Welcome

When I started out my ECSA registration process, I did everything wrong. I

made a common mistake and that was to try to log every single project and

experience in my reports. Looking back now, I smile and laugh as I even wrote

a report on �ling and creating a catalogue as a report.

Unfortunately I had to learn my lesson the hard way, as I only learnt what I

did wrong after I sent through my report and got told it was too long. Luckily

you won’t make the same silly mistakes I made as I am going to share the top

mistakes to avoid and dive into what ECSA really want to read for each of the

11 outcomes. So this workbook consists of implementing something called

the ABC process into your current ECSA training program. 

The purpose is to �rst Align your work experience with ECSA outcomes, then

Build your reports, then Complete the registration process within a

prescribed time period. To implement this system, please read through all

sections and then create your training structure with deadline dates as

described in the �nal chapter of this book. 

Enjoy the read, feel free to make special notes and lets begin the journey of

helping you align, build and complete your ECSA training reports.

TABLE OF CONTENT

CHAPTER 1: Filter out the work experience 4

CHAPTER 2: Alignment with ECSA outcomes 8

Outcome 1: Define and investigate anengineering problem 9

Outcome 2: Design / develop solutions to anengineering problem 12

Outcome 3: Comprehend and applyadvanced knowledge 14

Outcome 4: Manage part or all of one ofmore engineering activities 17

Outcome 5: Communicate with others duringengineering activities 21

Outcome 6: Recognise and address social,cultural and environmental effect ofengineering activities   23

Outcome 7: Meet legal and regulatoryrequirements and protect the health andsafety of persons 27

Outcome 8: Act ethically, exercisejudgement and take responsibility 30

Outcome 9: Exercise sound judement in thecourse of engineering activities 34

Outcome 10: Be responsible in the decisionmaking for part or all of the engineeringactivity 36

Outcome 11: Undertake sufficientprofessional development activities tomaintain and extend competence 38

TABLE OF CONTENT

CHAPTER 3: Building the ECSA report 41

TEO vs TER vs ER 42

The strategy for the TER 43

Strategy 1: Problem, motivation, soution,implementation 44

Strategy 2: Things go wrong whileconducting an engineering acitivity 46

Strategy 3: Legal, environmental, social,cultural impact 47

Strategy 4: Crossing ethical lines 49

Strategy 5: Uncertainty 50

Strategy 6: Learning 52

CHAPTER 4: Completing the report in time 54

Task 1: Confirm candidate registration andappoint mentor 56

Task 2: Confrim registration of a C&U 57

Task 3: List all experiences from date ofgraduation 58

Task 4: List which outcomes aredemonstrated for each work experience 58

Task 5: Write TER, TEO & ER and send toECSA 59

Task 6: Prepare for Professional Review 60

Congratulations 60

.

Page 4

When I �rst started the process, I did everything backwards. First I gained all

the wrong experience such as �ling and creating websites, then I wrote the

reports and then I decided to read ECSA documents and learn what they

wanted.

I am laughing with you right now as you may have done the same thing but

strangely enough, this is how many candidates begin the ECSA registration

journey.

Now before we start off and dive into ECSA 11 outcomes, let me ask “when

we were at school, did we ever �rst write our exams, then do the homework

then attend the lecture?” Many of us would probably say no as doing things

in that order will immediately set us up for failure. I mean how many of us

have the ability to just �gure the answer in an exam without ever being

taught the work?

Now the reason why I am starting off like this is because just like school, if

you start the process by writing your reports without understanding what

ECSA want to read, then unfortunately your chance of success will be low.

CHAPTER 1: Filter out the work experience

CHAPTER 1

Page 5

So I am going to share a little secret with you on how to get your application

approved. Come closer, I am going to whisper it into your ear. The secret to

becoming ECSA registered is to understand what ECSA want from you and

give it to them in the reports. YUP, that’s it. Sound simple right? So lets get

started by working on the �rst obstacle in our way.

Starting off, it’s important to understand that ECSA grade the entire

registration process on experience and NOT on projects. So with this in mind,

the very �rst step is to determine what type of work experience you are going

to log in each of the various reports.

Now unlike me, don’t go and log things such as �ling and creating websites as

part of your experience. ECSA have two simple rules and the work experience

that they want to see is how you solved engineering problems and how you

participated in engineering activities. So you may be asking what quali�es as

solving a engineering problem?

The following would be regarded as engineering work in nature.

  Finding a solution for the pre-mature or constant failure of a system /component or structure. The �nal solution may be the design ofsomething new or modi�cation to an existing system.

 Redesign and modi�cation of an existing system, with the goal ofimproving performance.

CHAPTER 1

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 An investigation to determine the root cause of why a system does notperform as per the speci�cation.

 Conducting tests to obtain data or to create models to predict theperformance of a component.

These are just some of the work experiences that my students who I mentor

logged in their reports. If you are still unsure if a speci�c experience is

complex enough, just ask yourself, “did you apply some form of physics,

mathematics or model to solve the problem?” If the answer is yes, then you

are on the right track. If the answer is no, then you may need to speak to your

superior and ask if there is any chance you can gain experience in this �eld.

The other type of experience that you need to log is participation in

engineering activities. It’s important to understand that participating in a

engineering activities is NOT performing project management. 

Some experiences that some of my students wrote about include:

ECSA would like to see you log an instant in time when things went wrong on

a project. Strangely enough, ECSA want to read how you managed yourself,

people, money and time and how you came up with a solution when things

went horribly wrong.

CHAPTER 1

Page 7

 An instant where materials or components were not delivered on timefrom a speci�c supplier. The project ran behind schedule and they nowfaced penalties. They described to ECSA how they resolved this dilemmawithout facing penalties and without upsetting the customer.

 An instant where a certain part of a system failed and the engineerurgently needed to conduct maintenance to bring the system backonline. The student described how they worked together with allstakeholders to �nd a solution to this dilemma.

 The company issued an order to one supplier on a tender and when itwas time to deliver the equipment, the supplier was no longer inbusiness. The student then wrote about how they sourced andappointed an alternative supplier with the same quality and within thesame budget.

To learn more characteristics of engineering problems and activities that are

applicable to your registration category, be sure to download ECSA

competency standards here

.

Page 8

They want you to demonstrate how your work experience from chapter 1 is

aligned with their 11 different outcomes. This now brings us to the of�cial

start of the ABC process where we will now focus on how to align your work

experience with requirements.

Before you open your laptop and start typing your report, lets have an in

depth discussion of what the 11 outcomes are all about. 

As mentioned from chapter 1, the goal is to understand what ECSA want and

to give it to them in the reports. So what does ECSA want?

CHAPTER 2: Alignment with ECSA outcomes

Moving forward, let’s view the 11 outcomes as the course work that is vital to

know to get your application approved.

CHAPTER 2

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Let me begin this section by asking,” how would you demonstrate outcome 1

which is to de�ne and investigate a complex engineering problem.” I often

ask my students this question and at least 95% of them start telling me the

system they designed.

Now if you gave me the same answer, don’t stress as around 95% of

candidates tell me this is how they would demonstrate outcome 1.

So what is the difference. According to ECSA, what you designed is the

solution. What ECSA wants to know is the problem. So when I started my

�rst job at a manufacturing �rm, the company could not understand why the

labour costs were over budget.

Now if I asked you what was the main cause for labour costs to be over

budget? And you answered, “I designed and implemented an optimised

system that reduces the time to change the tools to 5 minutes.”

Outcome 1: De�ne and investigate an engineeringproblem

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We can both agree that you didn’t answer the question.

This is exactly how ECSA feel.

Now if I asked the same question and you told me, “the main reason for

labour costs being over budget is because during the setup time of machinery,

the operator loses 5 minutes to upload a new computer program and then

spends another 5 minutes to change the tool. 

So what’s difference between these two answers? The �rst answer is the

solution while the second answer is the root cause that de�nes why a speci�c

problem occurs. So moving forward, ECSA would like to know what is the

reason or cause of a speci�c problem when demonstrating outcome 1.

So if you consider the above example, you will notice that there is a very

speci�c process that is followed. The starting point to determining the root

cause of a problem is to �rst conduct some form of investigation. Results are

then obtained and analysed. From the analysis, a speci�c conclusion is made,

and the conclusion is often the de�nition of the problem.

So some work experiences for outcome 1 that can be used are:

This results in 10 minutes that are wasted just to change tools. If we need to

change tools three times a day, that equals 30 minutes lost each day and

allocating a cost of R10 per minute equals R300 lost every day due to the

changing of tools.

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 An investigation into the root cause of a problem that is causing asystem / sub components to fail or not perform as per the requirements.

 An investigation / design is incomplete where parameters needs to bede�ned and models need to be developed to complete the design.

For a more complex example that is engineering based, lets imagine that we

work at a power station and the conveyor belt system that brings coal to the

power station constantly fails. When this happens, the �rst question we ask

is “why is this conveyor belt system constantly failing?”

We conduct an investigation and go through the entire system where we look

at all the individual components. We take measurements and apply �rst

principals to con�rm that everything is operating as per the design.

In this example, we determine that more coal is placed on the conveyor belt

system and this extra mass of coal places an additional axial force of 2000N

on the bearings.

So what’s the clear de�nition of the problem?

The reason why the conveyor belt system is failing is because more coal is

being loaded onto the conveyor belt system which is putting an additional

axial force of 2000N onto the bearings and this additional load is what is

causing the system to fail.

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Caution: Outcome 1 is all about determining the reason for the engineering

problem with a formal de�nition of the problem. Please be cautious to not

make the mistake of telling ECSA what is the solution when demonstrating

outcome 1.

Let’s imagine that you are the appointed engineer who now has to propose a

solution to the wastage of time between the changing of tools in the

manufacturing plant. We have determined that the operator will lose 5

minutes to upload computer software onto the CNC machine and then lose

another 5 minutes to change the tool. So how are we going to reduce the tool

changing time?

Outcome 2: Design / develop solutions to anengineering problem

CHAPTER 2

Page 13

One way is to look at methods of reducing the computer uploading time, so

we could maybe look at changing the computer coding to upload faster. We

can dive into the details to say, well if we change one part of coding, the

system performance is improved.

Another thing we can look at is the overall management of components. If

we start to bulk manufacture the same components at the same time, we can

change the tools less often.

The last aspect we can look at is reasons why the operator takes a long time

to change the tool. Maybe they need better training, maybe the tool shed is

on the other side of the workshop and the operator wastes 2 minutes walking

to this tool shed. So can we move the storage of tools closer to the operator?

In a nutshell, what we are doing is performing a synthesis and development

of a solution to the problem from outcome 1. Notice how we need to apply

�rst principals (changing of computer coding) and develop methods to better

manage resources (grouping of identical components together and

movement of the tools closer to the operator).

If we look at the development of the solution to our conveyor belts system

from the last section, one solution would be the custom design of a bearing

that can accommodate the additional 2000N. So, we apply our �rst principles

and determine that increasing the diameter of the bearing by 20mm will

make our problem go away.

CHAPTER 2

Page 14

We then discover that this type of bearing is not a standard bearing that is

freely available. So �rst we con�rm that our new bearing design can �t into

the equipment, we then create drawings, create a speci�cation document and

then go to various suppliers and ask them to manufacture this bearing. We

compare costs, see if it is within budget and then order a prototype.

So outcome 2 is about how you develop the solution using �rst principles and

then implementing the solution that solves the problem from outcome 1.

Do you remember doing laboratory work back in the good old days of

university? How did the process go? We had a clear vision of what we were

testing, we conducted the test, we noted the results, we analysed the results

and then we discussed the results.

Outcome 3: Comprehend and apply advancedknowledge

CHAPTER 2

Page 13

If we look at the mark allocation for each lab report, the bulk of the marks

were allocated to the discussion section. I dreaded completing the discussion

section as it was the discussion section that determined if you passed or

failed the report.

Did you ever notice that you could completely mess up the experiment, get

the wrong results but you could still pass if you justi�ed the errors in the

discussion section? I know, as I messed up so many times but still manage to

scrape through with a pass.

So why was the discussion section so important, what were we showing in

this section and what does this have to do with ECSA?

Well if you think about it, the discussion section of any lab report is all about

sharing our thought process with the reader. We are telling the reader why we

think the results are correct or incorrect and how we know certain

mathematical principles are applicable in the experiment.

While you were working through outcome 1 & 2, you might have made some

assumptions that are based upon certain principles. How do you know if

these assumptions are correct? If speci�c data that you used had some degree

of uncertainty, how do you know it can still be used in a design?

CHAPTER 2

Page 14

This is what outcome 3 is all about, it’s about sharing your thought process

and justifying how you know that all the principles that you applied in

outcome 1 and 2 are correct.

To demonstrate this outcome, you can use all the specialist knowledge that

you have gained while you have been working in a speci�c practice area. You

are required to justify how you know that you have taken the correct path

and you need to prove you know your �rst principles as well as show how the

principles that you used in determining outcome 1 & 2 are applicable.

Coming back to our example, lets imagine that we applied the principles of

statics and strength of materials to determine the additional axial force of

2000N on the bearings. What we need to show is how we know the principles

of “statics are applicable” and how we know the results are correct.

We could say something like, “the only way to determine the additional load

on the bearing is to construct the free body diagram and to apply sum of

forces and moments are equal to zero. Our results have indicated that the

additional 2000N of force is approximately 200kg of additional coal that is

placed on the conveyor belt system. After taking physical mass

measurement, it was measured that approximately 200kg of additional coal

was placed on the conveyor belt. Therefore, the application of statics in the

analysis is correct.”

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If you like, you can also use parts of standards to prove that the analysis is

correct. So coming back to the above example, we could write ”to con�rm if

our result of 2000N was correct, I consulted with SANS 1234 and it indicated

that 1kg of coal exerts 10N. Based upon our calculated and measured results,

our analysis is aligned with SANS 1234.”

For Outcome 3, ECSA would like to see that you are competent, able to

evaluate solutions, able to justify all assumptions and you have specialised

knowledge within your �eld of engineering.

One way to do this to share is to share your thought process and image you

are writing the discussion section from your university lab report.

CHAPTER 2

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Have you ever had one of those days where everything on a project went

wrong? You go to site and material is not delivered, other contractors did not

follow instructions and now there are clashes with your design or maybe you

have a very angry client who decides to call you into a meeting and threatens

to impose penalties because the project is behind schedule?

I know how you feel as I too experienced one of those days when everything

falls apart and all you want to do is get into your car and drive away from the

problem. Unfortunately ignoring the problems don’t make it go away and to

move forward, we need to face the problems head on and �nd a solution.

So, outcome 4 is more than just performing project management duties, it is

the handling of a dif�cult situation. So what’s the difference between

outcome 4 and project management? Well it all comes down to how you

structure and write the report.

Outcome 4: Manage part or all of one of moreengineering activities

CHAPTER 2

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After reading dozens of reports from different candidates, many try to

demonstrate outcome 4 by writing, “I ensured the projected ran on time, I

ordered material and attended meetings. I did project management and the

project was a success.” Unfortunately writing the report in this format does

not demonstrate outcome 4.

So how do we move forward? Before we dive into this, lets see how outcome 4

relates to everything we do in life and why ECSA views this as such an

important outcome. Let’s imagine you want to open a 2-year cell phone

contract where you pay R199 for 40GB of data. You submit your application

and the cell phone supplier runs a debit order of R499 and only gives you

10GB of data. What’s your �rst reaction? You probably going to phone

someone and �nd out why this is happening.

Now imagine the sales consultant says, “sorry sir, we made a mistake on our

brochure and the contract is R499 for 10Gb. We can’t change or cancel the

contract and we can’t reverse the fees. Just keep paying and we will sort

everything out in two years’ time when the contract ends.” What would be

your reaction?

You may escalate the situation to the manager and imagine he tells you the

same thing. How would you feel? You may feel cheated, lied to and the worse

thing is they are still taking your money. Would you ever use this company

again? I know I wouldn’t.

CHAPTER 2

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If we look at this example, the reason why we developed such a bad feeling

toward this cell phone company was because the service was bad, and the

situation was not handled well. If they spent time to sort out the problem, to

communicate with us in a professional manner and to be helpful, the

outcome would be very different.

Outcome 4 is important because ECSA would like us to handle a dif�cult

situation in a way that keeps our clients. The more clients we keep happy, the

more business we make.

Relating this back to engineering, what keeps our customers happy? Meeting

deadlines, giving feedback, showing competence, and managing processes

that run smoothly.

What keeps our boss happy? Performing a project within budget and keeping

the customer happy.

So both of these aspects form the basis of good operations of any business

and this is why ECSA state that within outcome 4, you need to demonstrate

management of time, resources and �nances. Don’t forget to also include

how you managed yourself when things went wrong.

So how would you structure outcome 4 in the report?

CHAPTER 2

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One way to structure the report is to tell ECSA what went wrong on a project

and how you went about �nding a solution. A typical example is a shortage of

material in South Africa. You urgently need this material to make progress

but no supplier in South Africa has this material. What are you going to do?

Are you going to source this material from overseas?

What about the costs to do this as you have not budgeted for this? The more

time you spend trying to sourcing material, the more the project runs behind

schedule. What about the client who may feel frustrated because they see no

progress with the project and penalties may be imposed due to this problem

that is out of your control?

So demonstrating outcome 4 is all about answering these questions in your

report. When writing to demonstrate outcome 4, write about how you

managed various stakeholders, �nances, time and legal disputes when things

go wrong on a project.

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As a child, did you ever play the “broken telephone” game where everyone

stands in a line and a message is passed onto each person? The goal of the

game is to determine if the message from the last person is identical to the

initial message.

When I was playing this game in my younger years, the original message was

“A meerkat has a pointed snout, long legs, a tapering tail and a brindle coat

pattern.” By the time we reached the last person, I was given the message, “A

deer kat points a snout, long legs, a shaping tail and is used as a coat

pattern”. The joy of the game was to see how crazy the �nal message was and

to have a great laugh with friends.

Now think about it, don’t we play this broken telephone game in

engineering? Imagine rigging a large pump into a plantroom. Now imagine we

tell the wrong mass of the pump to the rigger.

Outcome 5: Communicate with others duringengineering activities

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During the rig, the selected slings are undersized and snap which causes the

pump to fall through the walls of the plantroom. Luckily no one is killed. Who

will be held responsible for the damages or even worse, face charges of man

slaughter if someone was killed?

This is the reason why ECSA made communication part of the requirements

as clear and accurate communication can greatly in�uence the overall success

of a project. Communication takes many different forms, it can be written or

verbal communication. Even drawings are seen as a form of communication

as drawings are instructions of what must be done.

So here are some ideas that I have seen in some of my students reports:

 The writing up of concepts, proposals, informative subjects, designs andother works. Presentation of designs, proposals, informative subjects and otherworks. The writing of clear instructions on the operations of a system toprevent hazards from occurring. The generation and issuing of either tender or manufacturing drawingsthat specify the full scope and requirements of work.

A common mistake to avoid for Outcome 5 is to just state that you

communicated on a speci�c project. Rather write your report from a different

angle where you state the type of communication that you had as well as its

purpose.

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A few days ago, I was streaming a series and when my internet suddenly went

off. I don’t know what upset me more, the fact that I was now sitting in the

house with no internet or the fact that I did not know what was going to

happen next in my series.

The one thing I did know was that I was highly annoyed as it was also dinner

time and I love eating my dinner in front of the TV. So to pass the time, I got

into my car and headed to the nearest burger joint to enjoy a double cheese

burger and chips.

Outcome 6: Recognise and address social, culturaland environmental e�ect of engineering activities  

CHAPTER 2

Page 24

Upon returning home, I phoned the internet provider to ask when the

internet would be restored, and I was told within the next 2 hours. Two hours

later, the internet was still not restored. The internet was only restored the

next day. If this happened to you, what would be your perception of this

service provider?

It’s easy to point �ngers from the consumers perspective and claim the

provider is unreliable but from the engineer’s perspective, there was a lot of

stress and the team did everything in their power to get the internet back

online.

So, let’s view this example from both perspectives. From the consumers

perspective, the internet provider is unreliable, and the downtime costed the

consumer money. In my case, the price I paid was a double cheese burger and

chips for dinner but should this have been a business, the costs would be

substantial.

From the engineering team’s perspective, they were faced with a lot of

dif�cult decisions. Now let’s imagine you were the engineer who had to

restore the connection fault. You go through the entire system and you

determine that your IT team needs to do maintenance on the servers and the

cooling units. Total downtime can vary between 5 hours to 24 hours.

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The toughest decision you need to make is how will your decision impact the

people around us. Do you take the system of�ine for an unknown period of 5

to 24 hours to do maintenance or do you run the system until something

serious happens where the system will be of�ine for days?

Not an easy decision to make as any downtime of the system causes

companies to lose money or cause clients to change service providers.

So being the engineer is not always easy as the decision, plans and actions

that we make need to consider the impact on the environment, society as

well as the cultural impact.

When we refer to cultural impact, we are referring to how a group of people

perceive your actions. In the example above, the cultural perception that is

developed is that the service is unreliable.

Another example may be the implementation of a robotics system in a

manufacturing plant. If you tell the workforce that you are now

implementing machines to do a human job, some people may start to feel

threatened and scared that they may be retrenched.

They may even retaliate on its implementation. So how do you deal with this

fear and make them feel secure that this system is there to improve things

rather than cause unemployment. As strange as it sounds, this is what you

need to describe in your reports.

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So, outcome 6 is all about understanding the impact your engineering activity

has on the environment, society, or impact culturally. Your goal is to

demonstrate how you took all these factors into account and how you

mitigated or reduced the risk associated while performing the activity.

Other examples that you could include for this outcome are:

 Implementation of a unique feature that reduces electrical consumption and green house gas emissions.

 The need to implement a system that will prevent pollution to the surrounding environment.

 Modi�cation to a speci�c design or implementation of a procedure that does not have an impact on society. An example would be the construction of strip club next to a church as the local community willnot deem this as acceptable.

 Communicating with stakeholders taking into account culturaldifferences. An example may be the writing of a manual in multiplelanguages to ensure the user understands how the system works.

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Back in 2003, 100 people were killed, and 200 people were critically injured

when a �re started in a nightclub in Rhode Island. The cause of the �re was

the pyrotechnics which set �re in the soundproo�ng foam in the ceiling.

It was a tragic accident and what made this �re more dangerous was the

system that was installed. According to the investigation, the person who

installed the pyrotechnics did not have a licence. Further investigations

showed that the soundproo�ng foam that was installed in the ceiling was not

�re retardant and the reason why many died of suffocation was because the

�re dampers failed to operate.

Outcome 7: Meet legal and regulatory requirementsand protect the health and safety of persons

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The HVAC engineers were investigated, and it was discovered that the

designer approved the installation of a damper that was not certi�ed as per

local standards. The contractor proposed a supplier that was not certi�ed,

and the manufacturer did not manufacture the damper as per local

regulations. All parties involved faced charges of manslaughter and received

prison sentences.

This incident was tragic and much has changed since 2003 to prevent an

accident like this from occurring again. How have standards been

implemented so this type of accident can be prevented in South Africa?

A few years ago, we were removed from the tender list because we were

unable to provide a certi�cate to prove that we complied with a speci�c

standard. This action shows that consultants have become strict with the

approval of certain suppliers. Standards have also changed to specify and

encourage veri�cation of designs by a registered person.

So standards have changed to become more strict and while it is painful to go

through a lengthy process to comply with speci�c standards, these standard

are there to protect the user and society.

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So ECSA take outcome 7 very seriously as it involves compliance with the

applicable legal, regulatory and health and safety standards for the

engineering activity. To accomplish this outcome, you are required to be able

to identify areas within your work experience whereby speci�c designs or

procedures did not comply with the applicable legal, health and safety or

applicable standards.

The goal is to tell ECSA what aspects you changed within a design or

procedure so it complies with a speci�c standard.

These are additional examples that I recommended to my students when

writing their reports:

 A design was modi�ed so it complied with a speci�c local orinternational standard.

 You identi�ed a speci�c procedure to be unsafe. You then proceeded tochange that procedure, so it complied with the Occupational Health andSafety Act (OSH Act).

 You are testing a new design in accordance with a speci�c standard

 You had to patent a new design so legally you owned all rights for thatunique design.

 You discovered that one of your clients has purchased a product fromone of your competitors and the competitor is using a design that hasbeen patented by your company. How do you handle the situation?

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It is preferred that local industry or local standards be applied for this

outcome. However, should local standards not be available, use of

international standards are acceptable.

Outcome 8: Act ethically, exercise judgement andtake responsibility

Have you ever been in a situation where you knew you should not do

something because it felt wrong but there was a lot of pressure from others

to do it? While I was at school, I was in a situation where a student

encouraged me to steal a coke from the vending machine.

This boy had everything planned out so well. He opened the slot where the

coke bottle came out and put his arm all the way into the machine. Once he

felt the bottle, he just had to push the bottle over the hook and the bottle

came out at the bottom.

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Now on a hot summer day, nothing is more refreshing than a nice ice-cold

coke to quench your thirst. Unfortunately, I had no money to buy a coke and

it was tempting to just take one coke. While I was watching him do this, he

asked me if I wanted to join him. I declined as I felt it was wrong to steal and

that’s when the teasing began and the pressure to join him was on.

It was a tough decision to make, as it felt wrong to steal so I decided to do the

right thing and reported him to the teacher. Well that didn’t play out well as

he ran away before the teacher arrived. An hour later, the boy found me and

decided to take revenge that ended up in a �st �ght. As we were �ghting in

the parking lot, my mom drove past to pick me up from school and that was

when the �ght quickly ended.

When I got home, I had to answer to my mom and dad of why I was �ghting

with another boy at school. They understood the situation and praised me

for not joining the other boy in stealing coke from the vending machine.

So why am I telling you this story? I wanted to share this story to show that

sometimes doing the right things is hard. Doing the right thing sometimes

hurts you as others may judge you or even physically want to hurt you. But

doing the right thing has the reward that says “you are a good and trust

worthy person.”

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This is the reason why ECSA created outcome 8, as they would like us to be

ethical and trustworthy engineers. ECSA would like us to behave in an ethical

manner and learn how to deal with unethical situations.

To help us out, ECSA created the “ECSA code of conduct” which describes

what we should and should not do while working within the engineering

industry.

To demonstrate outcome 8, you are required to identify an instant in time

where someone asked you to do something unethical or where you felt there

was a direct violation of the ECSA code of conduct. This can even extend to a

con�ict of interest as per company policy.

Outcome 8 is not so easy to demonstrate, so here are some examples that I

gave to one of my coaching students last month.

1. The costs to perform a unique test was omitted from the tender document

and your manager tells you to omit the test as it will impact the pro�tability

of the project. How do you handle the situation?

 2. The tendering engineer made a mistake on the costing of a project and you

are over the budgeted amount. Your superior tells you to use cheaper

materials that are of a lower standard and quality to remain within budget.

How do you handle the situation?

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It is recommended to use the ECSA code of conduct as the guideline and

make speci�c reference to speci�c clauses when writing up your report.

Let’s imagine that you went on a date, but you were two minds about this

person. There are things you like about them but there are things you dislike

about them. What would you do if they asked you out or hinted for a second

date? Do you go or do you decline? How would you come to some form of

decision?

3. Your superior tells you to award an order to a speci�c supplier. Upon

further investigation you discover that the supplier is the superior’s brothers

which goes against company policy due to the con�ict of interest clause. How

do you handle the situation?

Outcome 9: Exercise sound judement in the courseof engineering activities

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Do you consider the good and bad? Maybe you would look at the bad and

determine if these traits were something that you could adjust to and

tolerate over time.

Even at this point, there is still uncertainty as there are unknowns about this

person. You may even have to apply some initial judgement about this person

to make a �nal decision.

So, isn’t engineering the same as dating at times? Don’t we sometimes face a

situation where some information is missing or there is some form of

uncertainty? Even though information is missing, we still need to make some

form of decision and use engineering judgment in deriving at that decision.

This is what outcome 9 is all about and it is dif�cult to demonstrate this to

ECSA. After delivering training for many years, the easiest way I found to

demonstrate outcome 9 was to log an experience where some information

was missing or there was some uncertainty with the results. Even within this

time of uncertainty, a decision was made, and you proceeded with the design,

recommendation, or process.

While ECSA read your report, they would like to know that you understand

the impact the decision has on the outcome of the project. They would also

like to know how you have addressed all risks involved with your decision.

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You can Include aspects such as affected parties, correct application of

standards and show that you have an understanding of how you will be held

accountable for the decision made.

While I was writing my ECSA reports, I demonstrated outcome 9 when I was

required to select some piping for a HVAC system where the �nal selection of

the piping was dependent on two factors. These two factors had a 10%

variance and by the time I completed the analysis, I had two different pipe

sizes that I could use. If I used the larger pipe size, I would oversize the pipe

and have higher capital costs. If I used the smaller pipe, I would under-size

the pipe and this would cause problems within the system.

I spent the rest of this report telling ECSA what decisions I made and showed

how I understood the impact of the decision on my design and overall success

of the project.

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Have you ever seen those advertisements on the television that tell you “not

to drink and drive, be responsible?” I only fully understood those adverts

after attending a friend’s birthday party. We all had a great time and when it

was time to leave, they offered me one more shot of whiskey. I declined,

knowing that I was on the alcohol limit but everyone still pressured me. 

Outcome 10: Be responsible in the decision makingfor part or all of the engineering activity

I still chose not to have that last shot and while driving back home, I got

stopped at a road block. The of�cer smelt that I had been drinking and said

that I would be spending the night in prison should I be over the alcohol

limit. I completed the breathalyser test and I was just under the limit and free

to go.

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This incident was a real eye opener of what it means to makes certain

decisions and be responsible. Don’t you think the same principals apply while

working within the engineering industry? Don't our decisions have some

form of consequence and as engineers, don't we need to be held responsible

for those decisions?

So when it came to decision making and responsibility, ECSA included

outcome 10 which looks at how the decisions you made have a positive or

negative impact on the project. This outcome also looks at how you did

everything to minimise risk should the decision have a negative impact.

When writing your reports for outcome 10, a suggestion is to share what you

are thinking when making a �nal decision. Also Acknowledge that you

understand each scenario, you understood the risk and you acknowledge that

you will be held accountable for that decision.

If I was writing a ECSA report on my drinking example, I would write

something like “I knew that if I took one more shot of whiskey, I would be

over the alcohol limit and unfortunately Uber didn’t exist back then so calling

for a cab was not a solution. I then thought what would happen if I did take

the drink and get stopped by the police. I did not fancy going to jail and

having a criminal record, so I decided to take the safe option of declining the

shot of whiskey even though everyone else wanted me to have fun.”

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Going through the ECSA registration process, I always thought I had to invest

a lot of money to attend CPD accredited courses by ECSA. I always asked how

many credits each course was worth and thought I had to constantly claim

points to have my application approved.

It was only upon �nal submission of my report did I discover that the

claiming of CPD point was applicable only once I became professionally

registered with ECSA. Unfortunately for me it was too late as the money was

spent but all was not lost as the knowledge gained far outweighed the

�nancial cost.

Outcome 11: Undertake su�icient professionaldevelopment activities to maintain and extendcompetence

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The good news is that as a candidate you can claim any technical

presentation or training course as part of outcome 11.  Before you start

enrolling in a whole bunch of courses, you need to know that outcome 11 is

not about attending random courses or technical discussions.

I mean, if you attended a technical course on learning how to bath a dog and

try to log this as CPD, then unfortunately ECSA will not acknowledge this as

accomplishing outcome 11. ECSA would like to understand why you attended

a speci�c course and to answer, “how does attending a speci�c course bene�t

and help you grow as an engineer.” So while learning how to bath a dog is a

great hobby, unfortunately it won’t help you advance in your engineering

career.

So, what does ECSA require for outcome 11? Firstly, they would like to see

that you are taking ownership, planning and recording your own professional

development activities.

Imagine you see yourself in a technical sales role within the next 12 months.

You may need to learn how to sell, how to engage with clients in a meeting

and how to handle dif�cult situations. Attending a sales course is the tool

that can help you acquire these skills. So when writing your report, include

the reason why you attended this training and how it bene�ted you.

.

Page 40

Don’t get me wrong, attending workshops or technical talks is one way to

show outcome 11, but another way to demonstrate outcome 11 is to teach

others. Yup, that’s right, CPD activities are either receiving or giving

information.

If you write a journal article, you can claim that as CPD. If you mentor or

tutor a colleague in engineering, that can also be claimed as CPD. Self-study

and reading technical engineering journals is also a CPD activity.

So outcome 11 is all about stating reasons why you had to do a speci�c

activity as well as stating future personal development that you may require

as you advance in your engineering career.

Congratulations for completing the align part of the ABC process and that

wraps up ECSA 11 outcomes. Before we move onto the next phase, Join our

and share some of your major “take away” from this section

and also feel free to ask the group questions so you can keep moving forward.

face book group

Major takeaways

CHAPTER 3

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Throughout this workbook, we have mentioned that the road to success is to

�rst understand what ECSA want from us and to give it to them. So in this

part of the ABC process, ECSA would like us to demonstrate how we meet

their 11 outcomes and to log this within their report templates.

After coaching and training many students for the past few years, I learnt

that this is where many candidates struggle. It’s easy for me to say “Align

your work with ECSA outcomes, but how do you do that while writing your

report?”

Before we dive into the answer, lets chat about what are ECSA's report

constraints so we can devise a plan to ensure we give ECSA everything they

require from us.

To start things off, ECSA require that we �rst start to log work experience in

either a Training and Experience Outline (TEO) or a Training and Experience

Report (TER). Once we have completed these reports, ECSA require an

Engineering Report (ER).

Welcome to the “build” part of the ABC process, this section is going to be

exciting as we will be merging all the ideas to help you build the reports that

need to be submitted to ECSA and we also have a little surprise for you later

in the section.

CHAPTER 3: Building the ECSA report

CHAPTER 3

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So, what are the differences between each of these reports? So let’s relate

these differences to a movie. Have you ever been to the cinema and watched

a movie trailer? The trailer is so exciting, so dramatic and they give you

enough of the storyline that makes you say, “Wow that movie looks so good,

when it is released, I am going to buy a ticket and watch it with my tub of

pop-corn.”

If ECSA reports were like the movies, the Training and experience outline

(TEO) and the Training and Experience Report (TER) are the movie trailer and

the Engineering Report (ER) is the actual movie. So TEO and TER are a

summary of your experience and an introduction to which outcomes are

demonstrated within each training experience. Once you complete these

reports, you write a detailed report in the form of the ER where you provide

as much detail as possible on how you clearly demonstrate each outcome.

So when do you write a TEO or a TER? It all depends on the number of years’

worth of experience you have once you obtained your degree.

If you have more than 10 years’ worth of work experience since you obtained

your degree, you are required to write at least 3 years’ worth at responsibility

level E in the form a TER and the rest in a TEO.

TEO vs TER vs ER

CHAPTER 3

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As an example, lets imagine you have 11 years of work experience. You are

required to log 9 years’ worth of work experience in the form of a TEO and 3

years’ worth of work experience in a TER.

If you have less than 10 years of work experience, then you are required to

only write up a TER.

To lean more on the differences between TER, TEO and ER, , then

scroll to your registration category and download the application form under

“Professional Engineer / Professional Engineering Technologist”

click here

While I was writing my reports, I made the mistake of �rst writing my

reports, sending them to ECSA, having them review it and then facing the

tough situation of rejection. The thing that lacked when I wrote my report

was strategy.

The problem was that I viewed the entire process as a project logging type of

task instead of a demonstration type of task. I just wrote things along the

lines of “In this period I did project management for ….. project. I did a

design and it was a success.” I never wrote the report where I demonstrated

how each experience was aligned with ECSA outcomes. This was the main

reason why I did not succeed on the �rst attempt.

The strategy for the TER

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Page 45

The good news is that you won’t have to go through this pain as I am going to

share the top 5 strategies you can implement to ensure success for the TER.

There are many ways to get to the same result, but the strategy that I have

implemented with my students is to keep each TER to 300 words and to write

a total of 6 TER’s for the candidate engineers. If you are a candidate

engineering technologist, you will follow the same strategy but keep to the

word limit as shown on the TER template.

Example for Strategy 1:

A plant lift experienced abnormal moisture ingress which caused the lift to

malfunction. This problem threatened to endanger the lives of employees

and contractors using the lift but also posed a risk to the station’s lift

operation being suspended due to noncompliance.

Strategy 1: Problem, motivation, soution,implementationStrategy 1 is aimed at demonstrating outcome 1-3 and when starting out

with this strategy, begin by �rst describing the problem and the motivation

for the task. After this, proceed to describe how you derived to formulating

the solution and if possible, mention some of the �rst principals that you

used. Once you have derived at the solution, you can end off the report with

what was done or implemented.

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I determined the cause of the problem by �rstly conducting a visual

inspection where I identi�ed water marks on the lift’s internal concrete wall.

Tracing the �ow path, I discovered the cause of the moisture ingress was

caused by the back�ow of ash slurry. Further investigation revealed that the

ash plant drainage system was interfering with the lift drainage system. To

solve this problem, I considered three different solutions. After analysis, I

determined that the best solution was to install a separate lift drainage

system equipped with a sump pit and submersible pump to correctly collect

and discharge the moisture.

I consulted with a Senior Civil Engineer to verify my �ndings and solution

and presented to Senior Management for budget and duration approval.

After obtaining approval, I wrote and issued technical speci�cation, which

was used to source to a Contractor to execute the solution. 

I determined the volume of water to be drained from the lift in accordance

with hydraulic principles for closed pressure pipe systems. I conducted

research and recommended the application of shotcrete and Sikagard 703W

on the lift’s internal wall to permanently separate interface of the ash slurry

and lift drainage system. This eliminated ash slurry back�ow into the lift pit.

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Page 47

Strategy 2 demonstrates outcome 4 & 5 and this strategy is all about telling

ECSA how you managed a process when things went wrong. Share with ECSA

your interactions, challenges, and management of resources such as time,

�nance and people.

Example for Strategy 2:

To ensure that the structural integrity of the base was not affect, I conducted

an FEA analysis on the lower grade steel and concluded that it could perform

as required without failure.

While constructing the base frame for an HVAC system, I was informed that

there was a shortage of steel within the country and this would result in a 5

week delay that would impose penalties on the project. I contacted another

supplier who could assist me, but the price was double the allowable budget. I

contacted another supplier who imported steel from the far east which was

within budget but of a lower grade steel with a 1-week delay.

Strategy 2: Things go wrong while conducting anengineering acitivity

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I contacted all stakeholders and presented the solution to them as well as

con�rm that the HVAC system could still be completed within the required

manufacture time. Once the proposal was accepted, I proceed with the

implementation of an overtime plan with our workforce to ensure that any

additional overhead costs were kept to a minimum. Upon completion of my

�nancial analysis, I presented the additional labour costs to my supervisor

who approved the loss due to the steel shortage within the country.

Strategy 3 is geared around outcome 6 & 7 and the requirement is to tell

ECSA how you resolved a situation where a speci�c activity had an impact on

the environment, society, affect people culturally or had legal implications.

Strategy 3: Legal, environmental, social, culturalimpact

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Page 49

Once the bullets arrived on site, I had to ensure that all safety procedures

were adhered to as our contract agreement stated that we would be held

liable for all damages resulting from an unsuccessful rig.

I complied with all regulations as speci�ed by our corporate safety plan, SANS

standards as well as the Occupational Health and Safety Act (OSHA). To

further ensure safety on site, all frames that were constructed for the rig were

certi�ed by a third party.

Before performing each lift, the lifting procedures were discussed, all risks

were identi�ed, and action plans were put in place to minimise the risk. I

supervised each lift to ensure compliance with standards and all procedures

were documented in accordance with ISO 9001 standards.

10 bullets each with a mass of 470 tons had to be transported and rigged

from Johannesburg to a client in Mpumalanga. Transportation of these

bullets during the daytime would result in the disruption of traf�c and could

cause people to be late for work. Due to safety concerns, the transportation

of the bullets had to be conducted during the day. To keep the disruption of

traf�c to a minumin, I planned a transportation route which avoided all

major roads and crossing bridges that were not strong enough to handle the

mass of the bullets.

Example for Strategy 3:

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Page 50

Recall an instant where the line of ethics were about to be crossed and pin

point direct violations with the ECSA code of conduct

This strategy is focussed around demonstration of outcome 8 where there is

a violation with the ECSA code of conduct or the lines of ethics are crossed.

During the installation of a Solar PV System, the general speci�cation of the

contract stated that Class I surge protection devices (SPDs) be used. The

detailed Speci�c Technical Requirements section of the contract, however

stated that class II, or better SPDs be used. 

The solar inverter that was speci�ed in our tender submission included class

II SPDs as part of the inverter. This led to a potential con�ict with the

consulting engineers, who required Class I+II SPDs,

Example for strategy 4 

Strategy 4: Crossing ethical lines

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To resolve the issue, I �rst issued an email to the supplier in which I asked if

we could replace a PC board in the inverter to improve the class of SPD. Due

to the long lead time, the consultant rejected the proposal and mentioned

that penalties would be imposed due to late delivery. To prevent late

penalties, I consulted with two external parties and they con�rmed that class

II was suf�cient for the consultants’ requirements (Clause 3.2.(f) and (h)

from the ECSA Code of Conduct, Clause 3.5 (b) from the ECSA code of

Conduct).

Both parties engaged with each other to con�rm the aspects (Clause 3.1. (b)

from the ECSA Code of Conduct) and both parties agreed I+II SPDs was more

than adequate.

After the �nal solution was approved, I had a meeting with the consultants,

and it was agreed that part of the additional costs for the extra lightning

protection equipment would be compensated by the client due to this

misunderstanding between all parties. 

Recall an instant where there was information that was missing or

something was uncertain, but you still had to proceed with the design, make

decisions and take responsibility.

Strategy 5: Uncertainty

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Describe your thought process, give reasons how you know you made the

correct decision and then show how you understood the risk, how you

mitigated the risk and then how you accepted responsibility for the decision

made.

Strategy 5 example

I was required to re-engineer the bursting pressure of the condenser’s coil to

ensure the construction of the coil complied with SANS 347 standards. I

required information such as coil dimensions and welding speci�cation which

were included on the original design.

Due to the unknown welding speci�cation like the throat thickness or weld

ef�ciency, I was unable to accurately determine whether the stresses

developed within the coils was less than the yield stress (σ ) of the

material. Therefore, I conducted research into the weld processes and

ef�ciencies and I came across some literature on acceptable welding

standards.

yield

This standard states that a butt weld with a single vee con�guration can

achieve a welding ef�ciency (η) of 80% but due to the lack of skill, the

boilermaker’s could not perform this type of weld and there was a risk of

critical failures like lack of fusion or lack of penetration.

CHAPTER 3

Page 53

Therefore, due to the severity of the operation, I reduced the ef�ciency of the

joint right down to a similar welding ef�ciency same as a single bevel grooved

weld, which has a ef�ciency of 60%. I also arranged that 10% of all welds (50

welds) to be X-rayed to verify the welder’s competencies level and

consistency.

From these assumptions and evaluations, I still obtained a safety of factor of

8. This meant that the condenser’s operating pressure would need to be

operating 8 times its maximum pressure to reach the yielding pressure of the

coils. The possibility of this occurring was very unlikely due to limitations of

the ammonia compressor, and ammonia properties.

I decided that with a signi�cant reduction in the welding speci�cation, the

design was still within the acceptable standard and I decided to proceed with

this design and understood that I was responsible for all decisions made

within this design.

The strategy for outcome 11 is to identify what skills you would like to

develop that will help you advance within your career as an engineer. ECSA

would like to see the motivation for attending such courses.

Strategy 6: Learning

.

Page 54

After graduating from university, I was required to perform cooling unit

performance audits to determine if the supplied units performed as per the

speci�cation. To accomplish this, I was required to perform complex

calculations in the �eld of psychrometrics.

I attended a 2-day training course which helped me complete each of the

required audits accurately. In addition to attending this training course, I

attended technical discussions that were presented by SAIRAC which helped

me further my understanding within this �eld.

I received a promotion 4 years later and my new role required me to conduct

technical sales with our clients. To perform this task correctly, I conducted

research and identi�ed that a consultative selling course would help me

enhance my presentation skills and to handle client objections. I obtained

costing for the course and it was approved.

During the course of my development, I logged all training that was

completed and I identi�ed all future courses that would assist me in my

professional development.

Strategy 6 example

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Strangely enough, meeting the set deadlines is harder than writing the report

itself. This is what part “C” is all about in the ABC process. It’s about helping

you “complete” your reports in a speci�ed time.

Now what if I told you that to make great progress, all you had to do was set

aside 15-20 minutes a day for ECSA registration? Would you say it is possible

to set aside a speci�c time in your schedule to spare 15-20 minutes every day

and devote it to ECSA registration?

Just like brushing your teeth at a speci�c time, why not do the same for ECSA

registration where a speci�c time is booked out of your dairy so you can work

on these reports?

Don’t worry, I did this at least 5 times when I �rst started my ECSA

registration journey. If I could go back in time and do it all over again, the one

thing that I would change was to make ECSA registration a habit. So just like

creating a habit of brushing your teeth every day, we can make ECSA

registration a habit.

Hooray we have reached the �nal part of the ABC process towards ECSA

registration. Have you ever said to yourself that you will submit your ECSA

reports by a speci�c time and when that time arrived, you were still typing

your reports?

CHAPTER 4: Completing the report in time

CHAPTER 4

Page 56

So what time is ideal for you? If you wake up early, then maybe your 15-20

could be just as you wake up. If you a night person, then maybe your 15-20

minutes could be around 10pm. Maybe your time could even be your lunch

break while you are at work. The chosen dedicated time must just be free

from disturbances and distractions.

So what time will you dedicate to the ECSA training process? I would like you

to book out this time on your cell phone or laptop and that’s the hardest part

done and dusted.

Now that we have dedicated a set time towards ECSA registration, the next

step is to identify the tasks that need to be completed and set deadline dates

for each task.

If we had to look at the entire process, ECSA registration can be broken down

into 5 simple tasks. Let’s work together though each task and please feel free

to create your training plan around these tasks and don’t forget to set

completion dates.

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Registering as a candidate with ECSA is not compulsory. There are certain

bene�ts to registering as a candidate as well as certain disadvantages. The

bene�t of registering as a candidate is physical proof that you are dedicated

to the ECSA registration process which becomes useful if you change jobs and

the new job states that you need to prove that you are in the process of

becoming ECSA registered.

The disadvantage are the membership fees as some candidates take a long

time to become registered and end up paying yearly fees. So based upon your

circumstances, �rst determine if you are going to register as a candidate.

Once you have completed this, assign a mentor, supervisor and referee and

then complete the candidate registration process if applicable. The function

of each of these role players make can be found here

As a guideline, completion of task 1 can be within 2 weeks or less

Task 1: Con�rm candidate registration and appointmentor

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Page 58

A Commitment and undertaking (C&U) is a signed agreement between

yourself, your company and mentor to commit to the ECSA training process.

It’s a written agreement that your company will provide you with adequate

work opportunities and your mentor will be dedicated to helping you become

ECSA registered. In return, you also commit to work through the process and

becoming ECSA registered.

Registration of a C&U is not compulsory but it does play in your favour when

your report is reviewed as signing a C&U means you have created a training

structure that is geared to get you ECSA registered.

Registering a C&U is easy, just download the form off ECSA website, all

parties sign on the designated parts of the document and you email the C&U

registration form back to ECSA.

As a guideline, completion of task 2 can be completed in 1 week or less

Task 2: Confrim registration of a C&U

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Page 59

So task 3 is to think back in time and to make a list of work experiences you

wish to log in your reports. We mentioned the type of experience to log in

chapter 1 of this book.

As a guideline, completion of task 3 can be completed in 1 week or less and

refer to chapter 1 of this workbook for assistance.

This task is the “Align” part of the ABC process and if you need any help,

please refer to chapter 2 of this workbook.

As a guideline, completion of task 4 can be completed in 2 weeks or less and

refer to chapter 2 for assistance.

If you read through ECSA documents, it states that all work experience from

the date of obtaining your quali�cation to the date of application must be

logged in your reports. In addition to this, you can only submit your

application within a minimum period of 3 years after graduation.

Task 4: List which outcomes are demonstrated foreach work experience

Task 3: List all experiences from date of graduation

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Page 59

This task is the “Build” part of the ABC process and if you need any help,

please refer to chapter 3 of this workbook.

It’s recommended to work closely with your mentor when you begin with the

writing of your reports. Constantly request feedback after completing each

phase of your report.

Once you have completed all your reports, complete the application form, get

all your referee reports and submit all your documents to ECSA.

If you require a someone to review your reports and you don't have a mentor,

drop us an email on and we can see how

we can assist you.

michael@myengineeringcoach.co.za

As a guideline, completion of task 5 is the longest task and can be completed

in the next 4 months or less

Task 5: Write TER, TEO & ER and send to ECSA

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Page 59

if you would like to learn more about the professional review.Click here

Congratulations for completing the ABC process and that wraps up this

workbook on getting you started towards ECSA registration.

Congratulations

It was great walking through this process with you. 

I'm sure we will meet again on our  and I can't wait to hear

your greatest take away from this journey. 

facebook group

As a guideline, completion of task 6 should be a minimum of one months for

preparation.

Once you have submitted your application, the �nal task is to prepare for the

professional review. Consult with your mentor on the proceedings and

requirements for the professional review.

Task 6: Prepare for Professional Review