Education for the Manufacturing World of the Future (1985) / Chapter Skim
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Maintaining the Lifelong Effectiveness of Engineers in Manufacturing
Maintaining the Lifelong Effectiveness of Engineers in Manufacturing
Pages 62-72
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From page 62... ...
manufacturing enterprises had no major problems. Americans led the world in manufacturing experience for almost a century, and American manufactured goods dominated world markets.
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From page 63... ...
A typical engineering career pattern entailed entering the profession at age 25, achieving peak technical competence at age 35, moving into a managerial or administrative position by age 40, and then somehow hanging on until retirement. New technology was developed in research laboratories, was taught in the universities, and was introduced into engineering practice by the newly graduated and newly hired.
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From page 64... ...
This list typically had research at the top along with publishing and obtaining grants, followed by teaching undergraduates and counseling, and ended with participation in continuing engineering education. Government too tended to ignore the problem of maintaining the technical competence of the engineering work force.
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From page 65... ...
This is not a one-time task; it is a continuing process that merges professional development and technical education to keep up to date with new theories, processes, products, and industries.
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From page 66... ...
4. Compare the requirements of the future position against the present state of the existing engineering work force.
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From page 67... ...
This process establishes for the individual engineer a development objective: specific knowledge or skill to be acquired and by what date. Based on the above process, "lifelong effectiveness" for engineers can be defined as the process by which an engineer establishes a development objective and works to minimize significant professional gaps in both present and foreseeable future functions.
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From page 68... ...
Drivers for action should be examined from an organizational perspective as well. Motivating a manufacturing organization to maintain the effectiveness of engineers in the work force may require as much thought and preparation as specifying the individual development objective.
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From page 69... ...
The actions or mechanisms by which people develop work-relevant knowledge and skills include job experience and education and training. Development is most effective when job tasks are structured to include growth opportunities and when appropriate education or training is used to enable or to support on-thejob growth tasks.
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From page 70... ...
, said in a speech at Northeastern University (September 10, 1984) that among DEC divisions he can see correlations of both business successes with strong programs of technical professional development and business failures with weak or nonexistent programs of technical professional development.
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From page 71... ...
Officials at all levels of government national, state, and local must provide the leadership to support education for professionals as an investment vital to ensuring the future of a free and economically successful American society. Retraining the existing engineering work force to handle the new technologies and operating systems is the best way to make the most change in the shortest time.
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