Production engineers profiling: competences of the professional the market wants

Cordeiro, Flávia Roesler; Paslauski, Carolline Amaral; Wachs, Priscila; Tinoco, Maria Auxiliadora Cannarozzo

doi:10.1590/0103-6513.20190093

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Thematic Section - Present and Future of Production Engineering • Prod. 30 • 2020 • https://doi.org/10.1590/0103-6513.20190093 copy

Production engineers profiling: competences of the professional the market wants

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

Paper aims

Identify the differences in the competences of the production engineering alumni and the importance attributed to it by the job market.

Originality

This is funded on investigating the gap between the competences the academy and the job market attribute to the professional of production engineering.

Research method

A questionnaire with production engineers was conducted to collect data that was analyzed using descriptive and predictive quantitative methods.

Main findings

Soft skills have higher importance to the job market but are the less addressed by universities. Professional competence importance is dependent on the sector. The skills with the higher gaps are associated with the constant transformation of industries and the increasing complexity of decision-making.

Implications for theory and practice

Theory should adopt a strategic orientation to guide the prioritization of competences and practice must adapt selection mechanisms to test for soft skills and customize it to the professional sector.

Keywords:
Alumni monitoring. Competences prioritization. Reliability analysis. Gaps.

QUESTIONS		UFSC - Silva & Bezerra (2015)Silva, J. M., & Bezerra, R. O. (2015). Sistema de acompanhamento dos egressos aplicado na Universidade Federal de Santa Catarina. Revista Gestão Universitária na América Latina-GUAL, 8(3), 1-15.	UEL (2006)Universidade Estadual de Londrina – UEL. (2006). Acompanhamento do Egresso (No. 5, Cadernos de Avaliação Institucional). Londrina: Pró-reitoria de planejamento.	GMAC (2017)Graduate Management Admission Council – GMAC. (2017). Alumni Perspectives Survey Report 2017. Reston: GMAC.	USP - Cunha (2012)Cunha, F. (2012). Coleta, desenvolvimento e análise do perfil dos egressos de graduação em engenharia de materiais e metalúrgica da escola Politécnica da USP [Trabalho de conclusão]. Escola Politécnica, Universidade de São Paulo, São Paulo.
Personal Questions
1	Gender	x	x	x
2	Graduation year	x	x	x	x
3	Year of birth	x		x	x
4	City where was living before undergraduation	x		x
5	City where is living now	x	x	x	x
6	Has foreign language skills and uses them in the work environment				x
Professional Questions
7	Performed extracurricular activities during the course. If so, which ones.		x		x
8	Has attended or is attending a postgraduate course		x	x
9	Is employed		x	x
10	Is working as a Production Engineer	x	x
11	Business sector of the company where works	x		x	x
12	Company size			x
13	Company's department where is working			x	x
14	Income range	x	x	x	x
15	How satisfied is with the profession		x
Course Questions
16	What is the chance of recommending the course to a friend (Net Promoter Score)		x	x
17	Knowledge or competences most used as a Production Engineer		x	x	x
18	What else could be developed during the course	x	x	x

COMPETENCE		SOURCE
Technical skills
1	Be able to use mathematical and statistical tools to model production systems and assist decision making	UFRGS (2015)Universidade Federal do Rio Grande do Sul – UFRGS. (2015). Projeto Pedagógico da Graduação em Engenharia de Produção. Porto Alegre: Departamento de Engenharia de Produção e Transportes, Escola de Engenharia, Universidade Federal do Rio Grande do Sul.
2	Be able to plan and manage productive systems	UFRGS (2015)Universidade Federal do Rio Grande do Sul – UFRGS. (2015). Projeto Pedagógico da Graduação em Engenharia de Produção. Porto Alegre: Departamento de Engenharia de Produção e Transportes, Escola de Engenharia, Universidade Federal do Rio Grande do Sul.
3	Be able to plan and manage quality systems	UFRGS (2015)Universidade Federal do Rio Grande do Sul – UFRGS. (2015). Projeto Pedagógico da Graduação em Engenharia de Produção. Porto Alegre: Departamento de Engenharia de Produção e Transportes, Escola de Engenharia, Universidade Federal do Rio Grande do Sul.
4	Be able to plan and manage health, safety and work organization	UFRGS (2015)Universidade Federal do Rio Grande do Sul – UFRGS. (2015). Projeto Pedagógico da Graduação em Engenharia de Produção. Porto Alegre: Departamento de Engenharia de Produção e Transportes, Escola de Engenharia, Universidade Federal do Rio Grande do Sul.
5	Be able to use performance indicators, costing systems and evaluate the economic and financial viability of projects	UFRGS (2015)Universidade Federal do Rio Grande do Sul – UFRGS. (2015). Projeto Pedagógico da Graduação em Engenharia de Produção. Porto Alegre: Departamento de Engenharia de Produção e Transportes, Escola de Engenharia, Universidade Federal do Rio Grande do Sul.
6	Be able to forecast and analyze customer requirements, managing product development or improvement	UFRGS (2015)Universidade Federal do Rio Grande do Sul – UFRGS. (2015). Projeto Pedagógico da Graduação em Engenharia de Produção. Porto Alegre: Departamento de Engenharia de Produção e Transportes, Escola de Engenharia, Universidade Federal do Rio Grande do Sul.
7	Be able to keep up with technological advances by organizing them and placing them at service of companies and society’s demands	UFRGS (2015)Universidade Federal do Rio Grande do Sul – UFRGS. (2015). Projeto Pedagógico da Graduação em Engenharia de Produção. Porto Alegre: Departamento de Engenharia de Produção e Transportes, Escola de Engenharia, Universidade Federal do Rio Grande do Sul.
8	Be able to predict the evolution of production scenarios by establishing business strategies that will ensure long-term development	UFRGS (2015)Universidade Federal do Rio Grande do Sul – UFRGS. (2015). Projeto Pedagógico da Graduação em Engenharia de Produção. Porto Alegre: Departamento de Engenharia de Produção e Transportes, Escola de Engenharia, Universidade Federal do Rio Grande do Sul.
9	Be able to manage and optimize the information flow in companies using the appropriate technologies	UFRGS (2015)Universidade Federal do Rio Grande do Sul – UFRGS. (2015). Projeto Pedagógico da Graduação em Engenharia de Produção. Porto Alegre: Departamento de Engenharia de Produção e Transportes, Escola de Engenharia, Universidade Federal do Rio Grande do Sul.
10	Be able to understand the interrelationship of production systems and the environment, managing the use of resources and final waste disposal, paying attention to the sustainability requirement	UFRGS (2015)Universidade Federal do Rio Grande do Sul – UFRGS. (2015). Projeto Pedagógico da Graduação em Engenharia de Produção. Porto Alegre: Departamento de Engenharia de Produção e Transportes, Escola de Engenharia, Universidade Federal do Rio Grande do Sul.
11	Ability to identify, formulate and solve problems	ABET (2012)Accreditation Board for Engineering and Technology – ABET. (2012). Criteria for accrediting engineering programs. Baltimore: ABET., ABENGE (2018)Associação Brasileira de Educação em Engenharia – ABENGE. (2018). Proposta de Diretrizes Curriculares Nacionais para o curso de Engenharia. Brasília: ABENGE.
12	Pursuit continuous improvements in product and process performance	UFRGS (2015)Universidade Federal do Rio Grande do Sul – UFRGS. (2015). Projeto Pedagógico da Graduação em Engenharia de Produção. Porto Alegre: Departamento de Engenharia de Produção e Transportes, Escola de Engenharia, Universidade Federal do Rio Grande do Sul.
13	Pursuit a constant search for rationalization of resource use	UFRGS (2015)Universidade Federal do Rio Grande do Sul – UFRGS. (2015). Projeto Pedagógico da Graduação em Engenharia de Produção. Porto Alegre: Departamento de Engenharia de Produção e Transportes, Escola de Engenharia, Universidade Federal do Rio Grande do Sul.
Soft Skills
14	Ability to work in multidisciplinary teams	ABET (2012)Accreditation Board for Engineering and Technology – ABET. (2012). Criteria for accrediting engineering programs. Baltimore: ABET., ABENGE (2018)Associação Brasileira de Educação em Engenharia – ABENGE. (2018). Proposta de Diretrizes Curriculares Nacionais para o curso de Engenharia. Brasília: ABENGE.
15	Professional responsibility	ABET (2012)Accreditation Board for Engineering and Technology – ABET. (2012). Criteria for accrediting engineering programs. Baltimore: ABET., ABENGE (2018)Associação Brasileira de Educação em Engenharia – ABENGE. (2018). Proposta de Diretrizes Curriculares Nacionais para o curso de Engenharia. Brasília: ABENGE.
16	Ethic	ABET (2012)Accreditation Board for Engineering and Technology – ABET. (2012). Criteria for accrediting engineering programs. Baltimore: ABET., ABENGE (2018)Associação Brasileira de Educação em Engenharia – ABENGE. (2018). Proposta de Diretrizes Curriculares Nacionais para o curso de Engenharia. Brasília: ABENGE.
17	Communication capacity	ABET (2012)Accreditation Board for Engineering and Technology – ABET. (2012). Criteria for accrediting engineering programs. Baltimore: ABET., ABENGE (2018)Associação Brasileira de Educação em Engenharia – ABENGE. (2018). Proposta de Diretrizes Curriculares Nacionais para o curso de Engenharia. Brasília: ABENGE.
18	Knowledge of current issues	ABET (2012)Accreditation Board for Engineering and Technology – ABET. (2012). Criteria for accrediting engineering programs. Baltimore: ABET.
19	Proactivity	UFRGS (2015)Universidade Federal do Rio Grande do Sul – UFRGS. (2015). Projeto Pedagógico da Graduação em Engenharia de Produção. Porto Alegre: Departamento de Engenharia de Produção e Transportes, Escola de Engenharia, Universidade Federal do Rio Grande do Sul.
20	Innovative posture, being able to develop original and creative solutions	UFRGS (2015)Universidade Federal do Rio Grande do Sul – UFRGS. (2015). Projeto Pedagógico da Graduação em Engenharia de Produção. Porto Alegre: Departamento de Engenharia de Produção e Transportes, Escola de Engenharia, Universidade Federal do Rio Grande do Sul.
21	Critical positioning sense	UFRGS (2015)Universidade Federal do Rio Grande do Sul – UFRGS. (2015). Projeto Pedagógico da Graduação em Engenharia de Produção. Porto Alegre: Departamento de Engenharia de Produção e Transportes, Escola de Engenharia, Universidade Federal do Rio Grande do Sul.
22	Negotiation and conflict resolution	Pre-test
23	Leadership	ABENGE (2018)Associação Brasileira de Educação em Engenharia – ABENGE. (2018). Proposta de Diretrizes Curriculares Nacionais para o curso de Engenharia. Brasília: ABENGE.

GRADUATION YEAR	NUMBER OF PARTICIPANTS (male; female)	AVERAGE AGE	Where used to live before undergraduation				Where is living now
GRADUATION YEAR	NUMBER OF PARTICIPANTS (male; female)	AVERAGE AGE	State capital	Other cities in the state	State capital metropolitan area	Other states	State capital	Other cities in the state	State capital metropolitan area	Other states	São Paulo	Other countries
2004-2006	26 (15;11)	37	19	6	1	0	9	2	3	4	2	6
2007-2009	33 (25;28)	36	22	6	3	2	15	1	3	6	6	2
2010-2012	42 (31;11)	34	25	10	7	0	12	2	2	5	8	13
2013-2015	59 (35;24)	30	32	14	8	5	28	4	3	5	12	7
2016-2018	94 (49;45)	26	62	21	8	3	62	2	3	6	15	6
Total	254 (155; 99)	31	160	57	27	10	126	11	14	26	43	34

Graduation year	2004-2006	2007-2009	2010-2012	2013-2015	2016-2018	Total
Extra internship	73%	83%	85%	74%	84%	80%
Junior Enterprise	59%	24%	33%	36%	36%	36%
Undergraduate Research Fellow	36%	45%	33%	30%	37%	36%
Academic mobility	5%	21%	12%	40%	43%	31%
Production Engineering Student Union	14%	3%	24%	8%	25%	17%
Engineering Student Union	14%	3%	24%	8%	25%	17%
Other	5%	10%	3%	8%	12%	9%
Administrative Scholarship	0%	0%	3%	6%	16%	8%
Mentorship	9%	3%	3%	6%	11%	7%
Engineering Athletic Team	0%	0%	6%	4%	10%	6%
Double degree	0%	0%	0%	8%	5%	4%

Competence	Importance	Performance	Gap	Quadrant area
Technical skills
1. Statistical Tooling	3.6	3.5	-0.08	Overdeveloped
2. Productive Systems	3.8	3.8	0.01	Overdeveloped
3. Quality Systems	3.2	3.5	0.35	Overdeveloped
4. Health and Safety	2.5	2.8	0.35	Low priority
5. Use of indicators, costing systems and analysis of economic and financial viability	4.3	4.0	-0.28	Maintain
6. Predict and analyze customer requirements	3.7	3.1	-0.66	Low priority
7. Follow technological advances	4.0	2.6	-1.42	Low priority
8. Predict the evolution of productive scenarios	3.8	2.9	-0.87	Low priority
9. Manage and optimize the information flow	4.1	2.9	-1.16	Low priority
10. Understand the relationship between production systems and the environment	2.7	2.8	0.09	Low priority
11. Problem solutions	4.8	4.0	-0.82	Maintain
12. Continuous improvement	4.5	3.9	-0.57	Maintain
13. Rationalization of resources	4.0	3.6	-0.41	Overdeveloped
Soft Skills
14. Teamwork	4.6	3.4	-1.18	Maintain
15. Professional Responsibility	4.8	3.4	-1.35	Maintain
16. Ethics	4.7	3.4	-1.29	Maintain
17. Communication skills	4.7	3.1	-1.65	Prioritize
18. Knowledge in current issues	4.2	2.7	-1.46	Prioritize
19. Proactivity	4.7	3.3	-1.34	Maintain
20. Innovative posture, being able to develop original and creative solutions	4.4	3.0	-1.43	Prioritize
21. Critical positioning sense	4.6	3.3	-1.22	Maintain
22. Negotiation and conflict resolution	4.5	2.4	-2.08	Prioritize
23. Leadership	4.4	2.7	-1.75	Prioritize

Competences	Industry	Technology	Consulting	Financial market
1. Statistical Tooling	3.53	3.72	4.08	3.53
2. Productive Systems	3.95	3.74	4.13	3.35
3. Quality Systems	3.63	3.02	3.16	2.65
4. Health and Safety	3.23	1.98	2.18	1.88
5. Use of indicators, costing systems and analysis of economic and financial viability	4.48	4.12	4.63	4.35
6. Predict and analyze customer requirements	3.42	4.26	3.92	3.82
7. Follow technological advances	3.82	4.58	4.05	3.88
8. Predict the evolution of productive scenarios	4.02	3.78	4.24	3.41
9. Manage and optimize the information flow	4.27	4.18	4.18	3.59
10. Understand the relationship between production systems and the environment	3.40	2.32	2.61	1.76
11. Problem solutions	4.90	4.90	4.84	4.65
12. Continuous improvement	4.66	4.62	4.68	4.47
13. Rationalization of resources	4.47	3.78	4.26	3.35
14. Teamwork	4.81	4.74	4.76	4.29
15. Professional Responsibility	4.92	4.82	4.87	4.65
16. Ethics	4.87	4.76	4.89	4.41
17. Communication skills	4.81	4.72	4.84	4.18
18. Knowledge in current issues	4.15	4.28	4.42	4.00
19. Proactivity	4.76	4.76	4.76	4.47
20. Innovative posture, being able to develop original and creative solutions	4.45	4.60	4.47	4.29
21. Critical positioning sense	4.68	4.64	4.79	4.18
22. Negotiation and conflict resolution	4.65	4.56	4.66	3.82
23. Leadership	4.68	4.46	4.71	4.06

Associação Brasileira de Engenharia de Produção Av. Prof. Almeida Prado, Travessa 2, 128 - 2º andar - Room 231, 05508-900 São Paulo - SP - São Paulo - SP - Brazil
E-mail: production@editoracubo.com.br

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Company Size	Large	67%	Industrial Sector	Industry	26.4%
	Medium	11%		Technology	21.3%
	Small	11%		Consulting	16.2%
	Micro	6%		Financial	7.2%
Monthly Income (6% didn´t answer the question)	Up to R$ 5,000.00	29%		Education	5.5%
	R$ 5,000.01 to R$ 10,000.00	29%		Healthcare	4.3%
	R$ 10,000.01 to 15,000.00	16%		Energy/water/gas	2.6%
	Above R$ 15,000.01	20%		Transportation	2.6%
Employment	Unemployed	7%		Construction	2.1%
Employment	Employed	93%		Nonprofit organizations	1.3%
				Hotel/Restaurants	1.3%
				Real estate	0.4%
				Other	8.9%