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home Construction and the built environment
Digital engineering technician

Digital engineering technician

Construction and the built environment

Level 3 - Technical Occupation

Support digital engineers and specialists in completing complex tasks using digital engineering techniques.

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Reference: OCC0266

Status: assignment_turned_inApproved occupation

Average (median) salary: £35,530 per year

SOC 2020 code: 5242 Telecoms and related network installers and repairers

SOC 2020 sub unit groups:

  • 5242/00 Telecoms and related network installers and repairers
  • 5241/03 Installation and maintenance electricians
  • 5244/00 Computer system and equipment installers and servicers

Technical Education Products

ST0266:

Digital engineering technician

(Level 3)

Approved for delivery

TL0004c:

Design, surveying and planning for construction - Surveying and design for construction and the built environment

(Level 3)

Employers involved in creating the standard:

Laing O’Rourke, Crown House Technologies, Expanded, Carillion, Balfour Beatty, BAM Nuttall, Skanska, Costain, Seddon, Lovell Homes, Institution of Civil Engineers, Institute of Engineering and Technology, Chartered Institute of Building Services Engineer, Chartered Institute of Building, Royal Institution of Chartered Surveyors, Imtech, Chartered institute of architectural technologists, BRE

Summary

The role is to produce detailed solutions to achieve the optimum performance of built environment projects via digital models and presentations using software, sketches and electronic visualisations. The apprentices will typically support Digital Engineers or other functional specialists in completing complex tasks using digital engineering techniques, specifically: virtualisation and simulation of design, construction and management of assets digital measurement of design, production and management of assets communication of complex engineering principles to stakeholders digitally integration of construction data and information throughout the whole life cycle of the asset adherence to the standards and regulation of digital information

Employers involved in creating the standard:

Laing O’Rourke, Crown House Technologies, Expanded, Carillion, Balfour Beatty, BAM Nuttall, Skanska, Costain, Seddon, Lovell Homes, Institution of Civil Engineers, Institute of Engineering and Technology, Chartered Institute of Building Services Engineer, Chartered Institute of Building, Royal Institution of Chartered Surveyors, Imtech, Chartered institute of architectural technologists, BRE

Green themes

Heat and Buildings

Keywords:

Building
Construction
Design
Digital
Digital Engineer
Engineer
Survey

Knowledge, skills and behaviours (KSBs)

K1: Aware of Health and Safety (H&S) industry regulations and moral, legal and financial implications of poor H&S performance. Know how to identify basic H&S outputs digitally
K2: Understand the sustainability issues in projects across economic, social, legal and environmental aspects
K3: Know how engineering principles, codes and standards work in the built environment and the purpose of them. Understand various management principles and the project management lifecycle “ specifications, methods and materials
K4: Aware of principles of the commercial procedures and reporting on all stages of construction project and an appreciation of commercial risk. Aware of financial and legal obligations and constraints for all stakeholders in construction projects
K5: Understanding of quantification and costing within a digital environment
K6: Understand how proposals for design briefs, recommendations, programmes and detailed designs are prepared. Aware of the purpose of the digital environment and its role in design management
K7: Understanding of different disciplines and their role in coordination of design
K8: Aware of the appropriate application of technology and the human to technology interfaces. Understanding the impact of sensory networks and the internet of things
K9: Understand the importance of project planning and resourcing and be able to analyse different digital engineering (DE) techniques, such as simulation of construction logistics and progress
K10: Understand how to identify the level of quality required delivering a built asset throughout the lifecycle
K11: Aware of the structure of the construction industry and its respective sectors. Understanding of the institutions and how the construction industry serves the economy as a whole
K12: Awareness of DE objectives set by Clients and Employers
K13: Aware of the information interdependencies of delivering information throughout a product / asset lifecycle. Understanding the purpose of information standards and regulation
K14: Awareness of social networking and appropriate sources of information / knowledge sharing. Understanding basic research techniques to ensure integrity of knowledge discovery

S1: Able to identify risk activities and encourage all employees to demonstrate safety-conscious behaviours. Able to extract reports and images for tool-box talks and site- inductions using models and simulations
S2: Assess, identify and record the environmental impact of project. Using models to demonstrate the reduction of waste to stakeholders
S3: Assist in applying engineering principles by using established and emerging engineering technologies
S4: Prepare simple commercial schedules and reports demonstrating digital workflows
S5: Prepare initial design briefs, recommendations, programmes and detailed designs via a digital workflow considering design risks and responsibilities
S6: Assist in the implementation of innovation, contributing to case studies that demonstrate value. Good general IT skills and their application
S7: Create simple construction simulations and logistic planning using a digital workflow
S8: Assess and report on quality standards of the projects via the digital environment
S9: To identify where the current role ties in to the construction industry. Articulating the respective position in the construction sector and highlighting how it integrates with other sectors / disciplines
S10: Support the development of stakeholder engagement and carry out a stakeholder presentation, demonstrating the appropriate presentation skills
S11: Demonstrate the ability to move information from project delivery into commissioning and operation through involvement in the handover of digital assets

B1: Be able to work within own level of competence and know when to seek advice from others and work on own initiative
B2: Work within rules and regulations of professional competence and conduct. Gain the trust of both team members and the management team
B3: Identify own development needs and acts to meet those needs. Use own knowledge and expertise to help others when requested. Understands role in the team, constantly seek opportunities to improve own work and maximize efficiency
B4: Understand the importance of equality and diversity and demonstrate these attributes so as to meet the requirements of fairness at work
B5: Contribute to effective meetings and present information in a variety of ways including oral and written
B6: Adaptable with the confidence to facilitate meetings with stakeholders
B7: Work with others and demonstrating collaborative behaviours
B8: Focus on areas for process improvement and learn from innovative solutions. Challenge current practice and be open minded about how to improve and implement a new way of working
B9: Understand the existence of team dynamics and application of personal strengths and weaknesses in group situations. Awareness of collaborative frameworks and contract / organisational level of collaboration
B10: Understand personal strengths and weaknesses and show development of personal effectiveness

Occupational Progression

This occupational progression map shows technical occupations that have transferable knowledge and skills.

In this map, the focused occupation is highlighted in yellow. The arrows indicate where transferable knowledge and skills exist between two occupations. This map shows some of the strongest progression links between the focused occupation and other occupations.

It is anticipated that individuals would be required to undertake further learning or training to progress to and from occupations. To find out more about an occupation featured in the progression map, including the learning options available, click the occupation.

Progression decisions have been reached by comparing the knowledge and skills statements between occupational standards, combined with individualised learner movement data.

Technical Occupations

Levels 2-3

Higher Technical Occupations

Levels 4-5

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Construction and the built environment