A Framework of International Competencies for Systems Engineers

In the course of their career, many systems engineers are likely to interact with engineers of other nationalities as they collaborate on large, complex projects and system of system problems. These partnerships are necessary to support international goals, such as those for sustainable development. System engineers may even work onsite in other countries where they must adapt to different styles of doing business. This requires a set of global skill sets for cooperating and decision making, as well as basic social skills for interacting with the local community. These global skills can be included in a graduate level system engineering curriculum by integrating a set of “international competencies” that includes cognitive style differences, culture awareness, communication, ethics, and teamwork. The competencies were identified through a literature review of suggested global engineering skill sets; these five themes consistently appeared throughout the literature. The Graduate Reference Curriculum for Systems Engineering (GRCSE) was then reviewed to link these competencies to established systems engineering learning outcomes and System Engineering Body of Knowledge (SEBOK) topics. Finally, teaching elements are suggested that can be included even in established curriculums to introduce systems engineers to the skills they need to be successful in a global world

Human System Engineering Applications from Distracted Driving Simulations

Most of the studies to explore the impact of distracted driving have been descriptive in nature; i.e. the research is conducted in naturalistic settings to evaluate the performance of the driver with and without distracters. However simulation models can also be used that predict the workload for driving tasks. Using concepts from process modeling, baseline models of driving tasks can be created for different driving sequences that include the associated fine motor, visual and cognitive human resources. These models can then be used to evaluate incidents of workload overload caused by different distracters, from both the internal and external vehicle environment. Identifying specific overloaded resources can lead to mitigation strategies to reduce workload and minimize distracted driving. Lessons learned from distracted driving research can then be applied to evaluation other types of manual, visual, and cognitive intensive tasks. Identifying combinations of tasks that contribute to peak workload of operators, and then simulating the impact of multi-tasking using personal devices (i.e. cell phones) can lead to management insights for other types of work environments. Additionally, iterative modeling can also include the impact of sensors and alerts, as well as enhanced workstation displays. Individual component overload can help understand causes for performance detriments during different task sequences, and the impact of additional types of technologies and activities. Using the simulation analysis, the impact on overall workload, identification of peak workload occurrences, and specific overloaded resources can lead to mitigation strategies to reduce workload and improve operator performance