Capacity For Engineering Systems Thinking Research Articles

Developing systems thinking in a Project-Based Learning environment

As science and engineering projects are becoming increasingly more complex, sophisticated, comprehensive and multidisciplinary, there is a growing need for systems thinking skills to ensure successful project management. Systems thinking plays a major role in the initiation, effective management, and in facilitating inter-organizational tasks. This research assesses the capacity for engineering systems thinking and its contribution in carrying out a multidisciplinary project. The research also reviews the cognitive process through which systems thinking skill is acquired. The study focused on a group of students who have completed their senior design projects in high-tech industry, while their plans were being integrated into existing larger projects in the respective industrial sites. The systems thinking skill of the students was examined according to a questionnaire for assessing the Capacity for Engineering Systems Thinking (CEST). Statistical analysis shows significant differences in the students capacity for systems thinking at the beginning and end of the work (p<0.001). This research demonstrates that systems thinking skills can be improved through awareness and involvement in multidisciplinary projects.

DEVELOPING SYSTEMS THINKING SKILLS: A HIGH-SCHOOL COURSE ON ENGINEERING DESIGN

A unique course has recently been developed at the Technion – Israel Institute of Technology for 12th grade students majoring in physics and electronics. During the course students are required to complete – on a team basis – various engineering tasks. The aims of the course are to increase its graduates’ motivation to study science and engineering, to develop their systems thinking skills, and to train them in teamwork. The study described in the paper examined to what degree the course’s second goal (developing systems thinking) had been attained. Thirty-two 12th graders participated in the study, which utilized quantitative tools alongside qualitative ones. The students were asked to fill out an anonymous questionnaire at the beginning and the end of the course. The questionnaire was a five-level Likert scale based on the CEST (Capacity for Engineering Systems Thinking) questionnaire. Additionally, semi-structured interviews were held with students at the end of the course. The study indicates an improvement in students’ systems thinking skills – characterized by a large effect size.

Four Layers Approach for Developing System Thinking Assessment Tool for Industrial and Systems Engineers

Purpose: This paper deals with four layers approach for developing a tool for assessing engineering systems thinking. Every engineer and, in particular, industrial and systems engineer needs a systems view that enable to perform systems engineering tasks successfully. The paper’s purpose is to present a tool for assessing systems thinking of industrial and systems engineers. The tool may be used for industrial and systems engineering workplace selection and development, developing industrial and systems engineering curriculum, education, and training programs, as well as a standard tool for assessing industrial and systems engineers’ competencies. Design/methodology/approach: We have to find a way to evaluate a systems view or in other words, a high capacity for engineering systems thinking (CEST) Since there is no known way of directly ‘measuring’ systems thinking in general and CEST, in particular, an indirect method is needed. This paper proposes an idea for developing an indirect means, i.e. a questionnaire for assessing the CEST of industrial and systems engineers. The idea is composed of four logic layers that will be presented in the paper. Findings and originality/value: Eighty-three, which later aggregated to thirty-four competencies, of successful industrial and systems engineers were identified in a previous study. They can be classified into four categories – ten cognitive competencies, eleven abilities, ten individual traits and three dealing with multidisciplinary knowledge and experience. Thus, the content validity of the proposed tool can be achieved by basing its items on the finding in the latter study. Additional studies were done on systems thinking among industrial and systems engineers and among engineers from various disciplines. One of the findings of a previous study is that in order to be a successful industrial and systems engineer, one must have both a will and interest in being an industrial and systems engineer. The three components discussed here – success in an industrial and systems engineering position, interest in industrial and systems engineering positions and CEST – are all interrelated. The will and interest to be an industrial and systems engineer means basically the desire and interest to be involved in job positions that require CEST. In other words, we may hypothesize that there is a high positive correlation between the engineering systems thinking extent (CEST) of an individual and his/her interest in what is required from successful industrial and systems engineers. Research limitations/implications: Owing to time constraints, the research only included a limited sample of industrial and systems engineers. In order to enlarge the external validity of this research, we should ask more subjects from different engineering disciplines and use additional tools such as interviews and observations. Originality/value: The framework of this research is unique in term of its new approach and evaluation processes

Developing systems thinking through engaging in multidisciplinary high-tech projects

The larger, more complex, more dynamic, and more multidisciplinary technological projects get, the higher is the need for project managers and engineers with a systems view of the project to ensure project success. This study examined the potential contribution of being engaged in a multidisciplinary project on developing capacity for engineering systems thinking (CEST) in project team members. The subjects were senior students conducting capstone projects in their 4th year of studies. Their CEST was assessed twice – at the beginning and end of the academic year. A significant difference was found between the mean CEST score at the end of the academic year, after completing the project, and the mean CEST score at the beginning of the academic year (p < 0.01). These results imply that CEST may be developed and/or improved while working as a member of a multidisciplinary project team.

Engineering Systems Thinking: Cognitive Competencies of Successful Systems Engineers

Systems thinking is what makes systems engineering different from other kinds of engineering and is the underpinning skill required to do systems engineering. Engineering Systems Thinking is hypothesized as a major high-order thinking skill that enables individuals to successfully perform systems engineering tasks. First, several SE competency models are presented. Then, the CEST (Capacity for Engineering Systems Thinking) Competency Model is discussed. The model presents list of cognitive competencies that are all related to systems thinking and each one of them can be assessed separately. This paper discusses these cognitive competencies of successful systems engineers.

The Relationship among Systems Engineers’ Capacity for Engineering Systems Thinking, Project Types, and Project Success

In recent years, systems engineering and Project Management Bodies of Knowledge have been rapidly growing. However, despite the vast amount of literature available on systems engineering and project management, about two-thirds of all projects still fail. A review of both project management and systems engineering publications reveals that most of these works focus on processes. We suggest focusing on people—project managers and systems engineers. One of our previous studies dealt with project managers; this article focuses on systems engineers. This article presents findings of a study aimed at exploring the relationship among systems engineers’ capacity for engineering systems thinking (CEST), project types, and project success. The instrument used in this study was a self-report questionnaire, composed of three parts. The first part assessed the participants’ CEST, the second part assessed several measures of project success, and the third part assessed four dimensions of project type. The simple random sampling method was used, and the sample included 114 senior systems engineers who were randomly selected from the sampling frame. The study findings show that there is a statistically significant correlation between CEST and project success. The extent of the project's novelty, complexity, and technological uncertainty are moderator variables that affect this correlation.

7.5.1 Capacity for Engineering Systems Thinking (CEST) and Project Success

AbstractDespite the vast amount of literature available on systems engineering and project management, about two‐thirds of all projects still fail. A review of both project management and systems engineering publications reveals that most of these works focus on processes. We suggest focusing on people – project managers and systems engineers. One of our previous studies dealt with project managers; the current paper focuses on systems engineers. The paper presents findings of a study aimed at exploring the relationship between systems engineers' capacity for engineering systems thinking (CEST), project types and project success. The study findings show that there is a significant correlation between CEST and project success. The extent of the project's novelty is a moderator variable that affects this correlation. The more innovative the project is, the higher the correlation between the subjects' CEST and project success.

Assessing the interest for systems engineering positions and other engineering positions' required capacity for engineering systems thinking (CEST)

AbstractThe selection process for systems engineering positions should reliably predict those employees who can succeed and reject those who are likely to fail. In order to be a successful systems engineer, one must have both a will and an interest to be a systems engineer. This paper introduces a tool for assessing engineers' interest regarding systems engineering positions and the results of three studies aimed at examining its reliability and validity. The will and the interest to be a systems engineer mainly means the will and interest to deal with positions that require a capacity for engineering systems thinking (CEST). The interest inventory presented in this paper is a tool for assessing Interest for Systems Engineering Positions and other Engineering Position' Required Capacity for Engineering Systems Thinking (CEST). The findings of the three studies indicate that the tool might prove to be a useful instrument, which could be used by organizations, as well as systems engineering researchers and educators alike. However, the results still await verification and validation by additional studies. © 2009 Wiley Periodicals, Inc. Syst Eng

Jobs Requiring a Capacity for Engineering Systems Thinking (CEST): Selection Using an Interest Inventory

Systems thinking is recognized as a critical ability for engineers who take a leading role in complex projects. Identifying those engineers with better systems-thinking capabilities is critical in many projects and organizations and enables organizations and project managers to select and place the most suitable engineers for jobs requiring a Capacity for Engineering Systems Thinking (CEST). However, up until now, no tool aimed at assessing individuals’ capacity for engineering systems thinking has ever been developed. This paper presents principles for developing an interest questionnaire aimed at selecting engineers for jobs requiring systems thinking as well as preliminary results regarding the tool's reliability and validity.

Towards a quantitative tool for assessing the capacity for engineering systems thinking

To successfully perform systems engineering tasks, the systems engineer needs a systems view or, in other words, a high Capacity for Engineering Systems Thinking (CEST). The main characteristic of CEST is the ability to see the whole picture and identify the system's emergent properties, capabilities, behaviours, and functions without looking inside the system. A tool for quantitatively assessing CEST is currently being developed and the initial framework is presented in this paper. Such a test, when developed and validated, may help organisations better classify engineering graduates, and identify potentially successful systems engineers among their employees. The paper discusses the rationale, principles, uses and stages of development, and presents some items of the tool.

Knowledge, abilities, cognitive characteristics and behavioral competences of engineers with high capacity for engineering systems thinking (CEST)

AbstractA major high‐order thinking skill that enables engineers to successfully perform systems engineering tasks is Engineering Systems Thinking. To successfully perform their tasks, systems engineers need a systems view or, in other words, a high capacity for engineering systems thinking (CEST). This paper summarizes the findings of three studies aimed at identifying the knowledge, abilities, cognitive characteristics (thinking skills) and personal traits (behavioral competences) of systems engineers with high capacity for engineering systems thinking (or, in other words, successful systems engineers). The findings suggest that successful systems engineers possess interdisciplinary knowledge. They are expert in at least one main field but have general knowledge in additional fields and disciplines. They become familiar with the jargon and professional language of the other disciplines and are able to communicate with people or experts from different fields and disciplines. Overall, 10 cognitive characteristics, 11 abilities, and 10 behavioral competences were identified. In addition, nine additional roles of systems engineering were identified. © 2006 Wiley Periodicals, Inc. Syst Eng 9: 91–103, 2006

Knowledge, abilities, cognitive characteristics and behavioral competences of engineers with high capacity for engineering systems thinking (CEST)

This publication contains reprint articles for which IEEE does not hold copyright. Full text is not available on IEEE Xplore for these articles.

Developing the capacity for engineering systems thinking (CEST) of freshman engineering students

In this study, the affect of a project-based learning introductory course on the Capacity for Engineering Systems Thinking (CEST) of freshman students is considered. The qualitative paradigm was fo...

Developing the capacity for engineering systems thinking (CEST) of freshman engineering students

In this study, the affect of a project-based learning introductory course on the Capacity for Engineering Systems Thinking (CEST) of freshman students is considered. The qualitative paradigm was found to be appropriate for this study because the focus was on learning processes and the development of concepts. Four aspects of engineering systems thinking were evident in the students' responses: conceptualization, requirements, alternatives, and optimum. It is found that the extent of these four aspects is related to the students' ability to design and develop a new product. During this study, it became clear that a quantitative tool for assessing CEST is currently not available, and that such a tool is needed. © 2005 Wiley Periodicals, Inc. Syst Eng 8: 187–195, 2005

5.6.3 Developing Capacity for Engineering Systems Thinking in a Project‐Based Learning Environment

AbstractThis paper presents a qualitative study of students' capacity for systems engineering thinking as it develops during a Problem‐Based Learning (PBL) introductory course. This course is given to Mechanical Engineering freshmen and aims to provide a broad view of the field and of the process of engineering design. Data was collected in semi‐structured interviews with the students, the teacher, and the teacher assistant, and by classroom observations. Analysis of the collected data shows that through PBL, in which the students are exposed to synthesis processes and design procedures, they develop their capacity for engineering systems thinking. Furthermore, through experience they become aware of the importance of the top‐down approach and of the process of optimization in systems engineering.