Engineering Management Journal

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Leadership Skills Development for Engineers

John V. Farr & Donna M. Brazil

To cite this article: John V. Farr & Donna M. Brazil (2009) Leadership Skills Development for
Engineers, Engineering Management Journal, 21:1, 3-8, DOI: 10.1080/10429247.2009.11431792

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Published online: 20 Apr 2015.

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 Leadership Skills Development for Engineers
John V. Farr, Stevens Institute of Technology
Donna M. Brazil, United States Military Academy

Abstract: Leadership must be a key element advancing for • An understanding and appreciation of the diversity of
the engineering profession to remain relevant and connected students, faculty, and staff;
in an era of heightened outsourcing and global competition. • An appreciation of different cultures and business practices,
Companies intent on maintaining a competitive edge are and the understanding that the practice of engineering is
calling upon educators to produce engineers capable of now global;
leading multidisciplinary teams, combine technical ingenuity • Integration of knowledge throughout the curriculum;
with business acumen, and produce graduates who have a • A multi-disciplinary perspective;
passion for lifelong learning. Industry is also challenging • A commitment to quality, timeliness, and continuous
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universities to broaden curricula beyond the intellectual improvement;

endeavors of design and scientific inquiry to the greater • undergraduate research and engineering work experience;
• Understanding of the societal, economic and environmental
domain of professional leadership and entrepreneurship.
impacts of engineering decisions; and
Managers in industry are similarly challenged to cultivate key
• Ethics.
leadership attributes in junior engineers. This article explores
the changing nature of engineering in a globally competitive Unfortunately, many of these skills have been taught under
environment and addresses why leadership must become the guise of senior design while the basic and engineering
a key issue in the career progression of engineers. We will sciences advocated by the Grinter Report have remained literally
present a literature review of leadership models along with unchanged in engineering curricula for over 50 years.
some proposed solutions for cultivating leadership skills as The NAE fell short of making specific recommendations on
part of the career development process. Lastly, we will present curriculum reform and missed an opportunity to make significant
specific recommendations on how to cultivate leadership contributions in reforming engineering education; however,
attributes throughout an engineering career. the report did recognize that the global marketplace is the key
to the future of engineering. The report states that “Technical
Keywords: Leadership Education; Leadership; Lifelong excellence is the essential attribute of engineering graduates, but
Learning; Leadership Development; Self Actualization those graduates should also possess team communication, ethical
reasoning, and societal and global contextual analysis skills as well
as understanding work strategies.” Few outside of academics will
EMJ Focus Areas: Development Engineering Management argue that globalization is now a major disruptive force behind
Professionals; Engineering Management: Past, Present, Future engineering, and we must better train engineers at all levels to be
agile leaders and entrepreneurs.

I
Any practicing engineer will argue that “an engineer is hired
n the last 50 years, three publications are considered seminal for her or his technical skills, fired for poor people skills, and
papers in the field of engineering education: The Grinter promoted for leadership and management skills” (Russell and
Report (1955), The Green Report (1994), and Educating Yao, 1997). Against this backdrop, engineering academicians of
the Engineer of 2020 (National Academy of Engineering or the 20th century have been justly criticized for having increasingly
NAE, 2005). The Grinter Report in essence is the foundation emphasized scientific theory over practice and productivity,
of modern engineering education and calls for strengthening knowledge production over applied critical thinking, and
the basic sciences and the inclusion of six engineering sciences mechanical analysis over market realities. Colleges stand indicted
(mechanics of solids, fluid mechanics, thermodynamics, transfer (especially by practicing professionals) for producing engineers
and rate mechanisms, electrical theory, and nature and properties who are intellectually and technically gifted, but are, nevertheless,
of materials) for all engineering curricula. This 50-plus year old too narrowly trained for real-world engineering (Bakos, 1997;
report is still the framework for modern engineering education Nair, 1987). Although these grievances can be categorized as
and accreditation. The Green Report emphasized education that sweeping generalizations, contemporary engineering literature
is relevant, attractive, and connected, and recommended that reveals a growing call for undergraduate engineering reforms to
education reform be accelerated to include: better prepare college graduates for the marketplace. Against this
• Team skills, including collaborative, active learning; backdrop, we must early in their careers also instill the need for
• Communication skills; lifelong learning and the pursuit of leadership and entrepreneurial
• Leadership; skills to be not only successful but also relevant in the
• A systems perspective; global market.

Refereed management tool manuscript. Accepted by Associate Editor Waters.

Engineering Management Journal Vol. 21 No. 1 March 2009 3

 Fosteredengineering
by post-World academicians
War II federal of the funding
20th century
for basic have been justlyofcriticized
because turnover for andhaving
the focusincreasingly emphasized
on productivity except for
research to scientific
support the theoryspaceover race,practice
Cold War, and and productivity,
the war knowledge more senior production
executives. over applied critical thinking, and
on terrorism, colleges were
mechanical analysisincreasingly
over market driven to create
realities. new stand indicted
Colleges Leadership for engineers
(especially is more professionals)
by practicing complicated than for most
knowledge. producing
Unfortunately, basic research
engineers who are emerged
intellectuallypre-eminent
and technically other sectors
gifted, butbecause, in additiontoo
are, nevertheless, to the traditional
narrowly skillsforneeded
trained
in our colleges to the detriment
real-world engineering of applied
(Bakos,engineering.
1997; Nair,Indeed, to excel,
1987). Although an additional
these grievancesdimension of technological
can be categorized leadership and
as sweeping
the pursuit of basic research approaches
generalizations, contemporary “virtue” whereasliterature
engineering applied reveals governance
a growing is required. Engineering managers
call for undergraduate engineering are hired
reforms for their
engineering towith industry
better prepare is college
a “vice” graduates
for educators accustomed
for the ability tothis
marketplace. Against leadbackdrop,
in technology we based
must organizations
early in theirwhere careersproduct
also cycle
to promoting theoretical
instill the need depth and learning
for lifelong “intellectualand thegravity”
pursuitinof leadership
times can andbeentrepreneurial
weeks not years. Thus,tothey
skills be notmust continue
only successfulto remain
coursework butandalso
research (Goldberg, 1996).
relevant in the global market. This subsequently technologically relevant yet develop the traditional leadership
reinforced a system, oftenbyatpost-World
Fostered odds with War corporate
II federalemployers,
funding for basictraits.research
Exhibit to 1 shows
support ninethebroad
spaceand domain
race, Cold independent
War, and theleader
where accreditation requirements focused squarely on design and qualities. Note
war on terrorism, colleges were increasingly driven to create new knowledge. Unfortunately, basic researchthat none of these qualities contains any type of
science factors, facultypre-eminent
emerged promotion criteria rest heavily
in our colleges on refereed
to the technological
detriment of applied knowledge
engineering. Indeed, or the
systems
pursuitintegration skills. Much
of basic research
publication approaches
volume and “virtue”
funded basic whereas research,
applied and engineering
engineering research
with industry is needs
a “vice”to be
forconducted
educators on how to cultivate
accustomed engineers at
to promoting
curricula aretheoretical
packed with depth technical and theoretical
and “intellectual courses
gravity” to
in coursework all levels
and for leadership
research roles in 1996).
(Goldberg, technology-based organizations.
This subsequently
the exclusion of broader
reinforced leadership
a system, oftenand entrepreneurial
at odds with corporate skills The where
employers, rapid change of technology
accreditation requires
requirements different
focused skills sets
squarely on than
required by design
practicing engineers.
and science Fortunately,
factors, faculty unlike
promotion any criteria
other rest traditional
heavily onproduction based organizations.
refereed publication volume and funded basic
profession (lawyers,
research,doctors, architects,curricula
and engineering etc.), corporate
are packedAmericawith technical and theoretical courses to the exclusion of broader
is a major stakeholder in their education and has been
leadership and entrepreneurial skills required by practicing adamant The Role of theFortunately,
engineers. Global Economy unlike any other profession
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in content reform.
(lawyers, doctors, architects, etc.), corporate America is a major stakeholder The U.S. economy formsinthe foundation
their educationof and our hashighbeenquality of
Leadership development
adamant in content reform.in industry can best be described as life, our national security, and our hope that our children and
ad hoc with “on the job training” being the primary mechanism. grandchildren will
Leadership development in industry can best be described as ad hoc with “on the job training” being the inherit ever-greater opportunities (NAE,
Engineers atprimary
all levelsmechanism.
must be more adept at
Engineers at market
all levels forces
mustand be more2005b);
adept athowever, globalization
market forces has contributed
and business to a significant
realities, developing
business realities,
large scale systems, and working with people from other disciplines and cultures. Industry leaders are calling upon with
developing large scale systems, and working portion of the U.S. workforce being in direct competition
with people educators
from othertodisciplines
provide aand cultures.
holistic Industry
education leaderssystems
applying lower-wage
thinking workers
and strong throughout the world.
interpersonal skills No sectorPrism,
(ASEE is immune
are calling 1995).
upon Loath
educators to wait for universities to accommodate them, many industry leaders are turning to professional company
to provide a holistic education to out sourcing, including engineering. For example, a in-
applying systems thinking and strong interpersonal skills (ASEE can hire eight young professional engineers in India for the cost
house training programs (Cherrington, 1995). Except for large corporations, however, few companies offer these
Prism, 1995). Loath to wait for universities to accommodate of one in America (NAE, 2005b). Many leaders in the U.S. are
formal leadership-training programs. Many offer Executive Leadership Development Programs (ELDP) but they are
them, many industry leaders are turning to professional in- calling for more investment in research and development (R&D)
mainly focused on exposing promising young executives to senior management operational issues. For example, the
house training programs (Cherrington, 1995). Except for and the training of more engineers and scientists to maintain
Department of Defense (DoD, 2007) states the “participants of ELDP graduate from the program with an increased
large corporations, however, few companies offer these formal the technological advantage we have enjoyed since World War
understanding and appreciation for today’s warfighters.” Some do offer formal classes to cultivate leadership skills,
leadership-training programs. Many offer Executive Leadership II. Others are calling for embracing the global economy and
executive coaching, rotational assignments, senior mentoring, etc.; however, many companies are not willing to
Development Programs (ELDP) but they are mainly focused on training engineers as innovators, leaders, and entrepreneurs. We
invest the resources in developing promising young talent because of turnover and the focus on productivity except
exposing promising young executives to senior management believe that both are critical for the U.S. to maintain its position
operational for moreFor
issues. senior executives.
example, the Department of Defense of economic leadership in the global community.
(DoD, 2007) states Leadership for engineers
the “participants of ELDP is graduate
more complicated
from the than mostInvesting other sectors
in R&D because, in addition
and recruiting to the
more K-12 traditional
students into
skills needed to excel, an additional
program with an increased understanding and appreciation for dimension of technological leadership and governance is required.
engineering are national issues.; however, companies which Engineering
managers
today’s warfighters. ” Someare hired for their
do offer formal ability
classesto lead in technologyemploy
to cultivate based engineers
organizationsthat where product cycle
are responding timesconditions
to market can be are
weeks not years. Thus, they must
leadership skills, executive coaching, rotational assignments, continue to remain technologically relevant yet develop the traditional
calling for graduates now who are not merely experts in design leadership
traits. etc.;
senior mentoring, Exhibit 1 shows
however, manynine broad and
companies domain
are not willing independent leader qualities.
and analysis, but whoNote that the
possess none of these skills
leadership qualitiesto apply
to invest thecontains
resources any intype of technological
developing promising knowledge
young or systems integration
talent their technical skills. Much research
expertise and to needs to beonconducted
capitalize emergingonscience
how to cultivate engineers at all levels for leadership roles in technology-based organizations. The rapid change of
technology requires different skills sets than traditional production based organizations.
Exhibit 1. Nine Leadership Attributes (from Farr et al., 1997)

4 Engineering Management Journal Vol. 21 No. 1 March 2009

 and technologies to bring to the market new if not disruptive of development, from technical expertise to leadership skills.
products. In this globally competitive business environment Their framework is quite simple and is based primarily on three
requiring companies to “hold the line” on costs, minimize risk, components: assessment, challenge, and support.
meet schedules, and to maximize productivity, it is viewed as
wasteful to accept inefficient on-the-job management training as Assessment
the first step in leadership development. The first step of assessment is to become self aware. Self-awareness
is an individual assessment. Quite simply, self-awareness involves
A Leadership Development Model developing a clear picture of oneself through self-assessment,
Leader development is, unfortunately, mainly an individual peer and superior feedback, and formal and informal 360-degree
process. Academia and businesses may set up programs and assessment tools. Personality inventories, critical thinking tests,
make training accessible, but in the end, it is fundamentally an and emotional intelligence quizzes are all examples of self-
individual endeavor. Equally important is the understanding awareness tools that are available online and can be used as part of
that each leader brings to the situation a unique level of prior the learning and assessment process. Through the self-assessment
development attained by genetics, childhood upbringing, and process, students determine where they are in terms of their
adult experiences. Leadership scholar Bruce Avolio (2005) current self and where they would like to be in terms of their ideal
refers to this concept of each individual having a different path or desired self (Markus and Wurf, 1987). While self-assessment
of development as their individual and unique “life stream.” If tools are valuable, the ability to gather 360-degree feedback from
the life stream is the path of an individual’s development, then peers, supervisors, and subordinates is equally important. To
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the path is determined by a leadership equation. The innate be truly self aware, one must determine both where they think
skills and attributes an individual brings to their life stream can they are as well as where others think they are. In this way an
be seen as the denominator in their leadership equation. What individual can identify gaps that they would like to address. They
individuals do with these innate skills, what they learn in life, can then develop a personal action plan for working to close the
and how they adapt to changes in their life stream changes their gaps. Often this plan will include attempting new behaviors and
individual equation by adding to the numerator and hence to determining if they fit better with their ideal self. Such attempts,
their development. In this model of development, all focus is if successful, can help to boost self confidence and a desire for
on the numerator, the part of the equation that the individual further growth and development. A great discussion of this
can and does influence. We understand and acknowledge that personal action plan as it relates to self awareness can be found in
each individual brings to the situation traits and attributes that the Goleman, Boyatzis, and McKee (2002) work entitled Primal
are relatively stable and unlikely to be changed; however the Leadership: Realizing the Power of Emotional Intelligence.
focus on leader development as discussed here is in what Avolio
(2005) refers to as the numerator – the skills and adaptations that Challenge
each individual adds to their life stream. This focus on building A second key component of leader development is challenging
strengths and skills sees in each individual the ability to become a experiences. Engineers must be directed or encouraged to
better and more effective leader. It is a moot discussion to debate undertake experiences that will challenge them and push them
whether leaders are born or made – rather they are all born with out of their comfort zone, experiences from which they will grow
varying abilities, and some are developed better and hone those and develop. A runner will never get faster if they only run at
abilities more than others. a comfortable pace. They may stay in shape and maintain good
Many ELDP focus on a specific skill set or competency that cardio fitness, but will never get faster if they do not push and
will enable a student or young engineer to better negotiate a challenge their ability by going faster and faster on training runs.
particular new position or a specific new challenge. While these The same principle holds true for leadership. An engineer will
programs might be effective in the short term, very few models never improve their interpersonal, communication, managerial,
incorporate development across a broad spectrum of situations etc., skills if they only stick to aspects of the project with which
and developmental levels. What follows is a discussion of one they feel comfortable. For example, if an engineer focuses only on
such model. This discussion is based on the leader development design and production, and never accepts the challenge to speak
framework developed by the Center for Creative Leadership with other group members or the customer, they will never grow
(McCauley and Van Velsor, 2004). The foundation of this model in the area of communication. Too often engineers remain in
was derived from the result of hundreds of developmental sessions their technical comfort zone and do not cultivate other elements
with executives, educators, business managers, and military of the “whole” leader.
officers. Their work provides a skeleton for understanding the Leaders develop by taking on stretch assignments, situations,
impact of various developmental programs and for beginning to and experiences that offer them a challenge outside their comfort
integrate these initiatives into a coherent whole. zone. These are not assignments that are completely outside
The Center for Creative Leadership (CCL) defines leader their area of expertise—a runner does not attempt to improve
development as the “expansion of a person’s capacity to be effective by learning to scuba dive—nor would we want an engineering
in leadership roles and processes” (McCauley and Van Velsor, student to attempt the stretch assignment of public relations.
2004). Like Avolio, the focus is on the growth of those innate and The challenging experiences should be based on what the
already learned behaviors. This definition is especially applicable individual determines to be a gap in their development during
to students in technical fields because the emphasis is on the the assessment phase. Truly challenging experiences make an
individual—it seeks to increase capacity, not meet a pre-established individual uncomfortable and create a disequilibrium that they
set point—and finally because it acknowledges that there are many must resolve. They are forced to develop and try new skills when
leadership roles along the route from follower to chief executive their tried and true favorites don’t work. This is true for all areas
officer. The expansion of a person’s capacity can relate to any type of development and especially true for leadership development.

Engineering Management Journal Vol. 21 No. 1 March 2009 5

 Leaders in technical organizations and students in technical The assessment—challenge—support model of leader
programs must be encouraged and rewarded for seeking out development can be used to increase capacity in these critical
challenging leadership experiences. attributes. Engineering curricula can be easily adapted by including
aspects of these qualities in courses and course projects.
Support
Support comes in many forms. Universities, corporations, etc., Developing Leadership Skills
must recognize the need for this development and allow students As shown in Exhibit 2, the essential leadership attributes shown
the time and resources required. In academics, this may necessitate in Exhibit 1 are developed differently over the course of a career.
restructuring graded requirements in pre-existing courses or Formal education dominates the development of leadership
developing entirely new course goals and objectives. In corporations skills early in a young engineer’s career. Later on the job training
this might involve formal mentoring, rotational training, professional combined with mentorship are how these skills are developed.
coaching, and professional development activities. Lastly, self-actualization of leadership skills as a young engineer
Another form of support comes from those surrounding matures and moves into positions of increasing responsibility
the leadership student. A leader must have a person or group of dominates development of these skills.
individuals to whom they can turn in order to help them make In academics, particularly in developing program content,
sense of the experiences they have had and the feedback they have there is a constant struggle between technical content and what
received. Far too often young engineers live through a challenging is often considered “soft” skills—subjects such as leadership and
experience and simply throw it into their files, never to be seen or entrepreneurship. With few exceptions, technical content as laid
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evaluated again. These valuable experiences are real and are part of out in the Grinter Report, is the winner. At the undergraduate
their life stream, but without reflection no growth takes place, and, level, the development of key leadership attributes is usually
as a result, the experiences are not significant in their development. relegated to elements of senior design. This is unfortunate because
The real promise for growth and development is in the processing other opportunities exist to start the development of these
of that experience, either alone or with the help of a trusted friend, attributes within the humanities electives, basic engineering core,
peer, or mentor. In these after action reviews which look at the and the engineering electives. Unfortunately, even within senior
student’s actions, inactions, decisions, and interactions are rich design leadership is ignored. In many cases while academicians
learning opportunities
to take time that willreflect
out to expand on their capacity to and
our experiences do the understand opportunities.
seize developmental it is important, We they
must simply
recognizedothisnot know how
same or better the next
tendency andtime they are presented
purposefully withand
set aside time a similar issue.to enable
resources to and
cultivate
assist our leadership attributes
young engineers within
to make theofconstraints of
the best
In our fast each
paced, just-in-time
growth culture, it is often difficult to take
opportunity. academics. Some methods that might be practiced in engineering
time out to reflect Alongon with support mustand
our experiences come thedevelopmental
seize freedom to fail. Teachers,
curriculapeers, mentors, coaches, and superiors must
include:
understand
opportunities. We mustthat not all this
recognize challenging
tendencyexperiences will be met •withIncomplete
and purposefully success.
group design, What
place onetruly matters
student fromofa the group. He/
in charge
developmental perspective are the lessons
set aside time and resources to enable and assist our young that the students of leadership take away from the experience
she is solely responsible for meeting deadlines and theirand organizing
engineers to ability
maketothe own that
best ofexperience
each growth andopportunity.
the lessons learned. As stakeholders theineffort.
the development
Everyone willof engineers, we all must
rotate through this position and
Alongset upsupport
with our students
must of
comeleadership to learn
the freedom and Teachers,
to fail. provide the support will to make all of their
be graded on how outcomes
they leadopportunities
the group.forMake leadership
growth.
peers, mentors, coaches, and superiors must understand that not all performance a significant portion of their grade.
challenging experiences Thewill
assessment – challenge
be met with complete – support
success.model
What of leader • development
Make outstanding can be communication
used to increase capacity
a key andinnecessary part
these critical attributes. Engineering curricula
truly matters from a developmental perspective are the lessons can be easily adapted by including aspects of these
of all courses—especially senior design. qualities in
courses and course projects.
that the students of leadership take away from the experience and • Find coaches from industry who are successful leaders as
their ability to own that experience and the lessons learned. As well as engineers, and who understand the importance of
Developing Leadership Skills
stakeholders in the development of engineers, we all must set up cultivating young leaders. These leaders should give frequent
As shown in Exhibit 2, the essential leadership attributes shown in Exhibit 1 are developed differently over the
our students of leadership to learn and provide the support to lectures to talk about the keys to success. These types of
course of a career. Formal education dominates the development of leadership skills early in a young engineer’s
make all ofcareer.
their outcomes
Later on the job training combined with mentorship are lectures
opportunities for growth. how these would be more
skills valuable toLastly,
are developed. future engineers
self- than any
actualization of leadership skills as a young engineer matures and moves into positions of increasing responsibility
dominates development of these skills.
Exhibit 2. Development of Key Skills Over a Career in Engineering Formal Education

Skills Development of
Leadership Skills

CEO
Senior
Executive 7

Mid
Management

Technical/Entry
Position

Exhibit 2. Development of key skills over a career in engineering formal education

6 Engineering Management Journal Vol. 21 No. 1 March 2009

In academics, particularly in developing program content, there is a constant struggle between technical
 in-depth technical lecture. Internships with industry would • Have the courage to constructively criticize young engineers’
be even more valuable. actions and products. Develop plans for addressing weaknesses.
• Raise the awareness of faculty that leadership skills are Do not rely on the young engineer to figure out that a problem
important and must be developed. This can best be exists and to find a way to fix the problem. This is probably the
accomplished by making it an assessed outcome. most important element of junior engineer development.
• In today’s volatile world, change is a constant. Students • Help your young engineer develop a personal and professional
can conduct a self- or peer-assessment to determine their development plan. Discuss the requirements necessary to
comfort with addressing and accepting change and seek input accomplishment their current job but also where they want
from their peers and advisors on the same. Management to be in ten years. Help them develop quarterly and annual
requirements creep/changes are keys to success for any targets toward that future development.
student of leadership.
• Encourage, support, and recognize leadership in student Note that the coaching/mentoring process not only develops
chapters of professional and honor societies or other peer the young engineer but also rewards the mid level manager;
managed organization. leadership development flows in both directions and is often
rewarded with loyalty. Young engineers see problems and issues
Leadership development experiences during baccalaureate differently that you do. They will not be bound by your past
engineering training must be reinforced by extensive practice in experiences and will likely astonish you with novel and useful
real-world settings early in a young engineer’s career. Building applications. By spending time with you, young engineers will
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in exposure at the undergraduate level may offer the impetus better understand your vision and in turn will be better able to
for young engineers to understand the importance of leadership make contributions that directly support your goals.
skills. Early direct experience and rewards is the foundation for In leadership development, mentorship is especially
subsequent career growth. important for young female engineers. Often, in the politically
correct corporate world, open conversations about the challenges
Mentorship/On-the-Job Training of being female in a male dominated profession are avoided. Mid-
Most middle and senior managers complain about the ineptness of level managers must take care to include women in their coaching
young technical staff engineers; however, the same managers are and mentoring. Recent work by Hyde (2005) suggests that in the
typically too busy to coach/mentor young, technically proficient leader skill and attribute domain there is more similarity than
engineers. Often, these young engineers are not told that they difference in the abilities of men and women. The differences
need to formally develop key soft skills and the importance of in career progression can often be accounted for by differences
those skills. The prevailing attitude is that entry-level engineers in mentorship and developmental experiences. A deliberate
will somehow realize their soft skill deficiencies and remedy them development and mentorship program within your organization
through osmosis. The sad part of this is that most junior members will ensure that all young engineers have the opportunity to
of organizations hunger for knowledge about the business aspects develop to their potential.
of their firm, long-term vision of the corporation, improving
people and communication skills, etc.—everything needed to Self-Actualization
be a good leader. If young engineers do not want to grow into Self-actualization is a term used to describe the manifestation
positions of responsibility, you have done a poor job of hiring. (actualization) of our potential as human beings beyond basic
What can managers do to develop their young engineers? survival needs and is a good way to describe lifelong learning. Most
The most important contribution is to give them your time. This senior engineers are successful because they have demonstrated
is not an easy task in a world of deadlines and bottom-lines; technical excellence and some management ability. To make the
however, some simple things you can use to grow young engineers transition to respected leader, they must continue to develop
might include: and refine the nine qualities of a leader previously presented. All
• Invite young engineers, as part of the training process, to successful leaders are continually learning and adapting. Senior
observe or participate in public or important private meetings engineers can further develop their leadership skills by:
exposing them to several levels of responsibilities. After the • Continuing their education in depth but more importantly
meeting, jointly and constructively discuss the meeting and in breadth. Most engineers at all levels will habitually read
critique the tactics and skills of the various participants. This their technical specialty journal or trade magazine. Most feel
can show the young engineer the importance of some of the that practical experience is the best teacher for the soft side
qualities that a leader must possess as previously presented. of business instead of a formal learning process. Instead of
• Encourage young engineers to develop soft skills and reward just technical development, focus your continuing education
their efforts. For example, Toastmasters speaking clubs is in those areas that can have the most effect on your business
an excellent way to develop speaking skills. Invest in non- or industry – the nine qualities shown in Exhibit 1.
technical education that can be used to improve the skill level • Continue self evaluation and, based upon feedback and advice
of one of the nine leadership qualities shown in Exhibit 1. These from others, continue to work on those areas in which you
are just as important as technical continuing education. are weak. The use of 360 degree peer assessment has become
• Involve the working, young engineer on a strategy session for commonplace in most corporations. As a senior leader
pursuing a contract, a job interview for a new hire, etc. Use in any company, others will scrutinize your every action.
these types of interactions as opportunities to share corporate You must improve on those very skills that allowed you to
strategy such as focusing or developing relationships with advance to your present position and install confidence in
clients. Including a young engineer in such a meeting the workforce. Do not be afraid to hire an executive coach.
will also help minimize the amount of time required for You want an experienced professional guiding you in other
coaching/mentoring. aspects of your life.

Engineering Management Journal Vol. 21 No. 1 March 2009 7

 Of all the phases of an engineer’s career, your ability to Management In Engineering, ASCE 13:4 (1997), pp. 38-41.
influence your group toward accomplishing its goals is most Goldberg, D.E., “Change in Engineering Education: One Myth,
important at this juncture of your career. You impact the lives of Two Scenarios, and Three Foci,” Journal of Engineering
the employees and the welfare of the company. It is more critical Education, ASEE, 85:2 (1996), pp. 107-116.
than ever at this stage in a career to continue to improve your Goleman, D., R. Boyatzis, R., and A. McKee, Primal Leadership:
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learning toward the goal of self actualization; thus, we understand
the need for continued professional development in all areas. About the Authors
Once we obtain a senior management position, continually John V. Farr is currently professor and Founding Director
honing our skills is second nature. We must strive to improve all of the department of system engineering and engineering
of the nine qualities previously discussed. We must never forget management at Stevens Institute of Technology, Hoboken,
our obligation to younger students of leadership and provide the New Jersey. Before joining Stevens, he served for eight years
mentorship needed for success. in the department of systems engineering at the United States
Military Academy, West Point, New York. His education
References includes a BS from Mississippi State University, MS from
American Society for Engineering Education, “The Green Report: Purdue University, and PhD from the University of Michigan,
Engineering Education for a Changing World,” http://www. all in civil engineering. His research interests include data
asee.org/pubs2 (1994). analysis, modeling and simulation, and infrastructure
ASEE Prism, “Educating Tomorrow’s Engineers,” (May/June management. He has held numerous positions in government
1995). and private industry. Dr. Farr is a former President of the
Avolio, B.J., Leadership Development in Balance: MADE/Born, American Society of Engineering Management (ASEM)
Lawrence Erlbaum Associates (2005). and a registered civil engineer. He also serves on the Army
Bakos, J.D., “Communication Skills for the 21st Century,” Journal Science Board and the Air Force Studies Board of the National
of Professional Issues in Engineering Education and Practice, Academies. He is a Fellow in ASEM and the American Society
123:1 (1997), pp. 14-16. of Civil Engineers.
Bowman, B.A., and J.V. Farr, “Learning to Lead: A Lifelong Donna M. Brazil is an Academy Professor at the United
Pursuit,” Proceedings from the 1998 Annual American Society States Military Academy at West Point, New York. She is an
of Engineering Management Conference, (1998), pp.158-163. active duty Army Colonel and has served as the Director of
Cherrington, B., E. Freeman, A. Lacy, and M. Novas, “The the Military Leadership Course for four years. Her education
Engineering Leader And Leading Change: A Report from includes a B.S. in from the United States Military Academy and
the ASEM Team,” 1995 National Conference of the American an M.A. and Ph.D. in social psychology from The University of
Society for Engineering Management (1995). North Carolina at Chapel Hill. Her research interests include
Department of Defense, “The Department of Defense Executive leader development, personality and character traits, and in
Leadership Development Program (ELDP),” http://www. extremis leadership.
cpms.osd.mil/jldd/eldp_index.aspx, accessed 15 November Contact: John V. Farr, PhD, PE, Stevens Institute of
2007 (2007). Technology, School of Systems and Enterprises, Castle Point
Farr, J.V., S.G. Walesh, and G.B. Forsythe, “Leadership on Hudson, Hoboken, NJ 07030; phone: 201-216-8103; fax:
Development for Engineering Managers,” Journal of 201-216-5541; [email protected]

8 Engineering Management Journal Vol. 21 No. 1 March 2009