt appropriate information professional societies. [MIME02-­10P] [MIME02-­E10]
management techniques or approaches. [MIME02]
(A) Provides evidence and arguments influencing external Publications and presentations used in support of
stakeholder information management activities. stakeholder arguments. [MIME02-­E20]
[MIME02-­20A]
(P) Acts as independent member of review panels for Reports from panels. [MIME02-­E30]
external Information Management reviews. [MIME02-­30P]
3 Advises organizations beyond the enterprise (A) Advises external stakeholders (e.g. customers) on Meeting minutes or report outlining role as arbitrator.
boundary on complex or sensitive information their information management issues. [MIME03-­10A] [MIME03-­E10]
management issues recommending appropriate
solutions. [MIME03]
(A) Conducts sensitive information management
negotiations. [MIME03-­20A]
(A) Conducts complex information management
negotiations taking account of external stakeholders’ (e.g.
customer’s) background and knowledge. [MIME03-­30A]
(P) Arbitrates on information management decisions.
[MIME03-­40P]

570
4 Advises organizations beyond the enterprise (A) Assesses an external organization’s approach to Records of membership on oversight committee with
boundary on the suitability of their approach to Information Management, as independent reviewer. relevant terms of reference. [MIME04-­E10]
information management. [MIME04] [MIME04-­10A]
(A) Assesses the Information Management plans of an Review comments or revised document.
external organization, as independent reviewer. [MIME04-­E20]
[MIME04-­20A]
5 Advises organizations beyond the enterprise (A) Assesses the suitability of an external organizations Records of membership on oversight committee with
boundary on security, data management, data rights, approach to security, data management, data rights, relevant terms of reference. [MIME05-­E10]
privacy standards, and regulations. [MIME05] privacy standards, and regulations, as an independent
reviewer. [MIME05-­10A]
(A) Assesses information management security, data Review comments or revised document.
management, data rights, privacy standards, and [MIME05-­E20]
regulations. [MIME05-­20A]
6 Champions the introduction of novel techniques (A) Analyzes different approaches across different Records of activities promoting research and need to
and ideas in information management, beyond the domains through research. [MIME06-­10A] adopt novel technique or ideas. [MIME06-­E10]
enterprise boundary, in order to develop the wider
Systems Engineering community in this
competency. [MIME06]
(A) Produces reports for the wider SE community on the Records of improvements made to process and
effectiveness of new techniques after their introduction. appraisal against a recognized process improvement
[MIME06-­20A] model. [MIME06-­E20]
(P) Collaborates with those introducing novel techniques Research records. [MIME06-­E30]
within the wider SE community. [MIME06-­30P]
(A) Defines novel approaches that could potentially Published papers in refereed journals/company
improve the wider SE discipline. [MIME06-­40A] literature. [MIME06-­E40]
(P) Fosters awareness of these novel techniques within the Records showing introduction of enabling systems
wider SE community. [MIME06-­50P] supporting the new techniques or ideas. [MIME06-­E50]
7 Coaches individuals beyond the enterprise (P) Coaches or mentors individuals beyond the enterprise Coaching or mentoring assignment records.
boundary in information management, in order to boundary, in competency-­related techniques, [MIME07-­E10]
further develop their knowledge, abilities, skills, recommending development activities. [MIME07-­10P]
or associated behaviors. [MIME07]
(A) Develops or authorizes training materials in this Records of formal training courses, workshops,
competency area, which are subsequently successfully seminars, and authored training material supported by
delivered beyond the enterprise boundary. successful post-­training evaluation data.
[MIME07-­20A] [MIME07-­E20]
(A) Provides workshops/seminars or training in this Records of Training/workshops/seminars created
competency area for practitioners or lead practitioners supported by successful post-­training evaluation data.
beyond the enterprise boundary (e.g. conferences and [MIME07-­E30]
open training days). [MIME07-­30A]
(Continued)

571
ID Indicators of Competence (in addition to those Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
at Lead Practitioner level) contribution to activities performed, or
professional behaviors applied
8 Maintains expertise in this competency area (A) Reviews research, new ideas, and state of the art to Records of documents reviewed and insights gained
through specialist Continual Professional identify relevant new areas requiring personal as part of own research into this competency area.
Development (CPD) activities. [MIME08] development in order to maintain expertise in this [MIME08-­E10]
competency area. [MIME08-­10A]
(A) Performs identified specialist professional Records of Continual Professional Development
development activities in order to maintain or further (CPD) performed and learning outcomes.
develop competence at expert level. [MIME08-­20A] [MIME08-­E20]
(A) Records continual professional development activities
undertaken including learning or insights gained.
[MIME08-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party-­generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by a reputable external organization as an expert in this competency area
b. Evidence of role as independent assessor or reviewer on project outside own organization where skills in this competency area were used
c. Evidence of invitation(s) from wider community for contribution of systems engineering expertise in this area (e.g. industry conference panel, government
advisory board etc. cross-­industry working groups, partnerships, accredited advanced university courses or research, or as part of professional institute)
d. Formal commendation beyond the enterprise (e.g. by INCOSE or other recognized authority) for work performed in this competency area
e. Independently assessed or accredited work product in this competency area (e.g. for independent publication or use)
f. Accolades of expertise in this area from recognized industry leaders

572
Competency area – Integrating: Project Management
Description
Project management identifies, plans, and coordinates activities required in order to deliver a satisfactory system, product, service of appropriate quality, within the constraints
of schedule, budget, resources, infrastructure, available staffing, and technology. project management includes development engineering but covers the complete project (i.e.
beyond the engineering boundary), encompassing disciplines such as sales, business development, finance, commercial, legal, human resources, production, procurement and
supply chain management, and logistics.
Why it matters
Good project management reduces risk; maximizes opportunity; minimizes system, product, or service costs; and improves both the success rate and the return on investment
of projects.
Possible contributory types of evidence
Any combination of the types of evidence may be acceptable (depending on how the Framework is tailored and used). The evidence items identified at each level indicate
example work products only. Contributions to work products will generally differ at each proficiency level.
Learning and development
The INCOSE Professional Development Portal provides example guidance on how to gain an initial awareness of a competency area and options for developing further
competence thereafter.

Awareness –­Integrating: Project Management

ID Indicators of Competence Relevant knowledge sub-­indicators
1 Explains the role the project management function plays in (K) Explains why organizations with a good project management and control are likely to survive better in
developing a successful system product or service. [IPMA01] the longer term than those without. [IPMA01-­10K]
(K) Explains the reasons why there is a need to perform project management across the full life cycle. [IPMA01-­20K]
(K) Lists project, external (e.g. customer) and organizational project management stakeholders. [IPMA01-­30K]
(K) Lists the key interfaces and links between project management stakeholders and the wider enterprise
outside engineering development (e.g. finance, HR, Legal, Production, and IT). [IPMA01-­40K]
(K) Explains the role wider business stakeholders play with regard to project management and the potential
impact their decisions may have on Systems Engineering activities on a particular project. [IPMA01-­50K]
2 Explains the meaning of commonly used project (K) Lists common project management terms such as sponsor, project charter, and tollgates. [IPMA02-­10K]
management terms and applicable standards. [IPMA02]
(K) Lists key project management standards, guidance, or regulations applicable to the business. [IPMA02-­20K]
3 Explains the relationship between cost, schedule, quality, (K) Explains why cost, schedule, performance and quality are important on a project. [IPMA03-­10K]
and performance and why this matters. [IPMA03]
(K) Explains the relationship between cost, schedule, performance and quality (e.g. If schedule time is
decreased, typically cost will increase, or quality will suffer). [IPMA03-­20K]
(Continued)

573
ID Indicators of Competence Relevant knowledge sub-­indicators
4 Describes the role and typical responsibilities of a (K) Lists key roles within the project management function. [IPMA04-­10K]
project manager on a project team, within the wider
project management function. [IPMA04]
(K) Describes the primary responsibilities and activities of key project management function roles (e.g.
Project manager, Project planner) across all stages of a project life cycle (e.g. defining, planning, executing,
and closing out a project). [IPMA04-­20K]
(K) Explains the difference between and potential resulting conflicts from the goals of the project
management function and those of the Systems Engineering function (e.g. the best technical solution may not
be feasible within the cost and schedule constraints). [IPMA04-­30K]
5 Describes the differences between performing project (K) Explains how the project may be a sub-­project within the wider enterprise (or program), and that Systems
management and Systems Engineering management on Engineering planning and execution is a sub-­component of the project plan. [IPMA05-­10K]
that project. [IPMA05]
(K) Explains why a project is a temporary effort with a specific objective to meet and how enterprise (or
program) operations are ongoing and serve to sustain the business. [IPMA05-­20K]
6 Describes the key interfaces between project (K) Explains the interfaces between key project management function roles and the Systems Engineering
management stakeholders within the enterprise and the team on a project, covering all stages of a systems life cycle. [IPMA06-­10K]
project team. [IPMA06]
(K) Describes key work products exchanged between project management stakeholders within the enterprise
and the project team. [IPMA06-­20K]
(K) Describes the key work products exchanged between the project Systems Engineering team and project
management stakeholders within the enterprise across the life cycle. [IPMA06-­30K]
7 Describes the wider program environment within which (K) Identifies the interfaces between key project management function roles and the Systems Engineering
the system is being developed, and the influence each team on a project, covering all stages of a systems life cycle. [IPMA07-­10K]
can have on this other. [IPMA07]
(K) Describes the influence that the wider project management environment may have on a system is being
developed. [IPMA07-­20K]
(K) Describes the influence that a system being developed may have on the wider project management
environment within which it is being developed. [IPMA07-­30K]

574
Supervised Practitioner –­Integrating: Project Management
ID Indicators of Competence (in Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
addition to those at Awareness level) contribution to activities performed, or professional
behaviors applied
1 Follows a governing process in order (K) Describes the work products required to interface to the project Work products produced in response to requirements of
to interface successfully to project management planning, monitoring and control. [IPMS01-­10K] project management function. [IPMS01-­E10]
management activities. [IPMS01]
(A) Uses approved processes and tools to control and manage own Systems Engineering Management Plan (SEMP)
Systems Engineering activities in support of interactions with aligning to project management Plan Work products.
project management. [IPMS01-­20A] [IPMS01-­E20]
(A) Uses interfacing work products produced by project Work products produced by project management
management function to guide their own Systems Engineering function used to control Systems Engineering activities.
activities. [IPMS01-­30A] [IPMS01-­E30]
(A) Uses a governing process and appropriate tools to control their
own project management-­related tasks. [IPMS01-­40A]
2 Prepares inputs to work products (K) Explains how project management concerns affect the Records of inputs supplied in support of project plan
which interface to project definition of Systems Engineering schedules and resources (money, generation plan generation (e.g. technical work
management stakeholders to ensure people, materials/equipment…). [IPMS02-­10K] breakdown structure, technical resource plan, and
Systems Engineering work aligns with technical development schedule). [IPMS02-­E10]
wider project management activities.
[IPMS02]
(K) Describes the input an author of a business project management
plan may require from Systems Engineering. [IPMS02-­20K]
(A) Prepares project management monitoring data to meet the
requirements of the project management function. [IPMS02-­30A]
(A) Collates identified indicators to support the project management
function in tracking Systems Engineering activities. [IPMS02-­40A]
(A) Monitors process performance to support the project
management function in achieving the targeted standard of
excellence on a project. [IPMS02-­50A]
(A) Prepares work products for project management which align
Systems Engineering work to wider project management activities.
[IPMS02-­60A]
(Continued)

575
 ID Indicators of Competence (in Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
addition to those at Awareness level) contribution to activities performed, or professional
behaviors applied
3 Identifies potential issues with (A) Identifies issues with interfacing work products produced by Records of issues raised and accepted as requiring
interfacing work products received project management when performing own Systems Engineering resolution regarding interfacing Work Products
from project management Stakeholders activities. [IPMS03-­10A] produced by the project management function.
or produced by Systems Engineering [IPMS03-­E10]
for project management stakeholders
taking appropriate action. [IPMS03]
(A) Identifies issues with interfacing work products produced by
Systems Engineering which support project management activities.
[IPMS03-­20A]
(A) Records concerns regarding issue to ensure affected
stakeholders become fully informed. [IPMS03-­30A]
4 Prepares Systems Engineering (K) Describes how projects consist of tasks and the scheduling and Work products produced in support of project task
information for project management resourcing of those tasks. [IPMS04-­10K] definition. [IPMS04-­E10]
in support of wider project initiation
activities. [IPMS04]
(K) Explains why monitoring and control is important to a project. Work products produced in support of project task
[IPMS04-­20K] scheduling. [IPMS04-­E20]
(A) Prepares information supporting project management in the Work products produced in support of project task
definition and scheduling of tasks and their resourcing. [IPMS04-­30A] resourcing. [IPMS04-­E30]
5 Prepares Systems Engineering Work (K) Describes the term “Work Breakdown Structure” and how to Work products produced in support of WBS generation.
Breakdown Structure (WBS) break down tasks to the level required. [IPMS05-­10K] [IPMS05-­E10]
information for project management
in support of their creation of a wider
project WBS. [IPMS05]
(K) Describes the key characteristics of common WBS models (e.g.
US DoD publication MIL-­STD 881). [IPMS05-­20K]
(A) Prepares inputs to the definition of a WBS to support project
management activities. [IPMS05-­30A]
6 Prepares Systems Engineering Work (K) Explains the purpose of work packages – specific, detailed, and Work products produced in support of Work Package
Package definitions and estimating often annually agreed upon tasks, negotiated with the funding definition. [IPMS06-­E10]
information for project management sponsor. [IPMS06-­10K]
in support of their work creating
project-­level Work Packages and
estimates. [IPMS06]
(A) Prepares inputs to the definition of project Work Packages to
support project management activities. [IPMS06-­20A]

576
7 Follows a governing process in order (K) Describes the concept, key features and purposes of different Systems Engineering work products produced in
to interface successfully to project types of Integrated Project Teams (IPTs). [IPMS07-­10K] support of the work of a multi-­disciplinary team.
management activities. [IPMS07] [IPMS07-­E10]
(A) Prepares Systems Engineering inputs in support of a multi-­
disciplinary Project Team to support their activities. [IPMS07-­20A]
8 Prepares information used in project (K) Explains why a contract is legally binding and how it is used to Work products produced in support of a contract
management contract reviews for project help accomplish project execution with the help of external entities. technical review board or as technical support to the
management on a project. [IPMS08] [IPMS08-­10K] contracting officer. [IPMS08-­E10]
(K) Describes typical contract deliverable obligations, schedules, Work products produced in support of a project
review cycles and contract closeout activities. [IPMS08-­20K] close-­out review. [IPMS08-­E20]
(K) Describes key aspects of a contract: scope of work, statutory or Work products produced in support of the review of
regulatory requirements, required deliverables and acceptance formal technical deliveries recognized contractually.
reviews, etc. [IPMS08-­30K] [IPMS08-­E30]
(K) Explains the key aspects of formally closing a project that is
complete or being terminated, covering topics such as document
acceptance by external stakeholders (e.g. customer), completion of
project documentation, document and deliverables transfer, and
lessons learned. [IPMS08-­40K]
(A) Prepares inputs in support of the review of contractual
obligations (e.g. deliverables, adherence to contract obligations and
interpretation of agreements) to ensure alignment of Systems
Engineering activities with contractual requirements. [IPMS08-­50A]
(A) Prepares inputs to the close out of a project to support project
management activities. [IPMS08-­60A]
(A) Prepares contractual technical inputs in support of the review of
contract deliverables. [IPMS08-­70A]
9 Prepares Systems Engineering (K) Explains why projects require formal closure and common Work products produced in support of a project or
information for project management reasons for closure. [IPMS09-­10K] contract termination. [IPMS09-­E10]
in support of wider project
termination activities. [IPMS09]
(A) Prepares information supporting project management in the
termination or closure of a project. [IPMS09-­20A]
10 Develops own understanding of this (A) Identifies potential gaps in own knowledge or development Records of Continual Professional Development (CPD)
competency area through Continual needs in this area, identifying opportunities to address these through performed and learning outcomes. [IPMS10-­E10]
Professional Development (CPD). continual professional development activities. [IPMS10-­10A]
[IPMS10]
(A) Performs continual professional development activities to improve
their knowledge and understanding in this area. [IPMS10-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained. [IPMS10-­30A]

577
Practitioner –­Integrating: Project Management
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
those at Supervised Practitioner level) personal contribution to activities performed,
or professional behaviors applied
1 Follows governing project management plans (K) Describes the purpose of the project management Plan Systems Engineering work products prepared in
and processes, and uses appropriate tools to (PMP) and its relationship with SE Plans. [IPMP01-­10K] accordance with requirements of project
control and monitor project management-­ management plans. [IPMP01-­E10]
related Systems Engineering tasks, interpreting
as necessary. [IPMP01]
(A) Follows governing project management plans, processes and
appropriate tools to control and monitor project-­related Systems
Engineering tasks. [IPMP01-­20A]
(A) Uses governing project management plans, processes, and
appropriate tools where necessary to ensure outputs meet project
management stakeholder needs. [IPMP01-­30A]
(A) Communicates potential issues with governing project
management plans, processes and tools to project management
stakeholders. [IPMP01-­40A]
2 Identifies Systems Engineering tasks ensuring (K) Explains how a large project or task can be broken down into Project technical plans and schedules.
that these tasks integrate successfully with smaller activities, as well as activity sequencing and critical [IPMP02-­E10]
project management activities. [IPMP02] paths. [IPMP02-­10K]
(K) Explains how to estimate time, resources, and cost associated Detailed technical work packages. [IPMP02-­E20]
with any given task. [IPMP02-­20K]
(K) Describes key characteristics of various organizational Project technical management plans contributed to
structures (functional/product/matrix alignment), styles and or authored. [IPMP02-­E30]
cultures (centralized or decentralized power/control) and adapts
project plans accordingly. [IPMP02-­30K]
(A) Adapts project plans to reflect organizational structure, style, Processes and appropriate techniques adopted for
and culture. [IPMP02-­40A] the technical planning of a project. [IPMP02-­E40]
(A) Determines tasks, owners and work packages for estimation
and execution on a complete project. [IPMP02-­50A]
3 Identifies activities required to ensure (K) Explains project charters, scope statements, plans, baselines, Project technical plan. [IPMP03-­E10]
integration of project management planning etc. [IPMP03-­10K]
and estimating with Systems Engineering
planning and estimating. [IPMP03]

578
 (K) Describes concepts such as risk management, quality Subsidiary plans such as Quality Management
management, configuration management and change control, Plan, Risk Management Plan, Staffing
staffing, communication, etc. and how they are relevant to the Management Plan. [IPMP03-­E20]
project plan. [IPMP03-­20K]
(A) Prepares Systems Engineering contribution to a Project Plan.
[IPMP03-­30A]
4 Develops inputs to a project management plan (K) Describes methods commonly used project monitoring and Chaired a formal decision point meeting.
for a complete project beyond those required control. (e.g. expert judgment, earned value). [IPMP04-­10K] [IPMP04-­E10]
for Systems Engineering planning to support
wider project or business project management.
[IPMP04]
(K) Describes the purpose of performance measurement and Data from tracking systems (financial
recording, including progress on deliverables, expense tracking, management tools, risk management tools, results
the management of staff, equipment, contracts, change requests, of audits…) and resulting analysis of project
etc. [IPMP04-­20K] status. [IPMP04-­E20]
(A) Selects appropriate decision points during program execution
to integrate Systems Engineering with project management needs
(e.g. design reviews, time-­based reviews, and expense-­based
reviews). [IPMP04-­30A]
(A) Defines decisions to be made at decision points.
[IPMP04-­40A]
5 Develops Systems Engineering inputs for (A) Reviews Systems Engineering information produced in Work products which support Systems
project management status reviews to enable support of project status reviews or decision making. Engineering decision making on a project.
informed decision-­making. [IPMP05] [IPMP05-­10A] [IPMP05-­E10]
(P) Communicates with project management regarding the status of Work products defining Systems Engineering
SE tasks on a project to support decision making. [IPMP05-­20P] status on a project. [IPMP05-­E20]
(A) Prepares Systems Engineering information for use in project Records of communications to Project
management status reviews. [IPMP05-­30A] Management regarding Systems Engineering
status reviews on a project. [IPMP05-­E30]
6 Develops project initiation information (K) Describes contents of a team charter (purpose, scope, Working group terms of reference or charter.
required to support Project Start-­up by project objectives, roles, membership, meeting requirements, criteria for [IPMP06-­E10]
management on a project. [IPMP06] termination). [IPMP06-­10K]
(K) Explains the purpose of working groups across the project Leadership of a working group. [IPMP06-­E20]
effort. [IPMP06-­20K]
(A) Creates working group charters beyond Systems Engineering
which work effectively. [IPMP06-­30A]
(Continued)

579
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
those at Supervised Practitioner level) personal contribution to activities performed,
or professional behaviors applied
7 Develops Systems Engineering information (K) Explains why a project might be terminated (exceeding Project closure documentation. [IPMP07-­E10]
required to support termination of a project by schedule or budget, significant change to key requirements,
senior management. [IPMP07] sponsor request). [IPMP07-­10K]
(K) Describes tasks associated with project closure or
termination. [IPMP07-­20K]
(A) Prepares Closeout Systems Engineering information for use
by project management. [IPMP07-­30A]
8 Creates working groups extending beyond (A) Creates working groups (or other collaborate mechanisms) Working group charter. [IPMP08-­E10]
Systems Engineering. [IPMP08] extending beyond systems engineering. [IPMP08-­10A]
(A) Ensures representatives of disciplines beyond systems List of working group participants. [IPMP08-­E20]
engineering (e.g. project management) participate in working
group meetings. [IPMP08-­20A]
(A) Coordinates agreed improvements to working practices in Improvements made through charter activities.
collaboration with project management. [IPMP08-­30A] [IPMP08-­E30]
9 Guides new or supervised practitioners in (P) Guides new or supervised practitioners in executing activities Organizational Breakdown Structure showing their
finance and its relationship to Systems that form part of this competency. [IPMP09-­10P] responsibility for technical supervision in this
Engineering, to develop their knowledge, area. [IPMP09-­E10]
abilities, skills, or associated behaviors.
[IPMP09]
(A) Trains individuals to an “Awareness” level in this Records of on-­the-­job training objectives/
competency area. [IPMP09-­20A] guidance. [IPMP09-­E20]
Assignment as coach or mentor. [IPMP09-­E30]
Records highlighting their impact on another
individual in terms of improvement or professional
development in this competency. [IPMP09-­E40]
10 Maintains and enhances own competence in (A) Identifies potential development needs in this area, Records of Continual Professional Development
this area through Continual Professional identifying opportunities to address these through continual (CPD) performed and learning outcomes.
Development (CPD) activities. [IPMP10] professional development activities. [IPMP10-­10A] [IPMP10-­E10]
(A) Performs continual professional development activities to
maintain and enhance their competency in this area.
[IPMP10-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained. [IPMP10-­30A]

580
Lead Practitioner –­Integrating: Project Management
ID Indicators of Competence (in addition to those Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
at Practitioner level) personal contribution to activities performed, or
professional behaviors applied
1 Creates enterprise-­level policies, procedures, (A) Creates Enterprise policy and guidance regarding project Enterprise policy and guidance they have produced.
guidance, and best practice in order to ensure management integration to ensure SE activities align with [IPML01-­E10]
Systems Engineering project management project management needs. [IPML01-­10A]
activities integrate with enterprise-­level Project
Management goals. [IPML01]
(A) Determines requirements for precision level, control Work products produced defining Systems
thresholds, reporting formats, and periodicity to ensure SE Engineering thresholds, reporting formats, and
activities align with project management needs. periodicity to ensure SE activities align with project
[IPML01-­20A] management needs. [IPML01-­E20]
(A) Selects and acquires appropriate tools to align SE Records of tool trade studies and selection.
activities with project management needs. [IPML01-­30A] [IPML01-­E30]
2 Assesses enterprise-­level project management (A) Evaluates enterprise project management processes Documented tailored process. [IPML02-­E10]
processes and tailoring to ensure they integrate against Systems Engineering needs in order to enable project
with Systems Engineering needs. [IPML02] success. [IPML02-­10A]
(P) Produces constructive feedback on enterprise level Project Management Plan feedback and revised
project management processes where these do not align with plan. [IPML02-­E20]
Systems Engineering approaches or needs. [IPML02-­20P]
(A) Assesses project management plans across the enterprise Records demonstrating project management
to ensure Systems Engineering activities are aligned. planning, estimates or other work products
[IPML02-­30A] evaluated including feedback provided and
implemented. [IPML02-­E30]
(A) Assesses project management approaches across the
enterprise with regard to their alignment with Systems
Engineering activities. [IPML02-­40A]
3 Assesses project management information (A) Reviews information produced within the project Records demonstrating estimates evaluated
produced across the enterprise using appropriate management functions using appropriate techniques to assess including feedback provided and implemented.
techniques for its integration with Systems its impact on Systems Engineering. [IPML03-­10A] [IPML03-­E10]
Engineering data. [IPML03]
(A) Judges adequacy and correctness of Systems
Engineering project management information using
appropriate techniques. [IPML03-­20A]
(Continued)

581
ID Indicators of Competence (in addition to those Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
at Practitioner level) personal contribution to activities performed, or
professional behaviors applied
4 Judges appropriateness of enterprise-­level project (A) Analyzes project management stakeholders decisions Reports on project management decisions made.
management decisions in a rational way to ensure using best practice techniques and based upon Systems [IPML04-­E10]
alignment with Systems Engineering needs. Engineering need. [IPML04-­10A]
[IPML04]
(A) Determines appropriateness of project management Records indicating changed stakeholder thinking
decisions made, with robust justification based upon Systems from personal intervention. [IPML04-­E20]
Engineering need. [IPML04-­20A]
(A) Persuades project management stakeholders to change
viewpoints and decisions based on the grounds of
appropriateness and Systems Engineering need.
[IPML04-­30A]
5 Judges conflicts between project management (A) Analyzes data associated with the conflict to determine Original and revised resource or asset plans,
needs and Systems Engineering needs on behalf of the best strategy at enterprise level. [IPML05-­10A] showing areas of conflict and how they were
the enterprise, arbitrating as required. [IPML05] resolved. [IPML05-­E10]
(P) Persuades stakeholders to accept deconfliction strategies Records of advice provided on Project plans.
for personnel or asset scheduling across multiple enterprise [IPML05-­E20]
projects. [IPML05-­20P]
6 Guides and actively coordinates complex or (A) Advises when dealing with complex external stakeholder Records showing communications in complex
challenging relationships with key stakeholders relationships affecting Systems Engineering. [IPML06-­10A] stakeholder relationships. [IPML06-­E10]
affecting Systems Engineering. [IPML06]
(P) Acts in leading role in discussions with external Records of advice provided. [IPML06-­E20]
stakeholders. [IPML06-­20P]
7 Persuades key project management stakeholders (A) Identifies and engages with key project management Examples of new project management planning,
to address identified enterprise-­level project stakeholders. [IPML07-­10A] monitoring, and control techniques introduced.
management issues affecting Systems [IPML07-­E10]
Engineering. [IPML07]
(P) Fosters agreement between key stakeholders at enterprise Minutes of key stakeholder review meetings and
level to resolve project management issues related to systems actions taken. [IPML07-­E20]
engineering, by promoting a holistic viewpoint. [IPML07-­20P]
(P) Persuades key stakeholders to address identified Records indicating changed stakeholder thinking
enterprise-­level project management issues. [IPML07-­30P] from personal intervention. [IPML07-­E30]
8 Coaches or mentors practitioners across the (P) Coaches or mentors Systems Engineering or project Coaching or mentoring assignment records.
enterprise in the integration of project management practitioners within the enterprise in [IPML08-­E10]
management with Systems Engineering, in order competency-­related techniques, recommending development
to develop their knowledge, abilities, skills, or activities. [IPML08-­10P]
associated behaviors. [IPML08]

582
 (A) Develops or authorizes enterprise training materials in Records of formal training courses, workshops,
this competency area. [IPML08-­20A] seminars, and authored training material supported by
successful post-­training evaluation data. [IPML08-­E20]
(A) Provides enterprise workshops/seminars or training in Listing as an approved organizational trainer for this
this competency area. [IPML08-­30A] competency area. [IPML08-­E30]
9 Promotes the introduction and use of novel (A) Analyzes different approaches across different domains Research records. [IPML09-­E10]
techniques and ideas across the enterprise, which through research. [IPML09-­10A]
improve the integration of Systems Engineering
and project management functions. [IPML09]
(A) Defines novel approaches that could potentially improve Published papers in refereed journals/company
the SE discipline within the enterprise. [IPML09-­20A] literature. [IPML09-­E20]
(P) Fosters awareness of these novel techniques within the Records showing introduction of enabling systems
enterprise. [IPML09-­30P] supporting the new techniques or ideas. [IPML09-­E30]
(P) Collaborates with enterprise stakeholders to facilitate the Published papers (or similar) at enterprise level.
introduction of techniques new to the enterprise. [IPML09-­40P] [IPML09-­E40]
(A) Monitors new techniques after their introduction to Records of improvements made against a
determine their effectiveness. [IPML09-­50A] recognized process improvement model in this
area. [IPML09-­E50]
(A) Adapts approach to reflect actual enterprise performance
improvements. [IPML09-­60A]
10 Develops expertise in this competency area (A) Identifies own needs for further professional Records of Continual Professional Development
through specialist Continual Professional development in order to increase competence beyond (CPD) performed and learning outcomes.
Development (CPD) activities. [IPML10] practitioner level. [IPML10-­10A] [IPML10-­E10]
(A) Performs professional development activities in order to
move own competence toward expert level. [IPML10-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained. [IPML10-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party-­generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by senior management in current organization as an expert in this competency area
b. Evidence of role as Product/System Design Authority or Technical Authority on a complex project with responsibilities in this area or where skills within
this competency area were used
c. Recognized as an authorizing signatory on behalf of enterprise for formal documentation in this competency area (e.g. policies, processes, and deliverables)
d. Formal commendation or award within own enterprise for contribution or item of work successfully performed, which required proficiency in this competency area
e. Customer, Supplier, or other external project-­specific key Stakeholder accolades for specific work performed in this competency area
f. Independently assessed or accredited work in this competency area (e.g. for independent publication or use)
g. Formal organizational HR records positively highlighting any specific professional competencies or behaviors identified (if applicable) plus any of the
evidence indicators listed at Expert level below

583
Expert –­Integrating: Project Management
ID Indicators of Competence (in addition to those at Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
Lead Practitioner level) contribution to activities performed, or
professional behaviors applied
1 Communicates own knowledge and experience in (A) Produces papers, seminars, or presentations outside Published papers or books etc. on new technique in
the integration of project management with Systems own enterprise for publication in order to share own refereed journals/company literature. [IPME01-­E10]
Engineering, in order to improve Systems Engineering ideas and improve industry best practices in this
best practice beyond the enterprise boundary. [IPME01] competence area. [IPME01-­10A]
(P) Fosters incorporation of own ideas into industry best Published papers in refereed journals or internal
practices in this area. [IPME01-­20P] literature proposing new practices in this competence
area (or presentations, tutorials, etc.). [IPME01-­E20]
(P) Develops guidance materials identifying new (or Own proposals adopted as industry best practices in
updating existing) best practice in this competence area. this competence area. [IPME01-­E30]
[IPME01-­30P]
2 Advises organizations beyond the enterprise (A) Advises external stakeholders (e.g. customers) on Records of advice provided on project management
boundary on complex or sensitive project their project management plans and issues. issues. [IPME02-­E10]
management-­related issues affecting Systems [IPME02-­10A]
Engineering. [IPME02]
(A) Conducts successful sensitive negotiations regarding Records of advice provided on sensitive project
the project management of highly complex systems. management issues. [IPME02-­E20]
[IPME02-­20A]
(A) Conducts successful sensitive negotiations making
limited use of specialized, project management relevant
terminology. [IPME02-­30A]
(A) Uses a holistic approach to complex issue resolution
including balanced, rational arguments on way forward.
[IPME02-­40A]
3 Advises organizations beyond the enterprise (P) Acts as independent external reviewer on external Records of membership on oversight committee with
boundary on the suitability of their approach to committee (or similar body) which approves such plans. relevant terms of reference. [IPME03-­E10]
project management plans affecting Systems [IPME03-­10P]
Engineering activities. [IPME03]
(A) Reviews and advises on project management strategies Review comments or records from revised document.
that has led to changes being implemented. [IPME03-­20A] [IPME03-­E20]
4 Champions the introduction of novel techniques and (A) Analyzes different approaches across different Records of activities promoting research and need to
ideas to improve the integration of Systems Engineering domains through research. [IPME04-­10A] adopt novel technique or ideas. [IPME04-­E10]
and project management functions, beyond the enterprise
boundary, in order to develop the wider Systems
Engineering community in this competency. [IPME04]

584
 (A) Produces reports for the wider SE community on Records of improvements made to process and
the effectiveness of new techniques after their appraisal against a recognized process improvement
introduction. [IPME04-­20A] model. [IPME04-­E20]
(P) Collaborates with those introducing novel techniques Research records. [IPME04-­E30]
within the wider SE community. [IPME04-­30P]
(A) Defines novel approaches that could potentially Published papers in refereed journals/company
improve the wider SE discipline. [IPME04-­40A] literature. [IPME04-­E40]
(P) Fosters awareness of these novel techniques within Records showing introduction of enabling systems
the wider SE community. [IPME04-­50P] supporting the new techniques or ideas. [IPME04-­E50]
5 Coaches individuals beyond the enterprise (P) Coaches or mentors individuals beyond the Coaching or mentoring assignment records.
boundary, in the relationship between Systems enterprise boundary, in competency-­related techniques, [IPME05-­E10]
Engineering and project management, to further recommending development activities. [IPME05-­10P]
develop their knowledge, abilities, skills, or
associated behaviors. [IPME05]
(A) Develops or authorizes training materials in this Records of formal training courses, workshops,
competency area, which are subsequently successfully seminars, and authored training material supported by
delivered beyond the enterprise boundary. [IPME05-­20A] successful post-­training evaluation data. [IPME05-­E20]
(A) Provides workshops/seminars or training in this Records of Training/workshops/seminars created
competency area for practitioners or lead practitioners supported by successful post-­training evaluation data.
beyond the enterprise boundary (e.g. conferences and [IPME05-­E30]
open training days). [IPME05-­30A]
6 Maintains expertise in this competency area (A) Reviews research, new ideas, and state of the art to Records of documents reviewed and insights gained as
through specialist Continual Professional identify relevant new areas requiring personal part of own research into this competency area.
Development (CPD) activities. [IPME06] development in order to maintain expertise in this [IPME06-­E10]
competency area. [IPME06-­10A]
(A) Performs identified specialist professional Records of Continual Professional Development
development activities in order to maintain or further (CPD) performed and learning outcomes.
develop competence at expert level. [IPME06-­20A] [IPME06-­E20]
(A) Records continual professional development
activities undertaken including learning or insights
gained. [IPME06-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party-­generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by a reputable external organization as an expert in this competency area
b. Evidence of role as independent assessor or reviewer on project outside own organization where skills in this competency area were used
c. Evidence of invitation(s) from wider community for contribution of systems engineering expertise in this area (e.g. industry conference panel, government
advisory board etc. cross-­industry working groups, partnerships, accredited advanced university courses or research, or as part of professional institute)
d. Formal commendation beyond the enterprise (e.g. by INCOSE or other recognized authority) for work performed in this competency area
e. Independently assessed or accredited work product in this competency area (e.g. for independent publication or use)
f. Accolades of expertise in this area from recognized industry leaders

585
Competency area – Integrating: Finance
Description
Finance is the area of estimating and tracking costs associated with the project. It also includes understanding of the financial environment in which the project is being executed.
Why it matters
Appropriate funding is the life blood of any system development project. It is important for systems engineers to recognize the importance of cost estimation, budgeting, and
controlling project finances and to support the finance discipline in its activities.
Possible contributory types of evidence
Any combination of the types of evidence may be acceptable (depending on how the Framework is tailored and used). The evidence items identified at each level indicate
example work products only. Contributions to work products will generally differ at each proficiency level.
Learning and development
The INCOSE Professional Development Portal provides example guidance on how to gain an initial awareness of a competency area and options for developing further
competence thereafter.

Awareness -­Integrating: Finance

ID Indicators of Competence Relevant knowledge sub-­indicators
1 Explains the role the finance function plays in developing (K) Explains why organizations with a good financial management and control are likely to survive better in
a successful system product or service. [IFIA01] the longer term than those without. [IFIA01-­10K]
(K) Explains the reasons why there is a need to estimate, budget, and control costs associated with project
execution across the full life cycle. [IFIA01-­20K]
(K) Lists project, external (e.g. customer) and organizational financial stakeholders. [IFIA01-­30K]
(K) Explains the role wider enterprise stakeholders play with regard to financial management and the potential
impact their decisions may have on Systems Engineering activities on a particular project. [IFIA01-­40K]
2 Explains the meaning of commonly used financial terms (K) Describes the key interfaces and links between financial stakeholders and the wider enterprise outside
and applicable standards. [IFIA02] engineering (e.g. infrastructure management, human resource management, quality management,
knowledge management, portfolio management, and life cycle model management). [IFIA02-­10K]
(K) Describes key financial terms such as budget, income statement, balance sheet, cost, profit, return on
investment, and cashflow. [IFIA02-­20K]
3 Explains how business financial decisions may impact a (K) Explains how broader financial activities or decisions can impact the cost of developing, using,
product or service through its entire life cycle, and vice maintaining and supporting the product or service and vice versa. [IFIA03-­10K]
versa. [IFIA03]
(K) Explains how technical decisions required on a project need to align with wider financial decisions (e.g.
make/buy choice of supplier or technology). [IFIA03-­20K]
(K) Describes the link between risk and financial management. [IFIA03-­30K]
(K) Describes the relationship between a financial controller within a business and a project. [IFIA03-­40K]

586
4 Explains primary interfaces between the finance function (K) Describes key roles within the finance function. [IFIA04-­10K]
and the Systems Engineering team. [IFIA04]
(K) Describes the interfaces between key finance function roles and the Systems Engineering team on a
project, covering all stages of a systems life cycle. [IFIA04-­20K]
(K) Describes the primary responsibilities and activities of key finance function roles (e.g. financial
manager, financial controller) across all stages of a project life cycle (e.g. defining, planning, executing, and
closing out a project). [IFIA04-­30K]
(K) Explains the difference between and potential resulting conflicts from the goals of the finance function
and those of the Systems Engineering function (e.g. price, margin, return on investment, capital investment
timing vs process, and technical baseline). [IFIA04-­40K]
5 Describes the key work products exchanged between finance (K) Describes key work products exchanged between finance stakeholders within the enterprise and the
stakeholders and the Systems Engineering team. [IFIA05] project team. [IFIA05-­10K]
(K) Describes the key work products exchanged between the project Systems Engineering team and
Financial stakeholders within the enterprise across the life cycle. [IFIA05-­20K]
6 Describes the difference between performing financial (K) Describes the scope of project financial management and control and enterprise-­level financial
management on a project or wider enterprise and management and control. [IFIA06-­10K]
managing financial resources as part of Systems
Engineering activities. [IFIA06]
(K) Describes the difference between financial management (on project or wider enterprise) and managing
resources on a project. [IFIA06-­20K]
7 Explains how financial management concerns relate to (K) Explains how financial concerns affect the definition of Systems Engineering schedules and resources
Systems Engineering. [IFIA07] (money, people, materials/equipment…). [IFIA07-­10K]
(K) Describes the input an author of a business finance plan may require from Systems Engineering. [IFIA07-­20K]

587
Supervised Practitioner –­Integrating: Finance
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Awareness level) contribution to activities performed, or professional
behaviors applied
1 Follows a governing process in order to (K) Describes the work products required to interface to the Work products created in support of the financial
interface successfully to financial financial management planning, monitoring and control. management function, above the level of Systems
management activities. [IFIS01] [IFIS01-­10K] Engineering planning and execution. [IFIS01-­E10]
(A) Uses approved processes and tools to control and Work products developed in support of financial
manage own Systems Engineering activities in support of management showing their alignment with SEMP.
interactions with finance department. [IFIS01-­20A] [IFIS01-­E20]
(A) Uses interfacing work products produced by finance to Financial processes and tools used on a project.
guide their own Systems Engineering activities. [IFIS01-­30A] [IFIS01-­E30]
(A) Uses a governing process and appropriate tools to
control their own finance-­related tasks. [IFIS01-­40A]
2 Prepares inputs to work products which (K) Explains how financial concerns affect the definition of Work products for use by finance. [IFIS02-­E10]
interface to financial stakeholders to ensure Systems Engineering schedules and resources (money,
Systems Engineering work aligns with wider people, materials/equipment…). [IFIS02-­10K]
financial management activities. [IFIS02]
(K) Describes the input an author of a business finance plan Project cost estimates they have generated or reviewed.
may require from Systems Engineering. [IFIS02-­20K] [IFIS02-­E20]
(A) Prepares inputs to interfacing work products required
by finance which ensure Systems Engineering work aligns
with wider financial management activities. [IFIS02-­30A]
3 Identifies potential issues with interfacing (A) Identifies issues with interfacing work products Records of issues they raised in this area. [IFIS03-­E10]
work products received from Financial produced by finance when performing own Systems
Stakeholders or produced by Systems Engineering activities. [IFIS03-­10A]
Engineering for financial stakeholders
taking appropriate action. [IFIS03]
(A) Identifies issues with interfacing work products
produced by Systems Engineering, which support financial
management activities. [IFIS03-­20A]
(A) Records concerns regarding issue to ensure affected
stakeholders become fully informed. [IFIS03-­30A]

588
4 Prepares inputs to financial cost estimation (K) Explains common financial concerns when estimating Plans contributed to relating to the acquisition of project
work products for financial stakeholders costs. [IFIS04-­10K] funding. [IFIS04-­E10]
ensuring Systems Engineering work aligns
with wider financial management activities.
[IFIS04]
(A) Prepares cost estimation information to assist financial
stakeholders in their understanding. [IFIS04-­20A]
5 Uses cost aggregation and analysis techniques (A) Uses knowledge of the details of Systems Engineering Funding analysis documents they have produced.
to communicate funding information for cost estimating to assist financial stakeholders in their [IFIS05-­E10]
financial stakeholders during creation or understanding. [IFIS05-­10A]
approval of funding requests. [IFIS05]
(K) Explains cost aggregation and analysis to financial
stakeholders to develop funding requests. [IFIS05-­20K]
6 Uses system life cycle cost analysis (A) Uses knowledge of system life cycle cost issues to Financial analysis of life cycle costs on a project they have
techniques to communicate cost identify system life cycle issues, which affect financial performed or contributed to. [IFIS06-­E10]
information to financial stakeholders on a stakeholders. [IFIS06-­10A]
project. [IFIS06]
(A) Uses knowledge of system life cycle cost issues to Recommendations they have made in support of financial
report system life cycle issues which affect financial decision-­making on a project. [IFIS06-­E20]
stakeholders. [IFIS06-­20A]
(A) Uses knowledge of system life cycle cost issues to
provide inputs to the decisions of financial stakeholders.
[IFIS06-­30A]
7 Uses project performance and expenditure (A) Identifies issues with project performance that affect Project financial performance data they have tracked.
tracking techniques to communicate financial stakeholders. [IFIS07-­10A] [IFIS07-­E10]
performance and expenditure tracking
information to financial stakeholders on a
project. [IFIS07]
(A) Uses knowledge of project performance to report Project expenditures they have tracked on a project.
tracking issues to financial stakeholders. [IFIS07-­20A] [IFIS07-­E20]
8 Uses financial variance and tolerance data (A) Uses knowledge of budget and financial reporting to Financial variances they have identified on a project.
to communicate budget or financial identify budget variance issues which affect financial [IFIS08-­E10]
variances to financial stakeholders on a stakeholders. [IFIS08-­10A]
project. [IFIS08]
(Continued)

589
ID Indicators of Competence (in addition to Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
those at Awareness level) contribution to activities performed, or professional
behaviors applied
(A) Uses knowledge of budget and financial reporting to Recommendations they have made for corrective actions in
identify solutions to budget variances affecting financial support of project financial stakeholders. [IFIS08-­E20]
stakeholders. [IFIS08-­20A]
(A) Communicates budget and financial variances to
financial stakeholders. [IFIS08-­30A]
9 Develops own understanding of this (A) Identifies potential gaps in own knowledge or Records of Continual Professional Development (CPD)
competency area through Continual development needs in this area, identifying opportunities to performed and learning outcomes. [IFIS09-­E10]
Professional Development (CPD). [IFIS09] address these through continual professional development
activities. [IFIS09-­10A]
(A) Performs continual professional development activities
to improve their knowledge and understanding in this area.
[IFIS09-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained.
[IFIS09-­30A]

590
Practitioner –­Integrating: Finance
ID Indicators of Competence (in addition to those at Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
Supervised Practitioner level) contribution to activities performed, or professional
behaviors applied
1 Follows governing finance plans, processes, and (A) Follows governing financial plans, processes, and Financial work products produced and approved.
uses appropriate tools to control and monitor appropriate tools to control and monitor finance-­related [IFIP01-­E10]
finance-­related Systems Engineering tasks, Systems Engineering tasks. [IFIP01-­10A]
interpreting as necessary. [IFIP01]
(A) Uses governing financial plans, processes, and Records of review on financial work products produced
appropriate tools where necessary to ensure outputs by others. [IFIP01-­E20]
meet financial stakeholder needs. [IFIP01-­20A]
(A) Communicates potential issues with governing
financial plans, processes, and tools to financial
stakeholders. [IFIP01-­30A]
2 Prepares work products required by financial (A) Analyzes information required by finance for Work products for use by finance to which they
stakeholders to ensure Systems Engineering work requested work products to ensure understanding. contributed, or produced. [IFIP02-­E10]
aligns with wider financial management activities. [IFIP02-­10A]
[IFIP02]
(A) Prepares work products required by Financial
stakeholders, using appropriate processes and
procedures. [IFIP02-­20A]
3 Creates detailed cost estimating work products (A) Creates detailed cost estimates for financial Records showing cost estimates produced or
required by financial stakeholders to scope the stakeholders. [IFIP03-­10A] contributed to. [IFIP03-­E10]
financial aspects of a project. [IFIP03]
(A) Creates supporting evidence to justify cost Records showing cost justification documentation or
estimates for financial stakeholders. [IFIP03-­20A] similar supporting evidence produced for cost estimates
they have supported. [IFIP03-­E20]
4 Analyzes activity costs and scheduling as required (A) Analyzes aggregated activity costs and scheduling Records showing a project funding model they
by financial stakeholders in order to develop project to develop project funding requirements for financial produced. [IFIP04-­E10]
funding requirements and a cost management plan. stakeholders. [IFIP04-­10A]
[IFIP04]
(A) Creates a cost management plan for financial Records showing a cost management plan they
stakeholders. [IFIP04-­20A] produced (or contributed to) for a project. [IFIP04-­E20]
5 Analyzes system life cycle cost issues and decisions (A) Analyzes system life cycle cost issues and Records showing life cycle cost documentation they
as required by financial stakeholders in order to decisions for financial stakeholders to the program created for financial stakeholders. [IFIP05-­E10]
make recommendations. [IFIP05] management team. [IFIP05-­10A]
(A) Develops appropriate recommendations on system Records demonstrating analysis, recommendations, or
life cycle cost issues & decisions for financial decisions they have contributed to in support of
stakeholders to the program management team, based financial management, in order to reduce or control life
on own analysis and review. [IFIP05-­20A] cycle cost. [IFIP05-­E20]
(Continued)

591
 ID Indicators of Competence (in addition to those at Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
Supervised Practitioner level) contribution to activities performed, or professional
behaviors applied
6 Analyzes project performance and expenditures as (A) Reviews project performance and expenditures in Records demonstrating support of project performance
required by financial stakeholders in order to support of financial stakeholders to the program reviews (e.g. details of reviews attended or minute).
determine variance from plans. [IFIP06] management team. [IFIP06-­10A] [IFIP06-­E10]
(A) Compares project execution against plan, in Records demonstrating support of financial analysis in
support of financial stakeholders to the program support of project progress reviews (e.g. details of
management team. [IFIP06-­20A] reviews attended, or minutes). [IFIP06-­E20]
7 Analyzes variances to budget tolerance as required (A) Identifies variances to allocated budgets in support Records demonstrating a personal contribution to
by financial stakeholders in order to identify and of financial stakeholders to the program management identification of variances to allocated budgets in
implement corrective actions. [IFIP07] team. [IFIP07-­10A] support of financial stakeholders. [IFIP07-­E10]
(A) Determines corrective actions in order to stay within Records demonstrating corrective actions provided in
tolerance of budgets in support of financial stakeholders support of project progress reviews. [IFIP07-­E20]
to the program management team. [IFIP07-­20A]
(A) Ensures activities remain within budget tolerances, Records demonstrating personal activities performed in
in support of financial stakeholders to the program order to implement corrective actions. [IFIP07-­E30]
management team. [IFIP07-­30A]
8 Guides new or supervised practitioners in finance (P) Guides new or supervised practitioners in executing Organizational Breakdown Structure showing their
and its relationship to Systems Engineering, to activities that form part of this competency. responsibility for technical supervision in this area.
develop their knowledge, abilities, skills, or [IFIP08-­10P] [IFIP08-­E10]
associated behaviors. [IFIP08]
(A) Trains individuals to “Awareness” level in this On-­the-­job training objectives/guidance etc.
competency area. [IFIP08-­20A] [IFIP08-­E20]
Coaching or mentoring assignment records.
[IFIP08-­E30]
Records highlighting their impact on another individual
in terms of improvement or professional development
in this competency. [IFIP08-­E40]
9 Maintains and enhances own competence in this (A) Identifies potential development needs in this area, Records of Continual Professional Development (CPD)
area through Continual Professional Development identifying opportunities to address these through continual performed and learning outcomes. [IFIP09-­E10]
(CPD) activities. [IFIP09] professional development activities. [IFIP09-­10A]
(A) Performs continual professional development
activities to maintain and enhance their competency in
this area. [IFIP09-­20A]
(A) Records continual professional development
activities undertaken including learning or insights
gained. [IFIP09-­30A]

592
Lead Practitioner –­Integrating: Finance
ID Indicators of Competence (in addition to those Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
at Practitioner level) personal contribution to activities performed, or
professional behaviors applied
1 Creates enterprise-­level policies, procedures, (A) Creates Enterprise policy and guidance regarding financial Enterprise policy and guidance. [IFIL01-­E10]
guidance, and best practice in order to ensure management integration which ensure SE activities align with
Systems Engineering finance-­related activities finance needs. [IFIL01-­10A]
integrate with enterprise financial goals,
including associated tools. [IFIL01]
(A) Determines requirements for financial management Records of support for tool introduction.
activities to ensure SE activities align with finance needs. [IFIL01-­E20]
[IFIL01-­20A]
(A) Selects and acquires appropriate tools to align SE
activities with financial management needs. [IFIL01-­30A]
2 Assesses enterprise-­level financial management (A) Evaluates enterprise finance processes against Systems Financial process tailoring to reflect Systems
materials to ensure they integrate with Systems Engineering needs in order to enable project success. Engineering needs. [IFIL02-­E10]
Engineering needs. [IFIL02] [IFIL02-­10A]
(A) Develops enterprise-­level requirements for financial Feedback provided on finance Work Products.
precision levels, control thresholds, reporting formats and [IFIL02-­E20]
periodicity related to Systems Engineering activities.
[IFIL02-­20A]
(P) Produces constructive feedback on finance plans where Minutes of finance management meetings where
these do not align with Systems Engineering approaches or they raised Systems Engineering integration issues.
needs. [IFIL02-­30P] [IFIL02-­E30]
(A) Selects and acquires appropriate tools for financial Financial work products evaluated including
management activities. [IFIL02-­40A] feedback and revised. [IFIL02-­E40]
(A) Assesses finance approaches across the enterprise with
regard to their alignment with Systems Engineering activities.
[IFIL02-­50A]
3 Judges tailoring required for enterprise-­level (A) Reviews financial planning documents with financial Minutes of financial management meetings on this
Systems Engineering processes in order to management stakeholders. [IFIL03-­10A] topic. [IFIL03-­E10]
ensure that the needs of financial stakeholders
are fully integrated. [IFIL03]
(A) Assesses financial plans for thorough and robust Systems Records of assessment of organizational financial
Engineering activities in the context of the entire project. systems or processes from SE standpoint.
[IFIL03-­20A] [IFIL03-­E20]
(Continued)

593
ID Indicators of Competence (in addition to those Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
at Practitioner level) personal contribution to activities performed, or
professional behaviors applied
4 Judges appropriateness of enterprise-­level financial (A) Analyzes financial management stakeholder decisions Reports on financial management decisions made.
decisions in a rational way to ensure alignment using best practice techniques and based on Systems [IFIL04-­E10]
with Systems Engineering needs. [IFIL04] Engineering needs. [IFIL04-­10A]
(A) Determines appropriateness of financial decisions made, Records indicating changed stakeholder thinking
with robust justification based on Systems Engineering needs. from personal intervention. [IFIL04-­E20]
[IFIL04-­20A]
(P) Persuades financial management stakeholder to change
viewpoints and decisions on the grounds of appropriateness.
[IFIL04-­30P]
5 Assesses financial information produced across (A) Reviews information produced within the financial Records of assessment of financial work products
the enterprise using appropriate techniques for functions using appropriate techniques to assess its impact on against Systems Engineering data (e.g. estimates
its integration with Systems Engineering data. Systems Engineering. [IFIL05-­10A] and costings). [IFIL05-­E10]
[IFIL05]
(A) Judges adequacy and correctness of Systems Engineering
financial information using appropriate techniques. [IFIL05-­20A]
6 Persuades key financial stakeholders to address (A) Identifies and engages with key financial stakeholders. Records of issues raised on existing financial
identified enterprise-­level financial management [IFIL06-­10A] management issues and revised or improved
issues affecting Systems Engineering. [IFIL06] techniques adopted to address these issues.
[IFIL06-­E10]
(P) Fosters agreement between key stakeholders at enterprise Minutes of key stakeholder review meetings and
level to resolve financial issues related to Systems actions taken. [IFIL06-­E20]
Engineering, by promoting a holistic viewpoint. [IFIL06-­20P]
(P) Persuades key stakeholders to address identified enterprise-­ Records indicating changed stakeholder thinking
level financial issues. [IFIL06-­30P] from personal intervention. [IFIL06-­E30]
7 Coaches or mentors practitioners across the (P) Coaches or mentors Systems Engineering or financial Coaching or mentoring assignment records.
enterprise in the integration of finance with practitioners within the enterprise in competency-­related [IFIL07-­E10]
Systems Engineering to develop their knowledge, techniques, recommending development activities.
abilities, skills, or associated behaviors. [IFIL07] [IFIL07-­10P]
(A) Develops or authorizes enterprise training materials in this Records of formal training courses, workshops,
competency area. [IFIL07-­20A] seminars, and authored training material supported
by successful post-­training evaluation data.
[IFIL07-­E20]
(A) Provides enterprise workshops/seminars or training in this Listing as an approved organizational trainer for
competency area. [IFIL07-­30A] this competency area. [IFIL07-­E30]

594
8 Promotes the introduction and use of novel (A) Analyzes different approaches across different domains Research records. [IFIL08-­E10]
techniques and ideas across the enterprise, through research. [IFIL08-­10A]
which improve the integration of Systems
Engineering and finance functions. [IFIL08]
(A) Defines novel approaches that could potentially improve Published papers in refereed journals/company
the SE discipline within the enterprise. [IFIL08-­20A] literature. [IFIL08-­E20]
(P) Fosters awareness of these novel techniques within the Records showing introduction of enabling systems
enterprise. [IFIL08-­30P] supporting the new techniques or ideas.
[IFIL08-­E30]
(P) Collaborates with enterprise stakeholders to facilitate the Published papers (or similar) at enterprise level.
introduction of techniques new to the enterprise. [IFIL08-­40P] [IFIL08-­E40]
(A) Monitors new techniques after their introduction to Records of improvements made against a
determine their effectiveness. [IFIL08-­50A] recognized process improvement model in this
area. [IFIL08-­E50]
(A) Adapts approach to reflect actual enterprise performance
improvements. [IFIL08-­60A]
9 Develops expertise in this competency area (A) Identifies own needs for further professional development Records of Continual Professional Development
through specialist Continual Professional in order to increase competence beyond practitioner level. (CPD) performed and learning outcomes.
Development (CPD) activities. [IFIL09] [IFIL09-­10A] [IFIL09-­E10]
(A) Performs professional development activities in order to
move own competence toward expert level. [IFIL09-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained.
[IFIL09-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party-­generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by senior management in current organization as an expert in this competency area
b. Evidence of role as Product/System Design Authority or Technical Authority on a complex project with responsibilities in this area or where skills within
this competency area were used
c. Recognized as an authorizing signatory on behalf of enterprise for formal documentation in this competency area (e.g. policies, processes, and deliverables)
d. Formal commendation or award within own enterprise for contribution or item of work successfully performed, which required proficiency in this compe-
tency area
e. Customer, Supplier, or other external project-­specific key Stakeholder accolades for specific work performed in this competency area
f. Independently assessed or accredited work in this competency area (e.g. for independent publication or use)
g. Formal organizational HR records positively highlighting any specific professional competencies or behaviors identified (if applicable) plus any of the
evidence indicators listed at Expert level below

595
Expert – Integrating: Finance
ID Indicators of Competence (in addition to those at Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
Lead Practitioner level) contribution to activities performed, or professional
behaviors applied
1 Communicates own knowledge and experience in the (A) Produces papers, seminars, or presentations Published papers or books etc. on new technique in
integration of finance needs with Systems outside own enterprise for publication in order to share refereed journals/company literature. [IFIE01-­E10]
Engineering, in order to improve Systems Engineering own ideas and improve industry best practices in this
best practice beyond the enterprise boundary. [IFIE01] competence area. [IFIE01-­10A]
(P) Fosters incorporation of own ideas into industry Published papers in refereed journals or internal
best practices in this area. [IFIE01-­20P] literature proposing new practices in this competence
area (or presentations, tutorials, etc.). [IFIE01-­E20]
(P) Develops guidance materials identifying new (or Records of own proposals adopted as industry best
updating existing) best practice in this competence practices in this competence area. [IFIE01-­E30]
area. [IFIE01-­30P]
2 Advises organizations beyond the enterprise boundary (P) Acts as independent reviewer on external Records of advice provided. [IFIE02-­E10]
on the suitability of financial management plans committee (or similar body) which approves such
affecting Systems Engineering activities. [IFIE02] plans. [IFIE02-­10P]
(A) Reviews and advises on financial management
strategies that have led to changes being implemented.
[IFIE02-­20A]
3 Advises organizations beyond the enterprise (A) Advises external stakeholders (e.g. customers) on Records of advice provided on financial management
boundary on complex or sensitive Financial matters their financial management plans and issues. issues. [IFIE03-­E10]
and their effect on Systems Engineering. [IFIE03] [IFIE03-­10A]
(A) Conducts successful sensitive negotiations Records of advice provided on sensitive financial
regarding the financial management of highly complex management issues. [IFIE03-­E20]
systems. [IFIE03-­20A]
(A) Conducts successful sensitive negotiations making
limited use of specialized, financial management
relevant terminology. [IFIE03-­30A]
(A) Uses a holistic approach to complex financial issue
resolution including balanced, rational arguments on
way forward. [IFIE03-­40A]
4 Champions the introduction of novel techniques and (A) Analyzes different approaches across different Records of activities promoting research and the need to
ideas to improve the integration of Systems Engineering domains through research. [IFIE04-­10A] adopt novel technique or ideas. [IFIE04-­E10]
with the finance function, beyond the enterprise
boundary, in order to develop the wider Systems
Engineering community in this competency. [IFIE04]

596
 (A) Produces reports for the wider SE community on Records of improvements made to process and appraisal
the effectiveness of new techniques after their against a recognized process improvement model.
introduction. [IFIE04-­20A] [IFIE04-­E20]
(P) Collaborates with those introducing novel techniques Research records. [IFIE04-­E30]
within the wider SE community. [IFIE04-­30P]
(A) Defines novel approaches that could potentially Published papers in refereed journals/company
improve the wider SE discipline. [IFIE04-­40A] literature. [IFIE04-­E40]
(P) Fosters awareness of these novel techniques within Records showing introduction of enabling systems
the wider SE community. [IFIE04-­50P] supporting the new techniques or ideas. [IFIE04-­E50]
5 Coaches individuals beyond the enterprise boundary, (P) Coaches or mentors those engaged in Systems Coaching or mentoring assignment records.
in the relationship between Systems Engineering and Engineering or finance activities beyond the enterprise [IFIE05-­E10]
finance, to further develop their knowledge, abilities, boundary, in in competency-­related techniques,
skills, or associated behaviors. [IFIE05] recommending development activities. [IFIE05-­10P]
(A) Develops or authorizes training materials in this Records of formal training courses, workshops,
competency area, which are subsequently successfully seminars, and authored training material supported by
delivered beyond the enterprise boundary. [IFIE05-­20A] successful post-­training evaluation data. [IFIE05-­E20]
(A) Provides workshops/seminars or training in this Records of Training/workshops/seminars created
competency area for practitioners or lead practitioners supported by successful post-­training evaluation data.
beyond the enterprise boundary (e.g. conferences and [IFIE05-­E30]
open training days). [IFIE05-­30A]
6 Maintains expertise in this competency area through (A) Reviews research, new ideas, and state of the art to Records of documents reviewed and insights gained as
specialist Continual Professional Development (CPD) identify relevant new areas requiring personal part of own research into this competency area.
activities. [IFIE06] development in order to maintain expertise in this [IFIE06-­E10]
competency area. [IFIE06-­10A]
(A) Performs identified specialist professional Records of Continual Professional Development (CPD)
development activities in order to maintain or further performed and learning outcomes. [IFIE06-­E20]
develop competence at expert level. [IFIE06-­20A]
(A) Records continual professional development
activities undertaken including learning or insights
gained. [IFIE06-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party-­generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by a reputable external organization as an expert in this competency area
b. Evidence of role as independent assessor or reviewer on project outside own organization where skills in this competency area were used
c. Evidence of invitation(s) from wider community for contribution of systems engineering expertise in this area (e.g. industry conference panel, government
advisory board etc. cross-­industry working groups, partnerships, accredited advanced university courses or research, or as part of professional institute)
d. Formal commendation beyond the enterprise (e.g. by INCOSE or other recognized authority) for work performed in this competency area
e. Independently assessed or accredited work product in this competency area (e.g. for independent publication or use)
f. Accolades of expertise in this area from recognized industry leaders

597
Competency area – Integrating: Logistics
Description
Logistics focuses on the support and sustainment of the product once it is transitioned to the end user. It includes areas such as life cycle cost analysis, supportability analysis,
sustainment engineering, maintenance planning and execution, training, spares and inventory control, associated facilities and infrastructure, packaging, handling and
shipping, and support equipment for the system and its elements.
Why it matters
Factoring logistics considerations such as availability, storage and transport, and training needs early in the design effort can significantly reduce total life cycle cost for the system.
Possible contributory types of evidence
Any combination of the types of evidence may be acceptable (depending on how the Framework is tailored and used). The evidence items identified at each level indicate
example work products only. Contributions to work products will generally differ at each proficiency level.
Learning and development
The INCOSE Professional Development Portal provides example guidance on how to gain an initial awareness of a competency area and options for developing further
competence thereafter.

Awareness –­Integrating: Logistics

ID Indicators of Competence Relevant knowledge sub-­indicators
1 Explains the role the logistics function plays in developing (K) Explains why organizations with a good logistics management and control are likely to survive better
a successful system, product, or service. [ILOA01] in the longer term than those without. [ILOA01-­10K]
(K) Explains how it is important to have logistics specialists involved in design to identify potential issues
early (for example, the use of an unreliable or difficult to maintain part). [ILOA01-­20K]
(K) Describes reliability and maintainability as factors that influence the operational availability of the
system and why they are important requirements. [ILOA01-­30K]
(K) Explains the reasons why there is a need to maintain a focus on the logistics associated with project
across the full life cycle. [ILOA01-­40K]
(K) Lists project, external stakeholder (e.g. customer) and organizational logistics stakeholders. [ILOA01-­50K]
(K) Describes the key interfaces and links between logistics stakeholders and the wider enterprise outside
engineering (e.g. infrastructure management, human resource management, quality management,
knowledge management, portfolio management, and life cycle model management). [ILOA01-­60K]
(K) Explains the role wider business stakeholders play with regard to logistics management and the potential
impact their decisions may have on Systems Engineering activities on a particular project. [ILOA01-­70K]
2 Explains the meaning of commonly used logistics terms (K) Explains the meaning of key logistics terms including life cycle cost and how each affect both the
and applicable standards. [ILOA02] system solution and logistics. [ILOA02-­10K]
(K) Lists key logistics standards or legislation applicable to the business. [ILOA02-­20K]

598
3 Describes key logistics activities and why they are (K) Lists activities such as sustainment, supply support, maintenance planning, Packaging Handling
important to the success of a system. [ILOA03] Storage and Transportation (PHS&T), support equipment, associated maintenance facilities, and
infrastructure. [ILOA03-­10K]
(K) Describes a basic maintenance approach for a system and the associated elements (e.g. trained
maintainers, tools and support equipment or facilities, and replacement parts). [ILOA03-­20K]
4 Explains primary interfaces between the logistics function (K) Identifies key roles within the logistics function. [ILOA04-­10K]
and the Systems Engineering team. [ILOA04]
(K) Identifies the interfaces between key logistics function roles and the Systems Engineering team on a
project, covering all stages of a systems life cycle. [ILOA04-­20K]
(K) Describes the primary responsibilities and activities of key logistics function roles (e.g. logistics
manager, maintainers, data managers, parts provisioners, reliability engineers…) across all stages of a
project life cycle (e.g. defining, planning, executing, and closing out a project). [ILOA04-­30K]
(K) Explains the difference between and potential resulting conflicts from the goals of the logistics
function and those of the Systems Engineering function (e.g. resource, cost capital investment timing vs
process and technical baseline). [ILOA04-­40K]
5 Describes the key work products exchanged between (K) Describes key work products exchanged between logistics stakeholders within the enterprise and the
logistics stakeholders and the Systems Engineering team. project team. [ILOA05-­10K]
[ILOA05]
(K) Describes the key work products exchanged between the project Systems Engineering team and
logistics stakeholders within the enterprise across the life cycle. [ILOA05-­20K]
6 Explains the concept and value of life cycle cost and how (K) Explains how the design determines approximately 80% of the system life cycle cost. [ILOA06-­10K]
this affects both the system solution and logistics.
[ILOA06]
(K) Describes the costs associated with operating and maintaining a system such as training, packaging
handling, storage and transportation (PHS&T), maintenance, technical data management, and
provisioning parts. [ILOA06-­20K]
7 Describes the wider logistics environment within which (K) Describes key elements of a Life Cycle Support Plan (maintenance and support strategies, metrics,
the system is being developed, and the influence each can responsible parties, funding required…). [ILOA07-­10K]
have on this other. [ILOA07]
(K) Describes the goals of logistic sustainment (optimize availability, minimize support cost).
[ILOA07-­20K]
(K) Lists examples of process improvements made as a result of logistics related SE tasks. [ILOA07-­30K]
(Continued)

599
 Supervised Practitioner –­Integrating: Logistics
ID Indicators of Competence (in addition to those Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
at Awareness level) personal contribution to activities performed,
or professional behaviors applied
1 Follows a governing process in order to interface (K) Describes the work products required to interface to the Records of inputs to Logistics Management Plan.
successfully to logistics management activities. Logistics Management Planning, monitoring and control. [ILOS01-­E10]
[ILOS01] [ILOS01-­10K]
(A) Uses approved logistics function processes and tools to Records of inputs to Logistics Management Plan
control and manage own activities in support of logistics. (or similar). [ILOS01-­E20]
[ILOS01-­20A]
(A) Uses interfacing work products produced by logistics to Work products linked to logistics processes and
guide their own Systems Engineering activities. [ILOS01-­30A] tools applied on a project. [ILOS01-­E30]
(A) Uses a governing process and appropriate tools to control
their own logistics-­related tasks. [ILOS01-­40A]
2 Identifies potential issues with interfacing work (A) Identifies issues with interfacing work products produced Records of issues raised. [ILOS02-­E10]
products received from logistics Stakeholders or by logistics when performing own Systems Engineering
produced by Systems Engineering for logistics activities. [ILOS02-­10A]
stakeholders taking appropriate action. [ILOS02]
(A) Identifies issues with interfacing work products produced
by Systems Engineering which support logistics activities.
[ILOS02-­20A]
(A) Records concerns regarding issue to ensure ensuring
affected stakeholders become fully informed. [ILOS02-­30A]
3 Prepares inputs to a supportability analysis on a (K) Describes common factors relevant to supportability Records of inputs to supportability analysis.
project to assist logistics stakeholders. [ILOS03] assessments. [ILOS03-­10K] [ILOS03-­E10]
(A) Uses guidance to perform supportability analysis and
calculations. [ILOS03-­20A]
4 Explains how different concepts for maintenance (K) Identifies the key steps to developing a maintenance Records of inputs to activities performed in
may have different life cycle costs. [ILOS04] approach. [ILOS04-­10K] support of a maintenance or logistics planning
team. [ILOS04-­E10]
(K) Describes in a general sense the difference in costs associated Records of inputs to maintenance concept and
with maintenance approaches, e.g. depot level or Original cost assessment. [ILOS04-­E20]
Equipment Manufacturer (OEM) maintenance is typically more
expensive due to transportation costs. [ILOS04-­20K]
(A) Analyzes different maintenance concepts on a project.
[ILOS04-­30A]

600
5 Uses recognized analysis techniques to calculate (A) Identifies provisioning requirements for spare parts and Records of inputs to spares provisioning activity.
spares, repairs, or supply-­related information for supplies on a system. [ILOS05-­10A] [ILOS05-­E10]
logistics stakeholders on a project. [ILOS05]
(A) Monitors spare parts and supply usage for a system. Reports from spares and supplies management
[ILOS05-­20A] activities they contributed to in support of system
maintenance. [ILOS05-­E20]
6 Uses recognized analysis techniques to produce (A) Prepares data supporting the analysis of facilities and Records of inputs to a facility assessment report.
facilities and infrastructure operation and infrastructure supporting operation and maintenance of a [ILOS06-­E10]
maintenance information for logistics system. [ILOS06-­10A]
stakeholders on a project. [ILOS06]
Records of input to site visit report as part of a
logistics assessment. [ILOS06-­E20]
7 Uses recognized techniques to produce system (K) Explains the different types of training aids and their Records of inputs to work products from user/
engineering information in support of operator or relative benefits for various system type and operator/ maintainer/operator training. [ILOS07-­E10]
personnel training or simulation activities for maintainer skill sets. [ILOS07-­10K]
logistics stakeholders on a project. [ILOS07]
(A) Develops training aids, simulators and simulations for Records of inputs to training materials created in
operators or personnel sustaining the system. [ILOS07-­20A] support of logistics. [ILOS07-­E20]
8 Uses recognized techniques to produce system (K) Describes types of support equipment required to operate Work products from maintenance team activities
operation and maintenance information for and maintain a system (e.g. replenishable power supplies, to which they contributed. [ILOS08-­E10]
logistics stakeholders on a project. [ILOS08] maintenance laptops, tools, consumables…). [ILOS08-­10K]
(A) Identifies requirements for the support of the acquisition of Records of inputs to activities identifying or
support equipment. [ILOS08-­20A] acquiring support equipment. [ILOS08-­E20]
(A) Prepares specifications in support of the acquisition of
support equipment. [ILOS08-­30A]
9 Uses recognized techniques to produce system (K) Describes different types of technical data (drawings, parts Records of inputs to logistics technical work
installation, operation, maintenance, and lists, bills of material, software code, installation procedures, products (e.g. drawings, procedures).
sustainment information for logistics operation and maintenance manuals…). [ILOS09-­10K] [ILOS09-­E10]
stakeholders on a project. [ILOS09]
(A) Prepares analysis and review data for technical data Records of logistics technical data products
products. [ILOS09-­20A] reviewed (e.g. redlined manuals). [ILOS09-­E20]
(Continued)

601
ID Indicators of Competence (in addition to those Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
at Awareness level) personal contribution to activities performed,
or professional behaviors applied
10 Uses recognized techniques to produce system (K) Describes the type of requirements that are related to Records of input to packaging, handling, storage
packaging, handling, storage, and transportation packaging, handling, storage and transportation (PHS&T) (e.g. and transportation plans. [ILOS10-­E10]
information for logistics stakeholders on a safety, security, environment, and cost). [ILOS10-­10K]
project. [ILOS10]
(A) Prepares inputs to a packaging, handling, storage, and
transportation (PHS&T) plan. [ILOS10-­20A]
(A) Follows a packaging, handling, storage and transportation
(PHS&T) plan giving examples of methods for packing,
shipping, etc. [ILOS10-­30A]
11 Develops own understanding of this competency (A) Identifies potential gaps in own knowledge or development Records of Continual Professional Development
area through Continual Professional needs in this area, identifying opportunities to address these (CPD) performed and learning outcomes.
Development (CPD). [ILOS11] through continual professional development activities. [ILOS11-­E10]
[ILOS11-­10A]
(A) Performs continual professional development activities to
improve their knowledge and understanding in this area.
[ILOS11-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained. [ILOS11-­30A]

602
Practitioner –­Integrating: Logistics
ID Indicators of Competence (in addition to those Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
at Supervised Practitioner level) personal contribution to activities performed,
or professional behaviors applied
1 Follows governing logistics plans, processes, (A) Follows governing logistics plans, processes and uses Work products prepared (or contributed to) as a
and uses appropriate tools to control and monitor appropriate tools to control and monitor logistics-­related result of logistics plans, processes, and tools.
logistics-­related Systems Engineering tasks, Systems Engineering tasks. [ILOP01-­10A] [ILOP01-­E10]
interpreting as necessary. [ILOP01]
(A) Uses governing logistics plans, processes and appropriate
tools where necessary to ensure outputs meet logistics
stakeholder needs. [ILOP01-­20A]
(A) Communicates potential issues with governing logistics plans,
processes and tools to logistics stakeholders. [ILOP01-­30A]
2 Prepares work products required by logistics (A) Analyzes information required by logistics for requested Work products prepared (or contributed to) as a
stakeholders to ensure Systems Engineering work products to ensure understanding. [ILOP02-­10A] result of logistics plans, processes and tools.
work aligns with wider logistics management [ILOP02-­E10]
activities. [ILOP02]
(A) Prepares work products required by logistics stakeholders, Logistics strategy work products they have
using appropriate processes and procedures. [ILOP02-­20A] produced. [ILOP02-­E20]
(A) Identifies project-­specific system engineering needs that
need to be incorporated into Logistics Management Plans or
processes. [ILOP02-­30A]
(A) Prepares inputs for a governing logistics management
process, plan, and associated tools, which reflect project and
business strategy and meet the needs of the logistics function.
[ILOP02-­40A]
(A) Prepares process performance data as required by the
logistics function in order to achieve the targeted standard of
excellence on a project. [ILOP02-­50A]
(A) Communicates recommendations for corrective actions to
be performed and implemented. [ILOP02-­60A]
3 Prepares supportability analysis information (K) Describes common supportability issues (use of unreliable Supportability Analysis Report or associated
required by logistics stakeholders to meet project or difficult to obtain parts, physical designs that complicate information produced. [ILOP03-­E10]
and enterprise requirements. [ILOP03] preventive maintenance tasks, unique or unusual maintenance
tools or fixtures…). [ILOP03-­10K]
(Continued)

603
ID Indicators of Competence (in addition to those Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
at Supervised Practitioner level) personal contribution to activities performed,
or professional behaviors applied
(A) Analyzes a product baseline design, identifying potential
supportability issues or opportunities for improvement/cost
reduction and recommends associated design, manufacturing or
maintenance process changes. [ILOP03-­20A]
4 Develops maintenance concepts required by (K) Describes the elements required to implement a maintenance Maintenance plans or procedures or information
logistics stakeholders to ensure alignment with concept and typical approaches along with the benefits or required for this activity. [ILOP04-­E10]
system engineering activities. [ILOP04] disadvantages of the various approaches. [ILOP04-­10K]
(A) Determines tasks for generating well documented
maintenance procedures. [ILOP04-­20A]
5 Develops spares and repair concepts required by (A) Identifies system requirements for acquisition, catalog, Spares and repair concepts developed or
logistics stakeholders to ensure alignment with receipt, storage, transferring, issuing and disposal of spares, repair contributed to. [ILOP05-­E10]
system engineering activities. [ILOP05] of parts, and supplies sustaining the system. [ILOP05-­10A]
(A) Defines tasks for acquisition, catalog, receipt, storage, Records of assessment of spares and repair
transferring, issuing and disposal of spares, repair of parts and concepts for their impact on Systems
supplies sustaining the system. [ILOP05-­20A] Engineering. [ILOP05-­E20]
(A) Identifies tasking requirements for spares and repairs in
order to sustain the system. [ILOP05-­30A]
6 Develops facilities infrastructure concepts (K) Describes considerations for system utilization and support Facility Identification or Assessment Report.
required by logistics stakeholders to support facilities (e.g. location/proximity, power requirements etc., [ILOP06-­E10]
operation and maintenance of a system across its staffing…). [ILOP06-­10K]
life cycle. [ILOP06]
(A) Defines tasks associated with identifying appropriate Records of review or assessment of operations
operations and support facilities and infrastructure. and support facilities and infrastructure from
[ILOP06-­20A] Systems Engineering perspective. [ILOP06-­E20]
7 Develops logistics training products required by (K) Describes methods for delivering training for both Training documentation or review comments.
logistics stakeholders to maximize the operators and maintainers (e.g. in person, self-­guided via paper [ILOP07-­E10]
effectiveness of operators and personnel sustaining or electronic documentation, virtual…). [ILOP07-­10K]
the system at lowest life cycle cost. [ILOP07]
(A) Determines tasks associated with the development and Training Needs Analysis. [ILOP07-­E20]
delivery of system operational and maintenance training to
include a training needs analysis. [ILOP07-­20A]
8 Develops concepts for support equipment in (K) Describes considerations for identifying appropriate Records of inputs to development of support
collaboration with logistics stakeholders to support equipment. [ILOP08-­10K] equipment strategy or concept. [ILOP08-­E10]
sustain the operation and maintenance of a
system across its life cycle. [ILOP08]

604
 (A) Determines tasks associated with the development and Support equipment documentation (ground handling
delivery of system operational and maintenance training to or maintenance equipment, tools, calibration
include a training needs analysis. [ILOP08-­20A] equipment, test equipment). [ILOP08-­E20]
9 Develops packaging, handling, storage, and (K) Identifies different methods for packaging, handling Packaging or handling procedures, storage or
transportation required by logistics stakeholders storage and transportation of equipment, including transfer of transportation documentation, delivery
to ensure safe and secure transportation of a custody when appropriate. [ILOP09-­10K] documentation. [ILOP09-­E10]
system. [ILOP09]
(A) Determines tasks associated with the development and
delivery of support equipment. [ILOP09-­20A]
10 Develops work products required by logistics (K) Explains the purpose of different types of technical data. Engineering design data, inspection and
stakeholders in order to support the installation, [ILOP10-­10K] calibration procedures, Operator’s Manuals,
operation, maintenance, and sustainment of the Maintenance Manuals, Installation Procedures.
system. [ILOP10] [ILOP10-­E10]
(A) Analyzes issues related to management of data rights List of contract deliverable technical data with
(intellectual property, software source code versus executable data rights explicitly defined. [ILOP10-­E20]
code, etc.) and addresses these. [ILOP10-­20A]
(A) Reviews technical data, reports and documentation Records of review of technical data used by
supporting the installation, operation, maintenance and logistics activity. [ILOP10-­E30]
sustainment of the system. [ILOP10-­30A]
11 Guides new or supervised practitioners in (P) Guides new or supervised practitioners in executing Organizational Breakdown Structure showing
logistics and its relationship to Systems activities that form part of this competency. [ILOP11-­10P] their responsibility for technical supervision in
Engineering, to develop their knowledge, abilities, this area. [ILOP11-­E10]
skills, or associated behaviors. [ILOP11]
(A) Trains individuals to an “Awareness” level in this On-­the-­job training objectives/guidance etc.
competency area. [ILOP11-­20A] [ILOP11-­E20]
Coaching or mentoring assignment records.
[ILOP11-­E30]
Records highlighting their impact on another
individual in terms of improvement or
professional development in this competency.
[ILOP11-­E40]
12 Maintains and enhances own competence in this (A) Identifies potential development needs in this area, Records of Continual Professional Development
area through Continual Professional identifying opportunities to address these through continual (CPD) performed and learning outcomes.
Development (CPD) activities. [ILOP12] professional development activities. [ILOP12-­10A] [ILOP12-­E10]
(A) Performs continual professional development activities to
maintain and enhance their competency in this area. [ILOP12-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained. [ILOP12-­30A]

605
Lead Practitioner –­Integrating: Logistics
ID Indicators of Competence (in addition to those Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
at Practitioner level) personal contribution to activities performed,
or professional behaviors applied
1 Creates enterprise-­level policies, procedures, (A) Creates Enterprise policy and guidance regarding logistics Enterprise policy and guidance created in this
guidance, and best practice in order to ensure management which ensure SE activities align with logistics area. [ILOL01-­E10]
Systems Engineering logistics-­related activities needs. [ILOL01-­10A]
integrate with enterprise logistics goals,
including associated tools. [ILOL01]
(A) Determines requirements for logistics management Logistics tools they have used or where they have
activities to ensure SE activities align with logistics needs. authorized acquisition. [ILOL01-­E20]
[ILOL01-­20A]
(A) Selects and acquires appropriate tools to align SE activities
with logistics management needs. [ILOL01-­30A]
2 Assesses enterprise-­level logistics management (A) Evaluates enterprise logistics processes against Systems Records of process developed in this area.
processes to ensure they integrate with Systems Engineering needs in order to enable project success. [ILOL02-­E10]
Engineering needs. [ILOL02] [ILOL02-­10A]
(P) Produces constructive feedback on enterprise level logistics Records of comments made and accepted on
processes where these do not align with Systems Engineering logistics or Life Cycle Support Plan.
approaches or needs. [ILOL02-­20P] [ILOL02-­E20]
(A) Assesses logistics plans across the enterprise to ensure
Systems Engineering activities are aligned. [ILOL02-­30A]
(A) Assesses logistics approaches across the enterprise with
regard to their alignment with Systems Engineering activities.
[ILOL02-­40A]
3 Judges the appropriateness of enterprise-­level (A) Analyzes logistics stakeholders decisions using best Records of inputs to logistics decisions.
logistics decisions in a rational way to ensure practice techniques based upon Systems Engineering needs. [ILOL03-­E10]
alignment with Systems Engineering needs. [ILOL03-­10A]
[ILOL03]
(A) Determines appropriateness of logistics decisions made, Records of analysis supporting logistics
with robust justification, based upon Systems Engineering decisions. [ILOL03-­E20]
needs. [ILOL03-­20A]
(P) Persuades logistics stakeholder to change viewpoints and
decisions on the grounds of appropriateness based upon
Systems Engineering needs. [ILOL03-­30P]

606
4 Judges the supportability strategies and (P) Acts to remove conflict of personnel or asset scheduling Records of assessments made on supportability
supportability decisions across the enterprise to across multiple enterprise projects. [ILOL04-­10P] strategies or plans. [ILOL04-­E10]
ensure they align with Systems Engineering
performance, readiness, and life cycle cost
needs. [ILOL04]
(A) Describes occasions where they have provided advice on Records of advice provided on supportability
supportability strategies or assessments that has led to changes work products. [ILOL04-­E20]
being implemented. [ILOL04-­20A]
5 Judges logistics plans and decisions across the (P) Acts to remove conflict of personnel or asset scheduling Records of assessments made on logistics plans.
enterprise to ensure they align with Systems across multiple enterprise projects. [ILOL05-­10P] [ILOL05-­E10]
Engineering performance, readiness, and life
cycle cost needs. [ILOL05]
(A) Describes occasions where they have provided advice on Records of advice provided on logistics work
logistics support plans that has led to changes being products. [ILOL05-­E20]
implemented. [ILOL05-­20A]
6 Assesses enterprise-­level logistics work products (A) Reviews technical logistics work products. [ILOL06-­10A] Records of a work product review. [ILOL06-­E10]
for their alignment with Systems Engineering.
[ILOL06]
(A) Advises on enterprise logistics work products, resulting in Records of advice provided. [ILOL06-­E20]
changes to reflect Systems Engineering needs. [ILOL06-­20A]
7 Persuades key logistics stakeholders to address (A) Identifies and engages with key stakeholders. Minutes of meetings showing contribution to
identified enterprise-­level logistics management [ILOL07-­10A] resolution of identified issues. [ILOL07-­E10]
issues affecting Systems Engineering. [ILOL07]
(P) Fosters agreement between key stakeholders at enterprise Records of contributions made to resolution of
level to resolve logistics issues related to Systems Engineering, logistics issues. [ILOL07-­E20]
by promoting a holistic viewpoint. [ILOL07-­20P]
(P) Persuades key stakeholders to address identified enterprise-­
level logistics issues. [ILOL07-­30P]
8 Coaches or mentors practitioners across the (P) Coaches or mentors Systems Engineering or logistics Coaching or mentoring assignment records.
enterprise in the integration of logistics with practitioners within the enterprise in competency-­related [ILOL08-­E10]
Systems Engineering in order to develop their techniques, recommending development activities.
knowledge, abilities, skills, or associated [ILOL08-­10P]
behaviors. [ILOL08]
(A) Develops or authorizes enterprise training materials in this Records of formal training courses, workshops,
competency area. [ILOL08-­20A] seminars, and authored training material supported
by successful post-­training evaluation data.
[ILOL08-­E20]
(A) Provides enterprise workshops/seminars or training in this Listing as an approved organizational trainer for
competency area. [ILOL08-­30A] this competency area. [ILOL08-­E30]
(Continued)

607
ID Indicators of Competence (in addition to those Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
at Practitioner level) personal contribution to activities performed,
or professional behaviors applied
9 Promotes the introduction and use of novel (A) Analyzes different approaches across different domains Research records. [ILOL09-­E10]
techniques and ideas across the enterprise, which through research. [ILOL09-­10A]
improve the integration of Systems Engineering
and logistics functions. [ILOL09]
(A) Defines novel approaches that could potentially improve Published papers in refereed journals/company
the SE discipline within the enterprise. [ILOL09-­20A] literature. [ILOL09-­E20]
(P) Fosters awareness of these novel techniques within the Records showing introduction of enabling
enterprise. [ILOL09-­30P] systems supporting the new techniques or ideas.
[ILOL09-­E30]
(P) Collaborates with enterprise stakeholders to facilitate the Published papers (or similar) at enterprise level.
introduction of techniques new to the enterprise. [ILOL09-­40P] [ILOL09-­E40]
(A) Monitors new techniques after their introduction to Records of improvements made against a
determine their effectiveness. [ILOL09-­50A] recognized process improvement model in this
area. [ILOL09-­E50]
(A) Adapts approach to reflect actual enterprise performance
improvements. [ILOL09-­60A]
10 Develops expertise in this competency area (A) Identifies own needs for further professional development Records of Continual Professional Development
through specialist Continual Professional in order to increase competence beyond practitioner level. (CPD) performed and learning outcomes.
Development (CPD) activities. [ILOL10] [ILOL10-­10A] [ILOL10-­E10]
(A) Performs professional development activities in order to
move own competence toward expert level. [ILOL10-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained. [ILOL10-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party-­generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by senior management in current organization as an expert in this competency area
b. Evidence of role as Product/System Design Authority or Technical Authority on a complex project with responsibilities in this area or where skills within
this competency area were used
c. Recognized as an authorizing signatory on behalf of enterprise for formal documentation in this competency area (e.g. policies, processes, and deliverables)
d. Formal commendation or award within own enterprise for contribution or item of work successfully performed, which required proficiency in this competency area
e. Customer, Supplier, or other external project-­specific key Stakeholder accolades for specific work performed in this competency area
f. Independently assessed or accredited work in this competency area (e.g. for independent publication or use)
g. Formal organizational HR records positively highlighting any specific professional competencies or behaviors identified (if applicable) plus any of the
evidence indicators listed at Expert level below

608
Expert –­Integrating: Logistics
ID Indicators of Competence (in addition to those at Relevant knowledge, experience, and/or Possible examples of objective evidence of personal
Lead Practitioner level) behaviors contribution to activities performed, or
professional behaviors applied
1 Communicates own knowledge and experience in (A) Produces papers, seminars, or presentations Published papers or books etc. on new technique in
the integration of logistics needs with Systems outside own enterprise for publication in order to refereed journals/company literature. [ILOE01-­E10]
Engineering, in order to improve Systems Engineering share own ideas and improve industry best practices
best practice beyond the enterprise boundary. [ILOE01] in this competence area. [ILOE01-­10A]
(P) Fosters incorporation of own ideas into industry Published papers in refereed journals or internal
best practices in this area. [ILOE01-­20P] literature proposing new practices in this competence
area (or presentations, tutorials, etc.). [ILOE01-­E20]
(P) Develops guidance materials identifying new (or Own proposals adopted as industry best practices in
updating existing) best practice in this competence this competence area. [ILOE01-­E30]
area. [ILOE01-­30P]
2 Advises organizations beyond the enterprise boundary (P) Acts as independent reviewer on external Records of membership on oversight committee with
on the suitability of their approach to logistics committee (or similar body) which approves such relevant terms of reference. [ILOE02-­E10]
management within Systems Engineering. [ILOE02] plans. [ILOE02-­10P]
(A) Reviews and advises on logistics management Records of review comments made and accepted on
strategies that has led to changes being logistics management strategy. [ILOE02-­E20]
implemented. [ILOE02-­20A]
3 Assesses the suitability of Logistics Management Plans (A) Assesses the suitability of Logistics Records of review comments made and accepted on
affecting Systems Engineering activities. [ILOE03] Management Plans for their impact on systems logistics planning documents. [ILOE03-­E10]
engineering. [ILOE03-­10A]
(A) Advises on Logistics Management Plan Records of advice provided on logistics planning
suitability leading to changes being implemented. documents. [ILOE03-­E20]
[ILOE03-­20A]
4 Advises organizations beyond the enterprise boundary (A) Advises external stakeholders (e.g. customers) Records of advice provided on logistics management
on complex or sensitive logistics-­related issues and its on their Logistics Management Plans and issues. issues. [ILOE04-­E10]
effect on Systems Engineering. [ILOE04] [ILOE04-­10A]
(A) Conducts successful sensitive negotiations Records from negotiations showing contribution to
regarding the logistics management of highly problem resolution. [ILOE04-­E20]
complex systems. [ILOE04-­20A]
(A) Conducts successful sensitive negotiations Stakeholder approval of Logistics Management Plans.
making limited use of specialized, logistics [ILOE04-­E30]
management relevant terminology. [ILOE04-­30A]
(A) Uses a holistic approach to complex issue Records of assessments of problem which include
resolution including balanced, rational arguments on arguments justifying proposed solution.
way forward. [ILOE04-­40A] [ILOE04-­E40]
(Continued)

609
ID Indicators of Competence (in addition to those at Relevant knowledge, experience, and/or Possible examples of objective evidence of personal
Lead Practitioner level) behaviors contribution to activities performed, or
professional behaviors applied
5 Champions the introduction of novel techniques and (A) Analyzes different approaches across different Records of activities promoting research and need to
ideas to improve the integration of Systems Engineering domains through research. [ILOE05-­10A] adopt novel technique or ideas. [ILOE05-­E10]
and logistics functions, beyond the enterprise boundary,
in order to develop the wider Systems Engineering
community in this competency. [ILOE05]
(A) Produces reports for the wider SE community Records of improvements made to process and
on the effectiveness of new techniques after their appraisal against a recognized process improvement
introduction. [ILOE05-­20A] model. [ILOE05-­E20]
(P) Collaborates with those introducing novel Research records. [ILOE05-­E30]
techniques within the wider SE community.
[ILOE05-­30P]
(A) Defines novel approaches that could potentially Published papers in refereed journals/company
improve the wider SE discipline. [ILOE05-­40A] literature. [ILOE05-­E40]
(P) Fosters awareness of these novel techniques Records showing introduction of enabling systems
within the wider SE community. [ILOE05-­50P] supporting the new techniques or ideas.
[ILOE05-­E50]
6 Coaches individuals beyond the enterprise boundary, in (P) Coaches or mentors those engaged in Systems Coaching or mentoring assignment records.
the relationship between Systems Engineering and Engineering or logistics activities beyond the [ILOE06-­E10]
logistics, to further develop their knowledge, abilities, enterprise boundary, in competency-­related
skills, or associated behaviors. [ILOE06] techniques, recommending development activities.
[ILOE06-­10P]
(A) Develops or authorizes training materials in this Records of formal training courses, workshops,
competency area, which are subsequently seminars, and authored training material supported by
successfully delivered beyond the enterprise successful post-­training evaluation data.
boundary. [ILOE06-­20A] [ILOE06-­E20]
(A) Provides workshops/seminars or training in this Records of Training/workshops/seminars created
competency area for practitioners or lead supported by successful post-­training evaluation data.
practitioners beyond the enterprise boundary (e.g. [ILOE06-­E30]
conferences and open training days). [ILOE06-­30A]

610
7 Maintains expertise in this competency area through (A) Reviews research, new ideas, and state of the art Records of documents reviewed and insights gained as
specialist Continual Professional Development (CPD) to identify relevant new areas requiring personal part of own research into this competency area.
activities. [ILOE07] development in order to maintain expertise in this [ILOE07-­E10]
competency area. [ILOE07-­10A]
(A) Performs identified specialist professional Records of Continual Professional Development
development activities in order to maintain or further (CPD) performed and learning outcomes.
develop competence at expert level. [ILOE07-­20A] [ILOE07-­E20]
(A) Records continual professional development
activities undertaken including learning or insights
gained. [ILOE07-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party-­generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by a reputable external organization as an expert in this competency area
b. Evidence of role as independent assessor or reviewer on project outside own organization where skills in this competency area were used
c. Evidence of invitation(s) from wider community for contribution of systems engineering expertise in this area (e.g. industry conference panel, government
advisory board etc. cross-­industry working groups, partnerships, accredited advanced university courses or research, or as part of professional institute)
d. Formal commendation beyond the enterprise (e.g. by INCOSE or other recognized authority) for work performed in this competency area
e. Independently assessed or accredited work product in this competency area (e.g. for independent publication or use)
f. Accolades of expertise in this area from recognized industry leaders

611
Competency area – Integrating: Quality
Description
Quality focuses on customer satisfaction via the control of key product characteristics and corresponding key manufacturing process characteristics.
Why it matters
Proactive quality management improves both the quality of the system, product, or service provided, as well as the quality of the project’s management processes.
Possible contributory types of evidence
Any combination of the types of evidence may be acceptable (depending on how the Framework is tailored and used). The evidence items identified at each level indicate
example work products only. Contributions to work products will generally differ at each proficiency level.
Learning and development
The INCOSE Professional Development Portal provides example guidance on how to gain an initial awareness of a competency area and options for developing further
competence thereafter.

Awareness – Integrating: Quality

ID Indicators of Competence Relevant knowledge sub-­indicators
1 Explains the role the quality function plays in (K) Explains why products developed with a focus on quality have fewer warranty claims, recall actions, etc.
developing a successful system product or [IQUA01-­10K]
service. [IQUA01]
(K) Explains the reasons why there is a need to manage quality across the full life cycle. [IQUA01-­20K]
(K) Lists project, external stakeholder (e.g. customer) and organizational quality stakeholders. [IQUA01-­30K]
(K) Describes the key interfaces and links between quality function stakeholders and the wider enterprise outside
engineering (e.g. infrastructure management, human resource management, finance, knowledge management,
portfolio management, and life cycle model management). [IQUA01-­40K]
(K) Explains the role wider business stakeholders play with regard to quality management and the potential impact
their decisions may have on Systems Engineering activities on a particular project. [IQUA01-­50K]
2 Explains the meaning of commonly used quality-­ (K) Defines the terms “Benchmarking,” “cost-­benefit analysis,” “Cost of quality assessment,” “Design of
related terms and applicable standards. [IQUA02] Experiments”. [IQUA02-­10K]
(K) Defines how statistical methods may be used to support a project. [IQUA02-­20K]
(K) Describes the key aims and characteristics of quality programs such as “Lean Six Sigma,” “Total Quality
Management (TQM)”, “Capability Maturity Model (CMM)”. [IQUA02-­30K]
(K) Lists commonly used quality standards, such as ISO 9000 and associated ISO standards. [IQUA02-­40K]
3 Explains primary interfaces between the quality (K) Lists key roles within the quality management function. [IQUA03-­10K]
management function and the Systems
Engineering team. [IQUA03]

612
 (K) Describes the interfaces between key quality management function roles and the Systems Engineering team on
a project, covering all stages of a systems life cycle. [IQUA03-­20K]
(K) Describes the primary responsibilities and activities of key quality function roles (e.g. Quality Manager, Quality
Controller) across all stages of a project life cycle (e.g. defining, planning, executing, and closing out a project).
[IQUA03-­30K]
(K) Describes the key characteristics of the Quality Assurance (QA) (or Quality Control (QC)) role such as assisting
with the development of processes and procedures to ensure quality execution of the project (e.g. fabrication
procedures, pre-­test checklists, and packaging checklists). [IQUA03-­40K]
(K) Explains the difference between and potential resulting conflicts from the goals of the quality management
function and those of the Systems Engineering function (e.g. quality vs technical performance). [IQUA03-­50K]
4 Describes the key work products exchanged (K) Describes key work products exchanged between quality management stakeholders within the enterprise and the
between quality management stakeholders and project team. [IQUA04-­10K]
the Systems Engineering team. [IQUA04]
(K) Describes the key work products exchanged between the project Systems Engineering team and quality
management stakeholders within the enterprise across the life cycle. [IQUA04-­20K]
5 Explains the difference between quality (K) Explains the purpose and activities of quality assurance, such as applying planned systematic quality activities
assurance and quality control. [IQUA05] to ensure the project employs processes to successfully deliver the required product or service. [IQUA05-­10K]
(K) Explains the purpose and activities of quality control, such as monitoring and assessing project results to
determine conformance with relevant standards and identify and resolve any unsatisfactory results. [IQUA05-­20K]
6 Explains how project-­level decisions can impact (K) Explains how pressure to meet deadlines may lead to increased errors or rework and how this problem might be
the quality of a system. [IQUA06] addressed. [IQUA06-­10K]
(K) Explains why using less costly components can negatively affect system performance and reliability resulting in
increased costs overall. [IQUA06-­20K]
7 Explains the difference between performing (K) Identifies the scope of project quality management and control and enterprise-­level quality management and
quality management on a project or wider control. [IQUA07-­10K]
enterprise and managing quality as part of
Systems Engineering activities. [IQUA07]
(K) Explains the differences between performing quality activities on a project and performing quality management
as part of the wider enterprise and their differing potential impact on Systems Engineering. [IQUA07-­20K]
8 Describes the wider quality environment within (K) Describes the influence that the wider quality environment may have on a system being developed.
which the system is being developed, and the [IQUA08-­10K]
influence each can have on this other. [IQUA08]
(K) Describes the influence that a system being developed may have on the wider quality environment within which
it is being developed. [IQUA08-­20K]

613
Supervised Practitioner –­Integrating: Quality
ID Indicators of Competence (in addition to those Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
at Awareness level) personal contribution to activities performed, or
professional behaviors applied
1 Follows a governing process in order to interface (K) Describes the work products required to interface to the Quality management work products generated,
successfully to quality management activities. Quality Management Planning, monitoring and control. above the level of Systems Engineering planning
[IQUS01] [IQUS01-­10K] and execution. [IQUS01-­E10]
(A) Uses approved quality management processes and tools Quality Management Plan (QMP) they have
to control and manage Systems Engineering interface to produced. [IQUS01-­E20]
quality management. [IQUS01-­20A]
(A) Uses interfacing work products produced by quality to Quality processes and tools applied on a project.
guide their own Systems Engineering activities. [IQUS01-­30A] [IQUS01-­E30]
(A) Uses a governing process and appropriate tools to control
their own quality-­related tasks. [IQUS01-­40A]
2 Prepares inputs to work products which interface (K) Explains how quality concerns affect the definition of Work products for use by quality which they
to quality stakeholders to ensure Systems Systems Engineering processes, schedules and resources contributed to or produced. [IQUS02-­E10]
Engineering work aligns with wider quality (money, people, materials/equipment…). [IQUS02-­10K]
management activities. [IQUS02]
(K) Describes the input an author of a business quality plan Reviews of project quality which they have
may require from Systems Engineering. [IQUS02-­20K] contributed to. [IQUS02-­E20]
(A) Prepares quality monitoring data (e.g. statistical analysis,
sensitivity studies, root-­cause analysis) to meet the
requirements of the quality function. [IQUS02-­30A]
(A) Monitors identified quality indicators to support the
quality function in achieving the targeted standard of
excellence on a project. [IQUS02-­40A]
(A) Monitors process performance to support the quality
function in achieving the targeted standard of excellence on a
project. [IQUS02-­50A]
(A) Prepares inputs to interfacing work products required by
quality which ensure Systems Engineering work aligns with
wider quality management activities. [IQUS02-­60A]
3 Identifies potential issues with interfacing work (A) Identifies issues with interfacing work products produced Documents highlighting issues raised which they
products received from quality Stakeholders or by quality when performing own Systems Engineering produced. [IQUS03-­E10]
produced by Systems Engineering for quality activities. [IQUS03-­10A]
taking appropriate action. [IQUS03]

614
 (A) Identifies issues with interfacing work products produced
by Systems Engineering which support quality management
activities. [IQUS03-­20A]
(A) Records concerns regarding issue to ensure ensuring
affected stakeholders become fully informed. [IQUS03-­30A]
4 Identifies measures of quality which ensure an (A) Identifies potential measures of quality which ensure an Quality Management Plan to which they
appropriate standard of excellence is targeted on appropriate standard of excellence is targeted on a project in contributed. [IQUS04-­E10]
a project in support of quality function activities. support of quality function requirements. [IQUS04-­10A]
[IQUS04]
(A) Uses quality measures on a project (e.g. volatility, Relevant measurable metrics they have identified.
density, rates, time…) to meet the requirements of the quality [IQUS04-­E20]
function. [IQUS04-­20A]
5 Identifies quality characteristics which ensure an (A) Identifies quality characteristics which ensure an Quality Management Plan to which they
appropriate standard of excellence is targeted on appropriate “value” is targeted on a project in support of contributed. [IQUS05-­E10]
a project in support of quality function activities. quality function requirements. [IQUS05-­10A]
[IQUS05]
(A) Uses quality characteristics on a project (e.g. Relevant quality characteristics they have identified.
performance, reliability, durability, maintainability…) to [IQUS05-­E20]
identify maximum value delivery. [IQUS05-­20A]
6 Monitors process adherence on a project in (K) Explains how process tracking can assist in improving Quality Management Plan to which they
support of quality function activities. [IQUS06] quality or effectiveness on a project. [IQUS06-­10K] contributed. [IQUS06-­E10]
(A) Monitors process utilization or tailoring usage in support Reports indicating quality metrics they have
of quality function activities. [IQUS06-­20A] tracked. [IQUS06-­E20]
7 Uses recognized techniques to support (A) Uses checklists on a project to provide a repeatable way to Quality checklists used to ensure product
verification of product or system conformity for provide data which verifies proper execution of processes and conformity. [IQUS07-­E10]
quality stakeholders on a project. [IQUS07] meets the requirements of the quality function. [IQUS07-­10A]
(A) Identifies potential acceptance criteria or critical
thresholds on a project which meet the requirements of the
quality function. [IQUS07-­20A]
8 Uses recognized techniques to perform system (A) Prepares input data for root-­cause analysis and Report containing a failure analysis using a
root-­cause analysis and failure elimination for elimination of failures to meet the requirements of the quality well-­defined method which they produced (e.g.
quality stakeholders on a project. [IQUS08] function. [IQUS08-­10A] failure mode effects (and criticality) analysis –
FMEA or FMECA – or similar failure or safety
analysis document). [IQUS08-­E10]
(A) Prepares inputs to failure effects analysis activities on a Report into or root cause of a failure which they
project (e.g. Failure Mode Effects and Criticality Analysis produced. [IQUS08-­E20]
(FMECA)) or similar) to meet the requirements of the quality
function. [IQUS08-­20A]
(Continued)

615
ID Indicators of Competence (in addition to those Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
at Awareness level) personal contribution to activities performed, or
professional behaviors applied
(A) Prepares potential corrective actions for identified causes
of failure to meet the requirements of the quality function.
[IQUS08-­30A]
(A) Performs corrective actions to support the quality
function in improving quality. [IQUS08-­40A]
9 Identifies measures of quality which ensure an (A) Selects measures of quality, which ensure an appropriate Records showing contribution to a Quality
appropriate standard of excellence is targeted on standard of excellence is targeted on a project in support of Management (or similar) Plan. [IQUS09-­E10]
a project in support of quality function activities. quality function requirements. [IQUS09-­10A]
[IQUS09]
(A) Ensures identified quality indicators support the quality Records of metrics identified, proposed, and
function in achieving the targeted standard of excellence on a accepted. [IQUS09-­E20]
project. [IQUS09-­20A]
(P) Performs associated sampling or statistical analysis. List of metrics. [IQUS09-­E30]
[IQUS09-­30P]
(A) Prepares reports on quality measures on a project to meet Records showing project quality data contributions.
the requirements of the quality function. [IQUS09-­40A] [IQUS09-­E40]
10 Complies with required quality standards to (K) Describes the purpose and benefits of quality audits. Records from a quality audit against a recognized
support the quality function in auditing ongoing [IQUS10-­10K] standard, which they supported. [IQUS10-­E10]
projects. [IQUS10]
(K) Explains how correction of deficiencies results in
reduced cost of quality and increased acceptance of product
or service. [IQUS10-­20K]
(A) Prepares inputs to a structured independent review as
requested by the quality function in order to determine
project compliance. [IQUS10-­30A]
11 Develops own understanding of this competency (A) Identifies potential gaps in own knowledge or Records of Continual Professional Development
area through Continual Professional development needs in this area, identifying opportunities to (CPD) performed and learning outcomes.
Development (CPD). [IQUS11] address these through continual professional development [IQUS11-­E10]
activities. [IQUS11-­10A]
(A) Performs continual professional development activities
to improve their knowledge and understanding in this area.
[IQUS11-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained. [IQUS11-­30A]

616
Practitioner –­Integrating: Quality
ID Indicators of Competence (in addition to those at Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
Supervised Practitioner level) personal contribution to activities performed,
or professional behaviors applied
1 Follows governing quality plans and processes, and (A) Follows governing quality plans, processes and Records demonstrating quality plans, processes
uses appropriate tools to control and monitor appropriate tools to control and monitor quality-­related and tools they defined and used. [IQUP01-­E10]
quality-­related Systems Engineering tasks, interpreting Systems Engineering tasks. [IQUP01-­10A]
as necessary. [IQUP01]
(A) Uses governing quality plans, processes and
appropriate tools where necessary to ensure outputs meet
quality stakeholder needs. [IQUP01-­20A]
(A) Communicates potential issues with governing quality
plans, processes and tools to quality stakeholders.
[IQUP01-­30A]
2 Prepares work products required by quality stakeholders (A) Analyzes information required by quality for Work products produce for use by quality which
to ensure Systems Engineering work aligns with wider requested work products to ensure understanding. they contributed to or produced. [IQUP02-­E10]
quality management activities. [IQUP02] [IQUP02-­10A]
(A) Identifies project-­specific system engineering needs Quality strategy work products they have
that need to be incorporated into Quality Management produced. [IQUP02-­E20]
Plans or processes. [IQUP02-­20A]
(A) Prepares inputs for a governing quality management
process, plan, or similar document to meet the needs of
the quality function reflecting project and business
strategy. [IQUP02-­30A]
(A) Prepares process performance data as required by the
quality function in order to achieve the targeted standard
of excellence on a project. [IQUP02-­40A]
(A) Communicates recommendations for corrective
actions to be performed and implemented. [IQUP02-­50A]
(A) Prepares work products required by quality
stakeholders, using appropriate processes and procedures.
[IQUP02-­60A]
3 Identifies alternative mechanisms for measuring quality (A) Determines technical performance measures, and uses Documented process for collecting data.
to support the quality function in achieving the targeted them to control performance. [IQUP03-­10A] [IQUP03-­E10]
standard of excellence on a project. [IQUP03]
(K) Describes key elements of a Quality Management
Plan (including both QA and QC elements as well as
continuous process improvement). [IQUP03-­20K]
(Continued)

617
ID Indicators of Competence (in addition to those at Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
Supervised Practitioner level) personal contribution to activities performed,
or professional behaviors applied
(K) Describes the concepts of tolerances and control
limits. [IQUP03-­30K]
(K) Describes potential quality metrics for their project
(e.g. requirements volatility, defect rate, change proposal
review time…). [IQUP03-­40K]
(K) Describes the Seven Basic Tools of quality (Cause and
Effect diagrams, Control charts, flowcharting, histograms,
pareto diagrams, run charts, scatter diagrams). [IQUP03-­50K]
(K) Describes tools or methods used for collecting metric
data. [IQUP03-­60K]
(A) Identifies process improvements as a result of quality
management work. [IQUP03-­70A]
4 Identifies mechanisms measuring process performance (A) Ensures data tracked in support of process monitoring Results of QA activities. [IQUP04-­E10]
to support the quality function in achieving the targeted addresses quality function needs. [IQUP04-­10A]
standard of excellence on a project. [IQUP04]
(A) Prepares data for quality function recommending
actions to improve process performance. [IQUP04-­20A]
5 Guides and actively coordinates Systems Engineering (A) Monitors process performance on a project. Records of process performance tracking and
process improvement activities to enable the quality [IQUP05-­10A] monitoring. [IQUP05-­E10]
function to achieve its targeted standard of Systems
Engineering excellence on a project. [IQUP05]
(A) Determines quality factors that can be used to monitor
process performance. [IQUP05-­20A]
(A) Analyzes process performance on a project looking
for trends. [IQUP05-­30A]
(A) Performs process performance improvement on a
project by addressing deficiencies in quality factors.
[IQUP05-­40A]
6 Analyzes design information or test (e.g. verification) (A) Analyzes a product or project on behalf of quality Records of the result of an analysis against a
results for a product or project to confirm conformance management, to confirm its conformity to the standards standard. [IQUP06-­E10]
to standards. [IQUP06] against which it has been designed. [IQUP06-­10A]
7 Analyzes the root-­cause analysis of failures, (K) Describes the concepts of systemic and single-­case Root cause analysis report. [IQUP07-­E10]
determining appropriate corrective actions in support of errors or causes. [IQUP07-­10K]
quality function needs. [IQUP07]

618
 (A) Performs root cause analysis of a failure using a Failure or fault investigation report and
recognized technique. [IQUP07-­20A] recommendations produced. [IQUP07-­E20]
(A) Determines root cause of failure and provides
recommended corrective actions. [IQUP07-­30A]
8 Conducts an audit of project practices against (A) Conducts a quality audit and documents results. Quality audit report and findings.
recognized quality or project standards to support [IQUP08-­10A] [IQUP08-­E10]
quality Function needs. [IQUP08]
(A) Performs a work product inspection utilizing a
documented process or checklist. [IQUP08-­20A]
9 Reviews the results of Quality Management Plans (A) Reviews Systems Engineering aspects of a project Review comments made on plans.
affecting Systems Engineering activities. [IQUP09] Quality Management Plan. [IQUP09-­10A] [IQUP09-­E10]
(A) Coordinates implementation of changes to a project
Quality Management plan which improves project
Systems Engineering. [IQUP09-­20A]
10 Guides new or supervised practitioners in quality and (P) Guides new or supervised practitioners in executing Organizational Breakdown Structure showing
its relationship to Systems Engineering, to develop their activities that form part of this competency. their responsibility for technical supervision in
knowledge, abilities, skills, or associated behaviors. [IQUP10-­10P] this area. [IQUP10-­E10]
[IQUP10]
(A) Trains individuals to an “Awareness” level in this On-­the-­job training objectives/guidance etc.
competency area. [IQUP10-­20A] [IQUP10-­E20]
Coaching or mentoring assignment records.
[IQUP10-­E30]
Records highlighting their impact on another
individual in terms of improvement or
professional development in this competency.
[IQUP10-­E40]
11 Maintains and enhances own competence in this area (A) Identifies potential development needs in this area, Records of Continual Professional Development
through Continual Professional Development (CPD) identifying opportunities to address these through (CPD) performed and learning outcomes.
activities. [IQUP11] continual professional development activities. [IQUP11-­E10]
[IQUP11-­10A]
(A) Performs continual professional development
activities to maintain and enhance their competency in this
area. [IQUP11-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained.
[IQUP11-­30A]

619
Lead Practitioner –­Integrating: Quality
ID Indicators of Competence (in addition to those Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
at Practitioner level) personal contribution to activities performed, or
professional behaviors applied
1 Creates enterprise-­level policies, procedures, (A) Creates Enterprise policy and guidance regarding quality Records showing their role in embedding Systems
guidance, and best practice in order to ensure management integration to ensure SE activities align with Thinking into enterprise policies (e.g. guidance
Systems Engineering quality-­related activities quality needs. [IQUL01-­10A] introduced at enterprise level). [IQUL01-­E10]
integrate with enterprise-­level quality goals
including associated tools. [IQUL01]
(A) Determines requirements for precision level, control Procedures they have written. [IQUL01-­E20]
thresholds, reporting formats and periodicity to ensure SE
activities align with quality needs. [IQUL01-­20A]
(A) Selects and acquires appropriate tools to align SE Minutes of enterprise-­level reviews. [IQUL01-­E30]
activities with quality management needs. [IQUL01-­30A]
2 Assesses enterprise-­level quality management (A) Evaluates enterprise quality processes against Systems Records of comments or documents improving the
processes to ensure they integrate with Systems Engineering needs in order to enable project success. quality interface with Systems Engineering.
Engineering needs. [IQUL02] [IQUL02-­10A] [IQUL02-­E10]
(P) Provides constructive feedback on enterprise level quality Feedback provided on quality Plan, accepted and
management processes where these do not align with Systems implemented. [IQUL02-­E20]
Engineering approaches or needs. [IQUL02-­20P]
(A) Assesses quality plans across the enterprise to ensure Minutes of contributions to quality management
Systems Engineering activities are aligned. [IQUL02-­30A] meetings covering Systems Engineering
integration. [IQUL02-­E30]
(A) Assesses quality approaches across the enterprise with Records of feedback provided on quality planning
regard to their alignment with Systems Engineering activities. documents. [IQUL02-­E40]
[IQUL02-­40A]
3 Judges appropriateness of enterprise-­level quality (A) Analyzes quality stakeholders decisions using best Reports on quality decisions made. [IQUL03-­E10]
decisions in a rational way to ensure alignment practice techniques and based upon Systems Engineering
with Systems Engineering needs. [IQUL03] need. [IQUL03-­10A]
(A) Determines appropriateness of quality decisions made, Records indicating changed stakeholder thinking
with robust justification based upon Systems Engineering from personal intervention. [IQUL03-­E20]
need. [IQUL03-­20A]
(P) Persuades quality stakeholders to change viewpoints and
decisions based on the grounds of appropriateness and
Systems Engineering need. [IQUL03-­30P]

620
4 Persuades quality stakeholders to address (A) Identifies and engages with key stakeholders. Records of issues raised on existing quality
identified enterprise-­level quality management [IQUL04-­10A] management issues and revised or improved
issues affecting Systems Engineering. [IQUL04] techniques adopted to address these issues.
[IQUL04-­E10]
(P) Persuades stakeholders to address enterprise level issues Minutes of key stakeholder review meetings and
using a holistic viewpoint. [IQUL04-­20P] actions taken. [IQUL04-­E20]
(P) Fosters agreement between key stakeholders at enterprise Records indicating changed stakeholder thinking
level to resolve quality issues related to Systems Engineering, from personal intervention. [IQUL04-­E30]
by promoting a holistic viewpoint. [IQUL04-­30P]
5 Assesses quality information produced across the (A) Reviews information produced within the quality Records of assessments made on Systems
enterprise using appropriate techniques for its functions using appropriate techniques to assess its impact on Engineering data. [IQUL05-­E10]
integration with Systems Engineering data. Systems Engineering. [IQUL05-­10A]
[IQUL05]
(A) Judges adequacy and correctness of Systems Engineering Records of assessments made on quality function
quality information using appropriate techniques. data. [IQUL05-­E20]
[IQUL05-­20A]
6 Reviews quality audit outcomes at enterprise (A) Reviews information produced within the quality Records of comments made on audit data.
level to establish their impact on system functions using appropriate techniques to assess its impact on [IQUL06-­E10]
engineering across the enterprise. [IQUL06] Systems Engineering. [IQUL06-­10A]
(A) Judges adequacy and correctness of Systems Engineering
quality information using appropriate techniques.
[IQUL06-­20A]
7 Promotes continuous improvement in Systems (A) Determines critical capabilities of quality-­management Records of quality management improvement
Engineering at the enterprise level to support systems from an SE perspective. [IQUL07-­10A] inputs. [IQUL07-­E10]
quality management function initiatives. [IQUL07]
(P) Fosters a culture of Systems Engineering continuous Records of activities supporting quality
improvement activities at enterprise-­level. [IQUL07-­20P] management Systems Engineering interface
improvement at enterprise level. [IQUL07-­E20]
8 Assesses quality management plans from (A) Reviews Systems Engineering aspects of a quality Review comments made on plans. [IQUL08-­E10]
projects across the enterprise for their impact on management plans from across the enterprise for their
Systems Engineering activities. [IQUL08] relationship with systems engineering. [IQUL08-­10A]
(P) Persuades key stakeholders to implement changes to
Quality Management plans which improve Systems
Engineering quality or effectiveness. [IQUL08-­20P]
(Continued)

621
ID Indicators of Competence (in addition to those Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of
at Practitioner level) personal contribution to activities performed, or
professional behaviors applied
9 Fosters a culture of continuous quality (A) Communicates critical capabilities of quality-­ Records indicating input to quality management
improvement in projects across the enterprise. management systems from an SE perspective to projects process improvement across enterprise.
[IQUL09] across the enterprise. [IQUL09-­10A] [IQUL09-­E10]
(P) Fosters a culture of Systems Engineering quality Records of activities supporting quality
improvement activities in multiple projects across the management Systems Engineering interface
enterprise. [IQUL09-­20P] improvement across the enterprise. [IQUL09-­E20]
10 Coaches or mentors practitioners across the (P) Coaches or mentors Systems Engineering or quality Coaching or mentoring assignment records.
enterprise in the integration of quality with management practitioners within the enterprise in [IQUL10-­E10]
Systems Engineering in order to develop their competency-­related techniques, recommending development
knowledge, abilities, skills, or associated activities. [IQUL10-­10P]
behaviors. [IQUL10]
(A) Develops or authorizes enterprise training materials in Records of formal training courses, workshops,
this competency area. [IQUL10-­20A] seminars, and authored training material supported
by successful post-­training evaluation data.
[IQUL10-­E20]
(A) Provides enterprise workshops/seminars or training in this Listing as an approved organizational trainer for
competency area. [IQUL10-­30A] this competency area. [IQUL10-­E30]
11 Promotes the introduction and use of novel (A) Analyzes different approaches across different domains Research records. [IQUL11-­E10]
techniques and ideas across the enterprise, which through research. [IQUL11-­10A]
improve the integration of Systems Engineering
and quality management functions. [IQUL11]
(A) Defines novel approaches that could potentially improve Published papers in refereed journals/company
the SE discipline within the enterprise. [IQUL11-­20A] literature. [IQUL11-­E20]
(P) Fosters awareness of these novel techniques within the Records showing introduction of enabling systems
enterprise. [IQUL11-­30P] supporting the new techniques or ideas.
[IQUL11-­E30]
(P) Collaborates with enterprise stakeholders to facilitate the Published papers (or similar) at enterprise level.
introduction of techniques new to the enterprise. [IQUL11-­E40]
[IQUL11-­40P]
(A) Monitors new techniques after their introduction to Records of improvements made against a
determine their effectiveness. [IQUL11-­50A] recognized process improvement model in this
area. [IQUL11-­E50]
(A) Adapts approach to reflect actual enterprise performance
improvements. [IQUL11-­60A]

622
12 Develops expertise in this competency area (A) Identifies own needs for further professional development Records of Continual Professional Development
through specialist Continual Professional in order to increase competence beyond practitioner level. (CPD) performed and learning outcomes.
Development (CPD) activities. [IQUL12] [IQUL12-­10A] [IQUL12-­E10]
(A) Performs professional development activities in order to
move own competence toward expert level. [IQUL12-­20A]
(A) Records continual professional development activities
undertaken including learning or insights gained.
[IQUL12-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party-­generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by senior management in current organization as an expert in this competency area
b. Evidence of role as Product/System Design Authority or Technical Authority on a complex project with responsibilities in this area or where skills within
this competency area were used
c. Recognized as an authorizing signatory on behalf of enterprise for formal documentation in this competency area (e.g. policies, processes, and deliverables)
d. Formal commendation or award within own enterprise for contribution or item of work successfully performed, which required proficiency in this compe-
tency area
e. Customer, Supplier, or other external project-­specific key Stakeholder accolades for specific work performed in this competency area
f. Independently assessed or accredited work in this competency area (e.g. for independent publication or use)
g. Formal organizational HR records positively highlighting any specific professional competencies or behaviors identified (if applicable) plus any of the
evidence indicators listed at Expert level below

623
Expert – Integrating: Quality
ID Indicators of Competence (in addition to those at Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
Lead Practitioner level) contribution to activities performed, or professional
behaviors applied
1 Communicates own knowledge and experience in (A) Produces papers, seminars, or presentations Published papers or books etc. on new technique in
the integration of quality function needs with outside own enterprise for publication in order to share refereed journals/company literature. [IQUE01-­E10]
Systems Engineering, in order to improve Systems own ideas and improve industry best practices in this
Engineering best practice beyond the enterprise competence area. [IQUE01-­10A]
boundary. [IQUE01]
(P) Fosters incorporation of own ideas into industry Published papers in refereed journals or internal
best practices in this area. [IQUE01-­20P] literature proposing new practices in this competence
area (or presentations, tutorials, etc.). [IQUE01-­E20]
(P) Develops guidance materials identifying new (or Own proposals adopted as industry best practices in this
updating existing) best practice in this competence competence area. [IQUE01-­E30]
area. [IQUE01-­30P]
2 Advises organizations beyond the enterprise (P) Acts as independent reviewer on external Records of membership on oversight committee with
boundary on the suitability of their approach to committee (or similar body) which approves such relevant terms of reference. [IQUE02-­E10]
Quality Management and the effect of their plans plans. [IQUE02-­10P]
on Systems Engineering activities. [IQUE02]
(A) Reviews and advises on quality management Review comments or revised document to external body
strategies, leading to changes being implemented. on this topic. [IQUE02-­E20]
[IQUE02-­20A]
3 Fosters a culture of continuous quality (A) Communicates critical capabilities of quality-­ Records indicating input to quality management process
improvement beyond the enterprise boundary. management systems from an SE perspective for improvement beyond enterprise. [IQUE03-­E10]
[IQUE03] organizations beyond the enterprise boundary.
[IQUE03-­10A]
(P) Fosters a culture of Systems Engineering quality Records of activities supporting quality management
improvement activities beyond the enterprise Systems Engineering interface improvement beyond
boundary. [IQUE03-­20P] enterprise level. [IQUE03-­E20]
4 Advises organizations beyond the enterprise (A) Advises external stakeholders (e.g. customers) on Records of advice provided on quality management
boundary on complex or sensitive quality-­related their Quality Management Plans and issues. issues. [IQUE04-­E10]
issues affecting Systems Engineering. [IQUE04] [IQUE04-­10A]
(A) Conducts successful sensitive negotiations Records showing sensitive quality negotiations taking
regarding the quality management of highly complex account of customer’s background and knowledge, for
systems. [IQUE04-­20A] example in minutes of meetings, position papers, and
emails. [IQUE04-­E20]

624
 (A) Conducts successful sensitive negotiations making
limited use of specialized quality management relevant
terminology. [IQUE04-­30A]
(A) Uses a holistic approach to complex quality issue
resolution including balanced, rational arguments on
way forward. [IQUE04-­40A]
5 Champions the introduction of novel techniques (A) Analyzes different approaches across different Records of activities promoting research and need to
and ideas to improve the integration of Systems domains through research. [IQUE05-­10A] adopt novel technique or ideas. [IQUE05-­E10]
Engineering and quality functions, beyond the
enterprise boundary, in order to develop the wider
Systems Engineering community in this
competency. [IQUE05]
(A) Produces reports for the wider SE community on Records of improvements made to process and appraisal
the effectiveness of new techniques after their against a recognized process improvement model.
introduction. [IQUE05-­20A] [IQUE05-­E20]
(P) Collaborates with those introducing novel techniques Research records. [IQUE05-­E30]
within the wider SE community. [IQUE05-­30P]
(A) Defines novel approaches that could potentially Published papers in refereed journals/company literature.
improve the wider SE discipline. [IQUE05-­40A] [IQUE05-­E40]
(P) Fosters awareness of these novel techniques within Records showing introduction of enabling systems
the wider SE community. [IQUE05-­50P] supporting the new techniques or ideas. [IQUE05-­E50]
6 Coaches individuals beyond the enterprise (P) Coaches or mentors those engaged in Systems Coaching or mentoring assignment records.
boundary, in the relationship between Systems Engineering or quality management activities beyond [IQUE06-­E10]
Engineering and quality management, to further the enterprise boundary, in competency-­related
develop their knowledge, abilities, skills, or techniques, recommending development activities.
associated behaviors. [IQUE06] [IQUE06-­10P]
(A) Develops or authorizes training materials in this Records of formal training courses, workshops,
competency area, which are subsequently successfully seminars, and authored training material supported by
delivered beyond the enterprise boundary. successful post-­training evaluation data. [IQUE06-­E20]
[IQUE06-­20A]
(A) Provides workshops/seminars or training in this Records of Training/workshops/seminars created
competency area for practitioners or lead practitioners supported by successful post-­training evaluation data.
beyond the enterprise boundary (e.g. conferences and [IQUE06-­E30]
open training days). [IQUE06-­30A]
(Continued)

625
ID Indicators of Competence (in addition to those at Relevant knowledge, experience, and/or behaviors Possible examples of objective evidence of personal
Lead Practitioner level) contribution to activities performed, or professional
behaviors applied
7 Maintains expertise in this competency area (A) Reviews research, new ideas, and state of the art to Records of documents reviewed and insights gained as
through specialist Continual Professional identify relevant new areas requiring personal part of own research into this competency area.
Development (CPD) activities. [IQUE07] development in order to maintain expertise in this [IQUE07-­E10]
competency area. [IQUE07-­10A]
(A) Performs identified specialist professional Records of Continual Professional Development (CPD)
development activities in order to maintain or further performed and learning outcomes. [IQUE07-­E20]
develop competence at expert level. [IQUE07-­20A]
(A) Records continual professional development
activities undertaken including learning or insights
gained. [IQUE07-­30A]

NOTES In addition to items above, enterprise-­level or independent 3rd-­Party-­generated evidence may be used to amplify other evidence presented and may include:
a. Formally recognized by a reputable external organization as an expert in this competency area
b. Evidence of role as independent assessor or reviewer on project outside own organization where skills in this competency area were used
c. Evidence of invitation(s) from wider community for contribution of systems engineering expertise in this area (e.g. industry conference panel, government
advisory board etc. cross-­industry working groups, partnerships, accredited advanced university courses or research, or as part of professional institute)
d. Formal commendation beyond the enterprise (e.g. by INCOSE or other recognized authority) for work performed in this competency area
e. Independently assessed or accredited work product in this competency area (e.g. for independent publication or use)
f. Accolades of expertise in this area from recognized industry leaders

626
SECAG ANNEX B: FRAMEWORK IMPLEMENTATION
EXAMPLES

This annex comprises a number of self-­contained sections documenting example implementations of the SECF and
SECAG.
Note that each example was created within its specific organizational context and thus may or may not be a­ pplicable
to another content. Thus, these examples are informative rather than guidance.

SECAG ANNEX B1 – USING THE SECF/SECAG FOR CANDIDATE RECRUITMENT AND ASSESSMENT

This is an example of how to create a job announcement for candidate recruitment and a set of candidate assessment
questions.

Candidate Recruitment Job Announcement

In this example, the announcement is targeting recent graduates from universities. Most competencies would be found
in the Supervised Practitioner proficiency level. The statement from any competency or KSA can become the basis for
a statement.
For this example, a system architect is needed. Suppose there are four desired competencies associated with a new
system architect job. For this example, the competencies, as listed in SECAG Table B1‑1, have been determined by
competency managers for the organization.
The individual writing the job description typically begins by filling out a company-­provided template using the
descriptions of the four desired competencies for the specific proficiency levels desired. The results are presented in
SECAG Table B1‑2.
Note that the proficiency levels can be selected for any competency at a level desired for that specific competency,
and that the levels need not be the same across all competencies. In this example, many competencies are taken from
the Supervised Practitioner level, while others are taken from the Practitioner level. The competency and skill state-
ments then are entered in the company template in order for a talent manager to develop the job description. The results
are presented in SECAG Table B1‑3.

Systems Engineering Competency Assessment Guide: A combined INCOSE Systems Engineering Competency Framework (SECF)
and associated Systems Engineering Competency Assessment Guide (SECAG) document, First Edition. INCOSE.
© 2023 John Wiley & Sons, Inc. Published 2023 by John Wiley & Sons, Inc.

627
628 SECAG ANNEX B: FRAMEWORK IMPLEMENTATION EXAMPLES

SECAG TABLE B1-­1 Competencies desired for example job announcement

Competency Name Description
number
1 Systems thinking The application of the fundamental concepts of systems thinking to Systems
Engineering. These concepts include understanding what a system is, its context
within its environment, its boundaries and interfaces, and that it has a life cycle.
System thinking applies to the definition, development, and production of systems
within an enterprise and technological environment and is a framework for curiosity
about any system of interest.

29 Ethics and Professional ethics encompass the personal, organizational, and corporate standards of
professionalism behavior expected of systems engineers. Professional ethics also encompasses the
use of specialist knowledge and skills by systems engineers when providing a service
to the public. Overall, competence in ethics and professionalism can be summarized
by a personal commitment to professional standards, recognizing obligations to
society, the profession, and the environment.

11 Team dynamics Team dynamics are the unconscious, psychological forces that influence the direction
of a team’s behavior and performance. Team dynamics are created by the nature of
the team’s work, the personalities within the team, their working relationships with
other people, and the environment in which the team works.

25 System architecting The definition of the system structure, interfaces, and associated derived requirements
to produce a solution that can be implemented to enable a balanced and optimum
result that considers all stakeholder requirements (business, technical etc.). This
includes the early generation of potential system concepts that meet a set of needs
and demonstration that one or more credible, feasible options exist.

7 Communications The dynamic process of transmitting or exchanging information using various

principles such as verbal, speech, body language, signals, behavior, writing, audio,
video, graphics, language, etc. Communication includes all interactions between
individuals, individuals and groups, or between different groups.

The task statements are listed in multiple groupings to separate the specific technical ones from the more general
ones that might apply across many job roles in an organization. An important aspect is that the SECF provides a con-
sistent ability to use competency and task statements for elements for a systems engineering job description, such that
the person filling the job should be able to demonstrate the abilities listed.
The job description would then be posted along with other desired information such as education required, location,
and salary compensation and other job and employment information.

Candidate Assessment
The duties and responsibilities portion of a position job description is used to assess the qualified candidates to deter-
mine the best from among those who applied. Candidates can assess themselves using the respective information in
the competency tables with regard to their tasks as identified in the announcement. An assessor in the company would
prepare a set of questions to ask the candidates during the job interview. They may also want to consider evidence
provided by the candidate, as well. Questions are tailored from the relevant knowledge, experience, and/or behaviors
sections of the competency tables shown in SECAG Table B1‑4 based on the competencies listed in SECAG Table B1‑1.
 SECAG ANNEX B: FRAMEWORK IMPLEMENTATION EXAMPLES 629

SECAG TABLE B1-­2 Desired skills for example job announcement

Competency ID number Proficiency Description
level
Systems thinking 3 Supervised Uses the principles of system partitioning within system hierarchy on a
Practitioner project. [CSTS03]

Ethics and 10 Supervised Acts ethically when fulfilling own responsibilities. [PEPS10]
professionalism Practitioner

Team dynamics 2 Supervised Uses team dynamics to improve their effectiveness in performing team
Practitioner goals. [PTDS02]

Team dynamics 1 Practitioner Acts collaboratively with other teams to accomplish interdependent
project or organizational goals. [PTDP01]

System architecting 2 Supervised Uses analysis techniques or principles used to support an architectural
Practitioner design process. [TSAS02]

System architecting 3 Supervised Develops multiple different architectural solutions (or parts thereof)
Practitioner meeting the same set of requirements to highlight different options
available. [TSAS03]

System architecting 4 Supervised Produces traceability information linking differing architectural design
Practitioner solutions to requirements. [TSAS04]

System architecting 5 Supervised Uses different techniques to develop architectural solutions. [TSAS05]
Practitioner

System architecting 8 Supervised Prepares architectural design work products (or parts thereof) traceable
Practitioner to the requirements. [TSAS08]

Communications 2 Practitioner Uses appropriate communications techniques to ensure a shared

understanding of information with all project stakeholders. [PCCP02]

Communications 3 Practitioner Uses appropriate communications techniques to ensure positive

relationships are maintained. [PCCP03]

Employee Performance Assessment and Ratings and Competency Level Assessment

Once a candidate is selected and placed in the position, performance objectives are established and assessed on a reg-
ular basis. The performance objectives should initially relate to the skills associated with the tasks for the position.
Typically, performance objectives will be more comprehensive than the items used for interviewing a candidate for a
job and include as many details regarding specific skills for tasks to be accomplished during a performance rating
period as are documented in the actual job description.
Achievement of higher competency levels can be assessed and documented to allow consideration for a promotion
to a higher-­level position. This is not tied to specific annual performance objectives, but to the competency levels
needed to be considered to have achieved a higher-­level qualification.

Employee Performance Assessment and Ratings – Example Performance rating is distinct from developing and
maintaining competencies required for a position or consideration for promotion to a higher-­level position. Performance
ratings are based on actual work accomplished in a given year, considering evidence of task completion, progress on
630 SECAG ANNEX B: FRAMEWORK IMPLEMENTATION EXAMPLES

SECAG TABLE B1-­3 System architect job announcement in the company template
JOB OVERVIEW

JOB TITLE System Architect

DEPARTMENT Systems Engineering

LOCATION

SALARY

GENERAL JOB DESCRIPTION

The incumbent creates and maintains architectural products throughout the life cycle integrating hardware, software, and
human elements; their processes; and related internal and external interfaces that meet user needs and optimize performance.
Collaborates with a diverse group of systems engineers, project managers, engineers, and support staff.

DUTIES AND RESPONSIBILITIES (TASKS)

Technical
• Uses the principles of system partitioning within system hierarchy on a project. [CSTS03]
• Uses analysis techniques or principles used to support an architectural design process. [TSAS02]
• Develops multiple different architectural solutions (or parts thereof) meeting the same set of requirements to highlight
different options available. Develops multiple different architectural solutions (or parts thereof) meeting the same set of
requirements to highlight different options available. [TSAS03]
• Produces traceability information linking differing architectural design solutions to requirements. [TSAS04]
• Uses different techniques to develop architectural solutions. [TSAS05]
• Prepares architectural design work products (or parts thereof) traceable to the requirements. [TSAS08]
Ethics and Professionalism
• Acts ethically when fulfilling own responsibilities. [PEPS10]
Teaming and Communications
• Uses team dynamics to improve their effectiveness in performing team goals. [PTDS02]
• Acts collaboratively with other teams to accomplish interdependent project or organizational goals. [PTDP01]
• Uses appropriate communications techniques to ensure a shared understanding of information with all project stake-
holders. [PCCP02]
• Uses appropriate communications techniques to ensure positive relationships are maintained. [PCCP03]

projects, working with colleagues, and other aspects related to how well a person accomplished their work objectives
based on their required competencies. Performance ratings are used to review actual performance, and are assessed to
determine actual achievement, and determine the level of any bonuses available. Employee and supervisor information
is collected and documented to organize the information for the performance review. The employee and supervisor
would have a discussion to form the basis to compare the assessment of job performance objectives in the past year by
competency using KSAs documented in the job description that apply to the employee’s role. Evidence from the
employee’s job in the past year can also be used to assess performance objectives. In order to determine achievement
of performance objectives, the supervisor would conduct an assessment of the employee relative to the performance
of the items as identified in SECAG Table B1‑5.
The supervisor rates the employee, and both sign the form to document achievement of desired performance levels
or to set up expectations for improvement in specific areas.
SECAG TABLE B1-­4 Questions to ask a job candidate
Competency ID number Proficiency Relevant knowledge, experience, and/or behaviors (questions to
level ask a job candidate)
Systems thinking 3 Supervised Define the following system properties for a system you have worked
Practitioner on: life cycle, context, hierarchy, sum of parts, purpose, boundary,
interactions. [CSTS01-­10A]
Ethics and 10 Supervised Describe a situation demonstrating the exercise of responsibilities in an
professionalism Practitioner ethical manner. [PEPS10-­10K]
Describe situations where guidance may be needed to exercise
responsibilities in an ethical manner. [PEPS10-­20K]
Team dynamics 1 Supervised Explain how team roles were formed for one of your past teams and
Practitioner your role on that team. [PTDS01-­10K]
Describes how your role interfaced with other roles in your
organization. [PTDS01-­20A]
Team dynamics 2 Practitioner Describe a situation where you used team dynamics to improve your
effectiveness in achieving team goals. [PTDS02-­10A]
System architecting 2 Supervised Describe a systems architectural design, identifying its key
Practitioner architectural features and why they are present. [TSAS02-­10K]
Describe concepts of abstraction and the benefits of controlling
complexity. [TSAS02-­20K]
Explain the differences between types of architectures. [TSAS02-­30K]
Describe the advantages of a formal approach for developing a system
architecture. [TSAS02-­60K]
System architecting 3 Supervised Explain the idea of having multiple “views” of a system model.
Practitioner [TSAS03-­10K]
Develop a sketch of alternative architectural designs from this set of
requirements. [TSAS03-­30A]
System architecting 4 Supervised Explain a situation where you identified areas where one of your
Practitioner architectural design solution(s) failed to meet requirements or go
beyond identified requirements. [TSAS04-­20A]
System architecting 5 Supervised Describe a range of different creativity techniques such as
Practitioner brainstorming, lateral thinking, and TRIZ, highlighting their
strengths and weaknesses. [TSAS05-­10K]
Explain why there is a need for research and data collection to generate
concepts. [TSAS05-­20K]
System architecting 8 Supervised Describe what architectural design documentation you have prepared.
Practitioner [TSAS08-­10A]
Prepare a sketch showing multiple “views” of this system model.
[TSAS08-­20A]
Communications 2 Practitioner Explain an example of when you used appropriate communications
techniques to ensure a shared understanding of information
delivered to project stakeholders. [PCCP02-­10P]
Explain an example of when you used appropriate communications
techniques to ensure a common understanding of information
received from project stakeholders. [PCCP02-­20P]
Communications 3 Practitioner Explain a situation where you identified differing quality of
stakeholder relationships as a result of examining your
communications with them. [PCCP03-­10A]
632 SECAG ANNEX B: FRAMEWORK IMPLEMENTATION EXAMPLES

SECAG TABLE B1-­5 Example competency assessment statements for performance evaluation
Competency ID number Proficiency KSAs (Can the employee do the following?)
level
Systems thinking 3 Supervised Explains how system partitioning may be carried out through various
Practitioner techniques such as an analysis of scenarios, functional
decomposition, physical decomposition, interface reduction,
heritage, etc. [CSTS03-­10K]
Explains how the process of system partitioning deals with complexity
by breaking down the system into realizable system elements.
[CSTS03-­20K]
Explains how partitioning moves from an understanding of high-­level
purpose, through analysis, to an eventual allocation of identified
functions to elements within the system. [CSTS03-­30K]
Explains the challenges of system partitioning. [CSTS03-­40K]
Explains the relative merits of different system partitioning approaches.
[CSTS03-­50K]
Explains why hierarchy and partitions are merely constructs but how
they impact our solution. [CSTS03-­60K]
Uses partitioning principles to support system decomposition.
[CSTS03-­70A]
Ethics and 10 Supervised Describes situation demonstrating the exercise of responsibilities in an
professionalism Practitioner ethical manner. [PEPS10-­10K]
Describes situations where guidance may be needed to exercise
responsibilities in an ethical manner. [PEPS10-­20K]
Acts ethically when fulfilling own responsibilities, seeking guidance
when appropriate. [PEPS10-­30P]
Team dynamics 1 Supervised Explains how roles are formed and their role in current team.
Practitioner [PTDS01-­10K]
Describes how own role interfaces with other roles in the organization.
[PTDS01-­20A]
Team dynamics 2 Supervised Uses team dynamics to improve their effectiveness in performing team
Practitioner goals. [PTDS02-­10A]
System architecting 2 Supervised Describes a systems architectural design, identifying its key
Practitioner architectural features and why they are present. [TSAS02-­10K]
Describes concepts of abstraction and the benefits of controlling
complexity. [TSAS02-­20K]
Explains the differences between types of architectures.
[TSAS02-­30K]
Describes a set of architectural design principles. [TSAS02-­40K]
Uses architectural design techniques to support systems architecting
work on a project. [TSAS02-­50A]
Describes the advantages of a formal approach. [TSAS02-­60K]
 SECAG ANNEX B: FRAMEWORK IMPLEMENTATION EXAMPLES 633

SECAG TABLE B1-­5 (Continued)

Competency ID number Proficiency KSAs (Can the employee do the following?)
level
System architecting 3 Supervised Explains the idea of having multiple “views” of a system model.
Practitioner [TSAS03-­10K]
Performs architecture trade-­offs in terms of finding an acceptable
balance between constraints such as performance, cost, and time
parameters. [TSAS03-­20A]
Develops alternative architectural designs from a set of requirements.
[TSAS03-­30A]
Identifies different architectural design considerations when following
different approaches to architectural design. [TSAS03-­40A]
Uses differing approaches required for different architectural design
considerations. [TSAS03-­50A]
System architecting 4 Supervised Produces traceability information linking differing architectural design
Practitioner solutions to requirements. [TSAS04-­10A]
Identifies areas where architectural design solution(s) fail to meet
requirements or go beyond identified requirements. [TSAS04-­20A]
System architecting 5 Supervised Describes a range of different creativity techniques such as
Practitioner brainstorming, lateral thinking, TRIZ, highlighting their strengths
and weaknesses. [TSAS05-­10K]
Explains why there is a need for research and data collection to
generate concepts. [TSAS05-­20K]
Explains set-­based design principles. [TSAS05-­30K]
System architecting 8 Supervised Prepares architectural design documentation. [TSAS08-­10A]
Practitioner Prepares multiple “views” of a system model. [TSAS08-­20A]
Prepares decision management or trade-­off documentation as part of an
architectural solution selection activity. [TSAS08-­30A]
Communications 2 Practitioner Uses appropriate communications techniques to ensure a shared
understanding of information delivered to project stakeholders.
[PCCP02-­10P]
Uses appropriate communications techniques to ensure a common
understanding of information received from project stakeholders.
[PCCP02-­20P]
Recognizes differing levels of effectiveness of communications with
different stakeholders and how these can be improved over time.
[PCCP02-­30P]
Communications 3 Practitioner Identifies differing quality (or positivity) of stakeholder relationships
as a result of examining communications with them. [PCCP03-­10A]
Fosters improvements to poor stakeholder relationships over time
through improved communications. [PCCP03-­20P]
Fosters maintenance of good stakeholder relationships through
effective communications. [PCCP03-­30P]
634 SECAG ANNEX B: FRAMEWORK IMPLEMENTATION EXAMPLES

Employee Competency Assessment Example Suppose that an employee is currently at Supervised Practitioner for a
required competency in System Architecting. The employee has already demonstrated behaviors for Supervised
Practitioner, so the employee and supervisor concentrate on the assessment of achievement of Practitioner by reviewing
the performance of tasks related to the System Architecting Practitioner, as shown in SECAG Table B1‑6.

SECAG TABLE B1-­6 Practitioner competency assessment

Competency ID number Proficiency KSAs (Can the employee do the following?)
level
System 3 Practitioner Follows defined plans, processes, and associated tools to perform system
architecting architecting on a project. [TSAP03-­10A]
Recognizes situations where deviation from published plans and processes or
clarification from others is appropriate in order to overcome complex
system architecting challenges. [TSAP03-­40P]

System 4 Practitioner Develops alternative architectural design solutions from a set of requirements.
architecting [TSAP04-­20A]
Uses architectural frameworks in assisting consistency and reusability of
architectural design. [TSAP04-­30A]
Identifies the merits or consideration in different architectural design
solutions. [TSAP04-­40A]
Uses an architectural design tool, methodology, or modeling language.
[TSAP04-­50A]
Uses different architectural approaches to establish preferred solution
approaches of different stakeholders. [TSAP04-­60A]

System 5 Practitioner Describes the purpose and potential challenges of reviewing different
architecting architectural design solutions. [TSAP05-­10K]
Performs architecture trade-­offs in terms of finding an acceptable balance
between constraints such as performance, cost, and time parameters.
[TSAP05-­20A]
Selects preferred options from those available, listing advantages and
disadvantages. [TSAP05-­30A]

System 6 Practitioner Lists and describes key characteristics of different analysis techniques
architecting (e.g. cost analysis, technical risk analysis effectiveness analysis, or other
recognized formal analysis techniques). [TSAP06-­10K]
Uses techniques for analyzing the effectiveness of a particular architectural
solution and selecting the most appropriate solution. [TSAP06-­20A]
Describes the advantages and limitations of the use of architectural design
tools in relation to at least one tool. [TSAP06-­30K]

System 7 Practitioner Identifies areas where discipline implementation or technology constraints

architecting dictate partitioning of functionality (e.g. software, hardware, human
factors, packaging, and safety). [TSAP07-­10A]
Develops architectural partitioning between discipline technologies.
[TSAP07-­20A]

System 8 Practitioner Analyzes potential options against selection criteria. [TSAP08-­10A]

architecting Selects credible solutions using criteria. [TSAP08-­20A]
 SECAG ANNEX B: FRAMEWORK IMPLEMENTATION EXAMPLES 635

The assessment might include evidence for the respective KSAs, or they may require evidence of knowledge by
answering questions verbally or by demonstrating the KSA using a model-­based systems engineering (MBSE) tool.
Once the employee has been verified as meeting the required KSAs, the supervisor can provide their input to a record
to verify the employee’s level of achievement – the employee is then eligible to be documented as having achieved the
higher-­level proficiency of Practitioner for System Architecting.
The assessments would be performed for as many competencies and roles for specialties and subspecialties required
for the employee.
The overall context for employee development is captured in a comprehensive career development plan, which is a
career progression guide that will provide employees with information about the types of skills and enrichment activ-
ities needed to further their career goals.

SECAG ANNEX B2 – USING THE SECF/SECAG FOR CAREER AND ORGANIZATIONAL

DEVELOPMENT

This example is adapted from a US Office of Personnel Management (OPM) report on development of a systems engi-
neering career competency model for the US Navy.

Career Development
It is the responsibility of employees, managers/supervisors, and the organizations to ensure employee career
development. For career development to be effective, everyone must take responsibility and play a role. The following
are brief descriptions of the responsibilities involved in career development.
Employee:

•• Performs self-­assessment.
•• Learns about opportunities internal and external to their organization.
•• Defines career goals and identifies relevant training and development.
•• Discusses career goals with supervisor.
•• Prepares an Individual Development Plan (IDP).
•• Reviews the Career Path Development Plan.

Manager/Supervisor:

•• Defines organizational-­level goals for training and development.

•• Learns employee goals through discussion and review of IDP.
•• Encourages and establishes appropriate timing for employee training and development.
•• Follows up with employees after training and development opportunities.
•• Coaches/counsels employees.
•• Provides feedback on employee progress.
•• Ensures employees are provided opportunities to develop required competencies.
•• Determines the need for positions based upon the goals and objectives outlined in strategic and business plans.

Organization:

•• Provides strategic vision/direction.

•• Provides organizational development support.
636 SECAG ANNEX B: FRAMEWORK IMPLEMENTATION EXAMPLES

•• Offers individual development tools and programs.

•• Analyzes training needs.
•• Fosters an environment for career growth.
•• Encourages training and development opportunities.

Career development plans contain a comprehensive set of competencies needed to advance through a desired
career path, as documented in a Career Development Model (CDM) used to document expectations for proficiency
at various career development levels. Career development is based on career path models and career development
plans.

Career Path Modeling

Companies establish career paths to guide employees, their supervisors, and the organization as a whole for employee
development purposes. Career path models serve as a resource to employees seeking to further develop their
professional skills (OPM 2016).
An organization may leverage the content of the SECAG to develop a more specific Career Path Model for their
organization. For example, there may be specific organizational SE positions at the Practitioner level and above. The
duties associated with those positions can be specified based upon SECF content, either the competencies and/or KSA.
Content from the SECAG would indicate which competencies and KSA are important for higher-­level positions. This
allows employees to better understand the knowledge and skills they would need, in order to be able to compete and
qualify for these positions.
An employee can use an organization’s Career Path Model to determine their desired career trajectory and deter-
mine one or more paths to enable them to reach their career goals. The content of the SECAG would allow them to
self-­assess their strengths and weaknesses for the various positions they hope to take on. After self-­assessing, they can
use the enrichment activity suggestions as a starting point for improving on their areas of weakness.

Career Path Modeling Example A career path is a progression of a job comprised of entrance points, grade levels,
and exit opportunities and is summarized in SECAG Figure B2‑1. This diagram shows progression from “Supervised
Practitioner” to “Expert” from the top to the bottom of the diagram.

•• Entrance points are located on the left side of the career path diagram and are provided for each identified grade
level within the systems engineering profession.
•• Proficiency levels are found in the center of the diagram and range from the lowest possible entry level to the
highest achievable systems engineering positions.
•• Exit opportunities are located on the right side of the diagram and represent opportunities for employees to
assume new roles, either within or outside of an organization.

Actual job titles are not included in this systems engineer career path example as these can vary widely from
company to company.

Career Development Planning

A Career Path Development Plan is competency-­based and includes career paths, proficiency level assessment criteria,
and professional development activities.
The purpose of the Career Path Development Plan is to provide all employees with a standard roadmap, from entry
through senior levels, for enhancing their professional growth and to assist organizations in developing a highly
 Proficiency Exit
Entrance points
level opportunities

Promotion to Practitioner
New professional hire based
Supervised Lateral move to other company or industry
on educational experience
Practitioner Pursuit of advanced education (completion of
(undergraduate degree)
graduate degree)

New professional hire based on advanced

educational experience (graduate degree) Promotion to Lead Practitioner
Direct hire from industry or military service Practitioner Lateral move to other company or industry
Lateral transfer from specific engineering disciplines Pursuit of advanced education
Entry into developmental programs

Promotion through competitive selection

Direct hire from industry, academia, or military service Lateral move to other company or industry
Lead
Lateral transfer from specific engineering disciplines Temporary assignments (e.g. leadership,
Practitioner
Completion of developmental programs Science Advisor, Senior Engineer, Staff
assignments)

Promotion through competitive selection to

Direct hire from industry, academia, or military service Chief Engineer, Senior Technologist, Line
Lateral transfer or special appointment from specific Expert Management, Executive Service
engineering disciplines Lateral move to program level assignments,
industry, or academia

SECAG FIGURE B2-­1 Example simple SE career path.

638 SECAG ANNEX B: FRAMEWORK IMPLEMENTATION EXAMPLES

c­ ompetent and professional systems engineering workforce. More specifically, the Career Path Development Plan
­objectives are to:

•• Display typical career paths, experience level criteria, and professional development activities for systems
engineers.
•• Provide employees and their supervisors with a single source reference to assist in determining appropriate
­education and training.
•• Assist supervisors in making effective use of scarce training resources by identifying critical competencies and
associated training courses.
•• Assist employees with planning and sequencing appropriate career training and development so they can attend
the appropriate courses at the appropriate time in preparation for more senior-­level positions.

NOTE: The Career Path Development Plan is NOT a requirement of a promotion process. Instead, it is a career pro-
gression guide that provides employees with information about the types of skills and enrichment activities they require
in order to progress their career goals.

Career Path Development Plan Example

For this example, a systems engineering role is defined through four competencies deemed to be most beneficial for
future development as follows:

•• System Architecting
•• Requirements Definition
•• Systems Modeling and Analysis
•• Communications

A competency manager uses the competencies to find sets of KSAs for each competency, as shown in SECAG
Table B2‑1.
Employees can use the information to:

•• Identify competencies required for success as systems engineers.

•• Review tasks for their current grade level linked to competencies.
•• Compare tasks of their current grade level to those of higher grade levels.

The information can be used to determine training and development needs. For example, an employee can use self-­
assessments to begin to determine if they need to further develop their skills to successfully perform the tasks linked
to a competency. If an employee identifies a need to develop their skills, they can research more formal competency
assessments and related professional development opportunities through commercially available training courses, uni-
versity courses or certificates, professional certification, or on-­the-­job training for possible developmental opportu-
nities for the competency. Employees should review opportunities available at both their current level and for higher
levels to maintain opportunities for advancement.

Organizational Development
Beyond career development, organizations can use the SECAG for workforce assessment, including risk analysis,
mission/business case analysis, targeted training investment, and targeted training development.
 639

SECAG TABLE B2-­1 System engineer role progression example

Systems Engineer Role Example
Competency Supervised Practitioner Practitioner Lead Practitioner
System Uses a governing process using Creates a governing process, plan, and Creates enterprise-­level policies, procedures, guidance, and
architecting appropriate tools to manage and associated tools for systems architecting best practice for system architectural design including
control their own system which reflect project and business strategy. associated tools. [TSAL01]
architectural design activities. [TSAP02] Assesses the tailoring of enterprise-­level system architectural
[TSAS01] Uses plans and processes for system design processes to meet the needs of a project. [TSAL02]
Uses analysis techniques or principles architecting, interpreting, evolving, or seeking Advises stakeholders across the enterprise on selection of
used to support an architectural guidance where appropriate. [TSAP03] architectural design and functional analysis techniques to
design process. [TSAS02] Creates alternative architectural designs traceable ensure effectiveness and efficiency of approach. [TSAL03]
Develops multiple different to the requirements to demonstrate different Judges the suitability of architectural solutions across the
architectural solutions (or parts approaches to the solution. [TSAP04] enterprise in areas of complex or challenging technical
thereof) meeting the same set of Analyzes options and concepts in order to requirements or needs. [TSAL04]
requirements to highlight different demonstrate that credible, feasible options Assesses system architectures across the enterprise to
options available. [TSAS03] exist. [TSAP05] determine whether they meet the overall needs of
Uses different techniques to develop Identifies the strengths and weaknesses of individual projects. [TSAL05]
architectural solutions. [TSAS05] relevant technologies in the context of the Persuades key stakeholders across the enterprise to address
Compares the characteristics of requirement and provides examples. identified enterprise-­level Systems Engineering
different concepts to determine their [TSAP09] architectural design issues to reduce project cost, schedule,
strengths and weaknesses. Monitors key aspects of the evolving design or technical risk. [TSAL06]
[TSAS06] solution in order to adjust architecture, if Promotes the introduction and use of novel techniques and ideas
appropriate. [TSAP10] in Systems Architecting across the enterprise to improve
enterprise competence in this area. [TSAL08]
Requirements Uses a governing process using Creates a governing process, plan, and associated Creates enterprise-­level policies, procedures, guidance, and
definition appropriate tools to manage and tools for Requirements Definition which reflect best practice for requirements elicitation and management,
control their own requirements project and business strategy. [TRDP02] including associated tools. [TRDL01]
definition activities. [TRDS01] Uses plans and processes for requirements Judges the tailoring of enterprise-­level requirements
Identifies examples of internal and definition, interpreting, evolving, or seeking elicitation and management processes to meet the needs of
external project stakeholders guidance where appropriate. [TRDP03] a project. [TRDL02]
highlighting their sphere of Elicits requirements from stakeholders ensuring Advises on complex or challenging requirements from across the
influence. [TRDS02] their validity, to understand their need. [TRDP04] enterprise to ensure completeness and suitability. [TRDL03]
Elicits requirements from stakeholders Develops good quality, consistent requirements. Defines strategies for requirements resolution in situations across
under guidance, in order to [TRDP05] the enterprise where stakeholders (or their requirements)
understand their need and ensuring Determines derived requirements. [TRDP06] demand unusual or sensitive treatment. [TRDL04]
requirement validity. [TRDS03] Determines acceptance criteria for requirements. Persuades key stakeholders across the enterprise to address
Defines acceptance criteria for [TRDP08] identified enterprise-­level requirements elicitation and
requirements, under guidance. Negotiates agreement in requirement conflicts management issues to reduce enterprise-­level risk. [TRDL05]
[TRDS06] within a requirement set. [TRDP09] Promotes the introduction and use of novel techniques and
Reviews developed requirements. Analyzes the impact of changes to requirements ideas in Requirements Definition across the enterprise to
[TRDS10] on the solution and program. [TRDP10] improve enterprise competence in this area. [TRDL07]

(Continued)
 640

SECAG TABLE B2-­1 (Continued)

Systems Engineer Role Example

Competency Supervised Practitioner Practitioner Lead Practitioner
Systems Uses modeling and simulation tools Identifies project-­specific modeling or analysis Creates enterprise-­level policies, procedures, guidance, and
modeling and and techniques to represent a needs which need to be addressed when best practice for systems modeling and analysis definition
analysis system or system element. performing modeling on a project. [CSMP01] and management, including associated tools. [CSML01]
[CSMS01] Creates a governing process, plan, and associated Judges the correctness of tailoring of enterprise-­level
Analyzes outcomes of modeling and tools for systems modeling and analysis in modeling and analysis processes to meet the needs of a
analysis and uses this to improve order to monitor and control systems modeling project, on behalf of the enterprise. [CSML02]
understanding of a system. and analysis activities on a system or system Advises stakeholders across the enterprise on systems
[CSMS02] element. [CSMP02] modeling and analysis. [CSML03]
Analyzes risks or limits of a model or Determines key parameters or constraints which Coordinates modeling or analysis activities across the enterprise
simulation. [CSMS03] scope or limit the modeling and analysis in order to determine appropriate representations or analysis
Uses systems modeling and analysis activities. [CSMP03] of complex system or system elements. [CSML04]
tools and techniques to verify a Analyzes a system, determining the Adapts approaches used to accommodate complex or
model or simulation. [CSMS04] representation of the system or system challenging aspects of a system of interest being modeled
Uses system analysis techniques to element, collaborating with model or analyze projects across the enterprise. [CSML05]
derive information about the real stakeholders as required. [CSMP05] Assesses the outputs of systems modeling and analysis across
system. [CSMS07] Selects appropriate tools and techniques for the enterprise to ensure that the results can be used for the
system modeling and analysis. [CSMP06] intended purpose. [CSML06]
Coordinates the integration and combination of different
models and analyses for a system or system element across
the enterprise. [CSML08]

Communications Follows guidance received (e.g. from Uses a governing communications plan and Creates enterprise-­level policies, procedures, guidance, and
mentors) when using appropriate tools to control communications. best practice for systems engineering communications,
communications skills to plan and [PCCP01] including associated tools. [PCCL01]
control their own communications Uses appropriate communications techniques to Uses best practice communications techniques to improve
activities. [PCCS01] ensure a shared understanding of information the effectiveness of Systems Engineering activities across
Uses appropriate communications with all project stakeholders. [PCCP02] the enterprise. [PCCL02]
techniques to ensure a shared Uses appropriate communications techniques to Maintains positive relationships across the enterprise through
understanding of information with express alternate points of view in a effective communications in challenging situations,
peers. [PCCS02] diplomatic manner using the appropriate adapting as necessary to achieve communications clarity
Uses appropriate communications means of communication. [PCCP04] or to improve the relationship. [PCCL03]
techniques to interact with others, Uses full range of active listening techniques to Uses effective communications techniques to convince
depending on the nature of the clarify information or views. [PCCP07] stakeholders across the enterprise to reach consensus in
relationship. [PCCS04] Uses appropriate communications techniques to challenging situations. [PCCL04]
Uses active listening techniques to express own thoughts effectively and Uses a proactive style, building consensus among stakeholders
clarify understanding of information convincingly in order to reinforce the content across the enterprise using techniques supporting the verbal
or views. [PCCS06] of the message. [PCCP06] messages (e.g. nonverbal communication). [PCCL05]
Uses appropriate feedback techniques to verify Adapts communications techniques or expresses ideas
success of communications. [PCCP08] differently to improve effectiveness of communications to
stakeholders across the enterprise, by changing language,
content, or style. [PCCL06]
Reviews ongoing communications across the enterprise,
anticipating and mitigating potential problems. [PCCL07]
 SECAG ANNEX B: FRAMEWORK IMPLEMENTATION EXAMPLES 641

Workforce Risk Analysis If an organization would like to perform a workforce risk analysis on their ability to
perform systems engineering, they could have those in systems engineering roles perform a self-­assessment based
upon the systems engineering competencies and tasks. A simple answer as to whether the employee feels they could
perform the task independently, collected across all systems engineering personnel, would give the organization
insight into task types that a limited number, or none, of their employees could accomplish. The result will also
indicate the types of tasks that most or all systems engineers can execute.

Workforce Mission/Business Case Analysis The result of a workforce risk analysis can be used to support mission
or business case analysis. If a pending work request requires skill in the tasks that only a few systems engineers can
perform, leadership may decide not to accept the tasking, lest it not be accomplished properly. Similarly, if there are
workforce strengths in some areas, that type of work can be targeted for future business acquisition. There could
also be a consideration to rely on contracted assistance for a short time as SE skills are developed for the competencies
in need.

Targeted Training Investment If areas of weakness are determined during the course of employee assessment, this
can help better target investments in training funds. For example, if a significant number of employees are not skilled
at: designing architecture solutions, assessing an architecture’s ability to meet requirements, and managing
architecture artifacts – a decision could be made to invest corporately in training regarding system architecture
development and use.

Targeted Training Development The SECAG also facilitates the development of tailored training and education
programs. The competencies and tasks can be used to develop courses or enable efforts with an outside vendor to
develop courses or even an entire program of study. The SECAG content can help specify learning outcomes and
objectives within systems engineering programs that will ensure the students who finish the course or program have
the competencies required to perform successfully in their job.

SECAG ANNEX B3 – ORGANIZATIONAL ROLE DEFINITION

This example is taken from an application within a European aerospace organization.

Introduction
In this example, an engineering organization wishes to have a written and formalized way to address competence
assessment and development. A general approach is described, although this has been simplified.
NOTE: All examples of competencies or required proficiency levels for different roles, etc., are for illustrative pur-
poses only. The intent of this section is to describe the process, rather than the content or end result.

Background
The following use cases were defined as the goal of the activity:

1. Describe relevant competences for different roles within the organization.

2. Identify competences and proficiency levels of individual employees including any areas for personal
development.
642 SECAG ANNEX B: FRAMEWORK IMPLEMENTATION EXAMPLES

1
Engineer

1 Has an INCOSE
Acts in Is
tailored SECF
1..* from
1 1 1
Role Is assed
Individual toward
1 profile 1
Has a 1 Tailored
1 Competence Is
Framework tailored
Role Is a subset of
from
Profile 1 Other
1 1 0..* framework

SECAG FIGURE B3-­1 Organizational competence framework model.

3. Match an individual’s competence with the competence/levels required for a specific role. The aim of this was
not to qualify/disqualify an individual, but rather to identify areas where the individual potentially needed
mentoring or guidance when assigned to the role.

The organizational competence framework model is illustrated in SECAG Figure B3‑1. This figure describes the
initial status where only SECF is tailored.
To establish the necessary capability to achieve the goals, the following information needed to be defined:

•• Tailored Competence Framework (TCF): This defines the competences the organization wants to address within
their competence framework. Furthermore, it ensures that wording and terminology are also aligned to the
organization.
•• Roles: A list of roles to be described needs to be identified.
•• Role Profiles: The required competence areas and associated proficiency levels need also to be defined for each
of the identified roles.

Tailored Competence Framework (TCF)

A series of local decisions were made which affected the tailoring:

•• For its initial roll-­out, the TCF would be limited only to competencies identified in the INCOSE SECF core
framework was tailored.
•• Professional competencies would be omitted – since there were other means to address those.
•• The scope of initial TCF roll-­out would be limited to competencies up to Practitioner level. The belief was that this
addressed all work necessary to execute projects and processes within the current organization. Guidance and
improvement, which are the focus for the Lead Practitioner and Expert levels, were left for future versions of the TCF.
•• Initially, around 10 competence areas were identified to form the TCF. As the work with defining the Role
Profiles evolved, see below, this list was iterated and extended.
 SECAG ANNEX B: FRAMEWORK IMPLEMENTATION EXAMPLES 643

With the above decisions in place, each of the prioritized competence areas were reviewed and tailored.
This tailoring was performed by selecting indicators relevant to the organization.
Each of the selected indicators was evaluated together with the sub-­indicators and evidence in the SECAG. The
information was rephrased into a set of evidence capable of describing real activities and work products typically pro-
duced in the organization. Attention was made to try and make the evidence written in language, and with terminology,
known to individuals within the organization.
The result was the set of evidence for each competence area and proficiency levels shown in SECAG Figure B3‑2.

Awareness Supervised practitioner Practitioner

Has been responsible for planning the
development for a system/SW/HW and
Has participated in development where creating a SEMP/SDP/HDP that
1. Can describe the differences between different life cycle models has been incorporates e.g.:
iterative and waterfall models in early applicable. Examples: -Customer life cycle needs and schedule
concept stages -Linear/waterfall -Corporate processes, methods, and tools
3. Can describe the relationship, -Incremental development -System element maturity ( e.g. new
differences, and consequences between -Reuse of developed components technology, reuse, etc.)
agile SW and HW development -Agile/scrum -Milestones and technical reviews
Has used corporate management system
2. Can describe how the size of a project, when creating development plans for a
complexity of a system, incremental Has applied/used more than one of the system/SW/HW.
development, and regulatory requirements processes for stakeholder and system Has been responsible for tailoring
affect the decision of which life cycle requirements, architecture/design 1 development life cycles to meet the
model shall apply definition, integration, or verification stakeholder needs for a project.

1. Can describe the basis for the corporate

management system: Life cycle model,
processes, system of interest, system
hiearchy and system elements, enabling
systems, recursion Has participated in creating the plans for
2. Can describe the difference between a Has participated in creating, or reviewed, milestones/technical reviews. e.g.:
project life cycle and a system life cycle plans for one or several activities regarding -Which reviews shall be used and how will
3. Can describe how the size of a project, how to perform: they apply with respect to different system
complexity of a system, incremental -requirements, architecture, design, life cycles, the development model used
development, and regulatory requirements integration, or verification tasks (e.g. incremental development)
affect the decision of which life cycle -technical reviews/ milestones -Content and maturity of the information
model shall apply for a system. that shall be available at the review
Can describe how later stages such as
Production, Operation, and retirement needs
to be adressed in the Development stage. Has participated in identifying
Can describe how activities later in the dependencies or constraints due to
Development stage needs to be adressed different product life cycles (i.e. integration
early of new and existing/legacy design)
Works according to the governing plans
regarding processes, tools, and reviews in
their project (e.g. the SEMP)

SECAG FIGURE B3-­2 Example of the structure of a competence area within the TCF.
644 SECAG ANNEX B: FRAMEWORK IMPLEMENTATION EXAMPLES

Roles and Role Profiles

The work performed in selected roles was the basis for the identified competencies and thus formed the basis for the
content of the TCF.
Next, a set of roles were identified based upon the corporate management system but reflecting standard ­assignments
and ways of working in projects. Each role was given a brief description and from that description a set of prioritized
competence areas was identified.
Within each role, a selection was then made regarding the expected proficiency level for each competency defined
with the role. During this work, the list of competence areas originally prioritized was revised and additional
­competence areas were added.
Examples of Role Profiles are illustrated in SECAG Figure B3‑3.

Systems In-service Technical Systems

requirements Systems Systems support design engineering
engineer architect designer systems authority leader
Supervised Supervised Supervised Supervised
Systems thinking Practitioner Practitioner Practitioner Practitioner Practitioner Practitioner
Supervised Supervised
Life cycles Practitioner Practitioner Practitioner Practitioner Practitioner Practitioner
Supervised Supervised
Capability engineering Practitioner Practitioner Practitioner Practitioner Practitioner Practitioner
Systems modeling and Supervised
analysis Awareness Practitioner Practitioner Awareness Awareness Practitioner
Supervised Supervised
Requirements definition Practitioner Practitioner Practitioner Practitioner Practitioner Practitioner
Supervised Supervised Supervised Supervised Supervised
System architecting Practitioner Practitioner Practitioner Practitioner Practitioner Practitioner
Supervised Supervised Supervised
Design for. .. Practitioner Practitioner Practitioner Practitioner Practitioner Practitioner
Supervised Supervised
Integration Awareness Practitioner Practitioner Practitioner Awareness Awareness
Supervised Supervised
Verification Practitioner Awareness Awareness Practitioner Practitioner Awareness
Configuration Supervised
management Practitioner Practitioner Practitioner Practitioner Practitioner Practitioner

Operation and support Practitioner

Planning Practitioner

Decision management Practitioner Practitioner

(Integrate with) Project
management Practitioner
(Integrate with)
Logistics Practitioner
Supervised Supervised
(Integrate with) Quality Practitioner Practitioner

SECAG FIGURE B3-­3 Example of Roles and Role Profile. A Role Profile is the requirement to be able to act in a role with ade-
quate quality.
 SECAG ANNEX B: FRAMEWORK IMPLEMENTATION EXAMPLES 645

When the TCF was established in its first draft version, i.e. the tailored evidence for each proficiency level was
defined (SECAG Figure B3‑2) and all evidence required for each specific role was collected and validated.
Validation was performed through review and discussions with senior and junior engineers currently working in
similar roles. This validation activity resulted in a number of small updates to the originally defined proficiency levels
in certain roles and some updates to evidence in the TCF (changes or removals).

Conclusion
At the end of the exercise, the goals originally defined will have been met as follows:

•• Describe relevant competence for different roles

For each role, a set of proficiency levels had been defined according to agreed Role Profiles (SECAG Figure B3‑3)
and for each of those levels, the tailored framework included a description of expected competence. By extract-
ing all evidence items in the TCF identified in a Role Profile, the expected competence for a role could then be
defined.
•• Matching an individual’s competence with the competence required for a specific role
Identification of each individual’s competence was achieved through assessment against the finalized TCF.
This will have resulted in a record of an individual profile capturing their current proficiency level (SECAG
Figure B3‑4), enabling this individual profile to be compared with the expected profile for the role.
NOTE: As expected, in some instances, this identified a competence gap, i.e. the individual did not meet ALL
required proficiency levels for a specific role (meets Systems Requirements Engineer but not Technical Design
Authority in SECAG Figure B3-­4). In such cases, an organization would need to define how to handle these gaps.
In the example, it was decided to use the gap as supporting information to guide the individual’s manager or team
leader to areas where the individual needed support or mentoring.
For certain critical roles (e.g. Design Authority or roles related to safety), the defined process would normally be
more rigorous. For instance, it may require that an individual demonstrates 100% compliance with the required
Role Profile before they can take on those roles.
•• Identify individual competence of employees and areas for personal development
When performing the assessment of an individual engineer, competence areas with proficiency levels
Awareness or Supervised Practitioner could be targeted for professional development, based on the indi-
vidual’s areas of interest. Training and/or future work assignments could be identified as means to increase
competence.
In addition, when comparing the individual profile with different Role Profiles, gaps could be targeted for
professional development to support the individual’s preferred career path.
646 SECAG ANNEX B: FRAMEWORK IMPLEMENTATION EXAMPLES

Assessed Systems requirements

NN engineer Technical design authority
individual profile role profile role profile
Supervised
Systems thinking Practitioner Supervised Practitioner Supervised Practitioner
Supervised
Life cycles Practitioner Supervised Practitioner Practitioner
Capability
engineering Practitioner Practitioner Practitioner

Systems modeling
and analysis Awareness Awareness Awareness
Requirements
definition Practitioner Practitioner Practitioner
System Supervised
architecting Practitioner Supervised Practitioner Supervised Practitioner
Supervised
Design for ... Practitioner Supervised Practitioner Practitioner
Supervised
Integration Practitioner Awareness Awareness
Supervised
Verification Practitioner Supervised Practitioner Supervised Practitioner
Configuration
management Practitioner Practitioner Practitioner
Operation and
support None
Planning None
Decision
management Awareness Practitioner
(Integrate with)
Project
management None
(Integrate with)
Logistics Awareness
(Integrate with) Supervised
Quality Practitioner Supervised Practitioner

SECAG FIGURE B3-­4 Example of an individual profile and comparison with Role Profiles.

SECAG ANNEX B4 – USING THE SECF/SECAG FOR EDUCATIONAL COURSE DEFINITION

This example is based around construction of an introductory course on Systems Integration.

Course Content Definition

Let us imagine a systems engineering faculty member, curriculum developer, or instructor who wishes to develop an
introductory systems integration course. Their first step would be to review all competency areas within SECF to select
relevant competency areas. There are several candidate areas to consider. In this case, however, the instructor decides to
 SECAG ANNEX B: FRAMEWORK IMPLEMENTATION EXAMPLES 647

focus their course on the competency entitled “Integration.” However, in addition, the instructor decides that managing
interfaces is such a significant element of systems integration they will also draw upon the “Interfaces” competency.
As this is an introductory-­level course, the instructor chooses to select from “Awareness” and “Supervised
Practitioner” levels for both of these competencies. Their thinking is that an undergraduate student completing an
introductory-­level course would not be expected to be proficient enough to perform as a full (unsupervised) Practitioner.
The instructor can use the SECAG Competency Area Description and Why it Matters to construct a brief course
description. The course title remains Systems Integration, even though aspects of interfaces are included in the course
description and learning objectives. The course title and description example includes wording from both the Integration
and Interfaces competencies.
Course Title:
Systems Integration
Course Description:
Systems integration is the logical process for assembling a set of system elements and aggregates into the realized system,
product, or service that satisfies system requirements, architecture, and design. Systems integration focuses on the testing of
interfaces, data flows, and control mechanisms, checking that realized elements and aggregates perform as predicted by their
design and architectural solution, since it may not always be practicable or cost-­effective to ­confirm these lower-­level aspects
at higher levels of system integration. Systems Integration should be planned so that system elements are brought together in
a logical sequence to avoid wasted effort. Systematic and incremental integration makes it easier to find, isolate, diagnose, and
correct problems. Interfaces occur where system elements interact, for example human, mechanical, electrical, thermal, data,
etc. Interface management comprises the identification, definition, and control of interactions across system or system element
boundaries. Poor interface ­definition and management can result in incompatible system elements (either internal to the
system or between the system and its environment) which may ultimately result in system failure or project overrun. A system
or system element that has not been integrated systematically cannot be relied on to meet its requirements.
The instructor then examines the Indicators of Competence (indicators) and Relevant knowledge, experience, and/
or behaviors (sub-­indicators) to review these competencies for inclusion in the course learning objectives. All of the
items in these two categories are expressed using terms associated with Bloom’s taxonomy, making the translation to
learning objectives straightforward. The labels “(K)” and “(A)” provide useful information, with “(K)” items related
primarily to having students being able to learn and express knowledge of the topic, and “(A)” items related to students
having the ability to perform some sort of activity or application of the item.
The instructor reviews the items falling within the Awareness level of the Integration competency area and
­determines that all indicators identified for this competency area in the SECF are important for a student to u­ nderstand.
Similarly for the Interfaces competency, the instructor determines that all Awareness-­level indicators are important.
Moving to the Supervised Practitioner proficiency level, the instructor recognizes that some of the indicators iden-
tified in both the Integration and Interfaces competency areas are potentially rather too specific to an organizational
implementation, or otherwise seem impractical or inappropriate to cover in their course. As a result, they choose to
“tailor out” certain indicators and will not consider them further.
All indicators not tailored out are then used along with the indicators from the Awareness level (e.g. Integration Supervised
Practitioner Sub IDs: [TINS02-­20A], [TINS02-­30A], [TINS03-­10A], [TINS03-­20A], [TINS04-­10A], [TINS04-­20A],
[TINS04-­30A], and [TINS04-­50A] and Interfaces Supervised Practitioner Sub IDs [TIFS02-­20A], TIFS02-­30A], [TIFS03-­
10K], and [TIFS03-­20K]). SECAG Table B4‑1 shows the summary of specific items to be included in the course.

Course and Assignment Detailed Construction

The instructor can then use their tailored list of applicable competency indicators when constructing the course in
order to make sure all selected indicators are covered within the course.
Once the relevant indicators have been identified, the instructor starts to construct their course.
The familiar statement “Upon course completion the student shall be able to…” can be used, followed by the list of
main learning objectives. The indicators provide a useful summary level of learning objectives to communicate expecta-
tions to the students, as including a list of learning objectives with all the sub-­indicators would be an overwhelming list.
648 SECAG ANNEX B: FRAMEWORK IMPLEMENTATION EXAMPLES

SECAG TABLE B4-­1 Systems integration course development example

Competency ID number Proficiency Indicators of competence Relevant sub-­indicators
level
Integration 1 Awareness Explains why integration is (K) Describes the process of building up the system
important and how it from smaller elements into larger and larger
confirms the system design, aggregations, or perhaps in related collections of
architecture, and interfaces. elements, verifying along the way to ensure
[TINA01] system elements work as designed. [TINA01-­10K]
(K) Explains why, if you put the entire system
together and find it does not work as intended, it
is difficult to identify clearly what elements may
not be performing properly. [TINA01-­20K]
(K) Explains the potential impact of a system being
a “system of systems” on the integration process.
[TINA01-­30K]
Integration 2 Awareness Explains why it is important (K) Explains how integration is conducted using a
to integrate the system in a progressive, logical process of assembling
logical sequence. [TINA02] system elements, building an element, evaluating
it, and then assembling several elements at the
next level (system build). [TINA02-­10K]
(K) Describes alternative integration sequences
(top down, bottom up, middle out, etc.) and how
they may be assessed in order to define the most
appropriate sequence in terms of overall cost and
risk. [TINA02-­20K]
(K) Describes with examples how, if integration is
performed in the wrong sequence, rework and
extra cost may be incurred (dependency on
suppliers, development, new technology,
obsolescence, etc.). [TINA02-­30K]
Integration 3 Awareness Explains why planning and (K) Explains why planning for integration should
management of systems occur at the beginning of the project/program.
integration is necessary. [TINA03-­10K]
[TINA03] (K) Explains how a failure to plan could result in a
delay to integration; procedures may not be
written; the sequences may not have been
defined and the environment may not be
available. [TINA03-­20K]
(K) Explains why the integration sequence should
be documented. [TINA03-­30K]
(K) Explains how test requirements may influence
the design. [TINA03-­40K]
(K) Describes key elements of an integration plan
(e.g. identification of resources, equipment, and
test requirements that influence the design).
[TINA03-­50K]
 SECAG ANNEX B: FRAMEWORK IMPLEMENTATION EXAMPLES 649

SECAG TABLE B4-­1 (Continued)

Competency ID number Proficiency Indicators of competence Relevant sub-­indicators
level
Integration 4 Awareness Explains the relationship (K) Explains how testing system element
between integration and performance during integration can help
verification. [TINA04] establish the verification of some system
requirements. [TINA04-­10K]
(K) Explains how documenting system element testing
can provide evidence in support of verification and
potentially even acceptance. [TINA04-­20K]
Integration 2 Supervised Prepares inputs to integration (A) Ensures integration plans include measures of
Practitioner plans based upon governing successful integration, such as how to verify
standards and processes conformance. [TINS02-­20A]
including identification of (A) Ensures integration plans include all required
method and timing for each enterprise or statutory/regulatory process
activity to meet project requirements. [TINS02-­30A]
requirements. [TINS02]
Integration 3 Supervised Prepares plans which address (A) Prepares inputs to integration plan generation
Practitioner integration for system documenting the integration sequence, the
elements (or noncomplex environment, and approach. [TINS03-­10A]
systems) in order to define (A) Prepares inputs to integration plan generation
or scope that activity. documenting measures of successful integration
[TINS03] and how to verify conformance. [TINS03-­20A]
Integration 4 Supervised Records the causes of simple (A) Identifies where results differ from those
Practitioner faults typically found expected. [TINS04-­10A]
during integration activities (A) Records faults appropriately (process, tools
in order to communicate used, and method). [TINS04-­20A]
with stakeholders. (A) Analyzes simple faults in a logical manner and
[TINS04] initiates the corrective action process.
[TINS04-­30A]
(A) Records corrective actions taken and closes the
outstanding fault log. [TINS04-­50A]
Interfaces 1 Awareness Defines key concepts within (K) Describes what an interface is. [TIFA01-­10K]
interface definition and (K) Defines different strategies for the successful
management. [TIFA01] identification of interfaces. [TIFA01-­20K]
(K) Describes interface stakeholders.
[TIFA01-­30K]
(K) Describes the importance of ensuring each
interface is “owned” by someone and the effects
of failing to have this in place. [TIFA01-­40K]
(K) Explains how interfaces are usually defined.
[TIFA01-­50K]
(K) Describes different strategies for defining the
content of interfaces and managing thereafter
and when each strategy may be applicable.
[TIFA01-­60K]

(Continued )
650 SECAG ANNEX B: FRAMEWORK IMPLEMENTATION EXAMPLES

SECAG TABLE B4-­1 (Continued)

Competency ID number Proficiency Indicators of competence Relevant sub-­indicators
level
Interfaces 2 Awareness Explains how interface (K) Explains why control of the management of
definition and management interface development is necessary.
affects the integrity of the [TIFA02-­10K]
system solution. [TIFA02] (K) Describes the potential impact on the system of
failure to define interfaces properly.
[TIFA02-­20K]
(K) Describes the potential impact on the system of
failure to manage interfaces properly.
[TIFA02-­30K]
(K) Explains how and why internal and external
interfaces may evolve and subsequently be
managed differently. [TIFA02-­40K]
(K) Explains how different stakeholder types may
affect the definition or management of
interfaces. [TIFA02-­50K]
(K) Describes the importance of configuration
management when managing interfaces.
[TIFA02-­60K]
Interfaces 3 Awareness Identifies possible sources of (K) Describes different types of interface
complexity in interface (functional and physical) covering different
definition and management. domains. [TIFA03-­10K]
[TIFA03] (K) Describes possible sources of interface
complexity. [TIFA03-­20K]
Interfaces 4 Awareness Explains how different (K) Explains how different interfaces (functional
sources of complexity and physical) across different domains are
affect interface definition managed differently. [TIFA04-­10K]
and management. [TIFA04] (K) Explains how different sources of interface
complexity affect the management of systems
interfaces. [TIFA04-­20K]
Interfaces 2 Supervised Identifies the properties of (A) Identifies simple interfaces for a system.
Practitioner simple interfaces in order to [TIFS02-­20A]
define them. [TIFS02] (A) Defines different parameters of a simple
interface (both functional and physical).
[TIFS02-­30A]
Interfaces 3 Supervised Explains the potential (K) Explains how a change at one end of the
Practitioner consequences of changes interface can impact the other end of the
on system interfaces to interface. [TIFS03-­10K]
coordinate and control (K) Explains how system performance may be
ongoing development. affected by a change to an interface.
[TIFS03] [TIFS03-­20K]
 SECAG ANNEX B: FRAMEWORK IMPLEMENTATION EXAMPLES 651

Upon completion of this course, the student shall be able to:

•• Explain why integration is important and how it confirms the system design, architecture, and interfaces.
•• Explain why it is important to integrate the system in a logical sequence.
•• Explain why planning and management of systems integration is necessary.
•• Explain the relationship between integration and verification.
•• Prepare plans which address integration for system elements (or noncomplex systems) in order to define or scope
that activity.
•• Record the causes of simple faults typically found during integration activities in order to communicate with
stakeholders.
•• Define key concepts within interface definition and management.
•• Explain how interface definition and management affects the integrity of the system solution.
•• Identify the properties of simple interfaces in order to define them.
•• Explain the potential consequences of changes on system interfaces to coordinate and control ongoing
development.

The instructor then uses the sub-­indicators as a guide for creating course lecture materials as well as knowledge
checks and learning assessments.
Knowledge indicators (marked with a “K”) can easily become learning objectives assessed with quizzes and/or
exams. Note that for sub-­indicators marked as “Abilities” (i.e. marked with an “A”), objective evidence provided in
the SECAG document can help define course assignments as well as being additional course learning objectives.
Learning objectives derived from indicators marked with an “A” can also be used to define learning elements
that have a basis in active learning methods, team-­based project activities, lab activities, or hands-­on learning
activities.
For example, “Integration Plan,” “Interface Diagram,” and “Interface Description Document (IDD)” are all listed
in the SECAG as evidence examples demonstrating that an ability exists within the Interfaces competency area. The
instructor can use these to construct course assignments, such as creation of an “Integration Plan,” “Interface Diagram,”
and “Interface Design Document (IDD)” for a notional system as elements of their course. SECAG Table B4‑2 shows
the summary of specific items related to assignment activities to be included in the course.

Course Outcome Verification

With the course design completed, the SECAG document can be used again to check that students attending have
gained the correct knowledge or experience from the course.
The tailored set of indicators and sub-­indicators which formed the basis of the course design can be used to confirm
that the set of indicators defined for the course have been both learned and understood to the required level. For
example, Assessment evidence could be verified by a short knowledge test at the end of the course as well as verifica-
tion that assignments have been completed to a suitable level, in order to check for learning.
652 SECAG ANNEX B: FRAMEWORK IMPLEMENTATION EXAMPLES

SECAG TABLE B4-­2 Systems integration course development example

Competency ID number Relevant sub-­indicators Possible examples of objective evidence
Integration 2 (A) Ensures integration plans include measures Integration plan. [TINS02-­E10]
of successful integration, such as how to
verify conformance. [TINS02-­20A]
(A) Ensures integration plans include all
required enterprise or statutory/regulatory
process requirements. [TINS02-­30A]
Integration 3 (A) Prepares inputs to integration plan generation Detailed integration plan including specifics
documenting the integration sequence, the on environment, required equipment and
environment, and approach. [TINS03-­10A] tools, procedures, verification measures,
(A) Prepares inputs to integration plan etc. [TINS03-­E10]
generation documenting measures of
successful integration and how to verify
conformance. [TINS03-­20A]
Integration 4 (A) Identifies where results differ from those Documentation of faults, e.g. Trouble
expected. [TINS04-­10A] Report, Nonconformance Report, and
(A) Records faults appropriately (process, tools Fault Log. [TINS04-­E10]
used, and method). [TINS04-­20A]
(A) Analyzes simple faults in a logical manner Documentation of fault resolution, e.g.
and initiates the corrective action process. Corrective Action, Engineering
[TINS04-­30A] Investigation. [TINS04-­E20]
(A) Records corrective actions taken and closes
the outstanding fault log. [TINS04-­50A]
Interfaces 2 (A) Identifies simple interfaces for a system. Interface diagram. [TIFS02-­E10]
[TIFS02-­20A]
(A) Defines different parameters of a simple Interface definition/description document
interface (both functional and physical). (IDD). [TIFS02-­E20]
[TIFS02-­30A]

ANNEX B5 – USING THE SECF/SECAG FOR “ROUND TRIP” COMPETENCY ASSESSMENT

Introduction
The following case study is based upon an exercise carried out during a five-­year program of competency assessment
and development for a targeted group of systems engineers within a business unit forming part of an organization
established for several years as a “systems integrator” but new to full life cycle systems engineering.
NOTE: The data set should be taken as “representative” rather than actual. The original data set has required modi-
fication to protect the anonymity of the organization and the individuals involved and further adjusted to align with the
latest version of the SECF/SECAG, since the original assessment was made against an earlier set of similar systems
engineering competencies. The activities performed, the conclusions drawn, and the ultimate outcomes discussed are
typical of the use of this approach generally.
The case study context was that the organization, based in the Middle East and part of a much larger multinational
company, had historically been used by their parent company for local installation and commissioning work within
large transportation systems contracts. With the region expected to continue to experience substantial business growth,
the parent company had started placing an increased percentage of work locally, hoping to both develop and utilize
 SECAG ANNEX B: FRAMEWORK IMPLEMENTATION EXAMPLES 653

local systems engineering capability and to respond actively to government expectations of increased local technical
content and capability development.
The “new” work placed within the business area had changed from being primarily installation and commissioning
to front-­end requirements elicitation and systems architecting. In parallel, the parent company had been rolling out a
new set of own corporate business processes globally to ensure high-­quality development and the new business became
exposed to these new ways of working for the first time.
The local team, an expat management team on assignment from the parent company, had been unable to prevent the
local business running into difficulties, particularly in their new higher-­value prestige full life cycle projects (e.g. over-
spends, delays, and requirements issues were common) and urgent remedial work was deemed necessary to improve
the outlook moving forward.
As part of this, several expat technical leaders were put in place to support the ongoing projects. However, this
could only be a short-­term solution. One strategic initiative proposed was to engage a small team of systems engi-
neering competency assessment specialists from the parent company to assess a cross-­section of the existing systems
engineering workforce in order to determine a local strategy to improve project performance.
This case study follows the activities performed and shows the results of the assessment and how performance can
be improved through the use of the SECF/SECAG and a strategic “round-­trip” competency development approach.
Note that the assessment was focused on systems engineering technical and managerial competencies and was
­initially carried out on a representative population of 25 engineers. Over the course of the five-­year exercise, a small
number of these individuals left the business and others were recruited but the case study still reflects a general
­capability development over that period using this approach.
The parent company HR department was delighted with the outcome of the activity regarding the exercise as
­vindication of the stable well-­funded strategic competency development strategy employed by the local business and
a model for use in similar situations elsewhere in the business.

Summary of Work Performed

Right from its inception, the competency development project was conceived as a long-­term intervention.
Overall, the following activities were performed in the five-­year period:
•• SE Role Identification. Work with local stakeholders to identify key roles within the Systems Engineering Department.
•• SECF/SECAG Tailoring. Work with local stakeholders to tailor the SECF/SECAG to identify relevant or critical
competencies for the organization.
•• Work with local key stakeholders to map expected competency levels to identified SE roles.
•• Communicate purpose of assessment to local workforce.
•• Determine the group of representative individuals to be assessed.
•• Perform individual assessments on this group, agreeing outcome both between assessors and with the individuals
involved.
•• Record assessments in database.
•• Analyze data for both organizational and individual patterns.
•• Create development pathways for the systems engineering department – both individually for the 25 assessed and
organizationally.
•• Implement the developments required.
•• Reassess the same individual agreeing outcome both between assessors and with the individuals involved.
•• Record updated assessments in database.
•• Determine value of interventions and any future work required.
A summary of the results of each of these activities is provided in the following sections.
654 SECAG ANNEX B: FRAMEWORK IMPLEMENTATION EXAMPLES

SE Role Identification
The team worked collaboratively with the Director of Engineering to identify a range of roles thought to be both typ-
ical of current roles used and reflective of expected role assignments moving forward.
Thus, some of the roles (e.g. IVV Engineer) matched or were close to existing role titles but others (e.g. Systems
Architect) were currently not used.
The list of roles identified can be seen as the column headers in SECAG Figure B5‑1.

Tailor the Framework to Identify Relevant Competencies for the Organization

This was done through a dialogue with the Engineering Director. A summary of current projects and future prospects
was presented by the local team and used to identify the most likely key competencies required by the business now
and looking forward.
Not surprisingly, current and historic projects were mainly focused on “right-­hand-­side of “V” model” whereas
moving forward (and new projects) required full life cycle skills. Further detail of this is provided as part of the
­outcome analysis below.
Although the assessment team suggested that best practice would be to limit the assessment scope to the most
­critical 6–10 competencies, the local stakeholders were clear that the assessment should evaluate ALL framework
competencies in order to characterize the “need” for the organization and were willing to accept the additional cost
implications of this requirement.

Map Tailored Competencies to Identified SE Roles

Having identified the competencies required for the business, these were mapped to the SE roles.
Initially, a discussion was held with the technical executive to address:

a. Current role titles used by the business.

b. Future expected role titles (e.g. as the business grew).

These role titles were then assigned idealized required SE proficiency levels.
The selected roles and required proficiency levels are shown in SECAG Figure B5‑1.
In Figure B5‑1, the letters are as follows:

•• N = Not required for this role.

•• A = Awareness.
•• S = Supervised Practitioner.
•• P = Practitioner.
•• L = Lead Practitioner.

The color coding is for clarity.

Note that while in theory an “Expert” level (“E”) of proficiency exists in the SECF/SECAG, this was deemed to be
not required for any of the identified roles. Local stakeholder expectation was that any “expertise” in any particular
competency area could be drawn directly from the parent organization for the foreseeable future.

(NOTE: An additional piece of work added “domain-­specific” competencies to each identified role, but this activity
is not discussed in this case study.)
 110 SE process & tools administrator
106 Senior systems engineer
101 System design authority

112 Requirements manager

109 System IVV engineer
103 Senior SE manager

113 Technical specialist

107 Systems engineer
102 System architect

111 SE CM manager
108 IVV manager
104 SE manager

105 WP Mgr
Local job ID

Role ID

Systems and critical thinking L P P P A L P P S S P A P

Life Cycles P P P P A P S P P P P S S
Modelling and MBSE P L S S A P S S S S A A S
Requirements definition L P P P A P P P P A A P P
Systems architecting P L S S N S A A A A A A P
Design for… P P P P N P S S P A A A P
Integration P P P P N P A L P A A A P
Interfaces P P P P N P S P P A A A P
Verification and validation L S P P A P S L P A A P P
Qualification, certification and acceptance L S P P A P S L P A P P P
Transition P S A A N P A P P N A A A
Utilization and support P P L P N P S S A N A A A
Retirement P S P P A P S S A N N A S
SE planning, monitoring and control L S L P S P S P S N P S P
Decision management L P P P P P S P P N P A P
Concurrent engineering P S L P P P S P P S S A A
Business and enterprise integration P S S A A S A A A P S A A
Acquisition and supply L P P S S P S P S S A A S
Information and configuration management P P P P S P S P P A S P A
Risk and opportunity management L P P P P P S P A A A A P
Project management P A P S P A A P A S S A A
Finance P A P S P A A P A S S A A
Logistics P A P S S A A P S S S A A
Quality P A P S S A A P S S S A A

SECAG FIGURE B5-­1 Competency “Requirement” vs local role title.

656 SECAG ANNEX B: FRAMEWORK IMPLEMENTATION EXAMPLES

Communicate Purpose of Assessment to Local Workforce

As the presence of the team became visible within the wider local engineering community, rumors had grown (mostly
negative) about the purpose of the assessment (e.g. competency assessment = restructuring = redundancies).
The purpose of the exercise had never been one of selecting for restructuring, and to combat this negativity, the
assessment team worked with local HR leaders to ensure accurate messaging to the work force. The key messaging
included:

•• The purpose was to baseline capability in a growing business unit. Restructuring or “redundancies” were not part
of this activity.
•• Truthful responses to questions were essential – since they minimized the amount of access the assessment team
would require to validate evidence claims.
•• The outcome would be used to draft individual learning and development plans for the coming years.
•• The assessment would follow “Chatham House rules” – in other words, anything said confidentially in the
assessment would not be revealed to others outside the assessment process and would not be recorded.
•• Although an individual may require development, this cannot be guaranteed but will be prioritized according to
business need.
•• Individuals were required to prioritize their own attendance at the scheduled time. Project Managers would be
instructed to release individuals for the scheduled slot. If this was not possible, the slot would be rescheduled
within the two-­week period. NOTE: This was important. Individuals sometimes required overnight travel and
accommodation as not all individuals were located locally at the time of the assessment. Travel costs were met
by HR.

Determine Individuals to Be Assessed

This work was handled locally by the Engineering department. With over 100 people employed at the time, to limit
duration and cost, the assessment pool was limited to an initial 25 individuals. They were selected to be representative
of the different experience profiles of those currently employed and the roles defined for the assessment. In the end,
24 of the 25 individuals were available for assessment.
It was of course inevitable that some individuals would be selected because of their perceived skills, or failings,
but the assessment team requested that they be not made aware of the local view on individual capabilities until all
assessments had been completed and formally processed. The local team fully supported this approach and thus the
assessments were completed completely independently.

Perform Individual Assessments

The assessments were performed over a period of two weeks by the independent team (generally two but occasionally
three assessments each day).
A number of key points should be noted regarding the wider assessment protocol. These are listed below:

•• HR managed the scheduling of the assessment cohort with their local projects to ensure impact was limited. This
meant that all assessments took place as planned, except one which had to be completed and added at the end of
the activity.
•• At the start of the assessment, the purpose of the assessment was made clear to the assessee as described above
and in particular:
◦◦ This was not to determine their employment status moving forward; more to ensure that individuals received
appropriate and necessary training and that their career path aspirations could be assessed and recorded.
 SECAG ANNEX B: FRAMEWORK IMPLEMENTATION EXAMPLES 657

◦◦ Truth and openness when questioned was essential in their responses. However, we would respect confidential-
ity in our conversations (see below).
◦◦ Assessors would go through assessment results with each individuals before taking them further to confirm that
the assessee agreed and believed that the proficiency level recorded was fair.
◦◦ The assessment took the form of a one-­to two-­hour interview with a lead interviewer asking initial questions
and the secondary interviewer recording responses and asking follow-­up questions as necessary.
◦◦ All competency areas listed for all identified SE roles were assessed. This was done to provide a full baseline
for each individual moving forward.
◦◦ At the end of their assessment, the assessee was asked about their own career aspirations and perceived devel-
opment needs and this was recorded for HR use. This proved very popular with the assesses.
◦◦ Each assessee received a copy of the assessment result for their personal records.

The first two bullets above are important. There had been some degree of hesitation about the purpose of the assessment
activity within the workforce. It was known certain projects were not going well and the conclusion was inevitably that
the assessment work was a precursor to some form of “culling” of individuals to ensure improvement. We presented a
different view: that as a result of new roles and future opportunities, a better understanding of each individual’s capabil-
ities and development needs (and wishes) would provide the best way of developing the local business.

NOTE: At the end of the process, the assessment team was briefed by local HR who indicated that general workforce
feedback from the exercise was extremely positive: Assessees indicated that the process undertaken had been painless,
fair, in depth, and for many, very rewarding personally. This was a great outcome.

Record Assessments in Database

Representative “raw” data from the first cohort assessed is presented in SECAG Figure B5‑2.
In Figure B5‑2, the letters used have the following meaning:

•• A = Assessed as operating at Awareness

•• S = Assessed as operating at Supervised Practitioner level
•• P = Assessed as operating at Practitioner level
•• L = Assessed as operating at Lead Practitioner level
•• U = Did not have an awareness of the competency area (Unaware)

The letter “E” was available for assessment proficiency at “Expert” level, but no individual achieved this assessed status.

NOTE: As previously discussed, for the purposes of presenting this case study, assessment data from the original
activity has been reanalyzed and assigned to the current SECF/SECAG competency suite in order to maintain ano-
nymity and to aid presentation of this study.

Analyze Data for Both Organizational and Individual Patterns

The “raw” data in SECAG Figure B5-2 was analyzed to produce several reports. Two significant report types are pre-
sented here.

•• “Deficit Heat Map”(see SECAG Figure B5‑3).

•• “Individual “Best fit” Role (see SECAG Figure B5‑4).
 Assessee name

Person 10
Person 11
Person 12
Person 13
Person 14
Person 15
Person 16
Person 17
Person 18
Person 19
Person 20
Person 21
Person 22
Person 23
Person 24
Person 1
Person 2
Person 3
Person 4
Person 5
Person 6
Person 7
Person 8
Person 9
103
106
113
106
106
106
113
107
106
108
109
109
109
106
109
113
113
108
108
113
103
106
102
106
Current org role

Subgroup Site location S S S S S S S S S S S S S S S S S S S S S S S S

Core Systems and critical thinking S S A P S S P A S S P A A A A A S S P P L S P P
Core Life Cycles S S A S A S P U S S S A U S A A S S P P L S P P
Core Modelling and MBSE A A A S S A A U A A A U U U A A A A S S P S S S
Technical Requirements definition S S A S S S P S P S S A A S S S S P L S L S P P
Technical Systems architecting A U U A U U S U U A A U U A U A A U S U S A S S
Technical Design for… A A U S A A S A A S A U U A A A A U U S P S S S
Technical Integration S S S S P S P S P S S S P S S S S P L S L S P P
Technical Interfaces S S S S P S P S P S S S S S S S S P L S L S P P
Technical Verification and validation P S S S P S P S P S S S S S S S S P L S L S P P
Technical Qualification, certification and acceptance P S S S P S P S P S S S P S S S S P L S L S P P
Technical Transition A A A S P A S A S S S A A S S S S S S S S A P A
Technical Utilization and support P S S S S A P S A P A A P A S S S S S S P A P S
Technical Retirement A A A S P A A A U S U A U S A S U S A U S A S S
SE management SE planning, monitoring and control S A S P P S P U S P P A S A S S S S L S L S P P
SE management Decision management S S S P A S P U S P P S S A S S S S L P L S P S
SE management Concurrent engineering P S S P S A S A S S S S S S P A S P L P P P P P
SE management Business and enterprise integration U U U S U A U U S A A U U U A A S A P S L S P S
SE management Acquisition and supply P S S P A A P A S P P S S S P A S P L P S P P P
SE management Information and configuration management S S A S S S A A S S S S A S A A A S S A S A S S
SE management Risk and opportunity management S S A S S A S A S S A U A U U U U P S A P A S P
Integrating Project management A S U S A U A A A A A U U A U U U S S U S U A A
Integrating Finance A A U S U A A A U U A A A U U A A A S U S A A S
Integrating Logistics S S S S U A S A S U S U S U S P S S P P P S P P
Integrating Quality S P A P S U S A A S S U A A A U U S P U P U S A

SECAG FIGURE B5-­2 First cohort “Raw” competency assessment data.

 Candidate
name

108 Person 10

109 Person 11

109 Person 12

109 Person 13

106 Person 14

109 Person 15

113 Person 16

113 Person 17

108 Person 18

108 Person 19

113 Person 20

103 Person 21

106 Person 22

102 Person 23

106 Person 24
103 Person 1

106 Person 2

113 Person 3

106 Person 4

106 Person 5

106 Person 6

113 Person 7

107 Person 8

106 Person 9
Assigned
org role ID
Competence area
Systems and critical thinking –1 –2 –2 –1 –2 –2 0 –2 –2 –1 1 –1 –1 –3 –1 –2 –1 –1 0 0 1 –2 0 –1
Life Cycles –1 –1 –1 –1 –2 –1 1 –2 –1 –1 –1 –2 –3 –1 –2 –1 0 –1 0 1 1 –1 0 0
Modelling and MBSE –1 –2 –1 –1 –1 –2 –1 –2 –2 –1 –1 –2 –2 –3 –1 –1 –1 –1 0 0 1 –1 –2 –1
Requirements definition –1 –1 –2 –1 –1 –1 0 –1 0 –1 –1 –2 –2 –1 –1 –1 –1 0 1 –1 1 –1 0 0
Systems architecting –1 –2 –3 –1 –2 –2 –1 –1 –2 0 0 –1 –1 –1 –1 –2 –2 –1 1 –3 0 –1 –2 0
Design for… –2 –2 –3 –1 –2 –2 –1 –1 –2 0 –2 –3 –3 –2 –2 –2 –2 –2 –2 –1 0 –1 –1 –1
Integration –1 –1 –1 –1 0 –1 0 1 0 –2 –1 –1 0 –1 –1 –1 –1 –1 0 –1 1 –1 0 0
Interfaces –1 –1 –1 –1 0 –1 0 0 0 –1 –1 –1 –1 –1 –1 –1 –1 0 1 –1 1 –1 0 0
Verification and validation 0 –1 –1 –1 0 –1 0 0 0 –2 –1 –1 –1 –1 –1 –1 –1 –1 0 –1 1 –1 1 0
Qualification, certification and acceptance 0 –1 –1 –1 0 –1 0 0 0 –2 –1 –1 0 –1 –1 –1 –1 –1 0 –1 1 –1 1 0
Transition 0 –2 0 –1 0 –2 1 0 –1 –1 –1 –2 –2 –1 –1 1 1 –1 –1 1 1 –2 1 –2
Utilization and support –1 –1 1 –1 –1 –2 2 0 –2 1 0 0 2 –2 1 1 1 0 0 1 –1 –2 0 –1
Retirement –2 –2 –1 –1 0 –2 –1 –1 –3 0 –1 0 –1 –1 0 0 –2 0 –1 –2 –1 –2 0 –1
SE planning, monitoring and control –2 –2 –1 0 0 –1 0 –2 –1 0 1 –1 0 –2 0 –1 –1 –1 1 –1 0 –1 1 0
Decision management –1 –1 –1 0 –2 –1 0 –2 –1 0 0 –1 –1 –2 –1 –1 –1 –1 1 0 1 –1 0 –1
Concurrent engineering –1 –1 1 0 –1 –2 1 –1 –1 –1 –1 –1 –1 –1 0 0 1 0 1 2 –1 0 1 0
Business and enterprise integration –2 –2 –1 0 –2 –1 –1 –1 0 0 0 –1 –1 –2 0 0 1 0 2 1 2 0 1 0
Acquisition and supply 0 –1 0 0 –2 –2 1 –1 –1 0 1 0 0 –1 1 –1 0 0 1 1 –1 0 0 0
Information and configuration management –1 –1 0 –1 –1 –1 0 –1 –1 –1 –1 –1 –2 –1 –2 0 0 –1 –1 0 –1 –2 –1 –1
Risk and opportunity management –1 –1 –2 –1 –1 –2 –1 –1 –1 –1 0 –1 0 –3 –1 –3 –3 0 –1 –2 0 –2 –1 0
Project management –2 1 –1 1 0 –1 0 0 0 –2 0 –1 –1 0 –1 –1 –1 –1 –1 –1 –1 –1 0 0
Finance –2 0 –1 1 –1 0 0 0 –1 –3 0 0 0 –1 –1 0 0 –2 –1 –1 –1 0 0 1
Logistics –1 1 1 1 –1 0 1 0 1 –3 0 –2 0 –1 0 2 1 –1 0 2 0 1 2 2
Quality –1 2 0 2 1 –1 1 0 0 –1 0 –2 –1 0 –1 –1 –1 –1 0 –1 0 –1 1 0

SECAG FIGURE B5-­3 First cohort “Deficit” Heat Map.

Individual role deficit map
confidential when completed
Name Person 2

SE process & tools administrator

Senior systems engineer
System design authority

Requirements manager
Organizational

System IVV engineer

Senior SE manager

Technical specialist
roles

Systems engineer

SE CM Manager
System architect

IVV manager
SE manager

WP Mgr
Type SubGroup Competency area
Competence area Core Systems and critical thinking –2 –1 –1 –1 1 –2 –1 –1 0 0 –1 1 –1
Competence area Core Life Cycles –1 –1 –1 –1 1 –1 0 –1 –1 –1 –1 0 0
Competence area Core Modelling and MBSE –2 –3 –1 –1 0 –2 –1 –1 –1 –1 0 0 –1
Competence area Technical Requirements definition –2 –1 –1 –1 1 –1 –1 –1 –1 1 1 –1 –1
Competence area Technical Systems architecting –3 –4 –2 –2 0 –2 –1 –1 –1 –1 –1 –1 –3
Competence area Technical Design for… –2 –2 –2 –2 1 –2 –1 –1 –2 0 0 0 –2
Competence area Technical Integration –1 –1 –1 –1 2 –1 1 –2 –1 1 1 1 –1
Competence area Technical Interfaces –1 –1 –1 –1 2 –1 0 –1 –1 1 1 1 –1
Competence area Technical Verification and validation –2 0 –1 –1 1 –1 0 –2 –1 1 1 –1 –1
Competence area Technical Qualification, certification and acceptance –2 0 –1 –1 1 –1 0 –2 –1 1 –1 –1 –1
Competence area Technical Transition –2 –1 0 0 1 –2 0 –2 –2 1 0 0 0
Competence area Technical Utilization and support –1 –1 –2 –1 2 –1 0 0 1 2 1 1 1
Competence area Technical Retirement –2 –1 –2 –2 0 –2 –1 –1 0 1 1 0 –1
Competence area SE management SE Planning, Monitoring and Control –3 –1 –3 –2 –1 –2 –1 –2 –1 1 –2 –1 –2
Competence area SE management Decision management –2 –1 –1 –1 –1 –1 0 –1 –1 2 –1 1 –1
Competence area SE management Concurrent engineering –1 0 –2 –1 –1 –1 0 –1 –1 0 0 1 1
Competence area SE management Business and enterprise integration –3 –2 –2 –1 –1 –2 –1 –1 –1 –3 –2 –1 –1
Competence area SE management Acquisition and supply –2 –1 –1 0 0 –1 0 –1 0 0 1 1 0
Competence area SE management Information and configuration management –1 –1 –1 –1 0 –1 0 –1 –1 1 0 –1 1
Competence area SE management Risk and opportunity management –2 –1 –1 –1 –1 –1 0 –1 1 1 1 1 –1
Competence area Integrating Project management –1 1 –1 0 –1 1 1 –1 1 0 0 1 1
Competence area Integrating Finance –2 0 –2 –1 –2 0 0 –2 0 –1 –1 0 0
Competence area Integrating Logistics 2 2 2 2 2 2 2 2 2 2 2 2 2
Competence area Integrating Quality 3 3 3 3 3 3 3 3 3 3 3 3 3

SECAG FIGURE B5-­4 Individual Best fit example.

 SECAG ANNEX B: FRAMEWORK IMPLEMENTATION EXAMPLES 661

The “Deficit Heat Map” presents a color-­coded analysis of competencies and their assessed proficiency levels
against the “expected” proficiency levels for each individual for their current role.
The “Individual Best fit Role” heat map presents a color-­coded analysis for a single individual competencies
against the “expected” proficiency levels for all defined roles. The individual’s current role is highlighted.
On both heat maps, the cell color coding is as follows:

•• Green – meets, or exceeds, the required proficiency level for the role in question. No development required.
•• Amber – one level below the required proficiency level, so some development required (e.g. amber cell coloring
and -­1 in cell means assessed as “Unaware” when “Aware” required, “Aware” when “Supervised Practitioner”
required, or “Supervised Practitioner” when “Practitioner” required, etc.).
•• Red – two or more levels below the required proficiency level, so extensive development required (e.g. red cell
coloring and -­2 in cell means assessed as “Aware” when “Practitioner,” and -­3 means assessed as “Unaware”
when “Practitioner” required, etc.).

Create Organizational and Individual Development Pathways

The analysis above pointed to a number of areas of potential development within the department:

•• Although several areas needed to be addressed, looking forward, organizationally the Systems Engineering
department would benefit most from interventions in the following areas:
◦◦ Requirements Engineering training and mentoring.
◦◦ Systems Architecting training and mentoring.
◦◦ Basic Project Management and Work Package Management training.
◦◦ Configuration Management training and mentoring.
•• Several individuals would need significant individual development. Options included:
◦◦ Development training or mentoring within their current role.
◦◦ Move to a similar role where the competency deficit to overcome was smaller.
◦◦ Discuss possible alternative roles or career paths with individuals.

The above development options for each individual were discussed initially with the local stakeholders who
“revealed” their own thoughts on the independent outcomes produced. It was interesting to realize that although the
“stars” and “poor performers” within the assessed group generally aligned, one or two individuals had fared better in
the assessment than expected while several others had fared substantially worse than expected.
In the end, it was good to see that the local stakeholder team took the advice of the assessment team for
development activities rather than reverting to their own positions. This is an important point: the independence of
the assessment activity from the local team meant that the resultant data set would stand up to independent scrutiny
and could be reliably used by the HR team in future discussions with the individuals involved and in their strategic
planning.

Implement the Developments Required

The local team decided to fully implement all recommendations. These activities would run alongside additional
Project Management training and active recruiting (including long-­term overseas assignments) to develop Systems
Engineering leadership but also to support Systems Engineering mentoring for individuals on key projects.
It took a further four years to complete the recommended activities.
662 SECAG ANNEX B: FRAMEWORK IMPLEMENTATION EXAMPLES

Reassess the Same Group to Determine Organizational and Individual Improvements Achieved
The assessment team eventually returned five years later and assessed individuals again. Over the course of the
­intervening period:

•• Some individuals had chosen to leave the business.

•• Some individuals had changed roles (per recommendations).
•• New individuals had been recruited to increase the local talent pool.
•• One member of the second assessment team had not participated in the original assessment work but had been
trained to the same standard as the original team member.

A similarly representative set of the local engineering department employees (including a few new people to replace
leavers but with the majority the same as for the initial assessment) were assessed again.
Clearly for “new” individuals, this was in effect a “baseline” assessment. For those being reassessed, any changes
to their own individual competence were of primary interest.
The actual assessment of the second cohort (24 individuals) was performed in the same manner agreeing
­outcome both between assessors and with the individuals involved. The results for the second cohort are shown
in SECAG Figure B5‑5.

Record Updated Assessments in Database

The database was updated with the latest data for the second set of individuals following a similar process for the
first set.
The updated data from the second Cohort was analyzed to produce heat map reports as before. The “Cohort 2
Deficit Heat Map” from the second group of 25 individuals is presented in SECAG Figure B5‑6.
In Figure SECAG B5‑6, several points should be noted that while the majority of individuals were still working for
the business:

•• Two individuals from the first cohort had chosen to leave the business (Person 6 and Person 9) and had been
replaced with recruits in “similar” roles (New Person 1 and New Person 3, respectively).
•• Two “new” individuals were assessed as part of the “second” cohort. These had been employed to strengthen the
architecting team (New Person 2, New Person 4).
•• Two individuals from the first cohort had changed roles (per recommendations) to a lower level of responsibility
(Person 2 and Person 13).

Determine Value of Interventions and Future Work Required

The data from the second cohort was analyzed and compared explicitly for those individuals who had received a
­second assessment, but also across the organization for the complete set of individuals.
The local management team was briefed on the second activity as they had been for the first assessments.
For some individuals, further development work was still required but the competence-­based approach had become
incorporated in the annual assessment regime so requirements and incremental individual experience evidence could
be recorded and tracked for all employees over time.
It was recognized that the organizational development training and individual interventions alongside an active
recruitment program had improved the systems engineering capability locally and further organizational training was
scheduled to reflect the Cohort 2 results.
 Assessee name

New person 1

New person 3

New person 4

New person 2
Person 10
Person 11

Person 13

Person 15
Person 16
Person 17
Person 18
Person 19
Person 20
Person 21
Person 22
Person 23
Person 24
Person 1
Person 2
Person 3
Person 4
Person 5

Person 7
Person 8
103
107
113
106
106
106
113
107
102
108
109
102
111
106
109
113
113
108
108
113
103
106
102
106
Current org role

Site Location S S S S S S S S S S S S S S S S S S S S S S S S
Systems and critical thinking S P S P P P P S P S P P S P A A S S P P L P P P
Life Cycles S S A S A S P A S S S P S S A A S S P P L S P P
Modelling and MBSE A S A S S P A A P A A L A P A A A A S S P S L S
Requirements definition S S A S S P P S P S S P A P S S S P L S L P P P
Systems architecting A A A A A S S A P A A L A S A A A A S A S S L P
Design for… P S S S S P S A S S A P S P S A S S P S P S P P
Integration S S S S P S P S P P S P P P S S S P L S L P P P
Interfaces S S S S P P P S P S S P S P S S S P L S L P P P
Verification and validation P P S S P P P S P S S P S P S S S P L S L P P P
Qualification, certification and acceptance P P S S P P P S S S S S P P S S S P L S L P P P
Transition A A A S P A S A S P S S A P S S S S S S S S P A
Utilization and support P P S S S A P S A P A S P S S S S S S S P S P S
Retirement A A A S P A A A A S U S U S A S U S A U S S S S
SE planning, monitoring and control S P S P P P P S P P P S S P S S S S L S L S P P
Decision management S S S P A P P U S P P P S P S S S S L P L S P S
Concurrent engineering P S S P S S S A S S S S S P P A S P L P P P P P
Business and enterprise integration A A A S A S A U A A A L A A A A S A P S L S P S
Acquisition and supply P S S P A P P A S P P P S S P A S P L P S P P P
Information and configuration management S S A S S S A A P S S S A S A A A S S A S A S S
Risk and opportunity management S S A S S P S A P S A P A P S S S P S A P A S P
Project management A S P S A S A A S A A S A P S S S S S A S A A A
Finance A A A S A A A A A A A A A S A A A A S A S A A S
Logistics S S S S A A S A A A S S S A S P S S P P P S P P
Quality S P P P S A S A A S S S A P A A A S P A P A S A

SECAG FIGURE B5-­5 Second cohort “Raw” competency assessment data.

 Candidate
106 New person 1

102 New person 3

102 New person 4

106 New person 2

name

108 Person 10

109 Person 11

111 Person 13

109 Person 15

113 Person 16

113 Person 17

108 Person 18

108 Person 19

113 Person 20

103 Person 21

106 Person 22

102 Person 23

106 Person 24
103 Person 1

107 Person 2

113 Person 3

106 Person 4

106 Person 5

113 Person 7

107 Person 8
Assigned
org role ID
Competence area
Systems and critical thinking –1 0 –1 –1 –1 –1 0 –1 0 –1 1 0 –1 –1 –1 –2 –1 –1 0 0 1 –1 0 –1
Life Cycles –1 0 –1 –1 –2 –1 1 –1 –1 –1 –1 0 –1 –1 –2 –1 0 –1 0 1 1 –1 0 0
Modelling and MBSE –1 0 –1 –1 –1 0 –1 –1 –1 –1 –1 0 0 0 –1 –1 –1 –1 0 0 1 –1 0 –1
Requirements definition –1 –1 –2 –1 –1 0 0 –1 0 –1 –1 0 0 0 –1 –1 –1 0 1 –1 1 0 0 0
Systems architecting –1 0 –2 –1 –1 0 –1 0 –1 0 0 0 0 0 0 –2 –2 0 1 –2 0 0 0 1
Design for… 0 0 –1 –1 –1 0 –1 –1 –1 0 –2 0 1 0 –1 –2 –1 0 1 –1 0 –1 0 0
Integration –1 1 –1 –1 0 –1 0 1 0 –1 –1 0 2 0 –1 –1 –1 –1 0 –1 1 0 0 0
Interfaces –1 0 –1 –1 0 0 0 0 0 –1 –1 0 1 0 –1 –1 –1 0 1 –1 1 0 0 0
Verification and validation 0 1 –1 –1 0 0 0 0 1 –2 –1 1 1 0 –1 –1 –1 –1 0 –1 1 0 1 0
Qualification, certification and acceptance 0 1 –1 –1 0 0 0 0 0 –2 –1 0 0 0 –1 –1 –1 –1 0 –1 1 0 1 0
Transition 0 0 0 –1 0 –2 1 0 0 0 –1 0 0 0 –1 1 1 –1 –1 1 1 –1 1 –2
Utilization and support –1 1 1 –1 –1 –2 2 0 –2 1 0 –1 2 –1 1 1 1 0 0 1 –1 –1 0 –1
Retirement –2 –1 –1 –1 0 –2 –1 –1 –1 0 –1 0 0 –1 0 0 –2 0 –1 –2 –1 –1 0 –1
SE planning, monitoring and control –2 1 –1 0 0 0 0 0 1 0 1 0 –1 0 0 –1 –1 –1 1 –1 0 –1 1 0
Decision management –1 0 –1 0 –2 0 0 –2 –1 0 0 0 –1 0 –1 –1 –1 –1 1 0 1 –1 0 –1
Concurrent engineering –1 0 1 0 –1 –1 1 –1 0 –1 –1 0 0 0 0 0 1 0 1 2 –1 0 1 0
Business and enterprise integration –1 0 0 0 –1 0 0 –1 –1 0 0 2 –1 –1 0 0 1 0 2 1 2 0 1 0
Acquisition and supply 0 0 0 0 –2 0 1 –1 –1 0 1 0 1 –1 1 –1 0 0 1 1 –1 0 0 0
Information and configuration management –1 0 0 –1 –1 –1 0 –1 0 –1 –1 –1 –1 –1 –2 0 0 –1 –1 0 –1 –2 –1 –1
Risk and opportunity management –1 0 –2 –1 –1 0 –1 –1 0 –1 0 0 0 0 1 –1 –1 0 –1 –2 0 –2 –1 0
Project management –2 1 2 1 0 1 0 0 1 –2 0 1 –1 2 1 1 1 –1 –1 0 –1 0 0 0
Finance –2 0 0 1 0 0 0 0 0 –2 0 0 –1 1 0 0 0 –2 –1 0 –1 0 0 1
Logistics –1 1 1 1 0 0 1 0 0 –2 0 1 0 0 0 2 1 –1 0 2 0 1 2 2
Quality –1 2 2 2 1 0 1 0 0 –1 0 1 –1 2 –1 0 0 –1 0 0 0 0 1 0

SECAG FIGURE B5-­6 Cohort 2 Deficit Heat Map.

 SECAG ANNEX B: FRAMEWORK IMPLEMENTATION EXAMPLES 665

General Conclusions
Some general conclusions can be drawn from this exercise:

•• Areas previously with significant deficits in competency had now very much reduced overall organizational
­deficit. In other words, the areas requiring intervention historically were now much improved.
•• Individuals generally had benefitted from their own personal interventions.

Clearly, improvements in the Cohort 2 scores could have been due to a combination of:

•• Increased experience just through the passage of “time-­on-­the-­job.”

•• Ongoing development through the interventions proposed at their initial assessment.
•• Increased competency just through osmosis (i.e. “being around” individuals who provided improved local
­competence or in SECF/SECAG terms, individuals with “Practitioner” or “Lead Practitioner” competency to call
upon to provide ad hoc guidance and monitoring).

Whatever the real reason, the general results were very positive. The HR team concluded that the “round trip”
assessment activity had been a success, vindicating the significant investment made in its people over the five-­year
period.
Indeed, the operating position of the local business unit when the second assessment took place was far more
positive than when the team first arrived, with significantly improved project performance and effectiveness in all
ongoing projects.
It is perhaps of significant note that the same local management team was in place throughout the five-­year exercise
and the leader of the assessment team was the same for both activities. Both of these inevitably made a significant
contribution to the overall stability of the program over its extended timeframe, something which is perhaps unusual
and therefore hard to replicate in many businesses.

ANNEX B6 –TAILORING A JOB DESCRIPTION TO ADD SYSTEMS ENGINEERING

COMPETENCIES AND SKILLS

This is an example of how to tailor a job description to add systems engineering competencies and skills to an existing
job description that currently does not include any systems engineering.

Job Description Tailoring

In this example, a competency manager would like to ensure that some of their engineering jobs require systems
­engineering competencies as appropriate. In this case, a competency manager updates an existing materials engineer
job description to include systems engineering-­related competencies and tasks. They start by retrieving the existing job
description as shown in SECAG Table B6‑1. For this example, the existing job announcement only uses a subset of the
tasks required for an individual with a specialty in materials engineering.
Next, the competency manager reviews the job description to highlight any of the tasks that require systems
­engineering competencies. The following tasks from the existing job description in SECAG Table B6‑1 were
determined to be related to systems engineering tasks and were targeted for tailoring with language from the
SECF/SECAG.
666 SECAG ANNEX B: FRAMEWORK IMPLEMENTATION EXAMPLES

SECAG TABLE B6-­1 Example of existing materials engineer job description

Job highlights
The incumbent develops and maintains an internationally recognized research program and leads a diverse group of scientists
and support staff in research to develop new bio-­based materials and value-­added products from traditional as well as new or
specialty sources.
Salary:
Location:
Qualifications
• BS degree in applicable Materials Science/Material Engineering, Chemical Engineering, Manufacturing Engineering.
Master’s Degree a plus.
• 5+ years of Sheet Molding/Composite material development, material molding, and leveling technology with proven results.
• Strong understanding of batch material processing and process refinement.
• Demonstrated problem solving skills. Able to articulate issues across the organization.
• Can effectively lead/work with other functions (Design Engineer, Manufacturing Engineer, Maintenance, Quality, and
Distribution) for business results.
Responsibilities (Tasks)
• Develops and defines environmentally compliant material substitutes.
• Solves complex problems and provides authoritative technical advice and/or instructions in regard to material processes,
materials failure analyses, and testing of materials for specification conformance.
• Monitors the materials related to the industrial processes in the assigned areas by establishing and monitoring schedules,
analysis procedures, and the qualifying criteria for the materials process monitored.
• Provides expert advice and instructions concerning the materials aspect of processing or repair of materials, parts, and/or
assemblies undergoing periodic rework, overhaul, repair, or modification on all systems.
• Represents the company at conferences and meetings. Improves and maintains working relations with industry partners
and actively participates in meetings to solve problems and contribute to special development projects.
• Develops, assembles, and issues local engineering or process specifications consuming the materials aspects of processing
and repair of materials, parts, and/or assemblies undergoing periodic rework, overhaul, repair, modification, as well as
processing of new or experimental materials.
• Reviews and evaluates correspondence related to material problems for technical accuracy and for development and action.
• Presents data in such a manner as to recognize and emphasize both theoretical and practical aspects.
• Conducts engineering investigations.
• Leads special material research and development projects.

Systems Thinking
•• Solve complex problems and provide authoritative technical advice and/or instructions in regard to material
processes, materials failure analyses, and testing of materials for specification conformance.

Life Cycle Support

•• Develop, assemble, and issue local engineering or process specifications consuming the materials aspects of
processing and repair of materials, parts, and/or assemblies undergoing periodic rework, overhaul, repair, modi-
fication, as well as processing of new or experimental materials.
 SECAG ANNEX B: FRAMEWORK IMPLEMENTATION EXAMPLES 667

SECAG TABLE B6-­2 Systems engineering tasks for the job

Task descriptions
Develop holistic research and development of materials over a range of situations throughout the system life cycle.
Ensure the adoption, introduction, and use of novel techniques and ideas related to quality initiatives across the enterprise and
integrate materials engineering with enterprise-­level quality initiatives, and create enterprise-­level policies, guidance, and
best practice related to Materials Engineering quality for systems.
Prepare technology plans that address innovation, risk, maturity, readiness levels, and insertion points considering system
capability.
Ensure creative or innovative approaches to Materials Engineering are developed and performed across the enterprise.
Create overall processes for modeling and analysis tools for Materials Engineering that address systems aspects.

Quality
•• Monitors the materials related to the industrial processes in the assigned areas of the aerospace rework facility
serviced by establishing and monitoring schedules, analysis procedures, and the qualifying criteria for the mate-
rials process monitored.

Modeling and Analysis

•• Leads special material research and development projects.

The competency manager then researches other systems engineering competencies and tasks that the organization
would like to add to the job description. A list of additional key systems engineering competencies and tasks required
for the job is complied. A list of possible systems engineering tasks to add to this Materials Engineer position is shown
in SECAG Table B6‑2.
Each of the tasks aligns to one or more competencies. The competency manager develops a final overall list of
­competencies that cover all of the tasks included for the position to include the systems engineering tasks. The SECF/
SECAG is used to identify key competencies required for the job based on the information. A total of six competencies
were identified for the job.

•• Systems Thinking
•• Life Cycles
•• Systems Modeling and Analysis
•• Quality
•• Capability Engineering
•• General Engineering

Next, the competency manager uses the SECF/SECAG to find KSA statements and organizes them as the basis for
creating tailored tasks to update the job description, as shown in SECAG Table B6‑3.
Throughout this process, some of the existing task KSAs were partially updated, rewritten, or new tasks were added
to create a comprehensive new job description. The plain text represents items from the original job description. The
bold text represents portions from the SECF/SECAG competencies. The updated example job description is shown in
SECAG Table B6‑4.
668 SECAG ANNEX B: FRAMEWORK IMPLEMENTATION EXAMPLES

SECAG TABLE B6-­3 SECF/SECAG information to be used to tailor the original job description
Competency ID number Proficiency Indicators of competence
level
Systems 6 Practitioner Uses appropriate systems thinking approaches to a range of situations,
thinking integrating the outcomes to get a full understanding of the whole. [CSTP06]
Life cycles 3 Practitioner Identifies dependencies aligning life cycles and life cycle stages of different
system elements accordingly. [CLCP03]
Systems 1 Practitioner Creates a governing process, plan, and associated tools for systems modeling
modeling and analysis in order to monitor and control systems modeling and analysis
and analysis activities on a system or system element. [CSMP02]
Quality 2 Lead Practitioner Promotes the introduction and use of novel techniques and ideas across the
enterprise, which improve the integration of Systems Engineering and
quality management functions. [IQUL11]
Creates enterprise-­level policies, procedures, guidance, and best practice in
order to ensure Systems Engineering quality-­related activities integrate with
enterprise-­level quality goals including associated tools. [IQUL01]
Capability 3 Practitioner Prepares technology plan that includes technology innovation, risk, maturity,
engineering readiness levels, and insertion points into existing capability. [CCPP03]
General 6 Lead Fosters creative or innovative approaches to performing general engineering
engineering Practitioner activities across the enterprise. [CGEL06]

SECAG TABLE B6-­4 Updated materials engineer position description

Job highlights
The incumbent develops and maintains an internationally recognized research program and leads a diverse group of scientists
and support staff in research to develop new bio-­based materials and value-­added products from traditional as well as new or
specialty sources.
Salary:
Location:
Qualifications
• BS degree in applicable Materials Science/Material Engineering, Chemical Engineering, Manufacturing Engineering.
Master’s Degree a plus.
• 5+ years of Sheet Molding/Composite material development, material molding, and leveling technology with proven results.
• Strong understanding of batch material processing and process refinement.
• Demonstrated problem solving skills. Able to articulate issues across the organization.
• Can effectively lead/work with other functions (Design Engineer, Manufacturing Engineer, Maintenance, Quality, and
Distribution) for business results.
Responsibilities (Tasks)
• Develops and defines environmentally compliant material substitutes.
• Uses appropriate systems thinking approaches to a range of situations, integrating the outcomes to get a full
understanding of the whole while providing authoritative technical advice and/or instructions in regard to material
processes, materials failure analyses, and testing of materials for specification conformance. [CSTP06]
 SECAG ANNEX B: FRAMEWORK IMPLEMENTATION EXAMPLES 669

SECAG TABLE B6-­4 (Continued)

• Develops and defines environmentally compliant material substitutes.
• Uses appropriate systems thinking approaches to a range of situations, integrating the outcomes to get a full
understanding of the whole while providing authoritative technical advice and/or instructions in regard to material
processes, materials failure analyses, and testing of materials for specification conformance. [CSTP06]
• Creates and assesses enterprise-­level policies, procedures, guidance, and best practice in order to ensure Materials
Engineering quality-­related activities integrate with enterprise-­level quality goals including associated tools. [IQUL01]
• Promotes the introduction and use of novel techniques and ideas across the enterprise, which improve the integration
of Systems Engineering and quality management functions. [IQUL11]
• Provides expert advice and instructions concerning the materials aspect of processing or repair of materials, parts, and/or
assemblies undergoing periodic rework, overhaul, repair, or modification on all systems.
• Prepares materials technology plan that includes technology innovation, risk, maturity, readiness levels, and
insertion points into existing capability. [CCPP03]
• Represents the company at conferences and meetings. Improve and maintain working relations with industry partners and
actively participates in meetings to solve problems and contribute to special development projects.
• Develops, assembles, and issues local engineering or process specifications consuming the materials aspects of processing
and repair of materials, parts, and/or assemblies undergoing periodic rework, overhaul, repair, modification, as well as
processing of new or experimental materials identifying dependencies aligning life cycles and life cycle stages of
different system elements accordingly. [CLCP03]
• Reviews and evaluates correspondence related to material problems for technical accuracy and for development and action.
• Presents data in such a manner as to recognize and emphasize both theoretical and practical aspects.
• Conducts engineering investigations.
• Fosters creative or innovative approaches to performing Materials Engineering activities across the enterprise. [CGEL06]
• Creates a governing process, plan, and associated tools for support of research and development efforts for systems
modeling and analysis in order to monitor and control materials modeling and analysis activities on a system or
system element. [CSMP02]

ANNEX B7 – USING THE SECF/SECAG FOR TAILORING A JOB DESCRIPTION TO ADD

MODEL-­BASED SYSTEMS ENGINEERINGCOMPETENCIES AND SKILLS

This is an example of how to tailor a job description to add MBSE and digital engineering competencies and skills
along with the SECF/SECAG competencies to an existing job description that currently uses a more traditional set of
systems engineering competencies and skills.

Model-­Based Systems Engineering Job Description Tailoring

In this example, the company would like to update some systems engineer job descriptions to include information
related to MBSE and digital engineering competencies, as appropriate. A competency manager creates a new systems
architect job description that includes MBSE and digital engineering-­related tasks. The current job description is shown
in SECAG Table B7‑1.
The organization’s goal is to include relevant MBSE-­related tasks and competencies in the new job description. The
competency manager starts with the existing job description task list. Next, they collect a list of key MBSE and digital
engineering tasks required for the job. These competencies and tasks are not necessarily explicitly included in the
SECF or SECAG. Other sources can be used as a basis to tailor the existing system architect job. The competency
manager searches and finds a Digital Engineering Competency Framework (DECF) that includes tables of MBSE
architect-­related tasks and competencies formatted into the Competency Groups (G), Competency Subgroups (S), and
KSA that address desired MBSE information. The DECF competency groups are shown in SECAG Table B7‑2.
The DECF Competency Subgroups for the respective Competency Groups are shown in SECAG Table B7‑3.
670 SECAG ANNEX B: FRAMEWORK IMPLEMENTATION EXAMPLES

SECAG TABLE B7-­1 Current System Architect Job Description

JOB OVERVIEW
JOB TITLE System Architect
DEPARTMENT Systems Engineering
LOCATION
SALARY
GENERAL JOB DESCRIPTION
The incumbent creates and maintains architectural products throughout the life cycle integrating hardware, software, and
human elements; their processes; and related internal and external interfaces that meet user needs and optimize performance.
Collaborates with a diverse group of systems engineers, project managers, engineers, and support staff.
DUTIES AND RESPONSIBILITIES (TASKS)
Technical
• Develops an architecture model that includes functional and structural partitioning, interface definitions, design decisions,
and requirements traceability.
• Develops or modifies architectures to meet organizational goals.
• Generates the full architectural design description for a system or program.
• Assesses the integrity of the overall architectural model to ensure that it meets the operational/system requirements and the
business/mission needs.
• Develops various scenarios for system use, functions, and performance in the target environment.
• Collaborates with a disciplinary specialist to synthesize information across multiple users concerning the work tasks, work
context, and sociocultural factors that affect the system.
• Evaluates disciplinary specialist mitigations, designed by the disciplinary specialist, to gauge the effect on the operational
use of the system.
• Determines the technical and programmatic areas where agreements need to be reached among stakeholders based upon
the systems interfaces and interoperability concerns.
• Manages the creation of systems engineering architecture artifacts required as inputs to other functions.
• Partitions between discipline technologies to derive discipline-­specific requirements.
• Recommends partial architectural solutions that meet an important subset of needs quickly, coupled with approaches to
seek better or more effective solutions.
• Reevaluates the solution design space and recommends adjustments when the solution does not meet customers’ needs or
fit the situation.
• Synthesizes individual solutions into larger solutions to explore new approaches.
• Identifies systems interfaces and interoperability concerns.
Management
• Document architecture structure in reports to assist in project reviews and decision-­making.
Communication
• Communicate effectively with disciplinary engineers to achieve system-­level objectives.
EDUCATION AND TRAINING
Degree: Engineering or combination of education and experience. College-­level education, training, and/or technical
experience that furnished (1) a thorough knowledge of the physical and mathematical sciences underlying engineering, and
(2) a good understanding, both theoretical and practical, of systems engineering and techniques and their applications.
COMPETENCIES
• System architecting
• Modeling and simulation
• Project management
• Communications
 SECAG ANNEX B: FRAMEWORK IMPLEMENTATION EXAMPLES 671

SECAG TABLE B7-­2 Competency groups from the DECF used as the basis for the MBSE competencies
G2 Modeling and Use of digital models to describe and understand phenomena of interest from initiation of the S2
simulation effort through the entire life cycle maturation. Model literacy – understanding what models are
and how they work – is required to move into more advanced skills, from the ability to build a
model using appropriate tools, standards, and ontology to creating a modeling environment.
G3 Digital Apply traditional engineering methods and processes in a digital environment. Create new S3
engineering engineering processes and methods for a digital environment. Create digital artifacts
and analysis throughout the project or system life cycle. Use engineering methods, processes, and tools to S4
support the engineering and system life cycle.
G5 Digital Addresses development of the Digital Engineering environment including hardware and software S7
enterprise aspects. Digital Enterprise Environment Management is for management, communications, and
environment planning related to enabling the workforce to manage the adoption of appropriate model-­based
tools and approaches, techniques, and processes for the operation of digital enterprise
environment systems that ensure transformational processes in enterprises occur with pace,
high quality, and security. Digital Enterprise Environment Operations and Support within a
digital enterprise environment include abilities to operate and support the digital enterprise
environment across the enterprise and life cycle. Digital Enterprise Environment Security
involves developing policies, standards, processes, and guidelines to ensure the physical and
electronic security of digital environments and automated systems.

SECAG TABLE B7-­3 Competency subgroups of the respective competency groups from the DECF
S2 Modeling and C3 Modeling Modeling is essential to aid in understanding complex systems and system
simulation interdependencies and to communicate among team members and
stakeholders.
C4 Simulation Simulation provides a means to explore concepts, system characteristics,
and alternatives; open the trade space; facilitate informed decisions, and
assess overall system performance.
S3 Digital C8 Digital architecting Digital architecture activities use digital models to define a comprehensive
systems digital system model based on principles, concepts, and properties
engineering logically related to and consistent with each other. Digital architecture
has features, properties, and characteristics that satisfy, as far as
possible, the problem or opportunity expressed by a set of system
requirements (traceable to mission/business and stakeholder
requirements) and life cycle concepts (e.g. operational and support) and
which are implementable through digital enterprise-­related technologies.
Digital architecture competencies relate to the ability to create system
digital models and required architectural products and digital artifacts
for a system or system-­of-­systems in accordance with applicable
standards and policies.
C11 Model-­based Model-­based systems engineering is the formalized application of
systems modeling to support system requirements, design, analysis, verification,
engineering and validation activities beginning in the conceptual design phase and
processes continuing throughout development and later life cycle phases.
(Continued)
672 SECAG ANNEX B: FRAMEWORK IMPLEMENTATION EXAMPLES

SECAG TABLE B7-3 (Continued)

S4 Engineering C12 Digital model-­based Digital model-­based reviews define the series and sequence of model-­
management reviews based systems engineering activities that bring stakeholders to the
required level of commitment, prior to formal reviews. It utilizes system
models, artifacts, and products for analysis of design and technical
reviews to execute trade-­off and design analyses, prototyping,
manufacturing, testing, and sustainment of the system.
S7 Digital
C20 Management Management in the digital enterprise environment aims to deliver a
enterprise
framework that ensures transformational processes in enterprises occur
environment
with pace, high quality, and security. This is achieved through a set of IT
management
solutions that are designed to make digital businesses fast, seamless, and
optimized at every level.
C21 Communications Communications include using digital model artifacts from the digital
enterprise environment to investigate and manage the adoption of
appropriate model-­based tools, techniques, and processes for the
operation of digital enterprise environment systems and services.
Communications also establishes the appropriate guidance to enable
transparent decision-­making to be accomplished, allowing senior leaders
to ensure the needs of principal stakeholders are understood, the value
proposition offered by digital enterprise environment is accepted by
stakeholders, and the evolving needs of the stakeholders and their need
for balancing benefits, opportunities, costs, and risks are embedded into
strategic and operational plans.

By collecting tasks as KSA from the DECF, the competency manager created a final list of desired tasks at defined
proficiency levels for MBSE.
C3 Modeling – Intermediate

•• Create system models for system development efforts in accordance with applicable standards and policies.
•• Define the inter-­relationships among model elements and diagrams.
•• Model current and desired scenarios, as directed.
•• Review the system model created by others.
•• Select appropriate tools and techniques for system modeling and analysis.
•• Use modeling language, concepts, diagrams, and data attributes.

C4 Simulation – Intermediate

•• Applies modeling and simulation applications and tools, to cover a full range of modeling situations.
•• Integrate modeling capabilities with other product and analytical models including physics-­based models.
•• Use simulation tools and techniques to represent a system or system element.

C8 Digital Architecting – Basic

•• Utilize modeling languages to create or maintain system architectural products based on data provided.
•• Comply with style guides to properly develop architectural products.
 SECAG ANNEX B: FRAMEWORK IMPLEMENTATION EXAMPLES 673

C8 Digital Architecting – Intermediate

•• Provide architecture assessment to make decisions based on the architecture to ensure requirements are met for
the system development throughout the life cycle.
•• Apply system model and architectural concepts based on different stakeholder views and how they relate.
•• Collaborate with disciplinary subject matter experts to create system models and architectural products.
•• Create required architectural products for a system or system-­of-­systems in accordance with applicable standards
and policies with minimal or no supervision.

C11 Model-­Based Systems Engineering Process – Basic

•• Develop digital model artifacts, according to intent.

•• Analyze and interpret the results obtained using model-­based engineering methods and tools.

C11 Model-­Based Systems Engineering Process – Intermediate

•• Analyze the system model and architectural products.

•• Build models in a digital enterprise environment collaborative modeling environment.
•• Ensure digital artifacts are up-­to-­date, consistent, interoperable, accessible, uncorrupted, and properly and safely
stored.
•• Generate digital enterprise environment system models.
•• Integrate all other model domains and physics-­based models with the system model.

C12 Digital Model-­Based Reviews – Intermediate

•• Conduct model-­based reviews and audits, to ensure effective collaboration for system-­of-­interest evolution.
•• Confer with subject matter experts on models produced to gain concurrence on results.
•• Review resulting models with stakeholders and gain resolution to resultant issues.

C20 Management – Intermediate

•• Produce routine reports to assist in digital environment management activities and decision-­making.

C21 Communication – Basic

•• Communicate using digital model artifacts from the digital enterprise environment.

The competency `manager tailors and reorganizes the original tasks and competencies using KSA from the DECF
integrating them with appropriate indicators of competence from the SECF/SECAG. This information is used to
create the updated job description, shown in SECAG Table B7‑4. The plain text entries are based on the indicators
of competence statements. The bold text portions are derived from the DECF statements. The italicized text are
portions retained from the original job description.
674 SECAG ANNEX B: FRAMEWORK IMPLEMENTATION EXAMPLES

SECAG TABLE B7-­4 Example of updated system architect description including MBSE SE tasks and competencies
JOB OVERVIEW
JOB TITLE System Architect
DEPARTMENT Systems Engineering
LOCATION
SALARY
GENERAL JOB DESCRIPTION
The incumbent develops and maintains system architectures using model-­based methods and collaborates with a diverse group
of systems engineers, project managers, disciplinary engineers, and support staff to develop system models using digital
modeling tools and environments.
DUTIES AND RESPONSIBILITIES (TASKS)
Technical
• Creates alternative architectural designs in a digital enterprise environment modeling environment traceable to the
requirements in accordance with applicable standards and policies to demonstrate different approaches to the solution
and reviews resulting models with stakeholders and gains resolution to resultant issues. [TSAP04]
• Uses appropriate analysis techniques to ensure different viewpoints are considered based on different stakeholder views
and how they relate. [TSAP06]
• Elicits derived discipline-­specific architectural constraints from specialists to support partitioning and decomposition,
synthesizes individual solutions into larger solutions to explore new approaches, and evaluates disciplinary
specialist mitigations, designed by the disciplinary specialist, to gauge the effect on the operational use of the
system. [TSAP07]
• Identifies systems interfaces and interoperability concerns and the impact on interface definitions as a result of wider
changes. [TIFP07]
• Defines and utilizes appropriate modeling language, concepts, diagrams, data attributes, and representations of a
system or system element to create or maintain system architectural products based on data provided. [CSMP07]
• Selects appropriate tools and techniques for system modeling and analysis. [CSMP06]
• Analyzes options and concepts using model-­based engineering methods and tools and integrates all other model
domains and physics-­based models with the system model in order to demonstrate that credible, feasible options exist.
[TSAP05]
• Uses the results of system analysis activities to reevaluate the solution design space and inform system architectural design
and recommend adjustments when the solution does not meet customers’ needs or fit the situation. [TSAP08]
• Monitors key aspects of the evolving design solution and recommends partial architectural solutions that meet an
important subset of needs quickly, coupled with approaches to seek better or more effective solutions in order to adjust
architecture, if appropriate. [TSAP10]
Management
• Follows governing project management plans, processes, and uses appropriate digital environment management tools to
control and monitor project management-­related Systems Engineering tasks, interpreting as necessary. [IPMP01]
• Develops digital model artifacts, according to intent, and ensures digital artifacts are up-­to-­date, consistent,
interoperable, accessible, uncorrupted, and properly and safely stored for use in model-­based reviews and audits as
Systems Engineering inputs for project management status reviews to enable informed decision-­making. [IPMP05]
Communication
• Uses appropriate communications techniques using digital model artifacts from the digital enterprise environment to
ensure a shared understanding of information with all project stakeholders. [PCCP02]
• Uses appropriate communications techniques to express alternate points of view in a diplomatic manner using the
appropriate means of communication to collaborate with disciplinary subject matter experts to create system models
and architectural products and gain concurrence on results. [PCCP04]
 SECAG ANNEX B: FRAMEWORK IMPLEMENTATION EXAMPLES 675

SECAG TABLE B7-­4 (Continued)

EDUCATION AND TRAINING

Degree: Engineering or combination of education and experience. College-­level education, training, and/or technical
experience that furnished (1) a thorough knowledge of the physical and mathematical sciences underlying engineering, and
(2) a good understanding, both theoretical and practical, of the engineering sciences and techniques and their applications to
one of the branches of engineering.
COMPETENCIES
• System architecting
• Systems modeling and analysis
• Interfaces
• Project management
• Communications
SECAG ANNEX C: SECAG COMMENT FORM

Please submit feedback comment form information to [email protected].

Reviewed document: INCOSE Systems Engineering Competency Assessment Guide (SECAG)

Name of submitter: Given name, family name (e.g. Jo DOE)
Date of submission: YYYY-­MM-­DD (e.g. 2018-­04-­09)
Contact info: Email address (e.g. [email protected])
Type of submission: Group, individual
Group name and number Group name if applicable (e.g. INCOSE XYZ Working group)
of contributors
Comments Please provide comment details including precise reference to the document section, paragraph, or
line item requiring change.
Ideally, comments should be formatted as shown in the table below.
Comment ID Category Section Specific Issue, Proposed change
number reference comment, and or new text
rationale (mandatory)
Unique identifier G, E, TH, TL E.g. section n, E.g. paragraph, Please provide Good quality new
As follows: table m line rationale so or revised text
• G = general that comment will increase
• E = editorial is clear and odds of
• TH = technical supportable. acceptance.
comment, high priority
• TL = technical
comment, low priority

Systems Engineering Competency Assessment Guide: A combined INCOSE Systems Engineering Competency Framework (SECF)
and associated Systems Engineering Competency Assessment Guide (SECAG) document, First Edition. INCOSE.
© 2023 John Wiley & Sons, Inc. Published 2023 by John Wiley & Sons, Inc.

676
INDEX

ability, 3, 5–7, 9, 14, 31, 35, 130, 135, 141–142, 628, 641, analysis, 629–630, 632, 634, 638–641, 644, 646, 654, 661,
647, 651, 671 666–669, 671–672, 674–675
abstraction, 154, 212, 293, 339, 346, 357, 631–632 analytical model, 672
acceptance criteria, 75, 107, 325, 329, 536–538, 615, 639 architecting, 7, 11, 32, 34, 76–77, 219, 337, 339,
accountable, 38–39 342–343, 345–347, 349–350, 540, 628–629,
accountable, responsible, consulted, informed, facilitator, 631–635, 638–639, 644, 646, 653, 655, 658–664,
expert (ARCIFE), 38–40, 42 670–673, 675
accreditation, 14, 131 architecture, 32, 34–35, 41, 76–77, 80, 100, 213–214, 218,
acquirer, 15, 106–107, 171, 534–538 329, 337–341, 344–347, 349–350, 366, 455, 496–498,
acquisition, 4, 7, 11, 32, 34, 41, 106–107, 141, 167, 522, 526, 537, 549, 631–634, 639, 641, 643, 647–648,
534–537, 539–543, 589, 601, 604, 606, 641, 655, 651, 670–671, 673–674
658–660, 663–664 architecture design, 339, 347, 455
strategy, 537 ARCIFE see accountable, responsible, consulted,
and supply, 11, 32, 34, 106–107, 534–536, 539–542, 655, informed, facilitator, expert
658–660, 663–664 artificial intelligence, 189, 254
activities performed, 38, 40, 111, 134–141, 652–653 assessment, 3–4, 6–10, 13–16, 29, 31–33, 36–37, 41,
adaptability, 292 43–45, 120–142, 153, 627–630, 632, 634–636, 638,
aeronautics, 4 641, 645, 651–654, 656–658, 661–663, 665, 673, 676
aerospace, 641, 667 mechanisms, 142
affordability, 78, 352–353, 431 attitude, 141, 283
aggregate, 7, 80, 366, 647 attribute, 5, 72, 78, 154, 184, 312, 323, 328, 337, 352, 354,
agile, 168, 189, 456, 643 357, 361, 374, 425, 457, 672, 674
agility, 532 audit, 109, 111, 119, 433, 445, 545, 547, 550–551, 564,
agreement, 10, 32, 41, 122, 139 579, 616, 619, 621, 673–674

Systems Engineering Competency Assessment Guide: A combined INCOSE Systems Engineering Competency Framework (SECF)
and associated Systems Engineering Competency Assessment Guide (SECAG) document, First Edition. INCOSE.
© 2023 John Wiley & Sons, Inc. Published 2023 by John Wiley & Sons, Inc.

677
678 INDEX

authored, 162, 165, 174, 177, 184, 187, 196, 199, 202, capability engineering, 11, 32, 34, 50–51, 178–179, 181,
207, 210, 218, 221, 223, 225, 235, 237, 246–247, 184, 186–187, 644, 646, 667
252, 263, 267, 274–275, 278, 287, 290, 298, 301, capacity, 433, 501
308, 311, 317–318, 320, 332, 335, 347, 351, 361, career, 4, 13–16, 18, 37, 61, 72, 128, 243, 245, 247, 252,
365, 375, 378, 386, 389, 401, 405, 415, 418, 426, 312, 315, 317, 635–638, 645, 656–657, 661
429, 440, 443, 450, 453, 464, 467, 478, 481, 487, career development, 14–16, 18, 61, 72, 243, 245, 247, 252,
491, 494, 501–502, 504, 507, 515, 517–519, 529, 315, 317, 635–636, 638
533, 541, 543, 553, 556, 568, 571, 578, 583, 585, planning, 15, 61, 245, 252, 636
594, 597, 607, 610, 622, 625 career path, 14–15, 317, 635–638, 645, 656, 661
availability, 78–79, 116, 155, 171, 213, 281, 293, 338, development plan, 635–636, 638
352–353, 355, 359–360, 394, 408, 431, 460, 501, modeling, 636
598–599 case study, 47, 160, 254, 652–654, 657
awareness, 6, 8, 11, 30, 42–44, 126–128, 132–134, 141, certified systems engineering professional, 33
643–650, 654, 657 champion, 9, 136
change control, 110–111, 488, 512, 545–547, 550, 579
baseline, 16, 50, 110–111, 178, 326, 330, 458, 471, 474, chaos, 280, 293
498–499, 538, 545–547, 549, 553, 578, 587, 599, 604, coach(ing), 7, 9, 11, 34, 39, 136, 635
656–657, 662 and mentoring, 11, 34, 72–73, 312–315, 317–320
behavior, 5, 7, 9–10, 134–136, 138–142, 628, 631, collaboration, 62, 68, 117, 136, 254, 262–263, 266, 284,
634, 647 300, 359, 526, 537–538, 550, 580, 604, 673
benchmark, 4, 124 collaborative, 58, 62–63, 121, 236, 253, 260, 266, 292,
best practice, 8, 39, 43, 639–640, 654, 667–669 475, 673
binding, 577 communications, 7, 11, 17, 34, 58–59, 62–63, 66, 69, 88,
body of knowledge, 4, 123 97, 108, 161–162, 206–207, 226–237, 253–254, 256,
boundary, 7–8, 12, 43, 46–48, 50–88, 90, 92, 94–119, 127, 259–260, 262, 271, 280, 284, 287, 301, 423, 470, 509,
154–157, 159, 164–165, 171, 176–177, 186–187, 538, 563–564, 579, 582, 628–631, 633, 638, 640,
198–199, 209–213, 223–225, 236–237, 249–252, 262, 670–672, 674–675
265–267, 277–278, 289–290, 300–302, 310–311, competence, 4–6, 8, 10, 13–17, 33, 35–39, 44–45,
319–320, 329, 334–335, 337, 349–351, 363–365, 124–126, 128–135, 141–142, 153, 628, 639, 641–645,
377–378, 380, 388–389, 403–405, 417–418, 428–429, 647–650, 659–660, 662, 664–665, 668, 673
442–443, 452–453, 466–467, 480–481, 493–495, competency, 3–18, 29–45, 132–134, 141–142, 153,
506–507, 517–519, 526, 531–533, 542–543, 555–556, 627–636, 638–642, 644, 646–658, 660–661, 663, 665,
562, 565, 570–571, 573, 584–585, 596–597, 609–610, 667–676
624–625, 628, 631, 647 area table format, 4, 10
brainstorming, 254, 263, 293, 325, 340, 344, 355, 631, 633 definition, 7, 31, 39–40
business, 6–8, 11, 15, 17, 32, 34, 41, 130, 628, 635, framework, 3–6, 8–18, 29, 31, 33, 35–37, 39, 41, 45,
120–124, 130, 132–134, 142, 153, 627, 669, 676
638–639, 641, 652–660, 662–666, 668, 670–672
indicator, 8, 11, 29, 44, 124–125, 127, 130, 133–134,
and enterprise integration, 11, 32, 34, 104–105, 520, 522,
141, 647
524, 526–529, 531, 533, 655, 658–660, 663–664
level, 38–39, 42, 629, 653
or mission analysis, 32, 41
process, 94, 653 competent, 16–17, 38, 130, 638
complex, 31, 43–44, 46, 48, 50, 52, 54, 56–58, 62, 64, 68,
candidate assessment, 627–628 70, 73–74, 76, 78, 80–82, 84–90, 92, 94, 96–98, 100,
candidate recruitment, 627 102, 104, 106, 108, 110, 112–114, 116, 118, 126, 141,
capability(ies), 4–5, 7, 11, 13–16, 32, 34, 46, 50–51, 78, 161, 163, 165, 167, 171, 173, 175–176, 185–186,
90, 104, 125, 158, 160–161, 178–187, 266, 324, 352, 197–198, 201–202, 204, 208–209, 217, 220, 222–224,
420, 430, 436–437, 439, 483, 532, 535, 537, 612, 230, 235–236, 243, 248, 254, 256, 258, 263–264, 266,
621–622, 624, 642, 644, 646, 653, 656–657, 662, 268, 276–277, 288–289, 297, 299–301, 307, 309–310,
667–669, 672 318, 320, 328, 331, 333–335, 337, 343, 346, 348–350,
 INDEX 679

357, 362–364, 368, 371, 375–378, 383, 386–389, contract, 15, 113, 281, 293, 323, 325, 329, 383, 471, 477,
396–397, 400–404, 410–411, 414–418, 423, 425–428, 534, 538, 564, 577, 579, 605, 652
436, 441–442, 444, 448, 451–452, 463, 465–467, 474, contractual, 538, 559, 577
477–481, 490–493, 496, 501, 503–507, 514–518, 520, control, 7, 11, 30, 32, 34–35, 41, 48, 56, 58, 62, 71, 74, 76,
528, 530, 534, 540–542, 552, 554–556, 567, 569–570, 78, 80, 82, 84, 86, 88–90, 92, 94, 96–98, 100, 104,
582–584, 595–596, 608–609, 623–625, 634, 639–640, 106, 108, 110–112, 114, 116, 118, 159, 168–169, 213,
666, 671 216–217, 228, 230, 240, 255, 274, 293, 304–306, 324,
complexity, 46, 56, 62–63, 82, 111, 138, 141, 154, 156, 326, 328, 339, 343, 354, 357, 366, 368, 371, 380–381,
159, 171, 212, 223, 253–254, 339, 346, 380, 383–384, 383–384, 388, 393, 396, 407, 410, 420–421, 423,
433, 460, 498, 553, 631–632, 643, 650 432–433, 436, 445, 448, 455, 457, 461, 469–481, 483,
component, 36, 46, 78, 91–92, 154, 218, 306, 337, 345, 485, 488, 498, 501, 509–512, 522, 535–536, 544–550,
352, 412, 433, 437, 444, 446, 448, 484, 490, 552, 567, 558, 560, 563, 573, 575–576, 578–579, 581–582,
574, 613, 643 586–588, 591, 593, 598, 600, 603, 612–614, 617–618,
concept, 3, 5, 7, 33, 35, 46, 50, 52, 63, 68, 76–78, 82, 620, 639–640, 647, 650–651, 655, 658–660, 663–664,
91–92, 108, 116–117, 125, 154–157, 167–168, 170, 668–669, 674
178–179, 182, 188–190, 212, 230, 240, 254, 257, control systems, 56, 575, 640, 668
292–293, 314, 325, 337–340, 343–345, 350, 354, 380, core, 7, 11–12, 32, 34–35, 37, 46, 48, 50, 52–54, 56, 62,
433, 444, 455, 483, 509–510, 521, 526, 535, 545–547, 66, 125, 127, 133, 154, 156, 159, 161, 164, 167, 169,
558, 577, 579, 599–600, 604, 618, 628, 631–633, 639, 171, 173, 176, 178–179, 181, 184, 186, 188, 190, 192,
643, 649, 651, 671–674 194–195, 198, 200, 202, 204, 206, 209, 212, 214, 216,
generation, 35, 76 220, 223, 253, 281, 464, 478, 642, 658, 660
of operations, 182 cost, 7, 56, 77–81, 90–91, 94–95, 97, 105, 112, 114–117,
concurrent, 7, 11, 32, 34, 48, 102–103, 176, 509–515, 126–129, 167–169, 212–213, 216, 218, 259, 322–323,
517–519, 655, 658–660, 663–664 325, 329, 338–339, 343–345, 347, 352–354, 358–361,
concurrent engineering, 11, 32, 34, 102–103, 509–511, 363, 366, 375, 391, 430–431, 433, 437, 439, 454–456,
513–515, 517–519, 655, 658–660, 663–664 462, 464, 469, 475, 478, 484, 496, 501–502, 509, 529,
concurrently, 102, 509, 511 534–535, 537–538, 545, 550, 573–574, 578, 586,
configuration, 7, 11, 32, 34, 41, 108–111, 339, 345, 380, 588–589, 591, 598–600, 602, 604, 607, 612–613, 616,
433, 445, 455, 458, 462, 483, 510–512, 544–553, 633–634, 639, 647–648, 654, 656, 672
555–556, 559, 561, 565, 579, 644, 646, 650, 655, cost analysis, 115–116, 344, 501, 589, 598, 634
658–661, 663–664 cost estimating, 114, 589, 591
configuration control board, 483 COTS, 368, 393, 407, 430
configuration item, 110–111, 544–547, 549–550 course and assignment detailed construction, 647
configuration management, 11, 32, 34, 41, 109–111, 339, course content definition, 646
380, 455, 458, 511–512, 544–549, 551–553, 555–556, course outcome verification, 651
561, 565, 579, 646, 650, 655, 658–661, 663–664 critical thinking, 7, 11, 32, 34, 54–55, 200, 202–204,
consensus, 58, 67, 122, 234–235, 285, 292, 504, 507, 640 206–210, 655, 658–660, 663–664
constraint, 38, 46, 56, 62, 74, 77, 79, 94, 105, 112, 125, CSEP see certified systems engineering professional
154, 168, 171, 173, 178, 193, 216, 253, 283, 293, 322, culture, 38, 58, 60–61, 118–119, 231, 246–247, 249–251,
325, 327, 329, 337–339, 344, 355, 359, 460–462, 475, 281, 293, 383, 520, 578, 621–622, 624
526, 529, 573–574, 633–634, 640, 643, 674 customer, 7, 62, 84, 86, 88–89, 102, 109, 111, 118, 142, 163,
consulted, 38–39 165, 167, 169, 171, 175, 185, 197, 208, 222, 235, 248,
context, 3–6, 8, 17, 37, 46, 67–68, 77, 94, 98, 104, 110, 253–254, 262, 264–266, 276, 281, 288, 293, 299, 309,
123–125, 154–156, 159, 173, 179, 181, 184, 188, 318, 323, 331, 333–335, 346, 348–350, 353, 360, 362,
192–193, 195, 200, 213, 216, 220, 256, 287, 293, 300, 364, 371, 374, 376–378, 385, 387–389, 391, 396, 400,
313, 345, 354, 361, 374, 425, 454, 463–464, 478, 487, 402–404, 406–408, 410, 413–414, 416–418, 420,
490, 506, 522, 528, 532, 549, 593, 627–628, 631, 635, 424–425, 427–428, 439, 441–442, 450–452, 455, 460,
639, 652, 670 463–466, 476–477, 479–480, 487, 490, 492–493, 503,
680 INDEX

customer (cont’d) educational, 13–14, 33, 637, 646

505–506, 509, 514–518, 530, 538, 540–542, 547, 550, effectiveness, 14, 42, 126, 629–634, 639–640, 665
552, 554–556, 558–559, 567, 569–570, 573, 577, efficiency, 76, 104, 338, 346, 518, 520, 531, 639
583–584, 586, 595–596, 598, 608–609, 612, 623–624, electromagnetic compatibility, 84, 213
643, 670, 674 element, 6–7, 37, 40, 44, 125, 628, 630, 632, 640, 643,
647–649, 651, 668–670, 672, 674
data management, 108, 522, 559, 565, 571, 599 emergence, 46, 154, 179
decision analysis, 34 emergent properties, 46, 156
decision gate, 96, 456–457, 470, 536 emotion, 66, 70–71, 201, 284, 293, 303–308
decision making, 579 emotional intelligence, 11, 34, 70–71, 303–308, 310–311
decision management, 11, 32, 34, 41, 96, 100–101, employee, 14–16, 629–630, 632–636, 638, 641, 645, 662
340–341, 496, 498–503, 506–507, 536, 563, 633, 644, employee career development, 14, 635
646, 655, 658–660, 663–664 employee competency assessment, 634
defense, 4 employee performance assessment, 629
demonstration, 76, 134, 142, 263, 325, 329, 337, 420, 628 and ratings, 629
derived requirement, 7, 75–76, 213, 217, 329, 337, 628, enabling system, 36, 88, 162, 165, 174, 177, 185, 187,
639 196, 199, 208, 210, 221, 225, 237, 248, 251, 264, 267,
design, 7, 11, 32, 34, 37, 41, 46, 50, 56, 62, 73, 75–80, 276, 278, 287, 290, 298, 301, 308, 311, 318, 320, 332,
90–92, 94, 96–97, 102, 110–111, 116, 119, 157, 159, 335, 347, 350, 362, 365, 376, 378, 386, 389, 401, 404,
163, 168–169, 175, 179, 181, 185, 194, 197, 208, 415, 418, 420, 426, 429, 440, 443, 451, 453, 465, 467,
212–213, 219, 222–223, 235, 248, 253, 264, 276, 288, 479, 481, 494, 504, 507, 515, 518, 530, 533, 541, 543,
299, 309, 313, 318, 323–326, 328–330, 332–333, 553, 556, 569, 571, 583, 585, 595, 597, 610, 622,
337–341, 343–350, 352–364, 366–367, 372, 376, 387, 625, 643
391–392, 402, 416, 427, 430–432, 436–437, 439, 441, energy, 292
444–445, 451, 455–456, 458, 461, 465, 470–472, 477, engineered system, 52, 189
479, 492, 497, 505, 507, 509–512, 515–516, 526, 530, engineering change proposal (ECP), 432–433, 436–439,
541, 544–546, 548–550, 554, 569, 579, 583, 595, 448, 458, 545–546
598–599, 603–605, 608, 612, 618, 623, 629–634, 639, enterprise, 7, 10–11, 15–17, 32, 34, 36, 125
643–648, 651, 655, 658–660, 663–664, 666, 668, enterprise capability, 16, 50, 179–180, 182, 184, 537
670–672, 674 enterprise systems, 53, 114, 317, 463, 477, 528, 624
design definition, 32, 41 engineering, 53, 114, 317, 463, 477, 624
design for, 7, 11, 32, 34, 78–79, 352, 354, 356–358, 360, entry level, 10, 37, 636
363–364, 644, 646, 655, 658–660, 663–664 environment, 6–7, 30, 38, 46, 50, 52, 54, 60–62, 66, 68,
development model, 293, 636, 643 79, 81–82, 84–88, 90–91, 93, 113–114, 117, 119, 154,
development stage, 643 179, 184, 188, 202, 238–239, 241, 244, 246, 253, 280,
digital engineering, 669, 671 287, 292–293, 312, 355, 358, 367–369, 372, 375, 380,
discipline, 5, 7, 13, 15, 18, 31, 33, 37, 130, 634, 637, 391, 393–394, 396, 398, 406–408, 411, 420, 426, 430,
670, 674 434, 438, 446, 448, 455, 497, 522, 574, 586, 599, 602,
disposal, 32, 41, 78, 92, 100, 108–109, 169, 322, 352, 437, 613, 628, 636, 647–649, 652, 670–674
444–446, 448, 450, 452, 496, 558, 561, 604 ESEP see expert systems engineering professional
disruption, 258 estimating, 7, 48, 94, 112–114, 167, 454, 458, 576, 578,
documentation, 631, 633, 652 586, 589, 591
DODAF, 337, 341 ethics, 7, 11, 30, 34, 60–61, 238–240, 243, 245–252, 265,
domain, 4–7, 15–16, 18, 37–39, 43, 122, 124–127, 130, 628–632
132, 134, 650, 654, 673–674 and professionalism, 11, 30, 34, 60–61, 238–240, 243,
245–246, 249–252, 628, 630
ECP see engineering change proposal evaluation, 7, 54, 632
education, 33, 628, 637, 641, 670, 675 evolutionary, 167–168, 171
 INDEX 681

executable system model, 340 HCI, 159

expert, 8, 12, 15, 30, 33, 38–39, 43–44, 122, 126–132, healthcare, 6
134, 636–637, 642, 654, 657, 666, 669, 673–674 hierarchy, 46, 97, 126, 154–156, 178, 213–214, 472, 475,
systems engineering professional, 33, 121, 126, 131 477, 629–632
holistic, 33, 100, 174, 198, 236, 332, 334–335, 347, 349–350,
facilitation, 7, 11, 34, 68–69, 292–298, 300–301, 491, 503, 361, 364, 375, 377–378, 385, 388–389, 403–404,
552, 568 417–418, 425, 428, 440, 442, 450, 452, 466, 481, 496,
facilitator, 38–39, 68, 292–295 553, 582, 584, 594, 596, 607, 609, 621, 625, 667
failure, 50, 54, 76, 78, 82, 86, 88, 90–92, 94, 96, 119, 178, HR see human resources
200, 210, 337, 352, 355, 367, 372, 380, 393, 398, human factors, 78, 157, 159, 194, 344–345, 352–353, 634
406–407, 412, 420, 430, 432, 436, 444, 454–455, 469, human resource management, 13, 32, 41, 188, 212, 226,
615–616, 618–619, 647–648, 650, 666, 668–669 253, 268, 280, 292, 312, 391, 406, 430, 455, 469, 483,
feasibility study, 340 496, 509, 520, 544, 558, 586, 598, 612
finance, 7, 11, 32, 34, 104, 112–115, 157, 520, 573, 580, human resources (HR), 7, 37, 104, 112, 142, 163, 175,
586–588, 591–597, 612, 655, 658–660, 663–664 185, 197, 208, 222, 230–231, 233–235, 246, 248, 264,
flexibility, 78, 217, 352 276, 286, 288, 297, 299, 306‐307, 309, 318, 333, 348,
FMECA, 615 362, 376, 387, 402, 416, 427, 441, 451, 465, 479, 492,
framework, 3–18, 29, 31–46, 60, 100, 120–126, 129–134, 505, 516, 520, 524‐525, 530, 541, 554, 569, 573, 583,
138, 140–142, 153–154, 167, 178, 188, 200, 212, 226, 595, 608, 623, 653, 656–657, 661, 665
238, 240, 243–244, 246–247, 249–250, 253, 268, 280, human systems, 213
292, 300, 303, 312, 322, 337, 341, 343, 352, 366, 380, integration, 213
391, 406, 420, 430, 444, 454, 469, 483, 496, 509,
520–522, 526, 534, 544, 558, 573, 586, 598, 612, implementation, 4, 32, 35, 38, 41, 51, 56, 72, 90–91, 93,
627–630, 632–636, 638, 641–654, 656–657, 661–662, 95, 157, 181–182, 212, 317, 323–324, 328, 344, 353,
665–676 355, 358–360, 421, 431, 437, 439, 448, 455, 462, 488,
function, 8, 10, 17, 46, 56, 102, 104–105, 112–119, 139, 497, 509, 545, 550, 619, 627–630, 632–636, 638,
155–157, 159, 188, 212, 214, 218, 226, 260, 323–324, 641–654, 656–657, 661–662, 665–675
328, 338, 340, 345, 497, 502, 509, 520–524, 526, 532, INCOSE, 3–17, 29, 31–33, 35–41, 45, 120–126, 128,
573–576, 581, 583–584, 586–588, 594–596, 598–600, 130–134, 142, 153–154, 166–167, 177–178, 187–188,
603, 608, 610, 612–619, 621–622, 624–625, 632, 666, 199–200, 211–212, 225–226, 237–238, 252–253,
668–670 267–268, 279–280, 291–292, 302–303, 311–312,
functional analysis, 77, 156–157, 213, 218, 337–338, 340, 321–322, 336–337, 351–352, 365–366, 379–380,
346, 639 390–391, 405–406, 419–420, 429–430, 443–444,
functional architecture, 213 453–454, 468–469, 482–483, 495–496, 508–509,
functional decomposition, 156, 214, 632 519–520, 533–534, 543–544, 557–558, 572–573,
functional flow block diagram, 213 585–586, 597–598, 611–612, 626–627, 642, 676
incremental, 80, 84, 167–168, 171, 189, 366, 391, 643,
gate, 96, 170, 454, 456–457, 470–471, 521, 536 647, 662
general engineering, 7, 11, 32, 34, 52–53, 188, 190, 192, indicator(s), 6, 8, 10–12, 15, 29, 42–44, 124–135, 141–
195–196, 198–199, 667–668 142, 472, 643, 647–652, 668, 673
generic role statement, 4, 36–37 indicator language definitions, 135
government, 166, 177, 187, 199, 211, 225, 237, 252, 267, individual development, 36, 315, 635–636, 661
279, 291, 302, 311, 321, 336, 351, 365, 379, 390, 405, information, 4, 7, 9, 11, 13, 15, 17, 32, 34, 36–37, 41, 120,
419, 429, 443, 453, 468, 482, 495, 508, 519, 533, 543, 122, 132–133, 136–137, 628–631, 633, 635, 638, 640,
557, 572, 585, 597, 611, 626, 653 642–643, 645, 647, 655, 658–660, 663–664, 667–670,
673–674, 676
hardware, 168, 338, 344–345, 630, 634, 670–671 information management, 11, 32, 34, 41, 108–109,
hazard, 240, 243, 246 558–568, 570–571
682 INDEX

information need, 561 job description, 4, 17, 37, 627–630, 665–670, 673–674
information technology, 17, 104, 337, 520 tailoring, 665, 669
informed, 9, 38–39, 54, 60, 64, 113, 138, 160, 202, 238,
271, 576, 579, 588, 600, 615, 671, 674 key performance parameter, 470
infrastructure, 32, 41, 104, 112, 116–117, 188, 212, 226, knowledge, 4–8, 10, 13–14, 16, 32–33, 35, 38–43, 123,
253, 268, 280, 292, 312, 391, 406, 430, 455, 469, 483, 126–127, 131, 134–142, 628, 631, 635–636, 647, 651,
496, 509, 518, 520, 522, 524, 529, 544, 558, 573, 586, 670, 675
598–599, 601, 604, 612 knowledge management, 32, 41, 104–105, 109, 188, 212,
innovation, 50, 62–63, 155, 178, 181, 191, 194, 196, 198, 226, 253, 268, 280, 292, 312, 391, 406, 430, 455, 469,
241, 253, 256, 260, 263, 266, 667–669 483, 496, 509, 520, 524–525, 529, 544, 558, 565, 586,
input, 5, 14, 39, 635, 649, 652, 670, 674 598, 612
inspection, 325, 329, 396, 410, 412, 605, 619
installation, 117, 420, 601, 605, 652–653 language standardization within the framework, 8
integrated product team (IPT), 258, 438, 448, 577 lead practitioner, 8, 12, 15, 43–44, 126–127, 132, 637,
integrating, 7, 11, 30, 32, 34, 37, 47, 50, 62, 94, 112, 114, 639–640, 642, 654, 657, 665, 668
116, 118, 133, 159, 178, 259, 463, 573, 575, 578, 581, leader, 38, 63, 126, 162, 166, 177, 187, 199, 211, 225,
584, 586, 588, 591, 593, 596, 598, 600, 603, 606, 609, 237, 243, 245, 251–255, 258, 260, 265–267, 279,
612, 614, 617, 620, 624, 630, 658, 660, 668–670, 673 285, 291, 302, 308, 311, 321, 336, 351, 365, 379,
integration, 4–5, 7, 11, 16, 32, 34–35, 39, 41, 57, 78, 390, 405, 419, 429, 443, 453, 468, 482, 495, 502,
80–81, 85, 88, 94, 104–105, 112–119, 169, 213, 221, 508, 519, 533, 543, 557, 572, 585, 597, 611, 626,
262, 322, 353, 359, 363–364, 366–372, 374–378, 396, 644–645, 653, 656, 665, 672
399, 420, 460, 501, 520, 522–524, 526–533, 540, 578, leadership, 7, 11, 33–34, 38–39, 62–63, 68, 70, 126, 162,
581–584, 593–596, 607–610, 620–622, 624–625, 640, 253–267, 282, 292, 303, 579, 637, 641, 661
643–644, 646–649, 651–652, 655, 658–660, 663–664, lean, 293, 612
668–669 legacy system, 168, 426
integrity, 61–62, 79, 82, 108, 110, 213, 242, 245–246, 251, lessons learned, 109, 160, 459, 463, 470, 472, 477, 562,
253, 258, 262, 265, 323, 353, 355, 380, 397, 413, 512, 565, 568, 577
544–546, 548, 558–560, 564, 650–651, 670 leverage, 4, 305, 307–308, 339, 636
intelligence, 4, 7, 11, 34, 70–71, 189, 254, 303–308, life cycle cost, 90, 115–117, 213, 352, 360, 430–431, 550,
310–311 589, 591, 598–600, 604, 607
interface design, 651 life cycle management, 176–177, 457
interfaces, 7, 11, 32, 34, 46, 76, 80, 82–83, 91, 93, life cycle model, 32, 41, 48, 168, 173, 188, 212, 226, 253,
113–114, 116, 118, 154–155, 157, 159, 179, 188, 212, 268, 280, 292, 312, 391, 406, 430, 455, 469, 483, 496,
214, 217–219, 226, 253, 268, 282, 292, 312, 337–338, 509, 520, 544, 558, 586, 598, 612, 643
359, 366, 380–386, 388, 391, 406, 430, 434, 438, 446, life cycle model management, 32, 41, 188, 212, 226, 253,
448, 455, 457, 461, 469, 483, 496, 509, 511–512, 520, 268, 280, 292, 312, 391, 406, 430, 455, 469, 483, 496,
544, 558, 573–574, 586–587, 598–599, 612–613, 628, 509, 520, 544, 558, 586, 598, 612
630, 632, 647–652, 655, 658–660, 663–664, 670, life cycle process, 4, 34, 38, 48, 102, 168–170, 457,
674–675 509–510
interoperability, 78, 213, 352–355, 431, 670, 674 life cycles, 4, 7, 11, 32, 34, 38, 41, 46, 48–49, 56, 62,
issue, 6, 10, 36, 39, 120, 122, 140, 639, 653, 666, 668– 75–76, 78–79, 90, 92, 94–95, 98, 100, 102, 108, 110,
669, 673–674, 676 114–117, 154, 156, 167–174, 169–173, 176–177, 179,
iteration, 213–214 188–189, 212–213, 216, 226, 253, 268, 280, 292, 312,
323–324, 327, 337, 342, 352–353, 356–357, 360–361,
job, 4, 13–15, 17, 37, 70, 129, 160, 183, 205, 219, 253, 370, 382, 391, 395, 406, 409, 422, 430–431, 433, 435,
261, 285, 293, 296, 303, 306, 323, 330, 399, 413, 424, 444, 447, 455–457, 460, 469–470, 483, 496–497, 500,
449, 539, 551, 580, 592, 605, 619, 627–631, 636, 638, 509–512, 520, 524–526, 536, 544–545, 548–550, 558,
641, 655, 665–670, 673–674 560, 563–564, 573–574, 586–587, 589, 591, 598–600,
 INDEX 683

604, 606–607, 612–613, 628, 630–631, 643–644, language, 343, 634, 672, 674
646, 652–654, 655, 658–660, 663–664, 666–671, and simulation, 56, 190–191, 212, 214, 640, 670, 672
667–669, 673 tool, 674
logistics, 7, 11, 32, 34, 68, 88, 112, 116–117, 213, 297, monitoring, 7, 11, 30, 32, 34, 90, 96–97, 217, 328, 343,
300, 420, 573, 598–610, 644, 646, 655, 658–660, 357, 371, 383, 396, 410, 423, 430, 432, 436–439,
663–664 448, 455, 457, 469–481, 483, 485, 488, 547,
575–576, 579, 582, 588, 600, 613–614, 618, 655,
maintainability, 78–79, 213, 352–353, 355, 431, 501, 658–660, 663–667
598, 615 and control, 11, 32, 34, 96–97, 357, 371, 396, 410, 423,
maintainer, 323, 420–421, 599, 601, 604 448, 455, 457, 469–478, 480–481, 575–576, 588, 600,
614, 655, 658–660, 663–664
maintenance, 32, 34–35, 41, 90–91, 100, 116–117, 169,
230, 322, 324, 381, 420–421, 430, 432–440, 442, 445, N2 diagram, 213
496, 558, 564, 598–601, 603–605, 633, 666, 668 negotiation, 7, 11, 34, 64–67, 139, 165, 209, 236, 268–
management process, 7, 32, 41, 74, 82, 100, 110, 112, 116, 272, 274–275, 277–278, 285, 289, 335, 350, 364, 378,
118, 382, 385, 422, 455, 462, 485, 490, 496, 498, 503, 384, 389, 403–404, 417–418, 428, 442, 452, 461, 493,
511, 546, 548, 552, 563, 567, 581, 603, 612, 614, 617, 506, 517–518, 538, 542, 556, 570, 584, 596, 609,
620, 624, 639 624–625
manufacturing, 88, 102, 118, 213, 420, 437, 509, 604, 612, network, 63, 266
666, 668, 672 node, 338
margin, 96–97, 363, 456, 458, 471–472, 475, 477, 544,
549, 587 obsolescence, 90–92, 179, 181–182, 184, 329, 366, 391,
mass properties, 213 430, 433, 437, 446, 648
MBSE see model‐based systems engineering operation, 17, 29, 32, 34–35, 41, 57, 73, 78, 88–91, 110,
measure, 5, 9, 66, 96, 100, 118–119, 137, 289, 368–369, 117, 122, 169, 182, 219, 313, 324–325, 352, 406,
372, 398, 401, 415, 470–471, 474, 477–478, 497, 512, 420–421, 423–424, 426, 430–433, 435–440, 442, 520,
546–547, 550, 565, 615–617, 649, 652 526, 544, 574, 601, 604–605, 643–644, 646, 671–672
of effectiveness, 470 operational, 7, 50, 62, 79, 86–88, 90–91, 125, 182, 253,
measurement, 32, 41, 97, 217, 328, 343, 357, 383, 396, 322, 324, 337, 355, 358–359, 406, 408, 420, 426, 430,
410, 436, 448, 474, 476, 478, 497, 510, 579 432–436, 438, 444, 598, 604–605, 670–672, 674
mentoring, 7, 11, 34, 640, 642, 645, 661 concept, 50, 182
metric, 96, 174, 412, 454, 469–470, 532, 550, 599, environment, 7, 79, 86, 88, 91, 355, 358, 406, 420, 426,
615–616, 618 434, 438
milestone, 171, 253, 454, 456–457, 460, 470, 498, 501, operator, 88, 117, 420, 423, 601, 604–605
510–511, 528, 536–538, 564, 568, 643 opportunity, 7, 11, 13–14, 32, 34, 44, 50, 72, 98–99, 106,
mission, 5, 13, 15, 32, 41, 86, 338, 406, 638, 641, 670–671 112, 122, 158, 160, 170, 172, 178, 180, 183, 191, 194,
mission analysis, 32, 41 203, 205, 215, 219, 229, 232, 242, 245, 257, 261, 270,
mission effectiveness, 338 273, 283, 285, 294, 296, 304, 306, 312–316, 326, 330,
model, 4, 13–16, 32, 35, 37–39, 41, 127–128, 134, 142, 341, 345, 355, 359, 369, 373, 381, 384, 394, 399, 408,
631, 633, 635–636, 640, 642–643, 653–654, 669–674 413, 421, 424, 434, 438–439, 446, 449–450, 459, 462,
model‐based systems engineering, 35, 329, 635, 655, 472–473, 475, 483–491, 493–494, 499, 501–503, 510,
658–660, 663–664, 669, 671–672, 674 513, 523, 527, 535, 538–540, 547, 551–552, 562, 566,
model management, 32, 41, 188, 212, 226, 253, 268, 280, 568, 573, 577, 580, 590, 592, 602, 604–605, 616, 619,
292, 312, 391, 406, 430, 455, 469, 483, 496, 509, 520, 635–638, 655, 657–660, 663–664, 671–672
544, 558, 586, 598, 612 optimization, 46, 154, 178
model validation, 218–219 organization, 3–6, 8, 13–18, 31, 35–44, 122, 125–130,
modeling, 7, 11, 32, 34–35, 56–57, 158–159, 178, 132, 134, 141, 627–628, 631–632, 635–636, 638,
190–191, 212–214, 216–221, 223–225, 339, 343, 346, 641–643, 645, 652–654, 662, 666–669
397, 411, 634, 636, 638, 640, 644, 646, 667–675 organization roles, 39–41
684 INDEX

organizational, 3, 5–9, 13–15, 17–18, 32, 34–35, 37–39, 366, 372, 391, 398, 454, 483, 544, 609, 613, 640,
41, 43–44, 123, 125–130, 136, 141, 627–630, 647, 666, 668–669, 671
635–636, 638, 641–642, 647, 653, 657, 660–662, process, 4–7, 16–17, 31–32, 34–43, 127, 129, 628–630,
665, 670 632, 634, 638–643, 645, 647–649, 652–653, 655–657,
organizational capability, 13, 15, 125 660, 662, 666–674
organizational development, 635, 638, 662 process improvement, 162, 165, 174, 176, 187, 197,
organizational structures, 13, 17, 37, 412 199, 208, 210, 222, 224, 237, 251, 267, 278, 288,
output, 5, 35, 39–41, 50, 54, 57, 77, 160, 178, 191–192, 290, 299, 301, 311, 320, 335, 347, 350, 362, 365,
200, 213–214, 221, 329, 338, 355–356, 457–458, 376, 378, 386, 389, 401, 404, 415, 418, 427–428,
470–471, 485, 488, 501–502, 511, 521, 578, 591, 440, 442, 451–452, 464–465, 467, 478–479, 481,
603, 617, 640 492, 494, 505, 507, 516, 518, 530–532, 541, 543,
554, 556, 569, 571, 583, 585, 595, 597, 599, 608,
pattern, 68–69, 293, 298, 653, 657 610, 617–618, 622, 624–625
performance, 5, 7, 14, 40, 42, 628–630, 632–634, procurement, 17, 112, 324, 372, 398, 412, 461, 573
649–650, 653, 665, 670–671 product, 5, 7, 33, 39–40, 121–123, 125, 127, 137,
assessment, 501, 629 629–630, 643, 647, 666, 668, 670–674
measures, 470–471, 474, 478, 512, 617 production, 35, 46, 88, 104, 112, 123, 142, 154, 170, 322,
rating, 14, 629–630 324, 356, 396, 420–421, 423, 455, 511, 520, 545, 573,
personal development plan, 16, 42, 314 628, 643
personnel, 5, 117, 369, 558–559, 582, 601, 604, 607, professional development, 13, 16, 30, 37, 133, 636,
635, 641 638, 645
physical architecture, 549 professionalism, 7, 11, 30, 34, 60–61, 238–240, 243,
planning, 4, 7, 10, 11, 13, 15, 16, 30, 32, 34, 41, 42, 128, 245–252, 628–632
140, 634–636, 638–640, 643–644, 646, 648–649, proficiency level, 4, 6, 11–12, 15, 40, 42–43, 124,
651–652, 655, 656, 658–661, 663–664, 667–669, 671, 126–128, 132, 134–135, 141, 154, 167, 178, 188, 200,
672, 674 212, 226, 238, 253, 268, 280, 292, 303, 312, 322, 337,
portfolio, 32, 41, 104, 159, 188, 212, 226, 253, 268, 280, 352, 366, 380, 391, 406, 420, 430, 444, 454, 469, 483,
292, 312, 391, 406, 430, 455, 469, 483, 496, 509, 520, 496, 509, 520, 534, 544, 558, 573, 586, 598, 612, 627,
524–525, 529, 544, 558, 586, 598, 612 636, 641–645, 647, 654, 657, 661, 672
portfolio management, 32, 41, 104, 188, 212, 226, 253, program, 4, 14, 33–34, 37, 124, 126, 131, 636–637, 639,
268, 280, 292, 312, 391, 406, 430, 455, 469, 483, 496, 641, 648, 652, 662, 665–666, 668, 670
509, 520, 544, 558, 586, 598, 612 program management, 37, 455, 457, 461, 469, 475, 550,
position, 14, 17, 37, 64, 66, 253, 265, 268–269, 274, 278, 591–592
282, 317, 364, 624, 628–629, 635–636, 638, 661, 665, project, 5–7, 9, 11, 17, 30, 32, 34, 36, 41, 125–127, 136,
667–668 142, 629–634, 639–640, 642–644, 646–649, 651,
practitioner, 6, 8, 11–12, 15, 33, 38, 42–44, 124, 126–127, 653–661, 663–667, 669–671, 674–675
131–134, 627, 629, 631–637, 639–640, 642–647, project assessment and control, 32, 41
649–650, 654, 657, 661, 665, 668 project management, 11, 30, 32, 34, 95, 98, 112–113, 324,
preliminary design, 346–347 382, 461, 483–484, 573–585, 644, 646, 655, 658–661,
preliminary design review (PDR), 346–347, 361 663–664, 670, 674–675
principles, 32, 34–35, 42, 46, 52–53, 58, 60, 76, 94, 103, project planning, 32, 41, 48, 95, 167, 454–455, 461
127, 156, 188–190, 193–195, 226, 240–241, 337, promotion, 13, 36, 629, 637–638
339–340, 455, 464, 478, 513, 546, 559–561, 628–630, prototype, 398, 412
632–633, 639, 671 prototyping, 260, 325, 672
problem, 7, 9–10, 43, 46, 54, 58–59, 62, 68–70, 74, 80, proving, 168, 397, 411
84, 94, 138, 161–162, 189–191, 200, 206–207, purpose, 3–4, 10, 14, 18, 35–37, 39, 42, 47, 51, 56–57, 74,
226, 234, 253–254, 256–257, 260, 262–263, 266, 84, 86, 94, 96, 98, 106, 123–124, 129, 134, 141,
283, 292–295, 298, 300–301, 303, 322–323, 354, 155–156, 160, 169, 180, 182, 212–213, 215–216, 221,
 INDEX 685

282, 322, 327, 337, 339, 342, 344, 354, 358, 370, 382, resilience, 78, 213, 338, 352–353
391–392, 395, 406, 409, 420, 422, 435, 447, 454, 456, resource, 3, 6–7, 13, 32, 41, 94–95, 98, 104, 112, 115, 142,
470, 473, 483–484, 487, 500, 524, 534, 536, 545, 548, 188, 212, 226, 230–231, 233–234, 253, 268, 280–281,
559, 561, 563, 576–579, 605, 613, 616, 631–632, 634, 286, 292–293, 297, 307, 312, 338, 353, 367, 372,
636, 640–641, 653, 656–657 391–393, 395, 398, 406–407, 409–412, 430, 454–455,
457–458, 461, 464, 469, 474, 477, 483, 490, 496,
qualifications, 38, 84–87, 375, 391–392, 394, 396–397, 498–499, 501, 503, 509, 511–512, 514, 520, 525,
399, 406–408, 411, 413, 629, 655, 658–660, 663–664, 528–529, 540, 544, 552, 558, 567, 573, 575, 578, 582,
666, 668 586–588, 598–599, 612, 614, 636, 638, 648
qualified, 101, 502, 628 responsible, 38–39, 92, 444, 599, 643
quality, 7, 9–11, 32, 34, 41, 53–54, 61, 74, 94–95, 104, responsible, accountable, consulted, informed (RACI),
112, 118–120, 135, 137, 139, 169, 188, 196, 200, 38–39, 42
203–204, 207, 212, 226–228, 230, 241, 244, restructuring, 656
253–254, 259, 268, 280, 292, 312, 322–324, 326, retirement, 7, 11, 29, 32, 34, 92–93, 167, 444–453, 643,
328, 331, 337, 340, 345, 391, 406, 430, 454–455, 655, 658–660, 663–664
464, 469, 483, 496–497, 502, 509, 520, 529, 532, stage, 92, 444
544, 547, 558, 573, 579, 586, 598, 612–622, return on investment, 112, 433, 573, 586–587
624–625, 631, 633, 639, 644, 646, 655, 658–660, reviews, 10, 140, 635, 639–640, 643, 647, 665–666,
663–664, 666–669, 671–672, 676 669–670, 672–674
assurance, 32, 41, 118, 613 reward, 37, 289
control, 118, 613 risk, 7, 11, 13, 15, 32, 34, 41, 48, 50, 54, 56–57, 60, 74,
management, 32, 41, 118–119, 188, 212, 226, 253, 268, 77, 79, 81, 88, 90, 92, 94–95, 97–99, 102–103,
280, 292, 312, 391, 406, 430, 455, 469, 483, 496, 509, 105–106, 108, 112, 155, 167–168, 171, 173, 181, 184,
520, 544, 558, 579, 586, 598, 612–615, 617–622, 200, 212–214, 224, 240, 243, 246–247, 283, 293, 323,
624–625, 668–669 332, 334, 344–345, 347, 361, 366, 374–375, 391, 400,
406, 414, 425, 440, 450, 454–456, 461, 464, 469, 473,
RACI see responsible, accountable, consulted, informed 478, 483–485, 487–491, 493–494, 501, 503, 509, 512,
rating, 14, 129, 629–630 514–515, 518, 522, 528–529, 531, 538, 540, 544, 552,
rationale, 3, 29–30, 66, 100, 120, 132, 160, 169, 171, 201, 558, 567–568, 573, 579, 586, 634, 638–641, 648, 655,
217–218, 228–229, 235, 238–239, 255, 282, 297, 454, 658–660, 663–664, 667–669, 672
460, 470, 499, 550, 676 risk analysis, 15, 344, 634, 638, 641
recent, 627 risk and opportunity management, 11, 32, 34, 98, 473,
recruitment, 14, 16, 36, 125, 627, 662 483, 485, 487, 490–491, 493–494, 655, 658–660,
recursion, 643 663–664
redundancy, 656 risk assessment, 200, 293, 484, 488
reliability, 78–79, 213, 352–355, 359–360, 364, 431, risk management, 32, 41, 60, 98, 200, 243, 246–247,
598–599, 613, 615 483–485, 487–488, 490, 522, 579
requirements, 5–7, 9, 10–11, 13–18, 30, 32–36, 41–45, 60, risk mitigation, 56, 98, 181, 212, 361, 374, 400, 414, 425,
74–77, 126, 130, 134, 137, 238, 322–326, 328–331, 483–484, 488
338, 340, 345, 353–354, 357, 364, 392, 398, 412, risk reduction, 15, 488
437–439, 448, 507, 628–631, 633–634, 638–639, 641, robust, 54, 64, 78, 202, 204, 271, 338, 352, 582, 593–594,
643–649, 644, 652–655, 658–664, 670–671, 673–674 606, 620
requirements analysis, 169, 398, 412 robustness, 78–79, 338, 352–353, 412, 544, 549
requirements definition, 11, 32, 34, 41, 74–75, 322, 324, role, 4–7, 14–18, 33, 36–44, 126, 628, 630–632, 635–636,
327–328, 330–332, 334–335, 638–639, 644, 646, 655, 638–642, 644–646, 653–664
658–660, 663–664 role description, 14, 37, 39, 42
requirements management, 5–6, 75, 219, 327, 329, 455 role name, 37
research and development, 666–667, 669 role purpose, 37
686 INDEX

role statement, 4, 17–18, 36–40 507, 509, 534–535, 537–538, 540, 565, 567–568, 570,
role tailoring, 39–40, 44 574, 590, 598–599, 609, 628–634, 639, 641, 647,
root cause analysis, 260, 293, 432, 436, 474, 618–619 650–651, 653, 670, 672, 674
specialist, 7, 39, 47, 49, 51, 53, 55, 57, 59–61, 63, 65, 67,
safety, 4, 42, 60, 78–79, 213, 238, 240, 243, 246–247, 249, 69, 71, 73, 75, 77–79, 81, 83, 85, 87, 89, 91, 93, 95,
323–324, 344, 352–355, 358, 364, 396, 410, 550, 602, 97, 99, 101, 103, 105, 107, 109, 111, 113, 115, 117,
615, 634, 645 119, 163, 166, 175, 177, 185, 187, 197, 199, 208, 211,
scenario, 13–14, 55–56, 78, 108, 142, 156, 202, 207, 212, 222, 225, 235, 237–238, 248, 252, 264, 267, 276, 279,
223, 268, 324, 328, 352, 358, 398, 412, 549, 559, 632, 288, 291, 299, 302, 309, 311, 318, 321, 329, 333, 336,
670, 672 344, 348, 351, 354–359, 362, 365, 376, 379, 387, 390,
scope, 3, 6, 9, 16–17, 29, 35, 39–40, 48, 56, 80, 94–95, 402, 405, 416, 419, 427, 429, 437, 441, 443, 451, 453,
110, 114, 123–124, 128–132, 134, 137–138, 167, 212, 465, 468, 479, 482, 492, 495, 505, 508, 516, 519, 530,
214, 216, 243, 339, 368, 383, 454–455, 457–458, 461, 533, 541, 543, 554, 557, 569, 572, 583, 585, 595,
498, 501, 549, 564, 577–579, 587, 591, 613, 640, 642, 597–598, 608, 611, 623, 626, 628, 653, 655, 660,
649, 651, 654 670, 674
scrum, 643 specialty engineering, 34, 78–79, 90, 354–361, 363–365,
SE role identification, 653–654 431, 455
SEBOK see systems engineering body of knowledge specification, 16, 213, 262, 381, 412, 534–537, 601, 666,
security, 7, 60, 78, 108–109, 213, 238–240, 243, 247, 668–669
249–250, 323, 352–355, 364, 372, 398, 411, 537, spiral, 167–168, 171, 189
558–560, 564–565, 568, 571, 602, 671–672 stage, 7, 48–49, 66, 68, 78, 90, 92, 106, 155, 167–174,
SEIT see systems engineering integration team 179, 216, 280, 282, 293, 327, 342, 352, 356, 370, 382,
SEMP see systems engineering management plan 395, 409, 422, 430, 435, 444–445, 447, 454, 460, 470,
sensitivity analysis, 79, 358, 361, 502 473, 485, 488, 500, 524–525, 534, 536, 548, 563–564,
SEP see systems engineering professional 574, 587, 599, 613, 643, 668–669
services, 5, 7, 50, 60, 80, 84, 86, 88–90, 102, 106, 112, stakeholder, 7, 32, 41, 628–631, 633–634, 639–640, 643,
114, 116, 118, 122, 125, 178, 238, 253, 281, 293, 330, 649–651, 653–654, 661, 670–674
366, 391, 406, 408, 420–421, 426, 430, 432, 436, 438, stakeholder needs and requirements definition, 32, 41
445, 509, 534–535, 537, 540, 573, 586, 598, 612–613, stakeholder requirement, 48, 76, 86, 167, 328–329, 337,
616, 628, 637, 644, 647, 672 406, 420, 628, 671
similarity, 9, 137, 167, 238, 325, 396, 410, 454 standardization, 4, 8, 29, 501
simulation, 56–57, 117, 159, 178, 189–191, 212–214, standards, 3–7, 60, 80, 108–109, 111–112, 114, 116,
217–219, 223, 324–325, 328, 340, 355, 398, 412, 601, 118–119, 125, 128–129, 171, 194, 216, 238, 240–241,
640, 670–672 243, 249, 277, 300, 310, 319, 323, 325, 327, 342, 356,
simulator, 372, 398, 412, 601 368, 370, 382–383, 395–396, 409–410, 422, 435, 447,
six sigma, 612 460–461, 473, 487, 500, 524–525, 536, 544, 547–548,
skills, 5–10, 13–17, 33, 35, 39, 41, 130, 135–136, 138– 563–565, 568, 571, 573, 586, 598, 612–613, 616,
141, 268, 601, 627–629, 635–636, 638, 640–641, 654, 618–619, 628, 649, 671–674
656, 665–666, 668–669, 671 state, 10, 33, 35, 39, 70, 139, 166, 177, 187, 199, 211,
soft system, 157 225, 233, 237, 246, 252, 262, 267, 274, 279, 286,
software, 4, 35, 52–53, 134, 142, 168, 189, 191–192, 260, 291, 297, 302, 304–305, 307, 311, 317, 321, 325,
338, 344–345, 396, 410, 423, 437, 439, 601, 605, 630, 336, 351, 365, 379, 390, 405, 419, 429, 443, 453,
634, 670–671 468, 470, 482, 495, 508, 519, 533, 543, 550, 557,
software engineering, 4, 260 572, 585, 597, 611, 626
solution, 7, 33, 43, 48, 50–51, 54, 56, 62–63, 75–80, 82, strengths, 15–16, 37, 77, 192–193, 214, 221, 223, 340,
90–91, 100–102, 106–109, 117, 155–156, 161, 164, 345, 484, 631, 633, 636, 639, 641
167, 176, 178, 180–182, 184, 186, 188, 198, 200, 207, structure, 4–7, 13, 17, 29, 36–37, 53, 76, 88, 100, 113,
212, 217, 224, 227, 254, 256–260, 263, 285, 307, 132–133, 160, 172, 183, 193–194, 200, 205, 219,
323–325, 329, 337–341, 343–347, 349, 352–355, 232, 245, 261, 272, 285–286, 296, 306, 316, 330,
358–361, 363, 366, 380, 385, 437, 439, 496, 502, 504, 337, 345, 359, 372, 384, 399, 412–413, 420, 424,
 INDEX 687

436, 438, 449, 457–458, 462, 470, 475, 489, 497, system engineer, 4, 16–17, 33, 35, 52, 59–60, 64, 68, 114,
502, 513, 527, 539, 551, 566, 575–576, 578, 580, 188, 227, 238–239, 253, 268, 292, 586, 628, 630, 636,
592, 605, 619, 628, 643, 670 638–641, 652, 655, 660, 669–670, 674
subsystem, 155 system engineering, 3–7, 13, 15–16, 18, 29–31, 33, 35–40,
supervised practitioner, 6, 11, 38, 43–44, 126–127, 45, 120–126, 128–133, 142, 153, 627–628, 630,
132–133, 627, 634, 636, 639–640, 643, 645–647, 654, 635–636, 638–641, 646, 652–653, 661–662, 665,
657, 661 667–674, 676
supplier, 106–108, 142, 155, 163, 167, 175, 185, 197, 208, system integration, 34, 80–81, 116, 119, 213, 366–367,
222, 235, 248, 264, 276, 288, 299, 309, 318, 323, 333, 370, 372, 375–378, 646–648, 651–652
348, 362, 366, 376, 383, 387, 391, 402, 416, 427, 441, system modeling and analysis, 11, 32, 34–35, 56–57,
451, 465, 475, 479, 492, 505, 516, 530, 534–538, 541, 212–214, 216–217, 219–221, 223–224, 638, 640, 646,
554, 558, 569, 583, 586, 595, 608, 623, 648 667–669, 675
supply, 6–7, 10–11, 32, 34, 41, 106–107, 112, 116, 140, system of interest, 39, 46, 50, 56, 154–155, 157, 171,
421, 432, 436, 534–537, 539–543, 573, 599, 601, 604, 178–179, 216, 329, 537, 628, 640, 643
655, 658–660, 663–664 system of systems, 366, 375, 648
support stage, 90, 430 system property, 156, 631
supportability, 116, 353, 598, 600, 603–604, 607 system requirement, 32, 41, 80, 84–85, 87, 159, 178, 181,
sustainability, 30, 60, 239, 244, 247, 250 217, 327, 331, 335, 338, 352, 354, 357, 366–367,
sustainment, 7, 104, 116–117, 524, 598–599, 601, 391–392, 394, 398, 406, 433, 437, 537, 604, 647, 649,
605, 672 670–671
SysML, 324, 326–327, 339–341, 343 system thinking, 7, 11–12, 32, 34, 46–47, 54, 133,
system, 3–7, 11–13, 15–18, 29–41, 45–64, 66–70, 72–126, 154–162, 164–165, 253, 255, 298, 628–629, 631–632,
128–133, 142, 153–179, 181, 184–189, 191–200, 205, 644, 646, 666–669
208, 210–225, 227, 232–233, 235–241, 243, 246–268, systems engineering body of knowledge (SEBOK), 4, 123
274, 276–279, 285–288, 290–293, 297–303, 305, systems engineering integration team (SEIT), 262
307–312, 317–360, 362–372, 374–471, 473–483, systems engineering management, 35, 82, 94, 96, 98, 100,
487–488, 490–498, 500, 503–512, 514–526, 528–538, 102, 104, 106, 108, 110, 113, 170–172, 193, 262, 327,
540–550, 552–554, 556–558, 561, 563, 567–569, 356–357, 455, 459–463, 469, 563, 574–575
571–589, 591–615, 617–636, 638–641, 643–655, systems engineering management plan (SEMP), 170–172,
658–676 193, 262, 327, 435, 455, 458–460, 461–463, 469, 500,
system analysis, 32, 41, 56–57, 159, 212–213, 215–220, 518, 550, 575, 588, 643
339, 344, 640, 674 systems engineering plan, 94–95, 192, 455, 457, 459,
system approach, 4, 39, 104, 164, 520 461–464, 512
system architecting, 11, 32, 34, 76, 337, 339, 342–343, systems engineering professional (SEP), 33–34, 124,
346, 349, 540, 628–629, 631–635, 638, 644, 670, 675 131, 142
system architecture, 76, 218, 338–341, 345–346, 349–350,
631, 639, 641, 674 tailor, 13, 15–16, 37, 43, 100, 126, 217, 331, 346, 354,
system boundary, 46, 155, 157, 159 360, 374, 385, 400, 414, 425, 439, 450, 464, 478, 490,
system capability, 178, 181, 667 497, 501, 503, 514, 540, 552, 567, 647, 653–654, 665,
system concept, 526 668–669, 673
system context, 46, 155, 179 tailored competence framework, 642
system definition, 382 tailoring, 3–4, 6, 15–17, 35–37, 39–41, 43–44, 48, 56, 74,
system development, 53, 117, 128 76, 78, 80, 82, 84, 86, 88, 90, 92, 94, 96, 98, 100, 102,
system dynamics, 293 104, 106, 108, 110, 112, 114, 123–130, 132, 134, 141,
system element, 7, 48, 56–57, 76, 80, 82, 84, 91, 102, 110, 168–171, 173, 176, 216, 220, 327, 331, 342, 346, 356,
155–156, 167, 169, 171, 213–214, 216–218, 220–221, 360, 370, 374, 382, 385, 395, 400, 409, 414, 422, 425,
223, 337, 342, 356, 366–370, 375, 380, 383, 391, 435, 439, 447, 450, 454–455, 460–461, 463, 473, 476,
395–396, 409, 411, 433, 435, 437, 447, 473, 475, 487, 484, 487, 490, 497–498, 500–503, 512, 514, 524–525,
500, 509, 536, 544–545, 548, 550, 563, 632, 640, 643, 528, 536, 540, 548, 552, 563, 565, 567, 581, 593, 615,
647–649, 651, 668–669, 672, 674 639–640, 642–643, 653, 665, 669
688 INDEX

targeted training development, 638, 641 unaware, 8, 657, 661

targeted training investment, 638, 641 uncertainty, 52–53, 55, 100, 189, 195, 207, 257, 283, 323,
taxonomy, 484, 487, 564, 647 458, 488, 497, 544
team, 5, 7, 9, 11, 16–17, 31, 33–35, 39–40, 47, 58, 61–64, unique indicator identifier, 11
66–68, 70, 72, 111–116, 118, 126, 136, 158, 160, usability, 213
169, 178, 194, 202, 226, 234, 245, 253, 255–256, use case, 13–15, 35, 37, 130–131, 324–326, 328, 330, 641
258–260, 262–263, 266, 269, 274, 280–287, user, 6–7, 14–16, 86, 88, 90, 92, 108, 116, 123–124, 181,
289–290, 293–294, 298, 303, 308, 314–315, 323–325, 329, 343, 406–407, 410, 412, 420–421, 423,
354–355, 357–359, 372, 436, 438, 455, 488, 496, 426, 430, 433, 438, 444–445, 448, 550, 558, 598, 601,
509–511, 550, 562, 564–565, 574, 577, 579, 587, 630, 670
591–592, 599–601, 612–613, 628–632, 645, 651, utilization, 7, 11, 29, 32, 34, 50, 70, 90–91, 179–180, 310,
653–654, 656–657, 661–662, 665, 671 421, 430–433, 435–436, 439–440, 442–443, 512, 604,
team dynamics, 7, 11, 34, 66–67, 280–287, 289–290, 308, 615, 655, 658–660, 663–664
628–632 and support, 11, 29, 32, 34, 90, 421, 430–433, 435–436,
technical leadership, 11, 33–34, 62–63, 253, 255–258, 439–440, 442–443, 604, 655, 658–660, 663–664
261–265, 267
technical performance measure, 470–471, 512, 617 vacancy, 13–14
test, 16, 54, 75, 80, 85, 87, 119, 192–193, 200, 202, 206, validation, 5–7, 11, 32, 34–35, 41, 56, 84–87, 142, 169,
325–326, 329–330, 367–369, 371–372, 375, 392–400, 212, 214, 218–219, 223–224, 322–324, 329, 392,
407–414, 605, 618, 648, 651 394, 399, 406–415, 417–418, 645, 655, 658–660,
test cases, 398, 412 663–664, 671
testing, 75, 80, 84–87, 179, 202, 293, 323, 329, 366–367, value, 9, 46, 51, 53, 100, 117, 122, 125, 137, 154, 180,
391, 393, 396–399, 407, 411–413, 544, 647, 649, 666, 182, 191, 200, 213, 216, 218, 266, 280–281, 305, 464,
668–669, 672 474, 476, 484, 490–491, 496, 503, 514, 540, 552,
threat, 60, 243, 247, 364, 438, 448 567–568, 579, 599, 615, 653, 662, 666, 668, 672
tolerance, 115, 589, 592, 618 value engineering, 213
tools, 6, 8, 35, 125, 142, 157, 161, 169, 171, 173, 184, variety, 6, 15, 37, 57, 125, 191–192, 213, 233, 286, 297,
191–192, 195, 206, 214, 216–221, 228, 230, 233, 236, 307, 355
243, 251, 255–256, 258, 289, 293, 324, 327–328, 331, verification, 6–7, 11, 32, 34–35, 41, 56, 80, 84–86, 119,
339–340, 342–344, 346, 354–358, 360, 368–372, 374, 130, 169, 212, 214, 322–325, 329, 367–369, 371–372,
382–383, 385, 393–396, 398, 400, 407–410, 412, 414, 391–401, 403–404, 406–409, 411–413, 474, 545, 615,
421–423, 425, 432, 435–437, 439, 445, 447–448, 450, 618, 643–644, 646, 649, 651–652, 655, 658–660,
455, 457–458, 460, 463, 471, 473–474, 476–477, 485, 663–664, 671
487, 490, 498, 500–503, 510, 514, 522, 526, 528–529, viable, 76, 337
535–536, 540, 546, 548, 552, 560, 563, 565, 567, 575, view, 10, 31, 33, 51, 58–59, 65, 68, 122, 139, 155, 180,
578–579, 581, 588, 591, 593, 599–601, 603, 605–606, 182, 227, 229–231, 272, 275, 277, 295, 324, 326,
614, 617–618, 620, 634, 636, 639–640, 643, 649, 652, 337, 339, 341, 423, 454–455, 631, 633, 640,
655, 660, 667–669, 671–674 656–657, 673–674
traceability, 75–76, 84–87, 217, 324–326, 329–330, 340, viewpoint, 46, 54, 62–63, 77, 154, 159, 174, 180, 206,
371, 392, 397, 406, 413, 535, 546, 549, 629–630, 210, 227, 230–231, 256, 259, 275, 287, 290, 295, 332,
633, 670 337, 344, 347, 355, 358, 361, 375, 385, 425, 440, 450,
trade study, 78–79, 181, 192–194, 254, 256, 260, 263, 340, 553, 582, 594, 606–607, 620–621, 674
344–345, 354–355, 358, 496, 498, 502, 507, 581 vocabulary, 8, 256
training, 8, 13, 15, 33, 129, 131, 635–636, 638, 641, 645,
656, 661–662, 670, 675 WBS see work breakdown structure
transition, 7, 11, 32, 34, 41, 48–49, 88–89, 167, 172, 174, work breakdown structure, 113, 457–458, 470, 576
217, 404, 406, 418, 420–426, 428–429, 655, 658–660, workforce, 13, 15, 638, 641, 653, 656–657, 671
663–664 workforce mission/business case analysis, 641
transportation, 117, 322, 432, 599–600, 602, 605, 652 workforce risk analysis, 641
 WILEY END USER LICENSE AGREEMENT
Go to www.wiley.com/go/eula to access Wiley’s ebook EULA.