The Role of an Engineering Manager

Many engineers find themselves in management positions after they've passed the PE exam and obtained technical work experience in their specific field. It can be quite different from the role of individual contributor, which is independent and responsible for assigned tasks. Engineering management, in most instances, is less about technical knowledge and more about the leadership, development, and empowerment of people. 

Responsibility increases when engineers are put into management positions. These positions require the development of soft skills such as communication, teamwork, problem solving, flexibility, adaptability, and emotional and social intelligence. Perhaps the most important of these is interpersonal skill, which involves being able to interact with others. In essence, managers are responsible for shaping the culture of the workplace. Ineffective managers are the lead cause of resignations and high turnover rates within organizations. Habits of ineffective managers may include frequently breaking their word, destroying trust and confidence; scolding and publicly humiliating their employees; crossing personal boundaries and invading privacy; failing to provide any positive feedback; micromanaging and smothering employees; failing to listen or jumping to conclusions; and being afraid to discipline. 

Being an effective engineering manager means being an effective leader, which means being able to lead by example and influence the people that work on their team. Becoming influential is both an art and a science. Effective managers use the art of building relationships and engaging with people (being genuine about their needs) and combine it with the science of human resource-related practices. Good leaders serve their people, are effective communicators (active listening), meet their team's expectations, and deliver on promises. Effective leadership is genuinely felt by team members, the organization, and clients. 

Engineering managers should be able to lead their team and align it with the overall company vision. Managers should also be able prioritize and delegate tasks; develop, inspire, mentor, and evaluate the members of the team; create a positive work culture; collaborate with others within the organization; improve efficiency and quality of work; hire the right candidate(s) for jobs; implement best practices and guidelines; and provide technical guidance to the team. 

Being an effective engineering manager also means being introspective. Often, managers are focused on the team as a whole-team goals and expectation, team synergy, and each individual's level of contribution. Managers are also focused on organizational expectations, goals, and needs. This doesn't leave much time for managers to reflect inwardly on their own actions, contributions, and their effect on the team, but it is important for engineering managers to evaluate themselves on a level that produces internal positive results. Managers must perform frequent self-evaluations. In addition, managers must be open to solicit and receive feedback from their team and be willing to change as necessary. Good engineers are technical and deal with facts and data. Good management is often abstract but allows managers a great degree of creativity to build a strong engineering team. 

References:

https://www.themuse.com/advice/7-habits-of-highly-ineffective-managers

https://arc.dev/employer-blog/how-to-be-a-great-engineering-manager/

Traffic Control for School Areas: Crossing Supervision

Pedestrian safety is an important part of roadway design, especially in urban and suburban areas where pedestrian-vehicular flow rates and potential for interactions are high. Pedestrian safety is dependent on the public's understanding of acceptable methods for efficient traffic control, so uniformity is a must. This is especially important in the control of pedestrians, bicycles, and other vehicles in the vicinity of schools. The uniform approach to school area traffic control promotes standardized behavior amongst all road users. This is accomplished by developing a school traffic control plan. This allows for an organized review of school area traffic control needs and the coordination of school/pedestrian safety education and engineering measures according to Part 7 of the 2009 Manual on Uniform Traffic Control Devices (MUTCD). 

School routes and established school crossings should be planned to take advantage of existing traffic controls. Direct crossing where there is no existing traffic control should be avoided. In some instances, children could be required to walk a longer distance to a crossing with existing traffic control. This is based on a feasibility study that includes factors such as the number of students using the crossing, the total extra walking distance, the age level of students, etc. 

The frequency of gaps in the traffic stream for student crossings varies from location to location. When the delay between adequate gaps becomes excessive, students may become impatient and take chances. In these instances, adding gaps to accommodate the crossing demand should be considered. Adult crossing guards can be used to provide those necessary gaps in the traffic stream. The 2009 MUTCD states that there are three (3) types of school crossing supervision. These include adult crossing guards, uniformed law enforcement, and parent/student control. High standards for selecting adult crossing guards is essential because of their responsibility. Below are the minimum qualifications needed: 

1. Average intelligence
2. Good physical conditions (hearing, sight, and ability to move)
3. Ability to control STOP paddle
4. Ability to communicate
5. Ability to recognize potential danger
6. Mental alertness
7. Neat appearance
8. Good character
9. Dependable
10. Overall sense of responsibility

Crossing guard uniforms consist of highly visible retroreflective safety apparel. When light hits this apparel, the light reflects back to its source so the object or person (i.e., crossing guard, law enforcement) appears brighter. The safety apparel follows ANSI (American National Standard Institute) standard performance guidelines for Class 2. 

Crossing guards should not direct traffic as law enforcement. Rather, they should look for opportunities to create a sufficient traffic gap. Once they've identified and created the gap in traffic flow, crossing guards should stand in the roadway to alert road users that pedestrians are about to use the crosswalk. Vehicular traffic must stop. Crossing guards should stop traffic with a STOP paddle. This paddle is octagonal in shape with a red background and 6-inch uppercase letters and a white border, just as any traditional stop sign. The STOP paddle should be at least 18 inches in size and the word STOP should be on both sides. This paddle should be retroreflective as well.

Studying for the PE Exam Amidst the COVID-19 Crisis

The COVID-19 pandemic has affected the lives of millions of people globally. Across the US, people have experienced a shift in their daily way of life, their jobs, and family dynamics drastically over the past several weeks with the "stay-at-home" policy mandate. With this new norm and no immediate end to the quarantine and social distancing come major adjustments, including finding new ways to stay on track with professional goals. 

On March 13, 2020, the NCEES announced that the April 2020 paper-and-pencil exam was canceled in an effort to help contain the spread of COVID-19. Examinees will receive a full refund for exam fees as per the NCEES website, and registration dates for the October 2020 exam are yet to be announced. This leaves candidates just over six months to register, develop a study schedule and prepare for the PE exam. Studying for the exam during this new adjusted normal way of life can present certain challenges, but these challenges can be minimized by incorporating minor adjustments. 

For starters, examinees are encouraged to create a study space or workspace. This is simply a dedicated space where the individual can go to that is free from distractions. Social media, television, and even other people can diminish concept interpretation and cause examinees to lose focus. In situations where space is shared, examinees should establish specified workspace hours. This helps to establish a routine that mentally prepares them for the exam. This is one proven technique that leads to a clear path for success on the exam. 

It is challenging to separate work and home duties. In this new norm, specific work and home tasks can easily overlap. It is likely that some exam candidates are simultaneously caring for children or other family members, working and staying engaged during work hours, and/or studying. If possible, examinees should attempt to balance by setting specific boundaries. This means being deliberate with study time and saying removing distractions whenever possible. 

Exam candidates should also take frequent breaks to allow themselves the opportunity to step away and reset. Taking a walk or exercising is great for relaxation; it allows individuals the opportunity to regain focus, especially for more challenging material. Aside from creating the proper workspace, developing a routine and study schedule, and taking frequent breaks, exam candidates should also dress appropriately. 

Although it may seem like a trivial detail, dressing appropriately is another way to maximize study performance. The old saying "dress for success" certainly comes into play when preparing for the exam. This is not to say that attire must be business or business casual, but examinees should avoid being in their pajamas. This can certainly diminish positive and productive exam studying. 

https://www.unh.edu/coronavirus/

Stormwater and Its Effects on Our Water Systems

When rain or other forms of precipitation fall to the earth in undeveloped areas, it typically soaks into the ground and/or is soaked up by surrounding vegetation. Any water that drains into nearby water systems is of good quality and does not have as many negative effects on the environment. However, this is a different story in urban areas, where most surface types are impervious (does not allow water to pass through). This includes parking lots, roofs, and some soils in developed areas due to compaction. This change in the surface type from pervious to impervious has negative effects on water systems, which are very dependent on their respective watersheds. Watersheds are drainage basins or any area where precipitation collects and drains off into a common outlet (any other body of water). Water that flows overland in urban areas is called stormwater. 

Stormwater is precipitation that flows over the ground in developed areas. This water flows over roadways, parking lots, and rooftops carrying oil, grease, and many other pollutants with it. Stormwater ultimately discharges into sewer systems and/or waterbodies causing water quality issues and negative effects to the ecosystem. Stormwater runoff contains pollutants such as fertilizer, which contains both nitrogen and phosphorus. These two are naturally present in everything, but this excess along with high velocity rainwater endangers the environment. 

Stormwater velocities can be high and are expected to become higher due to the effects of climate change. Climate change causes an increase in the severity and frequency of major storm events, which mean a significant risk for flooding. Frequent flooding destroys aquatic habitats and displaces many species from their natural environment. Flooding also causes water in sewer systems to overflow carrying pathogens, excess nutrients, heavy metals, and other toxins. This is a threat to the public health and environment. These pathogens can also be carried to drinking water supplies and swimming areas, causing a myriad of disease-causing microorganisms. Toxins in stormwater also cause an increase in algal blooms that suffocate and kill aquatic life. Stormwater causes a decrease in stream base flows; natural flow characteristics have changed due to urbanization. Also, water is not supplied to underground aquifers. Having impervious surfaces means that water can no longer infiltrate into the ground and recharge the groundwater supply. 

Traditionally, water infrastructure such as storm drains and culverts are used to receive, convey, and discharge stormwater through a series of pipes into receiving water. Now, green infrastructure is becoming a more common practice of treating stormwater, which is more beneficial to the environment and the economy. Green infrastructure includes methods that capture rainwater, treat it, and discharge it at lower rates. This is accomplished with more natural stormwater management practices, including permeable pavement, green roofs, and rain gardens. Green infrastructure uses soil and vegetation to mimic the natural hydrologic process through infiltration and evapotranspiration. The goal of green infrastructure is to preserve natural features and minimize impervious surfaces. 

References:

https://www.americanrivers.org/threats-solutions/clean-water/stormwater-runoff/?gclid=Cj0KCQjw-Mr0BRDyARIsAKEFbedw_x7QGd6K_QqrNFcKOnhngbTthbwWHo4ozobwtntMrLjF-d6q74gaAqfCEALw_wcB

https://www.epa.gov/nutrientpollution/sources-and-solutions-stormwater

The Benefits of Tutoring

Many exam candidates find themselves cramming at the last minute and overlooking important concepts, which can lead to test anxiety, which can then result in poor performance on the FE and PE exams. One resource that candidates don't take advantage of often enough is tutoring-something that is sometimes only thought of for school-aged children and early career college students. In some instances, there are negative connotations associated with tutoring. Students may feel that they are viewed as needing help or falling behind. However, specialized one-on-one tutoring for the FE and PE exams is a valuable resource through which candidates can greatly benefit. Tutoring helps strengthen the comprehension of the subject matter and important exam concepts, boost confidence, and builds important learning skills and test-taking strategies. 

Tutoring gives exam candidates a unique and personalized learning experience, which allows them to ask one-on-one questions and obtain thorough explanations of concepts that might otherwise be overlooked or merely summarized and misunderstood in larger exam prep sessions. The atmosphere created in one-on-one sessions puts candidates at ease when asking questions and understanding concepts. It reduces the fear and anxiety that sometimes comes when asking questions and fearing judgment in larger settings. Tutoring also helps candidates improve on their communication skills-they form better relationships and make more positive social behavioral adjustments. 

Tutoring creates balance and helps reduce the stresses that come with preparing for these exams. Candidates feel more at ease knowing they have additional resources they can utilize when they encounter hurdles during exam preparation. It's easier knowing that a subject matter expert is accessible to listen, motivate, teach, and coach you along the way. Tutoring helps improve the candidate's overall attitude regarding the exam. Constant engagement and encouragement can definitely help create a more positive outlook towards exam success. Tutoring improves test performance, increases retention, and personal growth. 

Tutoring also helps increase good study habits, which are an essential part of passing the FE and PE exams. It may also yield higher self-esteem. Good study habits consist of developing a study plan, setting a schedule and sticking with it, managing study time making it effective and efficient, prioritizing material, and taking notes, which keeps candidates engaged and focused. Good study habits help candidates to divide the material up and become more familiar with it and take it in holistically piece by piece without feeling too overwhelmed. 

Tutoring helps candidates become independent learners and encourages a higher level of thinking. Candidates can learn at their own pace free from the pressures of keeping up with other candidates who might be learning at a faster pace. This encourages learners to overcome learning challenges, seek solutions, follow through, take initiative, and be responsible for their own progress. In turn, the confidence level and self-esteem of candidates improves. Tutoring is a beneficial resource that creates both tangible and intangible results towards achieving the goal of passing these exams. It is strongly advised to consider this valuable exam resource. 

If you find yourself struggling in a specific subject or feel that you would benefit from one-on-one assistance, School of PE's review courses include the option to add tutoring sessions. Visit https://www.schoolofpe.com/tutoring for more information.

Temporary Traffic Control: Pedestrian Safety Considerations

The primary function of temporary traffic control is to provide road users guidance through construction, maintenance, utility, and incident zones. Road users include bicyclists, pedestrians, and vehicles (passenger cars, trucks, buses, and RVs). Part 6D of the 2009 Manual of Uniform Traffic Control Devices (MUTCD) provides guidance for pedestrian safety. 

Pedestrians need a clearly delineated, usable travel path for safe passage through temporary work zones. The pedestrian population varies from the young, elderly, and people with hearing and visual disabilities, so careful considerations must be given to pedestrian safety. The design of pedestrian facilities in temporary traffic control zones is dependent on the geographic location and proximity of the roadway to other important landmarks including parks, schools, medical facilities, etc. Access to crosswalks, sidewalks, and walkways must be provided. 

Pedestrians often utilize the shortest path possible and are reluctant to retrace their steps or add distance for out-of-the-way travel to their destination. Three guidelines listed in the 2009 MUTCD are considered when planning for pedestrians in temporary work zones. 

•  Pedestrians should not be led into conflicts with vehicles, equipment, and operations. 
•  Pedestrians should not be led into conflicts with vehicles moving though or around the worksite. 
•  Pedestrians should be provided with a convenient and accessible path that replicates as nearly as practical the most desirable characteristics of the existing sidewalk(s) or footpath(s). 

Every effort should be made to separate pedestrian movement from worksite and vehicular activity. If an acceptable route cannot be created for pedestrians to pass through, an alternate route must be created. Figures 6H-28 and 6H-29 in the MUTCD provide guidance on design. Pedestrians should be directed with advanced warning signs at intersections in urban and suburban areas that encourage them to cross to the opposite side of the roadway. The 2009 MUTCD also gives guidance on accommodation for pedestrians with disabilities. Some of these considerations are as follows: 

• Ensure that continued access is provided for pedestrians.
• Maintain access to transit stops.
• Provide a smooth, continuous hard surface throughout the pedestrian facility. There should be no abrupt changes in the grade or terrain that could cause tripping hazards or present a barrier for wheelchairs. The geometry should comply with ADA (Americans with Disabilities) requirements.
• Maintain the width of the existing facility or maintain a minimum of 60 inches width throughout the temporary traffic control zone. Provide a 60 * 60-inch passing space at least every 200 feet.

In addition to warning signs, longitudinal channelizing devices such as jersey barriers, temporary barrier walls, or chain link fencing are used to delineate the pedestrian path. These discourage pedestrians from unauthorized movements into the workspace and potential conflicts with vehicular traffic. Devices that do not comply and are not considered detectable include tape, rope, or plastic chain strung between devices. If an adequate plan cannot be developed, closing the worksite to pedestrians is also an option. The use of Type II and Type III barricades with regulatory signs can be used to restrict access.

Strategies on Developing a Study Plan and Schedule for the FE Exam

There are many steps, plans, and procedures that can be taken once a candidate has registered for the FE exam. These steps vary from person to person and are dependent on the amount of time and effort that a candidate is able and willing to put into preparation for this exam. Developing a study plan and schedule can be very complex as each candidate's personal situation, available time, existing knowledge and understanding of the subject material, learning pace and capability, and experience vary greatly and are unique. Although different, all exam candidates can utilize the following strategies to help as they develop their own personalized study plans and schedules. 

The first thing candidates are encouraged to do once they've registered for the exam is obtain a copy of the NCEES specifications, which can be found on the NCEES website at https://ncees.org/engineering/fe/. According to NCEES, there are exam specifications for seven different FE disciplines. Exam specifications frequently change, so exam candidates should check the website for updates prior to the exam. Once exam candidates review the specifications, they should use this list to evaluate their existing knowledge and understanding of the subject using a five-point rating scale (for example, 1 (weakest) to 5 (strongest)). 

Specific subjects and disciplines that students are not proficient in should be allotted additional study time. When the subject matter is too abstract, candidates should seek additional resources, such as tutoring. Likewise, exam candidates should also reserve time for a comprehensive review of subjects that they are strong in. This not only boosts exam confidence and keeps candidates sharp and prepared but also minimizes the potential for candidates to be subject to exam "tripwires," which are designed to throw candidates off and test their agility, ability, and understanding of the subject. An example of an exam "tripwire" is unit conversion. The FE exam uses both the metric system and the US Customary System (USCS) of units, so it is a good idea to be familiar with both. 

Exam candidates are encouraged to develop a study schedule. This can be quite simple; however, challenges may arise when maintaining the schedule. Candidates should know what resources are available, such as refresher courses, publications, manuals, and practice problems and exams. Time is the most valuable resource. Candidates consider the following questions: How much time is there between now and the exam? How much time do I have during the day or week to dedicate to studying? With these questions in mind, students can begin preparing a study schedule. Typically, schedules are developed weekly or monthly. On average, students should devote two or more days per week (for a minimum of three hours) at least three to six months prior to the exam. Candidates should be prepared to incorporate make-up days for unforeseen study cancellations and schedule adjustments. The most challenging part of developing a study schedule is adhering to the plan. This is why candidates are encouraged to set periodic goals. Setting goals and rewarding yourself for your achievements should be incorporated. This boosts confidence and gives candidates the motivation to follow through. 

For students seeking a refresher of the material or help in preparing for and passing their exam, School of PE offers FE exam review courses in a variety of formats to fit each student's specific needs. Visit www.schoolofpe.com to learn more.

PDH Courses from School of PE

Passing the PE exam and becoming professionally licensed is a monumental milestone in an engineer's career. With this accomplishment comes an increase in pay, job functions and duties, leadership opportunities, and overall responsibilities. This can be somewhat demanding and stressful for newly licensed engineers. They must work to stay educated on new technology, information, and practices in their respective disciplines in an ever-changing world. If you're familiar with the School of PE instructors and products, you know the standard and the genuine passion that the organization has toward helping students meet their professional goals. 

School of PE offers a variety of professional development hour (PDH) courses. The term PDH is common in the engineering community and is simply the number of contact hours of instruction, study, or presentation. PDHs are typically seen in 0.5-hour to 1-hour increments. Anything less than 0.5 hour should not be counted, and anything between 30 and 49 minutes should be rounded to 0.5 hour. PDHs can be converted to and from other units as needed. Engineers must renew their license with their respective state licensing boards and must obtain a certain number of PDHs each year and show proof of successful completion (such as a course certificate). 

Engineering is a very complex and demanding field that requires a great deal of time and dedication. Practicing engineers can sometimes work 80+ hours per week to fulfill obligations. With the demands of project deliverables, client interaction and satisfaction, and administrative duties, engineers are not left with much time. School of PE PDH courses offer great flexibility for engineers who have demanding schedules. As with many School of PE products, the PDH seminars allow students various options to learn at their own pace. Engineers have at least one year to complete these courses. 

The academics and practice of engineering can differ greatly in some respects, which creates a gap of knowledge. Another benefit of School of PE PDH seminars is that the courses are created by subject matter experts who have both academic knowledge and practice within the industry. This creates the balance needed throughout the discipline. Another great benefit is the range in level of difficulty. Courses are designed for newly practicing, intermediate-level and experienced engineers alike. 

State licensing board requirements vary, which can be especially challenging for engineers licensed in multiple states. School of PE PDH courses are accepted by all state licensing boards, making it easier and universal during license renewal(s). School of PE PDH courses are customizable and economical to students based on their individual needs. In the event that students are unsure of what to purchase, School of PE provides subscriptions and packages that allow them to purchase multiple courses for a great price. School of PE PDH courses are created with specific learning objectives that are known prior to the class. This is very helpful when students are selecting topics, whether it is a refresher of existing knowledge or to become more familiar with a particular subject. 

Visit https://www.schoolofpe.com/pdh/course/pdh for more information.

How Engineers Can Effectively Work from Home Amid the Spread of COVID-19

What began as a crisis abroad has spun into a global health pandemic forcing everyone into extreme social isolation. Experts, scientists, and doctors warn everyone to avoid physical contact and maintain distance from one another. Each day, human interaction becomes less face to face and more virtual. Government officials have predicted the end date of confinement to be months away. So, what does this mean for engineers, who are the problem solvers and solution finders of the world? The practice of engineering is very much hands on. It requires being human, identifying problems, and developing solutions that will make life easier for others. 

To maintain a sense of normality during this confinement, engineers and all people must adjust by staying connected through other forms of communication. Engineering is very much a team effort that involves the collaboration of multidisciplinary members to develop software, products, infrastructure, process, goods, and much more. With that in mind, the utilization of technology is critical. The 5G network upgrade is underway or has been incorporated into everyday life for many of us for quite some time. This network promises to meet higher IT demands. Higher performing computer systems mean better performing networks for businesses now working remotely. Teams must be fully interactive through various virtual software such as TEAMS, Skype, or WebEx. Teams should expect to communicate at frequent interactive intervals throughout the day to continue the project momentum.

Engineers must remain vigilant in their ability to lead and influence, which can be challenging when working remotely. Managers and supervisors must develop new skills in this emerging "new norm." This means being understanding to team members with younger children at home while they are working. Be open to making adjustments in your team's schedule. Work must be scheduled to accommodate not only the needs of the employee, but consideration must be given to the needs of his or her family. Work will potentially be done outside of normal business hours. Developing a holistic schedule and following it is essential for success. Schedules should be developed with frequent breaks and early morning meetings, which are useful collaboratively in motivating employees at the start of their "shift" and gives direction for the day. Engineers should also make time to be available and to engage throughout the day. They should work to set goals and stay action oriented. 

Because engineering involves frequent site visits, engineers should follow health and safety guidelines, social distancing, and exercise extreme precautions when they must visit job sites. When working from home, they should create and maintain a separate home office space that allows them autonomy to work productively with minimal distractions. Engineers should work to stay positive and maintain their mental health. Working from home can sometimes be more stressful than being at the office. Schedules should not only include frequent breaks but also some limited outdoor activities. Engineers should also allow time to decompress and set boundaries with employers and employees. In this "new normal," the key is to incorporate balance.