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Retaining Women in Engineering: The Empowerment of Lean Development [Kõva köide]

  • Formaat: Hardback, 226 pages, kõrgus x laius: 234x156 mm, kaal: 494 g, 1 Tables, black and white; 15 Line drawings, black and white; 1 Halftones, black and white; 16 Illustrations, black and white
  • Sari: Women of STEM
  • Ilmumisaeg: 22-Nov-2022
  • Kirjastus: CRC Press
  • ISBN-10: 1032071885
  • ISBN-13: 9781032071886
  • Formaat: Hardback, 226 pages, kõrgus x laius: 234x156 mm, kaal: 494 g, 1 Tables, black and white; 15 Line drawings, black and white; 1 Halftones, black and white; 16 Illustrations, black and white
  • Sari: Women of STEM
  • Ilmumisaeg: 22-Nov-2022
  • Kirjastus: CRC Press
  • ISBN-10: 1032071885
  • ISBN-13: 9781032071886
Diversity drives better business results; however, despite decades of effort, women make up only 15% of engineers. Retaining Women in Engineering: The Empowerment of Lean Development approaches the problem of women leaving engineering from a systems-level perspective to change the way engineering is done and level the playing field between men and women.

This book utilizes the six principles of Lean Development and draws from the learnings of the field of medicine, recognizing that access to a vast amount of written knowledge is an important part of a physicians learning process. Using these principles, the book provides leaders with concrete strategies and methods to change the way engineering is done and learning occurs. Integrated within the book are "gray box stories" which describe two different worlds that engineers work in: that of traditional development and that of Lean Development. These stories underscore the way that the gender confidence gap, bias, and stereotypes affect a female engineers career. Additionally, the book highlights how the methods of Lean Development strengthen an individuals ability to control their learning and career, and a leaders ability to coach others more effectively. Ultimately, this results in more capable teams. Furthermore, not unlike the marine chronometer (a clock) which solved the centuries old challenge of establishing the longitudinal location for a ship at sea, this book finds the "clock" that levels the playing field between men and women.

This book will help leaders at every level within an engineering firm, as well as women engineers and managers who want to grow to their full potential, and others who care about gender equity.
To the Reader xv
Foreword xvii
Durward K. Sobek
Acknowledgments xxi
Introduction xxiii
PART I The Problem
Chapter 1 The Female Engineer Retention Challenge
3(8)
Factors Inhibiting Girls and Women from Choosing Engineering
3(1)
The Efforts of Progressive Firms
4(1)
Finding a New Approach
5(1)
Approximately 50% of the Medical School Graduates Are Women; Why?
6(2)
Conclusion
8(1)
References
8(3)
Chapter 2 Two Sides of the Same Coin: Gender Bias and Gender Confidence
11(10)
Gender Schema and Stereotypes
11(2)
Gender Bias -- The External Influencer
13(1)
Gender Confidence -- The Internal Influencer
14(1)
Two Sides of the Same Coin -- Bias and Confidence
15(2)
How the Work Is Done
17(1)
Conclusion
18(1)
References
18(3)
Chapter 3 It Begins with Pink and Blue
21(16)
Jessica L. Wanke
Trucks or Dolls: Development of Gender Schema in Children
21(1)
Math Is for Boys: Gender Schema in Elementary School
22(2)
Career Implications
24(1)
Choosing a Career
24(1)
Succeeding in a Career
24(1)
Imposter Syndrome
25(1)
Moving Forward
25(1)
Growth Mindset
25(1)
Real-World Examples
26(1)
The Engineering Pipeline
27(2)
Conclusion
29(1)
References
29(8)
Part I Summary
33(4)
PART II Analyzing the Problem: Using an Engineering Process
Chapter 4 Medicine as a Model for Engineering: Creating Job Satisfaction
37(12)
Increasing Gender Integration: Medicine versus Engineering
38(1)
Understanding the Difference: The Knowledge Availability Gap
39(2)
Job Satisfaction
41(1)
Work Climate
41(1)
Satisfying work
41(1)
Control over Career
42(2)
Training Approach: Medicine versus Engineering
44(1)
The Work of Engineering
45(1)
Conclusion
45(1)
References
45(4)
Chapter 5 Through the Lens of an Engineer
49(10)
The Problem
50(1)
The Current Reality of the Effort
50(1)
Growth Potential and Empowering Work Environment
51(1)
Gender Pay Gap
51(1)
Inspired to Come to Work
52(1)
The Type of Engineering and the Type of Work
52(1)
Relational Work
52(1)
Social Contribution and Communal Work
53(1)
The Choice for Other Work
53(1)
Career Path
53(1)
Women Role Models and Mentors
54(1)
Work--Life Balance and Enabling Part-Time Work
54(1)
Innovation and Patents
54(1)
Work Climate
54(1)
Summary
55(1)
Diversity Matters
55(1)
Conclusion
56(1)
Next Steps for the Team
56(1)
References
56(3)
Chapter 6 Finding Root Cause through a Causal Diagram
59(18)
Longitude, from the Sky or a Clock Sitting on a Desk -- a Debate
61(1)
A Causal Diagram
62(1)
It All Begins with Low Percentages
63(2)
It Ends with a Low Retention Rate
65(2)
Work Climate
67(1)
Lack of Control over Career
68(1)
Unsatisfying Work
69(1)
Going a Step Further
70(1)
Arriving at Our Root Causes
70(1)
The Solution
71(1)
Conclusion
72(1)
References
72(5)
Part II Summary
73(4)
PART III Developing a Solution: Lean as a Foundation for Change and Learning
Chapter 7 Industry Efficiency via Lean
77(6)
A Brief History of Lean -- the Elimination of Waste
77(2)
Lean Efforts in Almost Every Industry
79(1)
Lean Development: Efficiency of Creating Knowledge
80(1)
Conclusion
81(1)
References
81(2)
Chapter 8 Creating a Physician: The Learning Process
83(10)
Transformation of Physician Training
83(2)
The Road to Becoming a Physician
85(1)
From Doctorate to Licensed Physician
86(1)
Role Models and Mentorship in Medicine
87(1)
Building Expertise in Medicine
88(1)
Ongoing Inequities in Medicine
89(1)
Conclusion
89(1)
References
90(3)
Chapter 9 An Engineer's Learning Environment
93(16)
A Typical, but Not Desirable, Example of Product Development
93(2)
How Engineers Get Their Degrees
95(1)
How the Learning Occurs as a New Engineer
96(1)
Comparison to a Physician in Residency
97(1)
How the Work Is Done as a New-to-Career Engineer
97(3)
Changing What Can Be Changed
100(3)
Conclusion
103(1)
References
103(6)
Part III Summary
105(4)
PART IV Strategy 1: Empowering Control over Career
Chapter 10 Building a Level Playing Field
109(14)
The Unleveled Playing Field for Women
110(1)
The Work of Relational Practice
110(1)
Change the Way the Work Is Done -- Finding Possible Solutions
111(1)
Management by Objective
111(1)
Reengineering -- "Starting over"
112(1)
Deductive or Inductive Thinking -- Approaching a Problem
112(1)
Change the Way the Work Is Done -- Lean Development
113(1)
Lean -- The Elimination of Waste
113(1)
Lean Development -- Increasing the Learning Rate
114(2)
Attacking Bias and Building Confidence
116(1)
The A3 Problem-Solving Process
117(2)
Addressing the Challenge of Relational Gender Roles
119(1)
Progress Toward Improving the Climate
120(1)
Another Look at the Causal Diagram
121(1)
Other Organizational Benefits
121(1)
Conclusion
121(1)
References
122(1)
Chapter 11 It Is Just Good Engineering: The Basics of Lean Development
123(9)
The Principles of Lean Development and the Benefit to Business
123(1)
The Principles
124(5)
1 Creating Reusable Knowledge -- The Power of the A3 Reports
125(1)
2 Cadence, Pull, and Flow
126(1)
3 Visual Management
126(1)
4 Entrepreneurial System Designer
127(1)
5 Set-Based Design -- Change the Development Method
127(2)
Trade-off Curves
129(3)
6 Teams of Responsible Experts
132(7)
How Lean Development Fits into the Development Process
133(1)
A3 Reports -- Problem-Solving, Opportunity, Planning
133(1)
A3 Reports -- Integration Plans: Manage the Flow of Work and Learning
133(1)
A3 Reports -- Status Sheets
134(1)
A3 Reports -- Knowledge Sheets
134(1)
Conclusion
134(1)
References
134(3)
Introduction to
Chapter 12
137(1)
Alissa R. Stavig
Robert N. Stavig
References
138(1)
Chapter 12 Accepting a Hand Up: Role Models, Technical Coaches, and Mentors
139(18)
Debra Blakewood
Rose Miranda Elley
Role Models
141(2)
Technical Coaches
143(4)
Tips for a Good Technical Coaching Relationship
145(1)
Protegee Responsibility
146(1)
Mentoring
147(2)
Conclusion
149(2)
Present State
150(1)
Promoting Change
150(1)
A Few Words of Thanks
150(1)
References
151(6)
Part IV Summary
153(4)
PART V Strategy 2: Enabling Leaders to Lead -- Creating Satisfying Work
Chapter 13 Lead the Change to the Way the Work Is Done
157(18)
The Leader's Role as a Designer
157(1)
Working as System Designer and Moving the Organization to A3s
158(3)
Implementation of Lean Development at the Department Level
161(2)
1) The Use of A3s
161(1)
2) Creating a Knowledge Repository
162(1)
3) Technical Depth of Managers
162(1)
4) Development of Systems Thinking through the System Designer
163(1)
Implementation at the Project Level
163(1)
Implementation at the Engineer Level
164(1)
Work--Life Balance: Working Part Time and Going Home On Time
165(2)
Working Part Time
165(1)
Going Home on Time
166(1)
Managing the Work
167(4)
Replay the Design Review via Lean Development
171(1)
Conclusion
172(1)
References
173(2)
Chapter 14 Leading the Development of Engineers and Managers
175(12)
Drive Learning on a Daily Basis
175(4)
Personal Development Plans, Driven by the Causal Diagram
179(4)
Relational Work
181(1)
Control of Learning
182(1)
Control over Career
182(1)
The Contribution of Men via the Causal Diagram
183(1)
One-on-One Reviews of A3 reports -- Developing the Engineer
183(1)
Structured Learning -- Addressing the Confidence Gap
184(1)
Conclusion
185(1)
References
185(2)
Chapter 15 Leading Beyond the Causal Diagram
187(16)
Creating an Inclusive Work Environment
189(1)
Creating Reusable Knowledge -- Attack the Gender Confidence Gap and Gender Bias
190(1)
Creating a New Work and Learning Environment
190(1)
Creating Role Models
190(2)
Other Areas of Focus
192(2)
Finding Opportunity and Networking through A3s
192(1)
The Purpose of Meetings -- Problem-Solving or Communication
193(1)
Progress Forward
194(1)
Conclusion
195(1)
References
196(7)
Part V Summary
197(2)
Afterword: Getting Back to Finding the Longitude
199(4)
Appendices
Appendix A Going Home on Time -- Lean Development: The Principles
203(18)
Appendix B Bringing Lean Development to a University Engineering Program: A Consideration for Teaching Lean Development and A3 Reports
221(4)
Appendix C Books to Consider
225(2)
Author Bios 227(2)
Contributor List 229(2)
Index 231(8)
Figure 6.2 Causal Diagram 239
Robert N. Stavig, Brush Prairie, WA

During his 35 year career with Hewlett-Packard, Bob spent the last twenty years in Product Research and Development in various management and technical roles, where he utilized the principles and methods of Lean Development in the delivery of nearly a dozen areas of work within product programs, process development, and technical asset development. In addition, Bob has fifteen years of experience in the areas of: manufacturing development, factory support, factory operational management, and worldwide manufacturing leadership. Bob has a degree in Mechanical Engineering from Washington State University and is certified as a Six Sigma Black Belt through American Society of Quality. Bob has a certification in Lean Development from University of Michigan and is a Certified Scrum Master.

Alissa R. Stavig, MD, Billings, MT

Alissa received her Doctor of Medicine from Duke University School of Medicine, Durham, NC in 2017. In 2022 she graduated with a combined five-year residency program in Internal Medicine and Psychiatry, from Duke University School of Medicine in Durham, NC. Alissas training includes clinical experiences in inpatient and outpatient settings in both disciplines as well as educational experiences in advocacy, interdisciplinary and integrated healthcare, quality improvement, and medical education. During her training in residency, she experienced the benefit of developing clinical and leadership skills through a system with graduated responsibility which included leading clinical teams of medical students and first year residents.