Defining the industrial and engineering management professional profile: a longitudinal study based on job advertisements

The engineering professional profiles have been discussed by several branches of the engineering field. On the one hand, this discussion helps to understand the professional practice and contributes to the specification of the competences that are suitable for each function and company culture. On the other hand, it is an essential starting point for the definition of curricula in engineering schools. Thus, this study aims to characterize, in an innovative way based on job advertisements, the demand for competences and areas of practice for Industrial Engineering and Management contributing for the definition of a professional profile. This characterization is based on the analysis of 1391 job advertisements, collected during seven years from a Portuguese newspaper. The data analysis takes into account the job description in which two categories were considered: areas of professional practice (e.g. project management) and transversal competences (e.g. teamwork). Considering the total number of job advertisements, it was possible to identify 1,962 cumulative references for 11 professional practice areas and 5,261 cumulative references for transversal competences. The contribution of this study lies on the identification of the main areas of practice and the main transversal competences demanded by employers.This work was partially funded by COMPETE-POCI-01-0145-FEDER-007043 and FCT-UID-CEC-00319-2013

Automated knowledge acquisition for second generation knowledge base systems: A conceptual analysis and taxonomy

In this paper, we present a conceptual analysis of knowledge-base development methodologies. The purpose of this research is to help overcome the high cost and lack of efficiency in developing knowledge base representations for artificial intelligence applications. To accomplish this purpose, we analyzed the available methodologies and developed a knowledge-base development methodology taxonomy. We review manual, machine-aided, and machine-learning methodologies. A set of developed characteristics allows description and comparison among the methodologies. We present the results of this conceptual analysis of methodologies and recommendations for development of more efficient and effective tools

Engaging researchers to help organizational planning: Lessons learned from KSC\u27s ongoing transition management project

The contributions of this paper are a process, model and set of lessons learned for collaborative research studies between industry and a university focused on planning for organizational issues unfamiliar to the industrial partner. The process, model, and lessons learned are discussed using Kennedy Space Center\u27s (KSCs) project to develop an organizational transition plan. Industry and a university receive complementary benefits from collaborative knowledge creation, assimilation and dissemination efforts. The model shows how the mutual quest for knowledge for the organization\u27s projects can be integrated with a university\u27s quest for new knowledge. The collaborative relationship attempts to balance organizational specific issues such as culture and credibility with the validity research issues. Lessons learned are given from both the industry and university participants. The paper is useful to technology management by providing a process, model and set of lessons learned to consider when developing collaborative research projects on technology management

Automated knowledge acquisition for second generation knowledge base systems: A conceptual analysis and taxonomy

In this paper, we present a conceptual analysis of knowledge-base development methodologies. The purpose of this research is to help overcome the high cost and lack of efficiency in developing knowledge base representations for artificial intelligence applications. To accomplish this purpose, we analyzed the available methodologies and developed a knowledge-base development methodology taxonomy. We review manual, machine-aided, and machine-learning methodologies. A set of developed characteristics allows description and comparison among the methodologies. We present the results of this conceptual analysis of methodologies and recommendations for development of more efficient and effective tools

Demonstrating and Evaluating an Action Learning Approach to Building Project Management Competence

This paper contributes a description of an action-learning approach to building project management competence. This approach was designed, implemented, and evaluated for use with the Dynacs Engineering Development Contract at the Kennedy Space Center. The aim of the approach was to improve three levels of competence within the organization: individual project management skills, project team performance. and organizational capabilities such as the project management process and tools. The overall steps to the approach, evaluation results, and lessons learned are presented. Managers can use this paper to design a specific action-learning approach for their organization

Unpacking 'lessons learned': investigating failures and considering alternative solutions

One of the most common ways to share project knowledge is to capture the positive and negative aspects of projects in the form of lessons learned (LL). If effectively used, this process can assist project managers in reusing project knowledge and preventing future projects from repeating mistakes. Nevertheless, the process of capturing, storing, reviewing and reusing LL often remains suboptimal. Despite the potential for rich knowledge capture, lessons are often documented as simple, line-item statements devoid of context. Findings from an empirical investigation across four cases revealed a range of reasons related to the perceived quality, process and visibility of LL that lead to their limited use and application. Drawn from the cross-case analysis, this paper investigates an integrated approach to LL involving the use of a collaborative Web-based tool, which is easily accessible, intelligible and user-friendly, allowing more effective sharing of project knowledge and overcoming existing problems with LL

Analyzing Faulty Knowledge Systems In Project-Based Environments: An Empirical Investigation In A R&Amp;D Organization

This investigation contributes a framework of the relationships among the faulty elements of a knowledge system in a project-based organization. The framework was developed during an applied research project at a R&D organization. A knowledge system can be defined as a series of inputs, processes, and outputs that interact with each other with the purpose of enhance the performance and capabilities of an organization or work unit through knowledge. The framework was developed using literature, our experience as applied researchers, and data collected from members of a R&D organization. Data was collected through a survey, interviews, and group meetings. The process of developing the framework and the framework itself can be used by project-based organizations and R&D organizations in particular to design and enhance knowledge systems in projects. Academics and researchers can use the results of this investigation as a foundation for further research and development in the area of knowledge management and organizational learning in projects

Learning-Based Project Reviews: Observations and Lessons Learned from the Kennedy Space Center

This research focuses on understanding and developing best practices for effective “learning-based program/project reviews” (LBPRs). LBPRs are defined as program/project reviews that provide an opportunity to learn while sharing status for project control. These LBPRs aim to be an evolution from the traditional status and control reviews to an improvement conversation that drives both learning and improvement within the project environment. LBPRs are important because they provide the real-time, routine opportunity to create, capture, share, and apply both tacit and explicit knowledge throughout a project life-cycle—not just during “lessons learned” at project closeout. Some organizations do complete lessons learned throughout the life cycle of the project. To accomplish this research, an action research approach was implemented using NASA programs and organizations associated with the Kennedy Space Center. © 2005 by the American Society for Engineering Management