of Achievements in Materials and Manufacturing Engineering

VOLUME 31 ISSUE 2 December 2008

How engineers become CEOs: implications for education and training

S. Goh*, W. Coaker, D. Thorpe Faculty of Engineering, University of Southern Queensland, Toowoomba, Queensland, Australia * Corresponding author: E-mail address: [email protected]
Received 17.09.2008; published in revised form 01.12.2008

Education and research trends

ABSTRACT
Purpose: This paper provides results of an investigation into the career progression of engineers in Australia, determining the skills and qualities they need to become large company CEOs and thus recommend strategies for long term career development. Design/methodology/approach: This investigation used a questionnaire to gain a view on the perceptions of top-level executive who have an engineering degree on the training of engineers. It was aimed at discovering their perceptions as to the skills and attributes that they possessed that had assisted in their success. Questionnaire participants were selected on the basis that they held a Bachelors degree in Engineering and have been successful in the business world. These participants were sourced from the Whos Who In Business (WWIB) database. In order to maximize the level of responses, the questionnaire was distributed by both email and regular mail. Findings: Findings indicate: CEOs often reach their position as natural career progression rather than actively seeking management; key attributes and skills are perceived as being more important than qualifications; Leadership, communication skills and financial training are the most important training requirements; most universities do not cover some highly desirable skill sets and attributes. Practical implications: University courses can be adjusted to better reflect the needs of industry; students and engineers can plan careers more effectively by considering their personal attributes and the skill sets required of executives; professional development programs can be designed to maximise proficiencies at the most beneficial stage of their career. Originality/value: There is some overlap between the skill sets of CEOs and engineers. Thus by effective education and training, engineers may be in a better position for the transition into the management. Keywords: Engineering education; Engineering leadership; Professional development; Management education

1. Introduction 1. Introduction
In the vast majority of cases it is a long and often torturous path to success for a CEO. Generally they start as young professionals learning the basics of their original trade before moving into middle management and then working their way up based on merit. While there is no well defined character traits required by a CEO, there are often skills and attributes that are perceived as

desirable and in some cases essential for CEO positions regardless of their intelligence or other skills. Potentially the identification of these variables can lead to a model of successful executive career progression. In essence, to construct a framework that reflects how the majority of CEOs and other high level executives achieve their professional success. The development and validation of such a model can provide the basis for education and training programs that can maximize an engineers chance of achieving executive success.

846

Research paper

Copyright by International OCSCO World Press. All rights reserved. 2008

Education and research trends

2. Literature review 2. Literature review

Wood and Vilkinas [1] have looked at the topic of CEO characteristics from a number of different angles. They have built their study on the work of a number of others using some basic characteristics as the basis for a questionnaire. The desirable characteristics of CEOs they identified through previous studies were achievement orientation, humanistic approach, positive outlook, inclusive, participative and empowering style, integrity, balanced approach, and learning and self awareness. These characteristics were chosen as they formed the core components across a number of earlier studies based on theoretical framework, CEO perception and staff perception approaches. Wood and Vilkinas found that a humanistic approach and an achievement orientation were critical to CEO success. A positive outlook was also perceived to be very important. The remaining characteristics were confirmed as being important to CEO success but not as important as the others listed above. Hunt [2] also provides some valuable information in his research into the Key Components of Senior Executives in Australia. His study has some direct correlation to the topic of this project although not focused on engineers and not going as far as looking into education and training implications. According to Badawy [3], managerial competency is composed of three interrelated components: knowledge, attitudes, and professional skills. Badawy breaks down professional skills into three further criteria: technical, administrative and interpersonal. An engineer needs to be competent in all of these fields although the relative importance of each varies throughout a professional career. He identifies the major failure of management is normally related to interpersonal skills. Peter Taylor [4], CEO of Engineers Australia [5], concludes that engineers probably make good managers but is less sure about engineers as leaders although he does say engineers do have a fair sprinkling of the traits that could see them become good leaders. Patricia Galloway (CEO, Nielsen-Wurster Group, Seattle, Washington, USA) in her book 21st Century Engineer: A Proposal for Engineering Education Reform [6] argues for the need to broaden current and future engineers skills sets to become not only technically competent but also competent in communication and management practices. These soft fundamental capacities, she believes, are still not being taught at either undergraduate or postgraduate levels. Galloway paints the new global landscape where mega projects, sustainability, infrastructure security, and multicultural work teams pose challenges for which engineers may be unprepared. She lays out non-technical areas in which engineers must become proficient: globalization, communication, ethics and professionalism, diversity, and leadership. The release of the 2020 Vision: The Manager of the 21st Century [7] (2020 Vision Report) in 2006 by Innovation & Business Skills Australia has seen some immediate effects on traditional managerial development and training, particularly at postgraduate levels such as the MBA program. Goh [8] highlighted the Vision 2020 Reports findings supported with case studies, and discussed the reports implications on engineering management education.

The report compiled by Boston Consulting Group attempts to identify the attributes and skills needed for future managers to be properly equipped to manage effectively. The 2020 Vision report essentially is a review of current development in managerial training and the change in trends of workplaces demographics, and was hinged on the Karpin Report [9, 10] released in 1995. The reader is referred to the literature for more details on the work of the Commonwealth of Australia on Management Education [11-13]. The Engineers Australias Engineering Executive [14] recognition framework was also used to form the questionnaire.

3. Methodology 3. Methodology
This investigation used a questionnaire to gain a view on the perceptions of top-level executive who have an engineering degree on the training of engineers. It was aimed at discovering their perceptions as to the skills and attributes that they possessed that had assisted in their success. Questionnaire participants were selected on the basis that they held a Bachelors degree in Engineering and have been successful in the business world. These participants were sourced from the Whos Who In Business [15] (WWIB) database. In order to maximize the level of responses, the questionnaire was distributed by both email and regular mail.

Fig. 1. Questionnaire distribution types Figure 1 depicts a breakdown of the questionnaires sent out. There were 82 responses in total, 13 by email and 69 through regular mail. This represents a response rate of 8% electronically and 19.6 % in hardcopy, which is an excellent response rate considering the time-poor nature of these senior managers. The WWIB database enabled the identification of the business, and hence business type of the listed engineers. In a general way, this shows how these successful engineers careers have progressed. That is, if they have achieved success simply by working in an industry that has a technical element applicable to their training, that is the skill sets of these engineers are applicable to management in general not just technical based industries. It would be expected that a larger percentage of the executives listed would work in technical industry while relatively few would work in non-technical industry. Table 1 identifies the industry sector of all listed engineers that work for companies listed on the Australian Stock Exchange (ASX). It lists the number of engineers in each industry group and compares it to the percentage of the number of companies listed in that industry group within the ASX. The industry sectors are listed as per the Global Industry Classification Standard. The distribution of companies in the ASX should approximate the number of management executives represented in the WWIB.

READING DIRECT: www.journalamme.org

847

Journal of Achievements in Materials and Manufacturing Engineering

Volume 31 Issue 2 December 2008

The Table shows a similar distribution between the number of engineers and the number of companies in the ASX. As expected there are proportionally more engineers in areas such as mining (materials), as there are more mining companies on the ASX, as opposed to Diversified Finanicials. This is a natural result of engineers basing their careers in industries that relate more closely to their chosen fields of study. The industry sectors where engineers are over represented as CEOs are capital goods 15.9%, energy 12.3% and surprisingly, banks 6.7%. There is proportionally a large cohort of engineers in management within these groups than there are companies of these types within the ASX. The difference in the proportions for other industry groups is not as large. Table 1. Industry sector of engineers in management No. of Distribution % of Engineers (%) ASX Automobile & Components 1 0.5% 0.5% Banks 4 2.1% 0.8% Capital Goods 31 15.9% 5.3% Commercial Services & 7 3.6% 3.1% Supplies Consumer Durables & 1 0.5% 1.2% Apparel Consumer Services 1 0.5% 2.3% Diversified Financials 13 6.7% 8.1% Energy 24 12.3% 9.6% Food Beverage & Tobacco 2 1.0% 2.4% Health Care Equipment 8 4.1% 3.5% &Services Materials 65 33.3% 28.0% Media 3 1.5% 2.4% Pharmaceuticals, 2 1.0% 4.3% Biotechnology & Life Sciences Real Estate 9 4.6% 5.8% Retailing 3 1.5% 2.4% Semiconductors & 1 0.5% 0.1% Semiconductor Equipment Software & Services 11 5.6% 4.2% Technology Hardware & 4 2.1% 1.7% Equipment Telecommunication Services 1 0.5% 1.7% Transportation 2 1.0% 1.2% Utilities 2 1.0% 1.5% Total 195 Companies 2115 BOLD: Large representation of Engineers in senior management Engineers are under represented in comparison to the distribution of company sectors mainly within the consumer type industries and surprisingly, within the telecommunications sector where you would expected a more technical orientation. From the results, there is a correlation between the number of engineers that have achieved success in management within a particular sector and the proportion of companies within that

sector. This comparatively even distribution seems to suggest that engineers generally do have management skills that can be applied across all industries. The respondents details are tabled in Tables 2,3,4, and provides a good description of the surveyed sample. The majority of respondents are from the Civil, Mechanical, and Electrical disciplines. Most held positions at the CEO and Managing Director level, and most possessed postgraduate qualifications with 29.3% as MBAs, though 19.5% possessed no formal postgraduate qualifications. Table 2. Respondents by engineering bachelor degree Degree Number Surveyed BE (Chem) 11 BE (Civ) 20 BE (Elect) 22 BE (Mech) BE (Mining) Other Total Table 3. Current roles of respondents Current Position CEO / Managing Director Chairman Other executive manager Non Executive Director Technical Retired Total 19 7 3 82

% of Total 13.4% 24.4% 26.8% 23.2% 8.5% 3.7% 100.0%

No. of responses 34 14 18 7 1 8 82

% of Total 41.5% 17.1% 22.0% 8.5% 1.2% 9.8% 100.0%

Table 4. Qualification of engineers in senior management Qualification No of Occurrences MBA 24 Other Management Masters 16 Higher technical qualification 16 Management Diploma 18 Technical Diploma 6 PhD 7 No other qualifications 16

% of Total 29.3% 19.5% 19.5% 22.0% 7.3% 8.5% 19.5%

4. Findings & discussions 4. Findings and discussions

In order to develop a model of standard engineering degree and to better understand the progression of successful engineers the standard length of time spent in various roles should be understood. This issue was addressed in the questionnaire, by identifying if there is a general trend exists in that successful

848

Research paper

S. Goh, W. Coaker, D. Thorpe

Education and research trends

engineers spent similar lengths of time in technical roles before proceeding into management. The length of time spent in a technical role was expected to vary some very successful people have elected to never use the technical aspects of their training. For example, some engineering graduates moved directly into the business world (eg. Investment Banking) or politics. Note that politicians were excluded from this study as it was not considered as a standard management type career progression. Others have used their technical expertise built up over many years as a platform to switch into management. This may be considered to be the case for successful academics for example. In some cases, good research or other academic achievements have led people into management style careers. However, academics were also excluded from this study as the focus here is on management in business. Table 5 and Table 6 below shows the time spent in technical and management type roles. Table 5. Years spent in technical roles Years in technical role Number of responses Nil 4 1-5 years 40 6-10 years 24 11-19 years 14 20+ years 2 Total 84 Table 6. Years spent in management roles Years in management Number of responses role 1-10 years 9 11-20 years 24 21-30 years 30 31-40 years 15 41+ years 2 Total 80

Table 7. Reasons for move into management Reason for move into No. of management responses Always wanted management 20 Only promotion available 4 Avoiding technical career 3 Natural career progression 46 Good offer to move to 2 management Other reasons 7 Total 82

% of Total 24.4% 4.9% 3.7% 56.1% 2.4% 8.5% 100.0%

% of Total 4.9% 48.8% 29.3% 17.1% 2.4% 100%

% of Total 11.3% 30.0% 37.5% 18.8% 2.5% 100%

Overall, the survey indicated the average time spent in a technical role before moving into management was found to be 6.6 year. This covered responses from individuals who spent no time in technical positions up to two respondents who spent 20 years in technical roles before management roles. Table 6 above shows the level of experience of those who replied to the questionnaire. After spending an average of six and half years in technical roles, the respondents have spent an average of 22.5 years in management. This was bounded by a range of 3 to 45 years in management roles. While the motivation for the move into management was not a major focus of this project it gives some idea as to the personalities of these engineers that have succeeded in business. The majority believe that they reached their positions naturally through a normal career progression as shown in Table 7. That is, they did not actively pursue management, but their individual skills were recognized as being of the requisite standard to progress to higher levels of management, and that their organization facilitated the move into management.

Table 8. Importance of skills/attributes and training requirements % Importance Respondents Skill / Attribute Average Suggesting Response Training (out of 10) Required Integrity 9.52 7.5% Leadership 9.07 58.5% Communication Ability 8.88 66.0% Handle complexity 8.79 11.9% Interpersonal Skills 8.72 41.3% Drive / Ambition 8.70 2.5% Initiative 8.62 6.3% Business Acumen 8.70 56.6% Decisiveness 8.51 13.8% Energy / Passion 8.49 3.8% Analytical / reasoning skills 8.39 45.0% Achievement orientation 8.33 7.6% Self Awareness 8.14 23.1% Strategic Planning 8.15 73.6% Emotional Intelligence 8.00 20.5% Team player 7.99 18.8% Conceptual skills 7.90 12.5% Financial management 7.82 88.7% Planning ability 7.23 41.3% Entrepreneurial ability 7.12 13.8% HR Management 7.07 50.6% Project Management 7.02 65.8% Technical competence 6.70 64.6% Sales / Marketing ability 6.28 47.8% Mentor 6.28 6.5% Administrative Ability 6.24 31.7% International Experience 5.99 7.6% Multi-company experience 5.78 2.6% Disciplinary knowledge 5.73 38.2% BOLD: 50% and over suggesting training required are highlighted The survey then looked at the perceptions of CEOs as related to their own success. Although it may be argued that the respondents have a subjective view of themselves and the reasons for their success, these executives are best placed to answer the question of management success. Not only have they achieved success themselves but are in positions that often require the

How engineers become CEOs: implications for education and training

849

Journal of Achievements in Materials and Manufacturing Engineering

Volume 31 Issue 2 December 2008

assessment of managers, and grooming of future managers. In particular, the respondents are familiar with the pressures of an engineering career, and more importantly to this study the degree to which their university studies and training prepared them for success. Although individuals do have different views as to the importance of various characteristics, the responses gathered were sufficient to identify a general trend. Table 8 contains the responses from the questionnaire and provides a score from 0 to 10 to each of the skills and attributes, with 10 being the most relevant. Naturally the most important skills or attributes are those that are likely to have the most important implications for education and training. The most important attribute required by CEOs, as identified in the questionnaire is Integrity. Integrity had an average importance score of 9.52 compared to the next highest score being 9.07 for leadership. However, unsurprisingly, integrity was not seen a requiring training as it is to a large extent considered to be an inherent character trait rather than something that can be taught. Table 9 below shows the highest importance scores as per the questionnaire with the added criteria of scoring over 7.5 and over 50% of respondents suggesting that some sort of training is required. This also provides an indication of the deficiency or skill/knowledge gaps from the formal education undertaken by the respondents. Table 9. Skills/Attributes with highest importance with training required % Respondents Importance Suggesting Average Training Response Required Leadership 9.07 58.5% Communication ability 8.88 66.0% Business Acumen 8.70 56.6% Strategic Planning 8.15 73.6% Financial management 7.82 88.7% However, education and training can occur throughout an individuals career. When the importance factors are compared to the suggested stages that training should occur, a pattern or training continuum is suggested. Table 10 shows those attributes that the questionnaire respondents thought required formal training. The percentage figure shown indicates the numbers of people who thought training was required only those greater than 30% are shown. This is developed further in Table 11 which shows the questionnaire results in terms of skills that require training at each stage of an engineers career. Table 10. Skills/Attributes requiring formal qualifications Skills/Attributes % Respondents Strategic planning 30.0% Financial management 70.8% Project management 31.1% Economics 41.9% Accounting skills 40.0%

Table 11. Importance of skills/attribute s developments across career stages Undergraduate Studies Accounting skills Economics Analytical / reasoning skills Financial management Project management Technical role Communication skills Further technical skills Administration Analytical / reasoning skills Project management Junior management Legal awareness Leadership Strategic planning Financial management Project management Mid-management Strategic planning Leadership Legal awareness Business acumen Change management Senior Management Change management Leadership Strategic planning Legal awareness Business acumen 35.7% 32.5% 32.5% 30.4% 26.1% 59.1% 56.1% 56.1% 47.5% 41.3% 59.2% 46.7% 33.3% 32.6% 30.4% 27.1% 20.0% 18.4% 16.3% 15.9% 4.5% 4.4% 4.2% 4.1% 2.3%

In general, there appears to be four main skill areas that respondents believe engineers would benefit from specific training after graduation. These skills are Leadership, Communication, Financial, Problem solving (including analytical reasoning and strategic planning).

4.1. Summary of findings 4.1. Summary of findings

Findings of this investigation indicate: x CEOs often reach their position as natural career progression rather than actively seeking management. x Personal attributes are perceived as being more important than postgraduate qualifications. x Leadership, communication skills and financial training are the most important training requirements. x Most undergraduate and postgraduate education providers do not cover some highly desirable skill sets, and often skills gained are not immediately applicable to the workplace.

850

Research paper

S. Goh, W. Coaker, D. Thorpe

Education and research trends

5. Implications and 5. Implications & recommendations recommendations

Suggested Implications: Undergraduate and Postgraduate courses offered by engineering schools can be adjusted to better reflect the needs of changing operating environment. x Engineers can plan careers more effectively by considering attributes and the skill sets required of senior engineering manager of the 21st century. x Professional development programs can be designed to maximise proficiencies at the most beneficial stage of an engineers career. The following recommendations relates to undergraduates and junior engineers: x Have a career plan. Only by recognizing and taking opportunities can career progression be maximized. x Do not rush promotion, be recognized on your merits. The majority of high level executives believe that they arrived in their positions without actively seeking management. x Sound technical acumen is required for recognition of potential for advancement into management. x Improve communication skills and interactions with others. The importance of communication skills is highlighted repeatedly, not only by CEOs, but in the literature and by empirical evidence. x The majority of current CEOs recommend an MBA. However they are likely to be viewing the situation retrospectively organizations and recruitment companies currently appear to be looking for individuals with higher degrees in management focused in a particular field or area of business. x Develop leadership potential through life experience, whether through the work environment or outside interests. An understanding of leadership theory can help but must used in context. x Gain a wide range of experience. Experience not only provides a basis of knowledge but can reveal interests in particular fields that can provide motivation towards a career path. x Learn to think and plan strategically. Combined with problem solving, the ability to appreciate the bigger picture is an essential skill for those in high level management. The following recommendations relates to teaching institutions: x Technical skills are vital for undergraduates but also for senior managers; they should not be compromised for management skills. x Financial skills should be incorporated into undergraduate programs as an elective. It is a vital skill and one which most engineers will face in their careers. As a field of study, it is not well understood by engineers, and does not always make intuitive sense to an engineer. x Undergraduates team-related and communication skills should be practiced throughout technical courses. x Management and leadership skills should be taught at a postgraduate level. x

Management skills are best focused at a particular industry through customization.

6. Summary 6. Summary
This study has investigated the skills and attributes of CEOs within an Australian context and related them to the skills and attributes of engineers in order to determine how engineers can succeed in management careers, and how education and training can best support this career path with a 21st century outlook. CEOs surveyed were found to have strong communication and strategic thinking skills enhanced by leadership. They attained their positions via many different career paths but there are similarities on the types of skills and attributes required to reach senior executive level positions. In comparison, engineers were discovered to be good at problem solving but, in general, lack leadership and communication skills. This was evidenced in the literature as well as a general trend in the comments of respondents. This, of course, does not mean that some individuals are not highly competent in these areas only on average that engineers are less skilled than their peers in other professions. The focus for both individual engineers and learning institutions should therefore be to develop the skill set that is common across the two groups. Leadership, Communication and Financial skills stand out as being important for engineers intending to pursue a career in management, but yet have the ability to maintain a deep knowledge of their industry. There is some overlap between the skill sets of CEOs and engineers. Thus by effective education and training, engineers may be in a better position for the transition into the management.

References References
[1] [2] [3] [4] J. Wood, T. Vilkinas, Characteristics associated with CEO success: perceptions of CEOs and their staff, Journal of Management Development 26/3 (2007) 213-227. J.B. Hunt, Key Components In the Development of Senior Executives in Australia, The Business Review, Cambridge, Sep 2006; 5, 1; ABI/INFORM Global, 2006, 121-131. M. Badawy, Preparing engineers for management, Engineers Australia, 2006. P. Taylor, Engineers Leaders, Managers, or Both?, Notes from a Keynote Address to the 2006 Engineering for Today and Tomorrow Conference, Crown Promenade, Southbank, Melbourne, August 2006, 23-25. Engineers Australia. Available: www.engineersaustralia.org.au P. Galloway, 21st Century Engineer: A Proposal for Engineering Education Reform, American Society of Civil Engineers Press, 2008. J. Nicholson, A. Nairn, 2020 Vision The Manager of the 21st Century, A Report by The Boston Consulting Group for Innovation & Business Skills Australia, January 2006. S. Goh, 2020 Vision and its implications for Engineering Management Education, Proceedings of the 2007 AaeE Conference, Melbourne, 2007, 9-12.

[5] [6] [7] [8]

How engineers become CEOs: implications for education and training

851

Journal of Achievements in Materials and Manufacturing Engineering

Volume 31 Issue 2 December 2008

[9]

D. Karpin, (Chair), Enterprising Nation: Renewing Australias Managers to Meet the Challenge of the AsiaPacific Century, Report of the industry task force on leadership and management skills, Australian Government Printing Service, Canberra, 1995. [10] Australian Institute of Management, Key Findings Management Development Practice in Australia, Management Research Series No 1/2003, Australian Institute of Management, January 2003. [11] Commonwealth of Australia, Australias Managers to Meet the Challenges of the Asia-Pacific Century, Australian Government Publishing Service, April 2005. [12] Commonwealth of Australia Experienced Insights into Management Opinions of Australian Managers,

Enterprising Nation Renewing Australias Managers to Meet the Challenges of the Asia-Pacific Century, Australian Government Publishing Service, April 2005. [13] Commonwealth of Australia, Research Report Volume 1 Industry Task Force on Leadership and Management Skills, Enterprising Nation Renewing Australias Managers to Meet the Challenges of the Asia-Pacific Century, Australian Government Publishing Service, April 2005. [14] Engineers Australia, Engineering Executive Applicants Handbook, Revision 1.4, Engineers Australia, Barton A.C.T., August 2006. [15] Crown Content (Database), Whos Who in Business in Australia, 2007 [online], Available: www.crowncontent.com

852

Research paper

S. Goh, W. Coaker, D. Thorpe