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| Preface to the Third Edition | |
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| Technical Competency: Necessary but Not Sufficient | |
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| Audiences: Students and Practitioners | |
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| Organization and Content | |
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| Additions and Improvements | |
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| This Book and ABET Engineering Accreditation Criteria | |
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| This Book and the Body of Knowledge Movement | |
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| Acknowledgments | |
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| Cited Sources | |
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| List of Abbreviations | |
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| Introduction: Engineering and the Engineer | |
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| The Playing Field | |
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| Definitions of Engineering | |
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| Leading, Managing, and Producing: Deciding, Directing, and Doing | |
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| Leading, Managing, and Producing Defined | |
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| The Traditional Pyramidal, Segregated Organizational Model | |
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| The Shared Responsibility Organizational Model | |
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| The Focus of This Book: Managing and Leading | |
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| Leading Misconceptions | |
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| The Seven Qualities of Effective Leaders | |
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| Honesty and Integrity | |
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| Vision: Reach and Teach | |
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| Strategies and Tactics to Achieve the Vision | |
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| Always a Student | |
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| Courageous | |
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| Calm in a Crisis and Chaos | |
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| Creative, Innovative, Collaborative, and Synergistic | |
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| The Engineer as Builder | |
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| Concluding Thoughts: Common Sense, Common Practice, and Good Habits | |
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| Cited Sources | |
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| Annotated Bibliography | |
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| Exercises | |
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| Leading and Managing: Getting Your Personal House in Order | |
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| Start with You | |
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| Time Management: But First Roles and Goals | |
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| Time is a Resource | |
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| Roles, Goals, and Then, and Only Then, Time Management | |
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| Time Management: The Great Equalizer | |
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| Time Management Tips: The ABCs | |
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| A Time Management System | |
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| Key Ideas about Time Management | |
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| Employment or Graduate School? | |
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| Full-Time Graduate Study | |
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| Full-Time Employment | |
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| Learn From Potential Employers | |
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| The New Work Environment: Culture Shock? | |
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| No Partial Credit | |
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| Little Tolerance for Tardiness | |
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| Assignments are Not Graded | |
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| Schedules are More Complicated | |
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| Higher Grooming and Dress Expectations | |
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| Teamwork is Standard Operating Procedure | |
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| Expect and Embrace Change | |
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| The First Few Months of Practice: Make or Break Time | |
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| Recognize and Draw on Generic Qualities | |
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| Guard Your Reputation | |
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| Learn and Respect Administrative Procedures and Structure | |
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| Complete Assignments in Accordance with Expectations | |
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| Get Things Done | |
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| Trim Your Hedges | |
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| Keep Your Supervisor Informed | |
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| Speak Up and Speak Positively | |
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| Dress Appropriately | |
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| Hone Communication Ability | |
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| Seize Opportunities for You and Your Organization | |
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| Choose To Be a Winner | |
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| Summing it Up | |
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| Managing Personal Professional Assets: Building Individual Equity | |
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| Personal Professional Assets | |
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| Annual Accounting | |
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| Careful Management of Personal Professional Equity | |
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| Continuing Education | |
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| Involvement in Professional Organizations: Taking and Giving | |
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| Licensing | |
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| Concluding Thoughts: Getting Your Personal House in Order | |
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| Cited Sources | |
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| Annotated Bibliography | |
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| Exercises | |
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| Communicating to Make Things Happen | |
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| Five Forms of Communication | |
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| Three Distinctions between Writing and Speaking | |
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| Single-Channel versus Multi-Channel | |
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| One-Directional versus Two-Directional | |
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| Conveying versus Convincing | |
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| Listening: Using Ears and Eyes | |
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| Be Attentive | |
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| The Value of Facts and Feelings | |
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| Body Language: The Silent Messenger | |
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| Verify Understanding | |
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| Use What Is Learned | |
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| Writing Tips: How to Write to Make Things Happen | |
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| Define the Purpose | |
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| Profile the Audience | |
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| Structure the Document to Reflect the Audience Profile | |
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| Ask About Document-Writing Guidelines | |
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| Start Writing on "Day 1" | |
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| Get Started: Overcome Writer's Block | |
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| Avoid Tin Ear | |
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| Retain Some of the Outline in the Document | |
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| Write Major Documents in Third Person: Mostly | |
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| Employ a Gender-Neutral Style | |
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| Write in an Active, Direct Manner Rather Than a Passive, Indirect Manner | |
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| Recognize that Less Is More | |
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| Apply Rhetorical Techniques | |
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| Adopt a Flexible Format for Identifying Tables, Figures, and Sources | |
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| Use Lists | |
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| Design a Standard Base Map or Diagram | |
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| Compose Informative Titles | |
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| Establish Milestones | |
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| Produce an Attractive and Appealing Document | |
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| Cite All Sources | |
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| Read One More Time | |
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| Speaking Tips: How to Speak to Make Things Happen | |
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| Conquer Reluctance to Speak: Commit to Competence | |
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| Prepare the Presentation | |
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| Deliver the Presentation | |
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| Follow-Up the Presentation | |
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| Concluding Thoughts about Writing and Speaking | |
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| Cited Sources | |
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| Annotated Bibliography | |
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| Exercises | |
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| Developing Relationships | |
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| Taking the Next Career Step | |
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| Personality Profiles | |
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| Maslow's Hierarchy of Needs | |
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| The Hierarchy | |
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| Application | |
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| Theories X and Y | |
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| Definitions | |
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| Applications of Theory X and Theory Y Knowledge | |
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| Dominance of Theory Ys | |
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| Delegation: Why Put Off Until Tomorrow What Someone Else Can Do Today? | |
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| Reasons to Delegate | |
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| Reluctance to Delegate | |
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| Delegation Isn't Always Down | |
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| Delegation Tips | |
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| Three Possible Outcomes | |
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| Orchestrating Meetings | |
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| Reasons to Meet | |
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| When Not To Call a Meeting | |
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| Tips for Successful Meetings | |
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| Additional Meeting Thoughts | |
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| Working with Technologists, Technicians, and Other Team Members | |
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| Essential Members of the Organization | |
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| Challenges Unique to Working with Varied Team Members | |
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| A Dozen Tips for the Entry-Level Technical Person | |
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| Selecting Co-Workers and "Managing Your Boss" | |
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| Carefully Select Your "Boss" and Co-workers | |
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| Seek a Mutually-Beneficial Relationship | |
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| Avoid Being a "Yes" Man/Woman | |
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| Caring Isn't Coddling | |
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| Coaching | |
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| Coaching Tips | |
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| Concluding Thought | |
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| Teamwork | |
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| Three Teamwork Essentials | |
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| Creating a Team | |
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| The Forming-Storming-Norming-Performing Process | |
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| Closing Thoughts about Teams | |
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| Effective Professional Meeting and Conference Attendance | |
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| Learning about the Conference | |
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| Before the Conference | |
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| At the Conference | |
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| After the Conference | |
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| Looking Ahead | |
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| Concluding Thoughts about Developing Relationships | |
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| Cited Sources | |
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| Annotated Bibliography | |
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| Exercises | |
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| Project Management: Planning, Executing, and Closing | |
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| Project Broadly Defined | |
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| Project Management Defined | |
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| The Centrality of Project Management | |
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| Relevance of Project Management to the Student and Entry-Level Technical Person | |
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| Planning the Project | |
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| All Projects Are Done Twice | |
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| The Project Plan: | |
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| Introduction | |
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| Consequences of Poor or No Planning | |
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| The Project Plan Avoidance Syndrome | |
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| Preparing the Project Plan | |
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| Principal Project Plan Elements | |
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| Objectives - What Do We Want to Accomplish? | |
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| Scope - How Are We Going to Do It? | |
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| Risks - What Could Go Wrong? | |
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| Deliverables - What Will We Provide to the Client/Owner/Customer? | |
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| Milestones/Schedule - When Will We Provide the Deliverables? | |
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| Tasks - What Tasks Need to be Done and in What Order to Provide the Deliverables? | |
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| Resources/Budget - How Much Will the Project Cost? | |
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| Directory - Who Will Participate? | |
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| Communication Protocol - How Will We Collaborate? | |
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| Monitoring and Control Procedure - How Will We Know How We Are Doing Relative to the Project Plan? | |
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| Ten Possible Additional Project Plan Elements | |
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| Project Planning Versus Project Doing | |
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| Executing the Project | |
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| Keep the Project Team on Track | |
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| Interact With Client, Owner, or Customer | |
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| Communicate With Stakeholders | |
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| Monitor Project Progress and Take Appropriate Actions | |
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| Closing the Project | |
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| Seek External Input | |
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| Conduct Project Team Meeting | |
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| Leverage the Just-Completed Project | |
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| Closure: Common Sense and Self Discipline | |
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| Cited Sources | |
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| Annotated Bibliography | |
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| Exercises | |
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| Project Management: Critical Path Method and Scope Creep | |
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| This Chapter Relative to the Preceding Chapter | |
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| The Critical Path Method | |
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| Introduction: The Four Schedule Questions | |
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| Alternative Scheduling Methods | |
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| Network Fundamentals | |
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| Critical Path Method Steps | |
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| Example Application of the Critical Path Method | |
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| Tips for Determining Tasks | |
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| Some Observations about the Critical Path Method | |
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| Review of Earlier Schedule Questions | |
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| Closing Thoughts about the Critical Path Method | |
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| Scope Creep | |
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| Two Types of Scope Creep | |
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| Consequences of Uncompensated Scope Creep | |
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| Drivers of Uncompensated Scope Creep | |
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| Doing Something Extra: The Platinum Rule | |
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| Relevance to You as a Student | |
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| Preventing Uncompensated Scope Creep | |
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| Resolving Uncompensated Scope Creep | |
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| Ideas for Clients, Owners, and Customers about Avoiding Uncompensated Scope Creep | |
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| Closing Thoughts about Scope Creep | |
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| Cited Sources | |
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| Annotated Bibliography | |
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| Exercises | |
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| Quality: What Is It and How Do We Achieve It? | |
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| Everyone Is for It! | |
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| Quality Defined | |
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| Quality as Opulence | |
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| Quality as Excellence or Superiority | |
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| Quality as Meeting All Requirements | |
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| A Caution for Engineers and Other Technical Personnel | |
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| Quality Control and Quality Assurance | |
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| Suggestions for Developing a Quality Seeking Culture | |
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| Strive to Understand Client, Owner, and Customer Wants and Needs | |
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| Define the Other Project Requirements | |
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| Assess and Manage Risk | |
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| Think Upstream, Not Downstream | |
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| Create, Use, and Continuously Improve Written Guidance for Repetitive Tasks and Processes | |
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| Expect Each Person to Check His or Her Work | |
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| Arrange for External Reviews | |
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| Reduce Cycle Time | |
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| Tools and Techniques for Stimulating Creative and Innovative Thinking | |
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| The Need for and Value of Tools and Techniques | |
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| Create and Innovate Defined | |
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| Brainstorming | |
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| Mulitvoting | |
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| Strengths-Weaknesses-Opportunities-Threats | |
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| Stakeholder Input | |
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| Process Diagramming | |
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| Fishbone Diagramming | |
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| Pareto Analysis | |
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| Problems-First Meetings | |
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| Mind Mapping | |
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| Ohno Circle | |
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| Metrics | |
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| Freehand Drawing | |
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| Take a Break | |
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| Closure: Commit to Quality | |
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| Cited Sources | |
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| Annotated Bibliography | |
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| Exercises | |
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| Design: To Engineer Is to Create | |
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| The Root of Engineering | |
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| This Chapter's Approach | |
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| Design in the Context of Major Engineering Functions | |
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| Four Engineering Functions | |
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| Interaction | |
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| "Back-of-the-Envelope" Sketches and Calculations | |
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| Design Phases | |
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| Hard and Soft Results | |
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| The Disproportionate Impact of the Design Function | |
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| Design in Terms of Deliverables | |
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| Drawings | |
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| Technical Specifications | |
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| Non-Technical Provisions | |
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| Design as Risky Business | |
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| Design as a Personally-Satisfying and People-Serving Process | |
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| More Than Applied Science | |
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| Aspiring to Creativity and Innovation | |
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| The Words "Engineer" and "Create" | |
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| Closing Thoughts About Design | |
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| Cited Sources | |
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| Annotated Bibliography | |
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| Exercises | |
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| Building: Constructing and Manufacturing | |
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| The Engineer as Builder | |
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| Constructing | |
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| Importance of Constructing | |
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| What Gets Constructed and How? | |
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| Roles of Engineers in Constructing | |
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| Trends in Constructing | |
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| Manufacturing | |
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| Importance of Manufacturing | |
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| What Gets Manufactured and How? | |
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| Roles of Engineers in Manufacturing | |
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| Trends in Manufacturing | |
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| Differences between Constructing and Manufacturing | |
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| Closing Thoughts about Constructing and Manufacturing | |
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| Cited Sources | |
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| Annotated Bibliography | |
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| Exercises | |
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| Basic Accounting: Tracking the Past and Planning the Future | |
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| Relevance of Accounting to the Engineer | |
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| The Balance Sheet: How Much Is It Worth? | |
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| Personal Balance Sheet | |
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| Business Balance Sheet | |
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| The Income Statement: Inflow and Outflow | |
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| Personal Income Statement | |
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| Business Income Statement | |
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| Relationship between the Balance Sheet and the Income Statement | |
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| Accounting for Your Future | |
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| Estimating the Necessary Net Worth at the End of Your Earning Phase | |
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| Accumulating the Necessary Net Worth by the End of Your Earning Phase | |
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| Is This Overkill? | |
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| The Impact of Time Utilization Rate and Expense Ratio on Profitability in the Consulting Business | |
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| Utilization Rate and Expense Ratio | |
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| Analysis of a Consulting Firm's Income Statement | |
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| Sensitivity of Profit to Time Utilization and Expense Ratio | |
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| The Multiplier | |
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| The Multiplier as an Indicator of Cost Competitiveness? | |
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| Reducing the Multiplier | |
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| Caveat about Cost and Consultant Selection | |
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| The Income Statement as Part of the Business Plan for a Consulting Firm | |
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| Project Overruns: Implications for Profitability and Personnel | |
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| Concluding Thoughts about You and Accounting | |
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| Cited Sources | |
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| Annotated Bibliography | |
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| Exercises | |
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| Legal Framework | |
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| Why Law for Engineers? | |
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| Legal Terminology | |
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| Changing Attitudes: Forewarned is Forearmed | |
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| Liability: Incurring It | |
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| Liability: Failures and Learning from Them | |
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| Collapse of Hotel Walkway | |
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| Other Failures | |
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| Liability: Minimizing It | |
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| Insurance: Financial Protection | |
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| Organizational Preventive Practices | |
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| Personal Preventive Practices | |
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| Maintaining Perspective on Liability Minimization | |
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| Legal Forms of Business Ownership | |
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| Sole Proprietorship | |
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| Partnership | |
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| Corporation | |
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| Closure | |
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| Concluding Comments about the Legal Framework | |
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| Cited Sources | |
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| Annotated Bibliography | |
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| Exercises | |
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| Ethics: Dealing with Dilemmas | |
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| Inevitable Ethical Dilemmas and Decisions | |
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| Defining Ethics | |
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| Definitions | |
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| Distilling the Definitions | |
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| Teaching and Learning Ethics | |
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| Legal and Ethical Domain | |
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| Codes of Ethics | |
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| Introduction to Codes: What They Are | |
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| Engineering Society Codes of Ethics | |
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| Ethics Codes for Other Professions | |
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| Business Codes of Ethics | |
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| Government Codes of Ethics | |
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| University Codes of Ethics | |
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| Codes Cannot Anticipate All Circumstances | |
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| Dealing with Ethical Dilemmas: Using Codes and Other Resources | |
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| Ethics Codes | |
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| Advice of Experienced Personnel | |
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| A Nine-Step Individual or Group Process | |
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| A Systematic Group Process | |
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| Application of Moral Imagination | |
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| Case Study: Discovering a Major Design Error after Construction Is Complete | |
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| Design and Construction | |
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| Post-Construction Discovery | |
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| The Engineer's Actions | |
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| What Happened to LeMessurier? | |
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| Concluding Thoughts: Seeing Sermons | |
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| Cited Sources | |
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| Annotated Bibliography | |
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| Exercises | |
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| Role and Selection of Consultants | |
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| Consultant Defined and Why You Should Care | |
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| The Meanings of Consultant | |
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| Why You Should Care | |
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| Why Retain a Consultant? Let's Do It Ourselves! | |
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| Characteristics of Successful Consultants | |
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| Consultant Selection Process | |
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| Cost Versus Quality | |
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| Price-Based Selection | |
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| The Ideal Selection Process | |
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| Qualifications-Based Selection | |
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| Steps in the Selection Process | |
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| Welcome Exceptions | |
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| Summing Up the Consultant Selection Process | |
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| |
| Price-Based Selection: Three Costs to the Consultant | |
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| Offering Less Than We Could | |
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| Further Reduction in Profit | |
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| Damaged Reputation | |
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| Closing Thoughts | |
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| Conclusions about the Role and Selection of Consultants | |
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| |
| Cited Sources | |
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| Annotated Bibliography | |
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| Exercises | |
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| Marketing: A Mutually-Beneficial Process | |
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| Consider Your View of Marketing: Are You Carrying Some Baggage? | |
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| Chapter's Scope | |
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| The Economic Motivation for Marketing Professional Services | |
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| Marketing and Selling: Different but Related | |
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| A Simple, Powerful Marketing Model | |
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| The Model | |
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| Applying the Model | |
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| Caution: Respect the Order and Invest Time Wisely | |
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| Marketing Techniques and Tools | |
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| Create a Personal Marketing Plan | |
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| Learn the Marketing Language | |
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| Schedule Marketing Tasks | |
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| Find Common Ground | |
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| Earn Trust | |
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| Ask-Ask-Ask: The Power of Questions | |
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| Talk to Strangers | |
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| Stress Benefits, Not Features | |
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| Focus on Existing Clients, Owners, and Customers | |
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| Help to Establish Multiple-Level Links | |
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| Proactively Establish the Next Step | |
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| Selectively Share Data, Information, and Knowledge | |
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| What Works and What Doesn't Work | |
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| Marketing Concluding Comments | |
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| Cited Sources | |
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| Annotated Bibliography | |
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| Exercises | |
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| The Future and You | |
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| What Does the Future Hold? | |
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| The World You Will Work In: Same Role but New Stage | |
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| After the Knowledge Age, the Conceptual Age? | |
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| After The Knowledge Age, the Opportunity Age? | |
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| After The Knowledge Age, the Solving Wicked Problems Age? | |
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| Additional Views of the World Stage | |
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| Implications for You | |
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| How to Lead Change | |
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| Encounter a Leadership Gap | |
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| Move Beyond Being the Thermometer: Also be the Thermostat | |
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| Define the Situation: What, Why, Who, How, and When? | |
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| Recognize Widespread Resistance to Change | |
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| Practice Paradigm Pliancy: Prevent Paradigm Paralysis | |
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| Appreciate the Movers-Movables-Immovables Structure | |
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| Work Effectively With theMovers,Movables, and Immovables | |
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| Expect the Awareness-Understanding-Commitment-Action Cascade | |
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| Test Drive Terminology | |
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| Learn Why Change Efforts Fail | |
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| Adopt Change Principles and a Change Process | |
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| Concluding Thoughts about You and the Future | |
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| Cited Sources | |
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| Annotated Bibliography | |
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| Exercises | |
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| Engineering your Future Supports ABET Basic Level Criterion 3 | |
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| Engineering Your Future Supports ABET Program Criteria for Civil and Similarly-Named Engineering Programs | |
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| Engineering Your Future Supports the Civil Engineering Body of Knowledge | |
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| Index | |
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| About the Author | |