834 XXXI International Mineral Processing Congress 2024 Proceedings/Washington, DC/Sep 29–Oct 3
increasingly complex processes. They start as Graduates and
develop into Practitioners. Some may choose to continue
their development as technical professionals to the point of
achieving Expert or Master status in some areas of compe-
tency. Note the increasing complexity of process manage-
ment or problem-solving from simple to complex systems.
The intersection of complexity and span identifies func-
tions or tasks for completion. Alternatively, many engineers
pursue non-technical paths, for example, development into
leadership roles. The lifecycle is a journey -from initially
entering the work force onward. This paper addresses the
technical path.
Graduate (Early Career, Novice). The early career
professional enters with a basic understanding of
the fundamentals (theory) and perhaps some aware-
ness of the practice of process engineering. In the
past, most would work with the guidance of a more
experienced senior or chief engineer to develop their
technical competency. After a few years they would
gradually acquire enough skill and knowledge to
warrant being considered practitioners. During this
time, they would learn directly and by observation
of many senior professionals. They would have many
opportunities for dialogue and would receive critical
feedback.
Competent Practitioner (Journeyman, Associate).
After acquiring knowledge, skills and with self-
motivation, the process engineer achieves this level.
They are no longer regarded as a novice. However,
they have much additional need and opportunity for
development. They may work for many more years
to acquire expertise and mastery of process engineer-
ing competencies.
Expert and Master. At the level of expert and then
master, the engineer is able to support development
of MP/EM technology and of graduate and practi-
tioner engineers. The master (a good one, anyway)
in effect is a mentor -guiding and coaching others
and themselves.
This age-old model for development retains relevance. For
example, it is still the base of much of the modern medical
education system (McGaghie et al., 2012).
COMPETENCY DEVELOPMENT
The historic path of massive knowledge transfer and some
skills development at dedicated mineral processing /extrac-
tive metallurgy (MP/EM) university programs, followed by
working with the guidance of senior process engineers was
more common. However, there was only a limited number
of graduates of MP/EM programs and experienced senior
engineers interested in providing such guidance.
In any case, MP/EM programs have largely disap-
peared in the Western World and the fraction of early career
entrants from such programs is much smaller than 40 years
ago. Likewise, decades-long persistence of this issue means
there are fewer senior engineers to serve as technical men-
tors. As a result, the problem has grown worse. This has led
to the development of several alternative solutions for sup-
porting professional development. Some of these are sum-
marized in Table 4.
The focus of these programs is important, that is, what
combination of Knowledge Transfer, Skills Development
and Motivation is provided to focus and support develop-
ment. Most approaches emphasize knowledge transfer and
take for granted the other critical aspects of competency
building (skills development and motivation). However,
some programs (for example, Metcelerate) provide a bal-
anced approach of knowledge transfer, skills develop-
ment and motivation (Figure 6) to support competency
development.
Early career development has received the most atten-
tion. However, development at practitioner, expert and mas-
ter levels is equally (or more) important. A great example
may be found in the world of medicine for developing phy-
sicians (McGaghie et al., 2021). Process Management and
Table 4. Learning alternatives for process engineers (after Cilliers, Drinkwater and Seitz, 2023)
Company-Base Programs Industry-Wide Programs
On-site Be-spoke, in-company programs that bring
subject matter experts (SMEs) to learners at
an operating site.
For example, Anglo Graduate Development
Program (AGDP) (Sweet et al., 2013)
Programs with on-line materials and coaching by
SMEs and incorporate in-plant exercises /skills
development.
Metcelerate.
Off-site Customized in-house programs that bring
SMEs to learners at a central location.
Be-spoke courses—Mineralis.
Programs that bring learners to SMEs at a central
location, e.g., a university.
JK–MetSkill.
increasingly complex processes. They start as Graduates and
develop into Practitioners. Some may choose to continue
their development as technical professionals to the point of
achieving Expert or Master status in some areas of compe-
tency. Note the increasing complexity of process manage-
ment or problem-solving from simple to complex systems.
The intersection of complexity and span identifies func-
tions or tasks for completion. Alternatively, many engineers
pursue non-technical paths, for example, development into
leadership roles. The lifecycle is a journey -from initially
entering the work force onward. This paper addresses the
technical path.
Graduate (Early Career, Novice). The early career
professional enters with a basic understanding of
the fundamentals (theory) and perhaps some aware-
ness of the practice of process engineering. In the
past, most would work with the guidance of a more
experienced senior or chief engineer to develop their
technical competency. After a few years they would
gradually acquire enough skill and knowledge to
warrant being considered practitioners. During this
time, they would learn directly and by observation
of many senior professionals. They would have many
opportunities for dialogue and would receive critical
feedback.
Competent Practitioner (Journeyman, Associate).
After acquiring knowledge, skills and with self-
motivation, the process engineer achieves this level.
They are no longer regarded as a novice. However,
they have much additional need and opportunity for
development. They may work for many more years
to acquire expertise and mastery of process engineer-
ing competencies.
Expert and Master. At the level of expert and then
master, the engineer is able to support development
of MP/EM technology and of graduate and practi-
tioner engineers. The master (a good one, anyway)
in effect is a mentor -guiding and coaching others
and themselves.
This age-old model for development retains relevance. For
example, it is still the base of much of the modern medical
education system (McGaghie et al., 2012).
COMPETENCY DEVELOPMENT
The historic path of massive knowledge transfer and some
skills development at dedicated mineral processing /extrac-
tive metallurgy (MP/EM) university programs, followed by
working with the guidance of senior process engineers was
more common. However, there was only a limited number
of graduates of MP/EM programs and experienced senior
engineers interested in providing such guidance.
In any case, MP/EM programs have largely disap-
peared in the Western World and the fraction of early career
entrants from such programs is much smaller than 40 years
ago. Likewise, decades-long persistence of this issue means
there are fewer senior engineers to serve as technical men-
tors. As a result, the problem has grown worse. This has led
to the development of several alternative solutions for sup-
porting professional development. Some of these are sum-
marized in Table 4.
The focus of these programs is important, that is, what
combination of Knowledge Transfer, Skills Development
and Motivation is provided to focus and support develop-
ment. Most approaches emphasize knowledge transfer and
take for granted the other critical aspects of competency
building (skills development and motivation). However,
some programs (for example, Metcelerate) provide a bal-
anced approach of knowledge transfer, skills develop-
ment and motivation (Figure 6) to support competency
development.
Early career development has received the most atten-
tion. However, development at practitioner, expert and mas-
ter levels is equally (or more) important. A great example
may be found in the world of medicine for developing phy-
sicians (McGaghie et al., 2021). Process Management and
Table 4. Learning alternatives for process engineers (after Cilliers, Drinkwater and Seitz, 2023)
Company-Base Programs Industry-Wide Programs
On-site Be-spoke, in-company programs that bring
subject matter experts (SMEs) to learners at
an operating site.
For example, Anglo Graduate Development
Program (AGDP) (Sweet et al., 2013)
Programs with on-line materials and coaching by
SMEs and incorporate in-plant exercises /skills
development.
Metcelerate.
Off-site Customized in-house programs that bring
SMEs to learners at a central location.
Be-spoke courses—Mineralis.
Programs that bring learners to SMEs at a central
location, e.g., a university.
JK–MetSkill.