MBSE Competencies
Contents |
Objectives
To define MBSE roles and identify the required competencies;
MBSE role descriptions
A breakdown of the roles associated with modelling on a project or within a business. These roles, whilst they may align with existing systems engineering roles, are defined specifically to the modelling involvement on a project and can be flexed to fit with whatever approach is being taken across the whole engineering effort.
Modelling lead
The lead modeller role collects together the organisational and logistic support functions needed to deliver the MBSE way of working. They take a lead in planning the modelling activity and delivering the model-specific content of the engineering management plan.
Modeller
Modellers are the primary role for executing activities defined in the modelling plan. Modellers also check each other’s work for adherence to the methodology and language selected in the plan.
Model reviewer
Model reviewers are individuals whose feedback is necessary to assure the completeness and accuracy of model content.
Subject Matter expert
SMEs have knowledge that is to be represented in the model; they are called upon to contribute to the creation of model views where their knowledge is needed.
Model user
Model users are the customers of the model and may be employing model views to carry out activities specified in other plans.
Modelling champion
Modelling champions are local advocates for the MBSE way of working, providing encouragement, guidance, and coaching to the other modelling roles.
Modelling Referent
The modelling referent is the single point of reference across the businesses; providing coaching and advice on modelling. The referent will spread awareness of MBSE, develop peoples' skills and deliver the learning strategy for the business.
Team
The MBSE Competencies team currently comprises the following members:
Member | Organisation | Role |
---|---|---|
Andrew Pemberton | Thales | Lead |
TBD | TBD | Member |
TBD | TBD | Member |
Documents
Date | Title | Author | Link |
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* | * | * | * |