Alignment between Technical Skills and Labor Demands in Electrical Projects

Andrelice Cristina Rosa Pereira; Marcos Antonio Maia Lavio de Oliveira

DOI: 10.22167/2675-6528-202602656

Article derived from a Course Conclusion Work (TCC), with content based on the student’s original work and adapted to the editorial format of the E&S Magazine with the support of the ResumeAI tool, an artificial intelligence solution developed by Instituto Pecege for textual synthesis and organization.

Summary

The study addressed the importance of skills management in the context of electrical projects, considering its role in team performance and organizational results. The objective was to evaluate the relationship between the representativeness of work packages and the technical competence level of the electrical discipline team in an industrial sector company located in the state of Rio Grande do Sul. The research was characterized as applied, with an exploratory and descriptive approach, using analysis of project schedules, consolidation of workload by scope, and application of a structured questionnaire based on a technical skills matrix. The results showed that scopes with greater representativeness, such as Lighting and Electrical Power Supply, presented high levels of technical proficiency, indicating an alignment between demand and team capacity. On the other hand, gaps were identified in scopes such as SPDA (Lightning Protection System) and, mainly, Electrical Studies, which exhibited the lowest level of technical proficiency. The joint analysis between workload and skills allowed for the identification of training priorities and supported decisions related to resource allocation. It was concluded that the applied method proved to be effective as a project management support tool, contributing to the alignment between technical demands and team qualification.

Keywords: Resource allocation; Team performance; Competency management; Work packages; Training priorities.

1. Introduction

People represent the greatest asset of organizations, with human capital being considered one of the main competitive differentiators in the current context. In a globalized and dynamic scenario, organizational success depends on the ability to attract, develop, and retain talent (Chiavenato, 2014).

People management has been assuming an increasingly strategic role in contemporary organizations, especially in the face of constant changes in the competitive environment. In this context, it becomes fundamental to understand not only the current reality of organizations, but also the future challenges related to the development and management of competencies (Dutra et al., 2017).

According to Fleury and Fleury (2001), competence can be understood as “responsible and recognized know-how”, which integrates knowledge, skills, and attitudes aimed at generating results. From this perspective, the development of competencies becomes an essential strategy for strengthening the organizational competitive advantage. The success of a project depends directly on technical competence and the adequate composition of the team. The definition of human resources must consider, from the initial planning, the combination of skills and experiences necessary to ensure the achievement of the project objectives (Szwarc et al., 2021).

Project resource management encompasses processes related to planning, acquiring, developing, and managing the team, with the objective of ensuring that human resources possess the necessary competencies to meet project demands effectively. In this context, the adequate identification of required skills and the continuous development of the team are essential factors for project performance and for achieving the expected results (PMBOK, 2017).

One of the methods for surveying training needs consists of analyzing the required organizational competencies, which involves evaluating the core competencies essential to the business, combined with diagnosing the capabilities already existing within the organization, with the objective of identifying gaps to be filled through internal development or external acquisition of competencies (Chiavenato, 2014). For performance metrics to be effective, it is recommended that they meet the SMART criteria — specific, measurable, achievable, relevant, and time-bound — as proposed by Maximiano (2018). This approach strengthens comparative analyses between workload and technical capacity, allowing results to be applicable and serve as a basis for managerial decisions (PMBOK, 2017).

Despite the widely recognized relevance of skills management in projects, in practice, challenges exist in aligning the technical qualification level of teams with the specific demands of different work packages. This misalignment can compromise operational efficiency, delivery quality, and deadline adherence, highlighting the need for a deeper analysis of this relationship to support more assertive decisions in planning and resource allocation.

Experience in previous projects showed that the availability of resources, by itself, does not ensure adequate fulfillment of project demands, making it necessary to also consider the technical expertise required for each activity. Situations where certain competencies were not sufficiently developed within the team resulted in difficulties in executing specific scopes, highlighting the importance of knowing the available capabilities beforehand. As a lesson learned, the need to incorporate the analysis of technical competencies into resource planning was identified, allowing for the anticipation of knowledge gaps and the direction of training, allocation, or hiring actions before these needs impact project development.

Given the importance of integrating technical performance and skills management, the present research proposes the application of a mapping method between work packages and technical skills in the electrical discipline. Thus, the study aims to perform a comparative analysis between the representativeness of work packages and the team’s qualification, seeking to map the technical skill level of resources, identify training needs, and support the definition of profiles for future hiring.

2. Material and Methods

The research was applied in nature and was conducted in the electrical discipline of a company in the industrial sector, located in the state of Rio Grande do Sul. The study was developed in a real professional context, using operational data and with the direct participation of the technical team of the aforementioned discipline. This approach allowed investigating the relationship between the representativeness of work packages and the technical competence level of the team.

Regarding the objectives, the research was characterized as exploratory and descriptive. The exploratory stage aimed to identify, delimit, and structure the work packages of the electrical discipline, as well as to assess their representativeness in terms of planned hours. The descriptive stage, in turn, aimed to analyze the technical competencies associated with the identified work packages, based on the technical team’s perception, relating them to the representativeness of each package.

The nature of the data collected was quantitative, employing numerical data and descriptive statistical analysis techniques, including the calculation of means and percentages. The research design was configured as a field survey, carried out by applying a structured questionnaire to the technical team, as described in subsequent steps.

The exploratory stage began with the definition of the work packages for the electrical discipline. To this end, the main scopes and recurring deliverables in industrial electrical projects were analyzed. The inclusion criteria for this definition were scopes directly related to the technical activities of the electrical discipline, excluding activities of an administrative, managerial nature or belonging to other disciplines.

The established work packages corresponded to the main scopes of the discipline, namely: Electrical Power (Force), Lighting, SPDA (Lightning Protection System), Grounding Grid, Electrical Studies, Technical Specification of Power Transformer, and Technical Specification of Panels. These packages were defined by representing distinct technical deliverables, associated with specific competencies, which enabled subsequent comparative analysis.

After defining the work packages, a survey and analysis of the schedules of ongoing projects in the electrical discipline were carried out. A 120-day horizon was considered, corresponding to four future corporate planning cycles. This period was adopted because it reflects the organization’s usual planning, ensuring the representativeness of the analyzed data for the workload.

All activities planned in the schedules were identified and analyzed for their technical scope. They were then classified and allocated to one of the previously defined work packages. Activities that did not present direct technical adherence to these packages were reviewed and, when applicable, framed by scope similarity, ensuring full coverage of the electrical discipline’s technical activities.

This procedure allowed the consolidation of the planned workload per work package, enabling the analysis of its relative representativeness. The quantification of the workload by scope was fundamental to establish the technical demand and, subsequently, correlate it with the team’s competence level.

The descriptive phase began with the development of a technical competencies matrix, which served as the basis for constructing the data collection instrument. The definition of competencies was based on the analysis of recurring requirements identified in the work packages, considering exclusively competencies directly related to the execution, verification, and integration of electrical projects.

The matrix was structured according to the concept of technical competencies proposed by Leme (2012), who characterizes them as the set of knowledge and skills necessary for the effective execution of a function. The matrix was organized into six dimensions: normative knowledge; analysis tools; graphical tools; multidisciplinary integration and compatibility; projects in classified areas; and technical project verification. This structure allowed for a systematic evaluation of the team’s technical proficiency level.

Based on the defined competencies matrix, a structured questionnaire was developed as a data collection instrument. The questionnaire was administered online through the Google Forms platform. The questions were multiple-choice, organized on a Likert scale from 1 to 5, with the objective of classifying participants according to their position and the level of mastery of the technical competencies established in the matrix.

Prior to the definitive application, the instrument was subjected to a pre-test phase with an initial group of participants. The objective was to assess the clarity of the questions, the coherence of the adopted scales, and the average response time. Based on the feedback obtained, the questionnaire was revised and adjusted, resulting in its final version for data collection.

The research population consisted of all active members of the technical team for the electrical discipline during the study period. The questionnaire was sent to the entire team electronically. Participation was voluntary, with a guarantee of anonymity and confidentiality of the information provided, ensuring the ethical care of the research.

The responses obtained through Google Forms were consolidated into a single database. This organization enabled the descriptive analysis of the data and the subsequent correlation between the technical competence level reported by the participants and the representativeness of the work packages, according to the study’s objective.

The collected data were organized and analyzed with the aid of Microsoft Excel software. The analysis was conducted in a descriptive and comparative manner, aiming to evaluate the representativeness of the work packages in terms of planned workload and relate it to the technical competence level declared by the team. This procedure made it possible to identify possible misalignments between technical demand and team capacity.

3. Results and Discussion

The presentation of the results begins with the characterization of the research participants, composed of active members of the electrical engineering technical team who voluntarily contributed to the study. The analysis of the collected data revealed that the majority of respondents are engineers, representing 50% of the total sample. Next, technical designers constitute 44% of the participants, while interns correspond to 6%. This distribution reflects the hierarchical and functional composition of the team, with a predominance of professionals with higher education and project experience, which lends robustness to the perceptions of the evaluated technical competencies.

After the team characterization, the planned workload of ongoing projects was consolidated, aiming to quantify the representativeness of each work package within the analyzed 120-day horizon. The data revealed that the Lighting and Electrical Power (Force) scopes are the most representative, accounting for 34% and 32% of the total planned hours, respectively. Subsequently, the Lightning Protection System (SPDA) and the Technical Specification of Panels represent 15% and 11% of the workload, respectively, indicating their relevance in the discipline’s activity volume.

The scopes with the lowest representation in the total volume of planned hours include Grounding Grid, with 5%, Electrical Studies, with 2%, and Transformer Technical Specification, with only 1%. This distribution of the workload is crucial for understanding the technical demand imposed on the team and for contextualizing the analysis of competencies. The identification of these relative weights allows the focus of the analysis to be directed towards the work packages that most impact the planning and execution of projects, according to the competency mapping and evaluation approach proposed by Leme (2012).

The assessment of the team’s technical competencies was carried out based on a matrix structured in six dimensions: normative knowledge; analysis tools; graphical tools; multidisciplinary integration and compatibility; projects in classified areas; and technical project verification. Proficiency levels were classified on a Likert scale from 1 to 5, ranging from “no proficiency” to “excellent proficiency”, allowing for systematic quantification and comparison of team perceptions. This methodology, aligned with Gil (2008), facilitates the descriptive and comparative analysis of competencies in relation to different work packages.

In the scope of Lighting, the team demonstrated a high level of technical mastery in most of the evaluated competencies. Multidisciplinary integration and compatibility, with an average of 4.3125, and graphic tools, with an average of 4.25, stood out, indicating a strong capacity for interface with other disciplines and proficiency in the elaboration of technical documentation. Regulatory knowledge, with an average of 4.125, and technical project verification, with 4.0625, also presented high averages, reflecting maturity in review and validation processes, which is fundamental for the quality of deliverables.

However, the skills related to analysis tools, with an average of 3.75, and to projects in classified areas, with 3.8125, showed slightly lower averages than the others within the scope of Lighting. Although still at a good level, these results suggest opportunities for technical improvement. This observation is particularly relevant, considering the high representativeness of this scope in the set of analyzed projects, which reinforces the importance of comprehensive technical mastery to ensure the efficiency and quality of deliverables, according to Fleury and Fleury (2001) regarding the practical application of skills.

For the scope of Electric Power (Force), which also has high representativeness in the workload, the team exhibited a good level of technical mastery. The highest averages were observed in multidisciplinary integration and compatibility, with 4.25, and in graphic tools, with 4.125, evidencing effective articulation with other disciplines and a consistent capacity in the elaboration of technical documentation. The technical verification of the project also stood out, with an average of 4.0, indicating solidity in validation and quality control processes.

Despite the good overall performance in the Electrical Power scope, areas with lower averages were identified, such as normative knowledge (3.75), analysis tools (3.375), and projects in classified areas (3.75). These results indicate the need for attention and technical deepening in these competencies, especially given the high demand associated with this scope. Improvement in these areas can contribute to mitigating risks and optimizing project execution, ensuring that the team is fully capable of handling the technical complexities involved.

Regarding the Lightning Protection System (LPS), the results indicated a predominantly intermediate level of technical proficiency, with notable variations among competencies. Multidisciplinary integration and compatibility showed the highest average, 3.8125, suggesting a satisfactory interface capability with other disciplines. Graphic tools, with 3.6875, and normative knowledge, with 3.625, were also at an intermediate level, indicating functional proficiency but with room for improvement.

In contrast, the competencies associated with analysis tools, with an average of 2.5, with projects in classified areas, with 3.125, and with technical project verification, with 3.3125, showed more significant technical weaknesses in the scope of SPDA. These gaps indicate the need for specific training actions, especially considering the criticality of this scope for the safety of the installations. Strengthening these competencies is essential to ensure the conformity and effectiveness of protection systems, minimizing risks and ensuring the integrity of the projects.

For the scope of Technical Specification of Panels, the team presented an intermediate level of technical mastery in the assessed competencies. Normative knowledge and multidisciplinary integration and compatibility exhibited equivalent averages of 3.5625, indicating a functional understanding of technical requirements and an adequate capacity for interface with other disciplines during the development of specifications. The technical verification of the project, with an average of 3.4375, also remained at an intermediate level, suggesting satisfactory review processes, although subject to improvement.

In general, the results for the Technical Specification of Panels scope indicate a consistent level of technical maturity, although lower than scopes with greater operational recurrence. This finding points to opportunities for technical development, especially in deepening regulatory knowledge and strengthening verification routines. Continuous competence evolution is crucial, particularly in less recurrent activities, which tend to present lower organizational maturity and, therefore, demand attention to avoid negative impacts on project quality and efficiency.

In the analysis of the Grounding Grid scope, the results indicated an intermediate level of technical proficiency, with variations among the assessed competencies. The highest averages were observed in graphical tools, with 3.5625, and in multidisciplinary integration and compatibility, with 3.5, suggesting adequate performance in the elaboration of documentation and in interfacing with other disciplines. These competencies are important for the representation and coordination of grounding systems in complex projects.

However, the competence related to analysis tools presented the lowest average, 2.25, evidencing a significant fragility in the use of specific methods and software for the sizing and verification of grounding grids. The other competences were at an intermediate level, indicating the need for specific training actions to strengthen technical mastery in this scope. The presence of fragilities in analysis tools is critical, as these competences are essential for the initial analyses that determine the nature and detail of the project, directly impacting the safety and functionality of the installations.

The scope of Electrical Studies presented the lowest level of technical mastery among all evaluated scopes, configuring the most critical GAP identified in the study. The competence related to analysis tools stood out negatively, with the lowest average of 2.0, indicating a significant fragility in the use of software and analytical methods essential for the development of these studies. This deficiency can compromise the accuracy and reliability of electrical system analyses, which are fundamental for project planning and safety.

The normative knowledge competencies, with an average of 2.5625, multidisciplinary integration and compatibility, with 2.4375, and technical project verification, with 2.4375, also showed low averages in the scope of Electrical Studies. These results suggest a limited understanding of technical requirements and validation processes, demanding priority in specialized training actions and a possible reinforcement of the team’s technical profile. Although the representativeness of this scope is smaller, its analytical nature and technical criticality reinforce the urgency of interventions to mitigate the risks associated with this competence gap.

Finally, within the scope of Transformer Technical Specification, the team demonstrated an intermediate level of technical mastery in the assessed competencies. Multidisciplinary integration and compatibility presented the highest average, 3.375, reflecting a reasonable capacity for interface with other disciplines during the specification process. Normative knowledge competencies, with 3.1875, and technical project verification, with 3.125, also remained at an intermediate level, suggesting functional mastery but with room for improvement.

The results for Transformer Technical Specification indicate the need for specific development actions, especially in deepening regulatory knowledge and strengthening technical verification routines. Despite the low representation of this scope in the total workload, the precision and compliance of transformer specifications are crucial for the safety and performance of electrical systems. Therefore, even in less frequent activities, maintaining a high level of competence is indispensable to avoid failures and ensure the quality of projects.

The comparative analysis between the team’s proficiency level and the representativeness of the work packages consolidated the findings, allowing for the identification of misalignments between technical demand and team qualification. The scopes of Lighting and Electrical Power (Force), which concentrate the largest share of the workload, with 34% and 32% respectively, presented high average technical competence, 4.0521 and 3.875, indicating an adequate balance between demand and technical capacity. This alignment is a positive factor for the efficiency and quality of projects in these high-demand areas.

In contrast, the scope of SPDA, which represents 15% of the total workload, showed a lower average technical competence, 3.3438, characterizing a moderate misalignment between technical demand and the team’s mastery level. A similar situation was observed in the scope of Technical Specification of Panels, which, although representing 11% of the workload, presented an intermediate average of 3.5208. These findings indicate the need for attention regarding the strengthening of technical competencies associated with these scopes, aiming to improve the team’s capacity in areas of medium to high demand.

More relevant gaps were identified in scopes of lower representativeness, evidencing more pronounced misalignments between demand and qualification. The scopes of Grounding Grid, with 5% of the workload and an average of 3.1354, and Electrical Studies, with 2% of the workload and an average of 2.3594, presented the lowest technical competence averages. The Electrical Studies scope was the most critical GAP, with the lowest average, reinforcing the need for priority training actions, given the analytical nature and technical criticality of these activities, according to the PMBOK (2017) which emphasizes continuous team development.

Despite its low representativeness, the scope of Transformer Technical Specification, with 1% of the load and an average of 3.2292, also indicates the need for specific technical development actions. The results, although contributing to the analysis of the alignment between technical demand and team competencies, present some limitations. The evaluation was based on the participants’ perception, which may introduce some subjectivity. Additionally, the analysis was conducted in a single organization and over a specific period, limiting the generalization of the results and not considering the evolution of competencies over time.

In summary, the study allowed for the analysis of the relationship between the representativeness of work packages and the technical competence level of the team in the electrical discipline, evidencing that scopes with higher demand generally present compatible competence levels. However, points of misalignment and specific qualification gaps were identified in scopes such as SPDA, Grounding Grid, and, mainly, Electrical Studies, which demand targeted technical development actions. The joint analysis between workload and competence level proved to be an effective tool for identifying training priorities and supporting resource allocation decisions, contributing to the improvement of competence management and the alignment between technical demands and team qualification.

4. Conclusion

This study analyzed the relationship between the representativeness of work packages and the technical competence level of the electrical discipline team in an industrial sector company. It was found that the Lighting and Electrical Power scopes, which concentrated the largest share of the workload, presented high levels of technical mastery, indicating adequate alignment between demand and team capacity. However, qualification gaps were identified in scopes such as Lightning Protection System (SPDA) and Grounding Grid. The Electrical Studies scope, despite its lower representativeness, exhibited the lowest level of technical mastery, configuring the most critical point of misalignment and demanding priority training actions.

The joint analysis of workload and technical competence level proved to be an effective tool for identifying training priorities and supporting resource allocation decisions, contributing to the improvement of project management and the alignment between technical demands and team qualification. Despite contributing to the understanding of the alignment between technical demand and competencies, the study presented some limitations, such as the evaluation based on participants’ perception, which may introduce subjectivity, and its execution in a single organization and specific period, limiting the generalization of results and not considering the evolution of competencies over time. It is suggested to continue applying this approach to support team development and resource planning, as well as to conduct future studies that explore the evolution of competencies over a broader time horizon and in different organizational contexts.

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Article originating from the Final Course Project of the Specialization in Project Management of the MBA USP/Esalq

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