Certification Applications

If you are not sure which Skill Group best matches your work in simulation, then have a look at the guidance provided below.

Do I fit into the ‘Instructional Systems’ Skills Group?

Instructional systems is a loosely defined area of employment arguably encompassing aspects such as training needs analysis, instructional design, media and methods development, instruction, training management, instructional support services and evaluation. Even within these subsets there is a broad scope for interpretation. For example, instruction might be construed by some as use of traditional didactic methods, while others might include more learner-based facilitation approaches. Also, evaluation might be considered by some to be limited to achievement testing of learners, while others might include formative and summative assessment of both learners and the learning program. In relation to the application of professional skills in instructional systems to the field of simulation, the broadest spectrum of definitions is applicable.

The application of this wide range of specialist skills to simulation may take many forms and involve an even wider range of philosophies, methodologies, and instruments. Consequently, it is not practicable to define specific knowledge, skills and attitudes as criteria for the certification of simulation professionals in this skill group. Indeed, the SIAA Professional Certification Status Report dated 15th November 2005 states:

‘The SIAA Simulation Professional Certification Program is intended to provide professional certification only and not technical certification. That is to say, certification granted under the SIAA program will not be certifying that someone can perform specific technical tasks, although many of the endorsed courses will offer such qualifications. Rather, the scheme will offer guidance to individuals on pathways to advance their professional skills and will recognise the steps taken (eg courses and workplace experience) to advance in the field.’ (p.2)

Still, some organising concept is required to define what we mean by an ‘Instructional Systems Skill Group ’. One avenue to such a definition is to adopt a broadly applicable model of the work undertaken by simulation professionals who identify themselves with the field of ‘instructional systems’. For example, the terms Analysis, Design, Development, Instruction/Implementation and Evaluation have long been in popular use to generally describe the continuum of instructional systems tasks. Adopting Analysis, Design, Development, Instruction/Implementation and Evaluation as an organising concept provides a basis for defining ‘ ...pathways to advance ... professional skills and ... recognise the steps taken ... ’ (from the above extract). Readers should note that Analysis, Design, Development, Instruction/Implementation and Evaluation are not used here to represent any specific philosophy or methodology of learning and instruction, but rather as simple labels for the wide range of instructional systems tasks that are potentially applicable a simulation workplace.

So, if you consider yourself to be, or aspire to be, involved in one or more elements of the analysis, design, development, instruction/implementation and evaluation of education or training, then the Instructional Systems Skill Group applies to you.

Download the Instructional Systems Applications Pack.

Do I fit into the ‘Simulation Maintenance Support’ Skills Group?

Simulation Maintenance Support is a defined area of employment associated with the installation, modification and servicing of technical systems and software that provide a simulated environment. Simulation Maintenance Support is typically associated with the following types of simulation environments, but is equally applicable to many other implementations:

Full Flight simulators such as those employed by Defence, Commercial Airlines and Civilian Aviation
Procedural simulators and trainers such as those used in medicine
Software applications or tools used for analysis or development.

Specialist skills for Simulation Maintenance Support may take many forms and be associated a wide range of technical disciplines. Consequently, it is not practicable to define specific knowledge, skills and attitudes as criteria for the certification of simulation professionals in this skill group at this time.

Indeed, the SIAA Professional Certification Status Report dated 15th November 2006 states:

Rather, the scheme will offer guidance to individuals on pathways to advance their professional skills and will recognise the steps taken (eg courses and workplace experience) to advance in the field.’ (p.2)

However, some organising concept is required to define what we mean by a ‘Simulation Maintenance Support Skill Group’. One avenue to such a definition is to adopt a broadly applicable model of the work undertaken by simulation professionals who identify themselves with the establishment (Ramp-Up) and Through Life Support of Simulation Operational Environments. For example, the terms Configuration Management, Maintenance Management, Installation, Upgrade, and Rectification generally summarise Simulation Maintenance Support tasks.

Adopting these terms as an organising concept provides a basis for defining ‘ ...pathways to advance ... professional skills and ... recognise the steps taken ...’ (from the above extract). Readers should note that these terms are not used here to represent any specific philosophy or methodology of Simulation Maintenance Support, but rather as indicative labels for the wide range of Simulation Maintenance Support tasks that are potentially applicable in a simulation workplace.

So, if you consider yourself to be, or aspire to be, involved in one or more elements of Simulation Through Life Support or Ramp-Up (as described by the above terms), then the Simulation Maintenance Support Skill Group applies to you.

Download the Simulation Maintenance Support Applications Pack.

Do I fit into the ‘Systems Engineering’ Skills Group?

Systems Engineering is an interdisciplinary approach to the realization and successful deployment of technical and highly complex systems. In broad terms, it focuses on defining the right solution followed by ensuring successful deployment of the defined solution.

Definition of the right solution focuses on understanding customer needs, and the required functionality, early in the development cycle. It commences with extracting and documenting these needs and conducting requirements analysis to transform these needs into technical specifications. These technical specifications are then used to design the architectural framework for the solution. Design synthesis follows, with identification of developmental and non-developmental elements. Detailed design then occurs to describe how the developmental elements of the solution are to be implemented.

Deployment then focuses on building and implementing the solution, in accordance with the defined design and any other constraints on the overall solution space and on the transition of the built solution into operational use and eventual disposal.

Verification and Validation activities span the developmental life-cycle, ensuring the integrity of the solution, both in terms of meeting customer requirements and being true to the architectural and design framework established as part of the definition phase. Even within these subsets there is a broad scope for interpretation. For example, Solution Definition might be limited in some instances to just ‘Design’ to replace or provide pre-defined functionality, while in other circumstances it might include detailed ‘Needs and Requirements Analysis’.

Simulation Systems Engineering is typically associated with the following types of simulation environments, but is equally applicable to many other implementations:

Full Flight simulators such as those employed by Defence, Commercial Airlines and Civilian Aviation
Procedural simulators and trainers such as those used in medicine
Software applications or tools used for analysis or development.

Indeed, the SIAA Professional Certification Status Report dated 15th November 2005 states:

Still, some organising concept is required to define what we mean by a ‘Systems Engineering Skill Group’. One avenue to such a definition is to adopt a broadly applicable model of the work undertaken by simulation professionals who identify themselves with the field of ‘systems engineering’. For example, viewed from an engineering perspective, the terms: Analysis, Design, Development, Implementation/Manufacturing, Through-life-support (TLS) and Verification & Validation (V&V) have long been in popular use to generally describe the continuum of Systems Engineering tasks. Adopting these terms as an organising concept provides a basis for defining ‘... pathways to advance ... professional skills and ... recognise the steps taken...’ (from the above extract). Readers should note that these terms are not used here to represent any specific philosophy or methodology of learning and instruction, but rather as simple labels for the wide range of instructional systems tasks that are potentially applicable a simulation workplace.

So, if you consider yourself to be, or aspire to be, involved in engineering aspects of simulation Analysis, Design, Development, Implementation/Manufacturing, TLS and V&V, then the Systems Engineering Skill Group applies to you.

Download the Systems Engineering Applications Pack.

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Applicants should be aware that their Applications will be forwarded to relevant members of the SIAA's Certification Skills Groups. Each member has signed a Non-Disclosure Agreement to ensure that information is not inappropriately used or distributed. However, applicants should carefully consider including commercial-in-confidence information which may be assessed by a Member who is employed by a competitor to the applicant's employer.