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