Contractors• The Hugh D. ‘Buz’ and Irene E. ‘Betty’ Allison Trust, Hugh D. ‘Buz’ Allison, d.• The Richard W. and Darlene Y. McBride Trust, Richard W. McBride*• The Al and Margaret Wendt Trust, Albert G. Wendt*, d.
NECA Chapters and Affiliates• National Electrical Contractors Association*, John M. Grau
Manufacturers, Distributors, Utilities and Affiliates• Schneider Electric / Square D, Neal Lyons
PROGRAM GUARANTOR - $500,000 or more
Contractors• McCormick Systems, Jack McCormick
NECA Chapters and Affiliates• Electrical Contractors Trust of Alameda County, Thomas F. Curran
Manufacturers, Distributors, Utilities and Affiliates• The Okonite Company, Bruce Sellers
NECA Chapters and Affiliates• Boston Chapter NECA, Joseph H Bodio• San Diego County Chapter NECA, Earl C. Restine, Jr.
Manufacturers, Distributors, Utilities and Affiliates• Eaton Corporation, James L. Golly• Graybar, Anthony Frantal• Trimble, featuring Accubid Products, Paul Goldsmith
ENVOY - $300,000 or more
Contractors• O'Connell Electric Company, Walter T. Parkes* and Michael Parkes
NECA Chapters and Affiliates• Northeastern Line Constructors Chapter NECA, George Troutman• Santa Clara Valley Chapter NECA, Michael Jurewicz• Western Pennsylvania Chapter NECA, Robert L. Bruce
Manufacturers, Distributors, Utilities and Affiliates• Greenlee / A Textron Company, Scott Hall• Viewpoint Construction Software, Karl Rajotte
REGENT - $250,000 or more
Contractors• Cannon & Wendt Electric Company, David E. Fagan• Capital Electric Construction, Robert E. and Sharon Doran* - In memory of Robert E. Doran, Jr.• John R. Colson, TX• Maron Electric Co., Jerold H. Nixon, d., and Eric F. Nixon• Miller Electric Company, H. E. "Buck" Autrey* **, David Long and Henry Brown• Robert L. Pfeil, d., IN
NECA Chapters and Affiliates• Chicago & Cook County Chapter NECA, Eric F. Nixon• New York City Chapter NECA*, Ciro J. Lupo• Northeastern Illinois Chapter NECA, Craig Martin• Northern California Chapter NECA, Greg A. Armstrong• Northern Indiana Chapter NECA, Anthony J. Maloney, III• Puget Sound Chapter NECA, Michael J. Holmes• Southeastern Michigan Chapter NECA*, Thomas Mittelbrun, III
Manufacturers, Distributors, Utilities and Affiliates• Thomas & Betts Corporation, David Dean
CHAMPION - $200,000 or more
NECA Chapters and Affiliates• Greater Toronto Electrical Contractors Association, Paul Sheridan• Illinois Chapter NECA*, E. Wes Anderson• Los Angeles County Chapter NECA, Steve Watts
GOVERNOR - $150,000 or more
Contractors• Bana Electric Corporation, Stephen Bender• Center Line Electric, Inc., Clyde Jones• Chapel Electric Co., LLC, Dennis F. Quebe• Brian Christopher, OR• Clennon Electric, Inc., Lawrence H. Clennon• Cogburn Bros Electric, Inc., Larry Cogburn and Ron L. Cogburn• Ferndale Electric Co., Arthur Ashley• J. Ranck Electric, Inc., James A. Ranck• M. J. Electric, LLC, Edward Farrington• Michels Corporation, Gerald W. Schulz• PPC Partners, Inc., Richard R. Pieper, Sr.*• The Superior Group, A Division of Electrical Specialists, Gregory E. Stewart• United Electric Company, Inc., Dan Walsh• VEC, Inc., Rex A. Ferry• Zenith Systems, LLC, Michael B. Joyce
FROM FIELD TO OFFICE
3
iii | JUNE 2016
NECA Chapters and Affiliates• Atlanta Chapter NECA, Chris Foster• Cascade Chapter NECA, Dave Ginestra• Central Indiana Chapter NECA, Darrell Gossett• Electrical Contractors Trust of Solano & Napa Counties, Gregory D. Long• Finger Lakes New York Chapter NECA, John Amicucci• Greater Cleveland Chapter NECA, David Haines• Kansas City Chapter NECA, Kenneth C. Borden• Long Island Chapter NECA, Donald Leslie, Jr.• Northern New Jersey Chapter NECA, Henry J. Sassaman• Oregon-Columbia Chapter NECA, George Adams• Oregon Pacific-Cascade Chapter NECA, Thomas Kyle• Penn-Del-Jersey Chapter NECA, Kenneth R. MacDougall• South Florida Chapter NECA, James G. DiLullo• South Texas Chapter NECA, Leslie M. Moynahan• Washington, D.C. Chapter NECA, Andrew A. Porter
Manufacturers, Distributors, Utilities and Affiliates• GE Lighting, Mark Lovdahl• Lutron Electronics Co., Inc., Richard Angel• MCA, Inc., Heather Moore• Panduit Corporation
FOUNDER - $100,000 or more
Contractors• Abbott Electric, Inc., Michael C. Abbott• ADCO Electrical Corporation, Gina M. Addeo• Alcan Electrical & Engineering, Inc., Scott Bringmann• Allison Smith Company LLC, Chris Reichart• Alterman, Inc., John C. Wright• Amaya Electric, John Amaya• ARS Proyectos, Mexico, Carlos Anastas• B&D Industries, Inc., Clinton Beall• Bagby & Russell Electric Co., Franklin D. Russell - In memory of Robert L. Russell• Baker Electric, Inc., Ted N. Baker• Boggs Electric Company, Inc., Michael H. Boggs• Daniel Bozick, d., CA• Bruce & Merrilees Electric Co., Jay H. Bruce• Richard L. Burns*, d., FL• Carl T. Madsen, Inc., Rocky Sharp• Chewning & Wilmer, Inc., Robert M. Zahn• Christenson Electric, Inc., Sonja Rheaume• Continental Electrical Construction Co., David A. Witz• Ben and Jolene Cook, TX• Corona Industrial Electric, Herbert P. Spiegel - A tribute in memory of Flora Spiegel• CSI Electrical Contractors, Inc., Steve Watts• Thomas F. and Alana Curran, CA• Daniel's Electrical Construction Company, Inc., Thomas G. Ispas• DiFazio Power & Electric, LLC, Robert DiFazio
• Dillard Smith Construction Company, Brian Imsand*• Divane Bros Electric Co., - In memory of William T. Divane, Sr. and Daniel J. Divane III• Edward G. Sawyer Company, Inc., Joseph J. McCluskey, Jr.• Electric Power Equipment Company ***• Electrical Corporation of America, Jack W. Welborn• ERMCO Electrical and System Contractor, Greg Gossett• Ferguson Electric Construction Co., Ron Markowski• Fisk Electric Company, Orvil Anthony*• Giles Electric Company, Inc., Bradley S. Giles• Gregg Electric, Inc., Randy Fehlman*• Gurtz Electric Company, Frank Gurtz - In honor of Gerald Gurtz• Hardt Electric Inc., Peter D. Hardt• Harrington Electric Co., Thomas A. Morgan• Holmes Electric Company, Michael J. Holmes• Eddie E. Horton, TX• Hunt Electric Corporation, Michael Hanson• Jamerson & Bauwens Electrical Contractors, Inc., Kenneth J. Bauwens• Johnson Electrical Construction Corporation, Donald Leslie, Jr.• Jordan-Smith Electric, Travis A. Smith• Kelso-Burnett Company, Bradley Weir• L. K. Comstock & Co., Inc., Ben D'Alessandro• L.L.D. Electric Co. (Hyslop Shannon Foundation), Tom Morton• Lighthouse Electric Company, Inc., Todd A. Mikec• The Lindheim Family, Michael Lindheim*• Lone Star Electric, Mark A. Huston• Long Electric Company, Gregory D. Long• Mark One Electric Company, Inc., Carl J. Privitera, Sr.• Mayers Electric Company, Howard Mayers• McCoy Electric, Max N. Landon• McPhee, Ltd., Michael E. McPhee• MJM Electric, Inc., Mark J. Mazur• MONA Electric Group, David McKay• Motor City Electric Co., Richard J. Martin*• Newkirk Electric Associates, Inc., Ted C. Anton• Oregon Electric Construction, Jeff Thiede• Parsons Electric Company, Joel Moryn• Peter D. Furness Electric Co., John F. Hahn, Jr.*• Potelco, Inc., Gary A. Tucci• Pritchard Electric Co., Tom Braley• R. W. Leet Electric, Inc., Tim Russell• Red Top Electric Company Emeryville, Inc., Michael C. Curran - In honor of George T. and Mary K. Curran• Rex Electric & Technologies, LLC, Dominic M. Sergi• Robertson Bright, Inc., Wally Budgell• Roman Electric Company, Phillip G. Rose• Sargent Electric Company, Frederic B. Sargent• Schultheis Electric / TSB, Inc., Tim Schultheis• Gerald W. Schulz, WI • Shaw Electric Company, David W. Kurtz• Sidney Electric Company, John S. Frantz• Sprig Electric Company, Inc., Pepper Snyder
FROM FIELD TO OFFICE
4
iv | JUNE 2016
• St. Francis Electric, Robert Spinardi• TEC-Corp / Thompson Electric Co., Skip Perley - In memory of Alfred C. Thompson• Toomer Electrical Co., Inc., Ronald J. Toomer• Tri-City Electric Co., Inc., D. R. "Rod" Borden, Jr.*• Triangle Electric Company, Roy C. Martin• Truland Systems Corporation ***• Truland Walker Seal Transportation, Inc.***• Turner Electric Service, Inc., Robert J. Turner, II• United Electric Company, Inc., Jarrett D. Hayes• Universal Systems, Gene W. Dennis• Zwicker Electric Company, Inc., David Pinter
NECA Chapters and Affiliates• Alaska Chapter NECA, Larry Bell• American Line Builders Chapter NECA, Richard V. Miller• Arizona Chapter NECA, Philip Dyer• Canadian Electrical Contractors Association, Colin Campbell• Central Ohio Chapter NECA, Brian Damant• Dakotas Chapter NECA, Ed Christian• Eastern Illinois Chapter NECA, Gregory Outsen• Greater Sacramento Chapter NECA, Frank Schetter• Kansas Chapter NECA, Phil Nelson• Michigan Chapter NECA, Michael L. Crawford• Milwaukee Chapter NECA, Dave Washebek• Minneapolis Chapter NECA, Duane Hendricks• Missouri Valley Line Constructors Chapter NECA, Joe Mitchell• North Central Ohio Chapter NECA, Scott Goodspeed• North Florida Chapter NECA• North Texas Chapter NECA, Steve Hargrove• Rocky Mountain Chapter NECA, Kellie Holland• San Francisco Chapter NECA, Leonard Lynch• Southeastern Line Constructors Chapter NECA, C. Stephen Gaines, Jr.• Southern Nevada Chapter, NECA, Donald Campbell• UNCE - Union Nacional de Contructores Electromecanicos, A. C. (Mexico), Oscar A. Torres• West Virginia-Ohio Valley Chapter NECA, James Smith• Western Line Constructors Chapter NECA, Jules W. Weaver• Wisconsin Chapter NECA, Daniel Shea
Manufacturers, Distributors, Utilities and Affiliates• 3M, Daniel McGurran• Acuity Brands, Inc., Dennis Noyce• Advance/Philips Electronics, Ray Hurt• Cree Inc., John Spencer• Crescent Electric Supply, Darrin W. Anderson• E2E Summit, Timothy Speno• Encore Wire Corporation, Kevin Kieffer• Allen W. Estes, III, WA• Focus Investments Advisors, Andrew Wasa• Forest Lighting, Jian Ni• General Cable, Brian Moriarty• Ideal Industries, Inc., Matthew Barrett• Legrand North America, Steve Killius• Mayer Electric Supply, Kyle Walters• Milwaukee Tool Corporation, Scott Kopriva• Mosaic Learning, Michael Callanan• Moss-Adams LLP, Buddy Wall• Paradigm Sales Group, Brett Bauz• Philips Lighting, Jon Zelinsky• Rexel/Gexpro, Chris Chickanosky• San Diego Gas & Electric, James Boland• Southwire Company LLC, Tom Feissle• Thomas Industries, Inc.• Werner Company, Jeff P. Campbell• WESCO Distribution, Inc., John Muenchen
* denotes founding member of ELECTRI'21 COUNCIL (1989-1990) ** denotes first contributor *** denotes no longer in business d. denotes deceased.
FROM FIELD TO OFFICE
TABLE OF CONTENTS
5
1 | JUNE 2016
Executive Summary 2
Chapter 1: Introduction 3
Chapter 2: Skills Gap Survey 7Survey Questionnaire 7Survey Results 8Discussion of Survey Results 18Phone Interviews 19
Chapter 3: Training Program 21Key Learning Objectives 22
Successful project execution relies on the quality and experience of project managers. When a company desires to promote field workers from within the organization to management-type positions, then the company should be aware of potential gaps in important management skills. The results of a survey of field electricians who moved into project management positions along with others who have worked primarily in management identified several skills gaps between field workers and project managers. These gaps include skills such as conflict management, team building, listening, business orientation, stress management, ability to negotiate, ability to manage schedule, ability to manage funds, financial management, and organizational skills. Development of a training program to bridge these identified skills gaps is suggested along with an example course syllabus and key learning objectives. The desired outcome of this research is the eventual development of instructional materials based on the identified skills gaps that can lead to improved management and successful completion of project work.
FROM FIELD TO OFFICE
CHAPTER 1: INTRODUCTION
Changes in the field of construction demographics, stemming from what Brandenburg et al. (2003) refer to as “a poor image of the industry, to declining wages, to poor work environments, and the lack of a stable worker career path (p. 1),” can have a significant impact on human resource management in construction companies. Compounding this challenge are the impacts of broader economic conditions which have further reduced the workforce in the construction industry (Figure 1). Within the electrical construction sector, many companies rely on promoting existing employees into project management or other office-type positions (e.g, assistant project manager or cost estimator). With the changing demographics of the construction workforce, it is critical that these companies have the information necessary to identify the most promising employees and train them to succeed in these management-type positions. Existing research literature has studied the issue of what makes a good project manager and, therefore, what skills could be cultivated to make an existing skilled field worker into a skilled manager.
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FROM FIELD TO OFFICE
4 | JUNE 2016
Theories relating to project management have been researched for many years, and there are many publications citing the key attributes for a successful project manager. In 1976, Martin determined that a good project manager had skills in leadership, honesty, and integrity, followed closely by planning, management, follow-up skills, flexibility, listening, information gathering, and energy and robustness of both mental and physical capacities (as referenced in Petterson 1991). In the same year, however, Struckenbruck determined that there were ten key competencies of a great manager, which included: multi discipline orientated behavior, global problem orientation, effective problem solver and decision maker, good managerial and administrative skills, analytical abilities, creativity, effective communication skills, motivation of others, flexibility, and having the right temperament (as referenced in Petterson 1991). Strickney and Johnston (1980) found that there were three key competencies of a good project manager which included technical skills, human relationships, and conceptual skills (as referenced in Petterson 1991). In the same year Declerk et al. also concluded that three skills made a good project manager and determined those competencies to be technical, managerial, and individual (as referenced in Petterson 1991). These key competencies, developed and tested from the late 1960s to the mid-1980s focused more on “hard” skills, or technical skills, than on “soft” skills. Although there was no industry consensus on what made for an ideal project manager many key soft skills are mentioned in the articles including communication, motivating others, and leadership.
In the early 1990s a definitive shift occurred where the focus of project management research switched from a focus on hard skills, to a focus on soft skills. According to Cleveland (1995), the field of project management is encompassed by the project management body of knowledge (PMBOK) which has shown great strides in the development of content and maturity and therefore needs further research into its potential success. Cleveland states that a revolution in construction practices, such as lean construction, has led to a shift in the mindset relating to the PMBOK. Although Cleveland cites a great number of skills and practices, the research provided in many ways reflects theories of others in the field of project management at that time and through the mid-2010s which focuses less on technical skills and more on communication skills.
Figure 1. Annual employment (in thousands) in the Construction Industry
Figure 2. Summary of key management skills in literature
Cleveland,David(1995)
Zhang et al
(2012)
Edum-Fotwe & McCaffer
Stevenson & Starkweather
(2010)
El-Saba(2001)
Muller & Turner(2010)
Converse et al
(2012)
Odusami(2002)
Gillard(2009)
Helm Stevens (2010)
Fisher(2011)
Thompson(2012)
Bradenburg Castaneda Gushgari et al
(1997)
TotalOccurrences
skillbuilding trustchange of catalystcoachingcommunication skills (verbal, written, etc)conflict management/resolutioncoping with situationsCritical analysis and judgement (critical thinking and problem solving)cultural/political awarenessdelegatingdevelopingEmpathy/ sensitivityenthusiasmflexibilityhigh self esteeminfluencing othersinspirational leadershipinterpersonal skillsknowledgeleadershipmanagementmotivationnegotiationsorganizationalproblem solvingpractivityself-awareness/ self controlteamwork and collaborationtechnical expertise
X
X
X
XX
X
X
XX
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
XXX
X
X
213
8
2
2
4
1
1141113
1
216431221
1
3
1
The current belief among researchers and practitioners is that communication and leadership are key characteristics of a good project manager. As research in this field has continued, these soft skills have been added to the hard skill qualities identified in the 1970s and 1980s. A summary of literature on key project management skills is shown in Figure 2. This table illustrates that there are several key skills that have been identified in more than one study.
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6 | JUNE 2016
Based on the summary findings from the literature review (Figure 2), the most commonly cited skills for a successful project manager are (skills are listed with the most commonly-cited first):
communication, leadership, critical analysis/decision making/problem solving, empathy/sensitivity, management, motivation, teamwork and collaboration, and coaching.
These findings cover research conducted from the mid-1990s up to present day and represent a fair distribution of findings in this research field.
There were also several papers which did not fit into the theme of key project manager competencies or skills, but rather, consider other principles which can lead to a successful project manager. This subset of literature includes considerations of personal characteristics but not necessarily competencies, and how those can affect a workforce that is increasingly diverse. Gushgri (1997) found that there may be strong correlations between successful project managers and their education levels. That study determined that the skills of a project manager, similar to those listed in Table 2, have much more to do with education than innate ability. In fact, there is a strong belief that project managers become successful not due to their intrinsic skill, but due to training practices by the employer. Edum-Fotwe and McCaffer (2000) claimed that training fosters skills such as the ability to lead, negotiate, and solve problems. The training principles most important for potential project managers include training in the field of integration, time, cost, procurement, quality, communications, risk, scope, and human resources (Edum-Fotwe and McCaffer 2000).
However, in an industry that is constantly changing, training practices can be wide-ranging and in some cases very minimal. According to Stevens (2010), the training aspects of a multi-generational workforce require multiple tactics in order to find organization success. Retention of employees despite age and personality differences is extremely important in a field already experiencing lower rates of entrance. Therefore, the ability of a manager to train multi-generational employees, and those of the Millennial generation, is extremely important. According to Thompson (2012), it is imperative that project managers adopt practices that place individual attention and conversation on employees, build relationships on trust and respect, coach more than manage, and treat every employee as an individual while adapting individual conversation habits with each. Research suggests that these methods for training individuals can help to foster these competencies, despite generational effects, if a personal and individualized training relationship is created. Therefore, it should be possible to develop a training protocol focusing on the required skills of a successful project manager and the training practices employed by a company to identify current field workers who might make the successful transition to project manager.
While this literature review has identified key characteristics which make for a good project manager, it is also important to gather information specific to the electrical construction industry.
FROM FIELD TO OFFICE
CHAPTER 2: SKILLS GAP SURVEY
The purpose of the skills gap survey was to identify those key project management skills which tended to be lacking in workers newly promoted to project management or office-type positions. The survey focused on two types of workers in the electrical construction industry: field electricians who had been promoted to project management-type positions and experienced project managers in electrical construction.
SURVEY QUESTIONNAIRE Development of the survey questionnaire followed a two-step process. The first step was to develop a draft questionnaire and pilot test it with members of the project Task Force. The draft questionnaire was designed to ask key questions about Project Management in the categories of leadership, communication, technical skills, emotional intelligence, and management. These categories were selected based on a review of related literature which identified the most important aspects of project management. The draft questionnaire was sent to the Task Force members as a pilot test. Comments from the Task Force members were received via email and through two conference calls. The second step in developing the questionnaire was to incorporate the comments from the Task Force members and then deploy the survey online.
The final survey was sent out to ELECTRI member organizations and the NECA Future Leaders group. The survey included questions to determine the demographics of the respondents, including questions such as annual company revenue, annual man hours worked, and type of industry they conduct business in. This information was useful todetermine whether the results could be generalized across the electrical construction industry or whether they
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FROM FIELD TO OFFICE
Others work types listed included: institutional, fire alarm, lighting, protection, physical security, oil and gas, line construction, utility, institutional utility, mechanical, line construction, waste water, controls, services, energy, solar, wind, utility.
8 | JUNE 2016
were specific to a certain segment of the industry. The main section of the survey asked about specific management and leadership skills. This part of the survey was divided into two parts – one for individuals who worked in the field before moving to project management and one for individuals who have project management (or other management) experience, regardless of whether they worked in the field before becoming a project manager. If an individual had both field and management experience, that person was instructed to fill out both of the skills sections. Individuals who did not work in the field were asked to skip the series of questions focused on field skills. Approximately two-thirds of the respondents worked in the field as electricians prior to becoming management. The results of these questions were compiled and tabulated at the end of the survey by the Qualtrics software with further data analysis conducted by the researchers.
The survey was emailed to potential participants with a one week deadline followed by the survey being sent out a second time to widen the pool of responses. The target audience for the survey was company executives who make the decision to hire project managers and electricians who have made the transition from the field to a project management position. However, the survey was not exclusively designed for executives and could be taken by multiple people within the same organization and the responses would still be valid. Appendix A includes the questions asked in the survey.
SURVEY RESULTS
The survey results are compiled below. The number of responses to the survey questions ranged from a high of 82 responses to a low of 51 responses. Respondents were not required to answer all questions and they could quit the survey at any time, which accounts for the varying number of responses to the questions. The questions asked on the survey are provided, as follows, along with the associated results. The conclusions drawn from the survey results were integral to the training program presented in Section 3.
Please note, for the sake of clarity, the questions in the survey results are at times out of order.
Question 1. What type of work does your company do? (Select all that apply)
Figure 3. Categories of work conducted by companies (82 total responses)
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%98% 91% 33% 74% 76% 54% 20%
Pe
rce
nt
of
Re
spo
nse
s b
y C
ate
go
ry
(Note: Companies allowed to choose more than one category)
Commercial
Industrial
Residential
Voice
Data
AV
Other
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Figure 4. Annual revenue of participating companies (80 total responses)
50%
40%
30%
20%
10%
0%48.72% 26.92% 15.38% 5.13% 3.85%
Pe
rce
nt
of
Tota
l Re
spo
nse
s
$0 - $50,000,000
$50,000,001 - $100,000,000
$100,000,001 - $250,000,000
$250,000,001 - $500,000,000
$500,000,001+
Question 2. Please estimate annual revenue for your company:
Figure 5. Average annual man hours for participating companies (73 total responses)
70%
60%
50%
40%
30%
20%
10%
0%61.11% 26.39% 6% 4.17% 3%
Pe
rce
nt
of
Tota
l Re
spo
nse
s
0 - 500,000
500,001 - 1,000 000
1,000,001 - 1,500,000
1,500,001 - 200,000,000
200,000,001+
Question 3. Please estimate the average annual man hours for your company:
Figure 6. Percentage of participating companies with a formal training program (76 total responses)
70%
60%
50%
40%
30%
20%
10%
0%
Question 4. Does your current company have a formal process/ system/ or training program designed to help aide in becoming a Project Manager?
37% 63%
Yes
No
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10 | JUNE 2016
Question 5. Does your current company provide leadership training for employees?
Figure 8. Of companies with training programs, percentage of who receives training (51 total responses)
50%
40%
30%
20%
10%
0%4% 45% 14% 37%
Field employees
Management
Office employees
Other: Please specify
Question 5.1. If you answered yes to question 5, who is the training provided to? (Check all that apply)
Question 6. How many years have you worked for your current company?
Figure 7. Percentage of participating companies with a formal leadership training (76 total responses)
70%
60%
50%
40%
30%
20%
10%
0%
Yes
No
68% 32%
Figure 9. Years respondent active in current company (76 total responses)
40%
30%
20%
10%
0%23% 31% 31% 16% 5%
0 - 10
11 - 20
21 - 30
31 - 40
40+
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Question 7. Did you ever work in the field as an electrician (for your current company or another company)?
Figure 11. Years respondents worked in the field (53 total responses)
50%
40%
30%
20%
10%
0%13% 42% 27% 8% 10%
Question 8. If you answered yes to question 7, how many years did you work in the field?
Figure 10. Percentage of participating respondents who previously worked in field (75 total responses)
70%
60%
50%
40%
30%
20%
10%
0%
Yes
No
69% 31%
0 - 5
6 - 10
11 - 15
16 - 20
21+
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Question 10. Please rank the COMMUNICATION SKILLS that you considered your strengths when you worked in the field:
Table 2 - Communication skills for field and management
Empathy
Sensitivity
Cultural awareness
Political awareness
Listening
Coaching others
Conversational
Collaborative
Fits company culture
Weighted Strength % # Responses
Field
1.12
1.04
1.41
1.24
1.46
1.64
1.50
1.67
1.69
25.00%
20.75%
48.15%
38.89%
50.00%
64.15%
53.70%
67.31%
71.15%
52
53
54
54
54
53
54
52
52
Weighted Strength % # Responses
MGMT
1.20
1.14
1.41
1.25
1.94
1.70
1.61
1.84
1.80
26.56%
18.75%
45.31%
34.38%
93.75%
71.43%
62.50%
84.38%
79.69%
64
64
64
64
64
63
64
64
64
MeanStrength
/Importance
Difference
0.09
0.10
0.00
0.01
0.47
0.06
0.11
0.17
0.10
1.56%
-2.00%
-2.84%
-4.51%
43.75%
7.28%
8.80%
17.07%
8.53%
Question 9. Please rank the LEADERSHIP SKILLS that you considered your strengths when you worked in the field:
Trains others
Conflict management
Builds trust
Influential in a group
Controls situations
Team building
Goal oriented
Weighted Strength % # Responses
Field
1.59
1.44
1.88
1.62
1.75
1.54
1.85
60.78%
50.00%
88.46%
61.54%
75.00%
55.77%
86.54%
51
52
52
52
52
52
52
Weighted Strength % # Responses
Management
1.50
1.81
1.98
1.67
1.80
1.81
1.95
50.00
82.81
98.44
67.19
79.69
81.25
95.31
64
64
64
64
64
64
64
MeanStrength
/Importance
Difference
-0.09
0.37
0.10
0.06
0.05
0.27
0.11
-10.78%
32.81%
9.98%
5.65%
4.69%
25.48%
8.77%
Table 1 - Leadership skills for field and management
FROM FIELD TO OFFICE
13 | JUNE 2016
Question 11. Please rank the TECHNICAL SKILLS that you considered your strengths when you worked in the field:
Ability to operate
machinery
Knowledge of how to
physically complete project
Technical abilities
Problem solving
Business oriented
Weighted Strength % # Responses
Field
1.58
1.93
1.83
1.94
1.62
60.38%
92.59%
83.33%
94.44%
66.04%
53
54
54
54
53
Weighted Strength % # Responses
MGMT
0.61
1.64
1.41
2.00
1.89
7.81%
65.63%
48.44%
100.00%
89.06%
64
64
64
64
64
MeanStrength
/Importance
Difference
-0.98
-0.29
-0.43
0.06
0.27
-52.56%
-26.97%
-34.90%
5.56%
23.02%
Table 3 - Technical skills for field and management
Question 12. Please rank the EMOTIONAL INTELLIGENCE SKILLS that you considered your strengths when you worked in the field:
Empathy
Enthusiasm
Self motivation
Stress management
Weighted Strength % # Responses
Field
1.23
1.79
1.94
1.38
32.79%
80.65%
95.16%
37.70%
61
62
62
61
Weighted Strength % # Responses
MGMT
1.20
1.81
1.95
1.91
25.00%
81.25%
95.31%
90.63%
64
64
64
64
MeanStrength
/Importance
Difference
-0.03
0.02
0.02
0.53
-7.79%
0.60%
0.15%
52.92%
Table 4 - Emotional Intelligence skills for field and management
FROM FIELD TO OFFICE
14 | JUNE 2016
Question 14. How many years have you been a Project Manager with your current company?
Figure 12. Years respondents served as PM for company (59 total responses)
30%
25%
20%
15%
10%
5%
0%25% 27% 20% 14% 8% 5%
0 - 5
6 - 10
11 - 15
16 - 20
21 - 25
26+
Question 13. Please rank the MANAGEMENT SKILLS that you considered your strengths when you worked in the field:
Table 5 - Management skills for field and management
Ability to negotiate
Ability to manage people
Ability to manage schedule
Ability to manage funds
Ability to manage resources
Decision making
Delegation
Planning
Staffing
Directing
Financial management
Organization
Weighted Strength % # Responses
Field
1.66
1.74
1.65
1.46
1.70
1.85
1.61
1.81
1.54
1.79
1.38
1.64
67.21%
74.19%
66.13%
49.18%
70.49%
85.25%
60.66%
80.65%
54.10%
78.69%
45.90%
63.93%
61
62
62
61
61
61
61
62
61
61
61
61
Weighted Strength % # Responses
MGMT
1.94
1.88
1.98
1.89
1.85
1.92
1.68
1.95
1.65
1.82
1.80
1.88
93.85%
87.69%
98.46%
90.77%
84.62%
92.31%
67.69%
95.38%
64.62%
81.54%
81.54%
87.69%
65
65
65
65
65
65
65
65
65
65
65
65
MeanStrength
/Importance
Difference
0.28
0.13
0.34
0.43
0.14
0.07
0.07
0.15
0.11
0.03
0.42
0.24
26.63%
13.50%
32.33%
41.59%
14.12%
7.06%
7.04%
14.74%
10.52%
2.85%
35.64%
23.76%
FROM FIELD TO OFFICE
15 | JUNE 2016
The following tables are the quantitative compilation of questions 9-13 and 16-20 on the survey. Within each table, the skills from the questionnaire are listed in the left-hand column. The second set of columns in the table is for those questions asking about what strengths a respondent felt they had when working in the field. The Field-Weighted column takes the responses and calculates a weighted average for all responses with 2 points for every “strength” response, 1 point for every “adequate” response, and 0 points for every “not a strength” response. The next column provides the percentage of total respondents who rated that skill as “strength.” The third set of columns in the table is for those questions asking about what skills are important for project manager-type positions. For these questions we calculated a weighted average for all responses with 2 points for every “very important” response, 1 point for every “somewhat important” response, and 0 points for every “not important” response. The next column provides the percentage of total respondents who rated that skill as “very important.” The final set of columns provides the difference in responses for each skill between the field strengths and the project management level of importance.
Our initial analysis of the results focused on two items:
What skills where the strongest in field electricians who went on to become project managers? (these skills are important because they can lead to a process for identifying future project managers).
What skills are indicated as “very important” for project management, but are lacking as “strengths” in field workers? (these skills are important because these are the gaps that need to be addressed in a training program).
The tables are color-coded to identify the skills that were either identified as skills gaps or potential selection criteria. Skills denoted in green indicate gaps in training between field and management (indicated by at least a 20% difference in responses). Skills denoted in purple indicate skills that were indicated as strengths of field workers who went on to become managers and, therefore, should be considered when selecting for promotion (indicated by at least a 70% response of strength by field workers).
Figure 13. Years respondents worked in field before management (57 total responses)
40%
30%
20%
10%
0%40% 35% 17% 8%
0 - 4
5 - 8
9 - 12
12+
Question 15. How long did you work for your current company in the field before moving to Project Management?
1
2
FROM FIELD TO OFFICE
16 | JUNE 2016
Question 16. Please rank what LEADERSHIP SKILLS are necessary to be a successful Project Manager (or similar-type position):
Trains others
Conflict management
Builds trust
Influential in a group
Controls situations
Team building
Goal oriented
Weighted Strength % # Responses
Field
1.59
1.44
1.88
1.62
1.75
1.54
1.85
60.78%
50.00%
88.46%
61.54%
75.00%
55.77%
86.54%
51
52
52
52
52
52
52
Weighted Strength % # Responses
Management
1.50
1.81
1.98
1.67
1.80
1.81
1.95
50.00
82.81
98.44
67.19
79.69
81.25
95.31
64
64
64
64
64
64
64
MeanStrength
/Importance
Difference
-0.09
0.37
0.10
0.06
0.05
0.27
0.11
-10.78%
32.81%
9.98%
5.65%
4.69%
25.48%
8.77%
Question 17. Please rank what COMMUNICATION SKILLS are necessary to be a Project Manager (similar-type position):
Empathy
Sensitivity
Cultural awareness
Political awareness
Listening
Coaching others
Conversational
Collaborative
Fits company culture
Weighted Strength % # Responses
Field
1.12
1.04
1.41
1.24
1.46
1.64
1.50
1.67
1.69
25.00%
20.75%
48.15%
38.89%
50.00%
64.15%
53.70%
67.31%
71.15%
52
53
54
54
54
53
54
52
52
Weighted Strength % # Responses
MGMT
1.20
1.14
1.41
1.25
1.94
1.70
1.61
1.84
1.80
26.56%
18.75%
45.31%
34.38%
93.75%
71.43%
62.50%
84.38%
79.69%
64
64
64
64
64
63
64
64
64
MeanStrength
/Importance
Difference
0.09
0.10
0.00
0.01
0.47
0.06
0.11
0.17
0.10
1.56%
-2.00%
-2.84%
-4.51%
43.75%
7.28%
8.80%
17.07%
8.53%
Table 6 - Leadership skills for field and management
Table 7 - Communication skills for field and management
FROM FIELD TO OFFICE
17 | JUNE 2016
Question 18. Please rank what TECHNICAL SKILLS are necessary to be a Project Manager (or similar-type position):
Ability to operate
machinery
Knowledge of how to
physically complete project
Technical abilities
Problem solving
Business oriented
Weighted Strength % # Responses
Field
1.58
1.93
1.83
1.94
1.62
60.38%
92.59%
83.33%
94.44%
66.04%
53
54
54
54
53
Weighted Strength % # Responses
MGMT
0.61
1.64
1.41
2.00
1.89
7.81%
65.63%
48.44%
100.00%
89.06%
64
64
64
64
64
MeanStrength
/Importance
Difference
-0.98
-0.29
-0.43
0.06
0.27
-52.56%
-26.97%
-34.90%
5.56%
23.02%
Question 19. Please rank what EMOTIONAL INTELLIGENCE SKILLS are necessary to be a Project Manager (or similar-type position):
Empathy
Enthusiasm
Self motivation
Stress management
Weighted Strength % # Responses
Field
1.23
1.79
1.94
1.38
32.79%
80.65%
95.16%
37.70%
61
62
62
61
Weighted Strength % # Responses
MGMT
1.20
1.81
1.95
1.91
25.00%
81.25%
95.31%
90.63%
64
64
64
64
MeanStrength
/Importance
Difference
-0.03
0.02
0.02
0.53
-7.79%
0.60%
0.15%
52.92%
Table 8 - Technical skills for field and management
Table 9 - Emotional Intelligence skills for field and management
FROM FIELD TO OFFICE
18 | JUNE 2016
DISCUSSION OF SURVEY RESULTS
The figures and tables presented in the previous section were compiled from the survey responses. There were 82 submitted surveys, with responses to individual questions ranging from 51 to 82. Because respondents could decide if they wanted to answer a question or not, there is a range of response numbers for the different questions. Of primary concern are the skills gaps and worker strengths, highlighted in green and purple in Tables 1 - 5.
These identified skills gaps are:
conflict management,team building,listening,business oriented,stress management,ability to negotiate,ability to manage schedule,ability to manage funds,financial management, andorganization.
Question 20. Please rank what MANAGEMENT SKILLS are necessary to be a Project Manager (or similar-type position):
Table 10 - Management skills for field and management
Ability to negotiate
Ability to manage people
Ability to manage schedule
Ability to manage funds
Ability to manage resources
Decision making
Delegation
Planning
Staffing
Directing
Financial management
Organization
Weighted Strength % # Responses
Field
1.66
1.74
1.65
1.46
1.70
1.85
1.61
1.81
1.54
1.79
1.38
1.64
67.21%
74.19%
66.13%
49.18%
70.49%
85.25%
60.66%
80.65%
54.10%
78.69%
45.90%
63.93%
61
62
62
61
61
61
61
62
61
61
61
61
Weighted Strength % # Responses
MGMT
1.94
1.88
1.98
1.89
1.85
1.92
1.68
1.95
1.65
1.82
1.80
1.88
93.85%
87.69%
98.46%
90.77%
84.62%
92.31%
67.69%
95.38%
64.62%
81.54%
81.54%
87.69%
65
65
65
65
65
65
65
65
65
65
65
65
MeanStrength
/Importance
Difference
0.28
0.13
0.34
0.43
0.14
0.07
0.07
0.15
0.11
0.03
0.42
0.24
26.63%
13.50%
32.33%
41.59%
14.12%
7.06%
7.04%
14.74%
10.52%
2.85%
35.64%
23.76%
FROM FIELD TO OFFICE
19 | JUNE 2016
These identified skills gaps were presented to the project Task Force to validate the practicality of the results. The Task Force members agreed that this list was a reasonable representation of the skills gaps.
While not envisioned as part of the original proposal, the survey data also presented interesting findings in terms of identifying the skills to look for when trying to recruit field electricians to move into a management position.
From the survey, we identified the following strengths of field electricians who became project managers:
Builds trustControls situationsGoal orientedFits company cultureKnowledge of how to physically complete projectTechnical abilitiesProblem solvingEnthusiasmSelf motivationAbility to manage peopleAbility to manage resourcesDecision makingPlanningDirecting
PHONE INTERVIEWS In addition to the online survey, researchers conducted a series of phone interviews with project Task Force members and other survey respondents. The purpose of the phone interviews was to gather information to form a deeper understanding of the questionnaire responses and to better understand the career advancement paths for moving from a field electrician to a management position. The results of the interviews were used in conjunction with the survey results to develop a better understanding of how workers transition from the field to the office and to help design the training program.
The interviews followed a distinct series of questions:
Do you have any questions before we begin?Did you begin your career in the field?
If so: how did you get to the position you have now?What is your educational background?Was anyone else in your family involved in this field before you entered?What portion of the survey do you think is most important for project managers?What skills do you find most least important for Project Management that are important for field electricians (even if they are not listed in the survey)?If you were to train someone to do the position you have now, what would be the hardest part to train?
FROM FIELD TO OFFICE
20 | JUNE 2016
What would your ideal candidate for a project manager entail?What training style do you find most effective? Mentoring? Shadowing?In your company, what does a field electrician have to do to inquire or try to get promoted?Currently, does your company promote within itself or look to outside sources for PM?If you tend to promote from within how important is company culture to the promotability of employees?Do you think individuals who worked in the field first are more capable as project managers?Are individuals promoted based on need for PM, at a certain point in their career? When are individuals most often promoted?How much field experience do you think makes for a good PM candidate?
A total of 14 phone interviews were conducted. The results of these phone interviews gave us insight that the sur-vey was not able to do. The following list summarizes the results of the phone interviews.
Personality tests are often used to determine individual fit into management.Individuals do not enter directly into project management, instead enter into a variety of pre-management positions such as purchasing and assistant project manager.On-the-job training is more applicable and useful than classroom or traditional training.Those who work their way through the apprenticeship and journeyman levels up to project management are often more successful than individuals who have conventional project management educations.The hardest portion of management to train is often the alteration of mindsets between managing individual project details and broad spectrum project management. By this, managers determine that it is harder to change a field electrician’s mindset on how to manage minute project details versus managing the individuals and overall project. The success of an individual transitioning into management depends on how the individual fits into the company culture.Five years of post-apprentice work make for an ideal candidate.Mentorship is the best training practice.There are issues with taking the best field electrician and moving them into the office because you lose a key player in the field who may not initially be a perfect fit for the office.Companies promote within as much as possible.
In addition to these general observations from the phone interviews, there were a number of additional skills gaps that were identified.
These gaps fall into the general category of technology and include:
Use of specific software (typically Microsoft Office),Maintaining appropriate email correspondence,Use of general office technology, andAppropriate interoffice communication
In general, there are training programs that exist for learning to use specific software or other types of technology, so while these skills are listed as part of the training program they may not require the level of development that the other skills areas would require.
FROM FIELD TO OFFICE
CHAPTER 3: TRAINING PROGRAM
The suggested training program described in this section is intended for use by management to provide training to field electricians who have been moved into project management or other office-type positions. The content of the training program was identified based on the results of the literature review, the skills gap survey, and phone interviews. The design of the training program was influenced by research in the area of adult and professional education. The results of the survey and phone interviews allowed us to determine key groupings of skills in two different areas: (1) skills gaps between field electricians and management and (2) selection criteria. The skills gaps will be used in this section for the suggested training program (Appendix B), while the selection criteria identified through the survey will be discussed in Section 4 and Appendix C.
Based on the survey results, there were distinct skills gaps that were identified by comparing the level of strength of a skill in a field worker compared to the level of importance of that same skill for project management. Those skills where there was the greatest difference between the strength of a skill in a field worker and the importance of that skill for project management were classified as “skills gaps.” These skills gaps have been grouped together into similar-type skills to create four distinct learning modules.
21 | JUNE 2016
FROM FIELD TO OFFICE
KEY LEARNING OBJECTIVES
The list of learning objectives is based on a comprehensive review of training material on these subjects. The training slides have been developed based on the most critical of the objectives that allow for a time-efficient training program.
MODULE: INTERPERSONAL SKILLS
Conflict Management
1. Detect situations in which conflict is likely to, or has, arisen.2. Identify causes of conflict in the workplace.3. Demonstrate the ability to see each side of the conflict and make decisions that are in the best interest of the company and its individuals.4. Demonstrate the ability to mediate conflicts and resolve issues. 5. Follow procedures to alleviate conflicts and resolve workplace issues that may derail projects.6. Evaluate what environments cause conflict to arise and the probability that they will escalate.7. Diagnose the kind of conflict that can arise (social, professional, personal) and identify ways to foster low conflict environments.
Stress Management
1. Identify the physiological and emotional signs of stress.2. Recognize the origins and consequences of work-related stress.3. Acquire a basic understanding of stress management practices appropriate for field work environments.4. Extrapolate their knowledge base to case studies and provide stress management tactics to resolve stress in the workplace.
22 | JUNE 2016
The suggested learning modules are as follows:
Module 1: Interpersonal Skills
SKILLS INCLUDED:
• Conflict management • Stress management • Team building • Listening
Module 2: Business/ Financial Skills
SKILLS INCLUDED:
• Business oriented• Negotiation• Financial management
Module 3: Operational Skills
SKILLS INCLUDED:
• Schedule management
• Fiscal acumen
• Organization
Module 4: Office Proficiency Skills
SKILLS INCLUDED:
• Microsoft functions
• Email correspondence
• Interoffice communication
Learning objectives have been developed for each of the individual skills within the modules.
FROM FIELD TO OFFICE
23 | JUNE 2016
5. Extend their knowledge base on stress management and self care to provide a less stressful and more productive, efficient, and effective workplace.6. Assess and analyze the symptoms, causes and effects of personal and workplace stressors in order to implement appropriate stress management techniques. 7. Monitor effectiveness of stress management techniques and revise to meet current needs.
Team Building
1. Identify the roles of individuals on the team and how they affect the greater whole.2. Outline the characteristics of a good team in various situations.3. Rephrase trigger words to lessen conflicts within the team.4. Prepare clear objective to help measure performance of employees.5. Demonstrate skills to boost morale within the team.6. Restructure management style to allow participation from a variety of personality and communication types.
Listening
1. Outline questions to ask in a variety of situations to demonstrate listening skills.2. Identify differences between active and passive listening.3. Explain what non-verbal clues are and how to communicate based on body language.4. Differentiate between implications of different communication modes.5. Classify the communication styles of others, determine who to best communicate with, and listen to employees.6. Use the skills provided in this training to become an active, listening member of your team.
MODULE: BUSINESS/ FINANCIAL SKILLS
Business-Oriented
1. Understand the foundation of fiscal reporting and learn to analyze and apply information for business decisions. 2. Isolate areas of disconnect between field engineers and project management business-orientation and implementation.3. Demonstrate a knowledge of and ability to develop, interpret, and evaluate the effectiveness of communications.4. Communicate the required actions for effective business strategies.5. Demonstrate the ability to effectively communicate with associates through written and oral methods. 6. Apply both quantitative and qualitative analytical skills when making decisions.
Negotiation
1. Identify the importance of good communication between customers, management, and field electricians. 2. Identify how personal values and beliefs affect the conversation and negotiation.3. Conduct fair and respectful conversations that open a dialogue between both parties.4. Itemize the points each party reaches agreements on and those where dispute occurs.5. Demonstrate the ability to be decisive and assertive with your decision making skills.6. Develop a line of conversation that can prevent further conflict among team members or customers.
FROM FIELD TO OFFICE
24 | JUNE 2016
Financial Management
1. Describe the basic processes of valuing assets, including labor, time, and materials.2. Acquire basic knowledge of working financial terms associated with your body of work.3. Describe how the value of a firm’s assets is affected by management decisions. 4. Discuss what methods exist to analyze a potential project’s value and potential outcomes while determining what factors can conflict with the final product goal.
MODULE: OPERATIONAL SKILLS
Schedule Management
1. Acquire knowledge on the concepts of scheduling and cost of delays.2. Identify critical paths within the schedule.3. Differentiate between best possible outcomes and realistic outcomes for project timelines.4. Draw conclusions on the products of schedule changes.5. Demonstrate the ability to compose a working schedule and make changes to adjust for weather, permitting, and other applicable delays.6. Construct an accurate Work Breakdown Schedule (WBS). 7. Analyze aspects of the project, including success, delay, float, and other scheduling factors that may lead to necessary corrective actions.8. Apply planning methods to prepare for risks associated with the schedule.
Fiscal Acumen
1. Understand the elements of a cost estimate and how they become a project budget.2. Categorize what your firm does and does not do well and utilize your fiscal knowledge to achieve a more desirable outcome. 3. Manage available funds in a way that best suits the company’s and the project’s best interest.4. Demonstrate the ability to forecast the needs of a specific project.
Organization
1. Identify tasks that needs to be accomplished and how to undergo them.2. Identify methods to optimize work performance.3. Demonstrate the ability to manage a personal schedule, maintain personal records, and utilize time management.4. Demonstrate the ability to coordinate resources.5. Demonstrate the ability to pool together resources to achieve daily tasks. 6. Demonstrate the ability to prioritize tasks in order of importance and time.
FROM FIELD TO OFFICE
25 | JUNE 2016
MODULE: OFFICE PROFICIENCY SKILLS
Microsoft Office Programs
1. Describe the purpose of Microsoft Office programs. 2. Demonstrate the ability to select the correct Microsoft program for a given task.3. Illustrate the knowledge associated with basic tools in Microsoft Excel, Word, Outlook and other applicable programs.4. Demonstrate the ability to teach others the skills they have learned.5. Conduct day to day operations using Microsoft tools and programs.6. Demonstrate the ability to perform daily job requirements without being hindered by technological barriers.
Email Correspondence
1. Describe the process of signing into email accounts, searching for recipients, and communicating via email.2. Attain knowledge on the fundamentals of the “cloud” and how to store and retain information from non-physical locations.3. Distinguish between appropriate and inappropriate email etiquette.4. Communicate with kindness, fairness, and professionalism5. Use skills acquired within the class to conduct email correspondence with coworkers and customers.6. Manage and organize email to remain up to date on all correspondence.
Office Technology
1. Identify what technologies exist in the workplace. 2. Distinguish what tools and technologies you need further training on.3. Demonstrate the ability to utilize various office devices for everyday tasks.4. Determine what tools would be best suited for office communication and procedures.5. Conduct interactions and daily requirements using appropriate workplace technology.6. Manage schedules, documents, emails, etc. using technology.
Interoffice Communication
1. Identify your personality type.2. Identify your communication type. 3. Differentiate between personality types and the types of verbal and written communications that would be applicable between both parties.4. Illustrate the ability to communicate effectively with those of different backgrounds, personalities, or communication types.5. Conduct office relationships with respect and patience for those around you. 6. Discover new modes and methods of communication to strengthen interoffice relationships and productivity.
FROM FIELD TO OFFICE
26 | JUNE 2016
MODULE SYLLABUS ELEMENTS
Despite the different content of each module, there are particular instructional methods that are suggested as most effective when working with adult learners. Research indicates that the most ideal methods for training include instruction, forum, discussion, and case studies. Concurrently, by utilizing new technologies it would be possible to create an environment that fosters technological knowledge while also empowering individuals in the training.
INSTRUCTIONAL METHODS
In the context of this training, the following are applicable definitions and scope:
Instruction: a methodology which illustrates correct procedures for something to be achieved or learned. This method could include multi person instruction which empowers individuals in the classroom setting to learn new tasks, or identify individual skills, and teach them to the class at a large. When instruction by an established teacher role is underway, it should be kept brief and follow instructional strategies outlined in section 3.3 of this document.
Forum: This method of instruction allows for open conversations relevant to subjects outlined in the modules. This model would allow for open communication relative to the module concepts. In a forum environment all individuals should feel empowered to discuss personal experience, future possibilities, and best practices to achieve success in the field of management.
Discussion: Much like the forum, the discussion model allows participants to freely and openly discuss a topic at hand. It is vitally important to treat adult learners with respect and acknowledge their personal experience. In a discussion format it is possible to acknowledge their experience and allow them to collaborate with others in their field. This open learning environment will facilitate communication that is vitally important to management positions while dually allowing the teaching instructor to maintain an understanding of communication styles and better adjust teaching methods.
Case Studies: Indicative of the title, this methodology includes real life examples that are rooted not only in potential experiences that future project managers may undergo, but also rooted in previous experiences that field workers have had. It is equally important to consider the work and experience field workers have had when considering the way they will handle future employment and workplace environments. The differentiation of positions should be distinguished logistically, however maintaining an environment that allows field workers to use previous experience, facilitated by module trainings, to determine best case scenarios and prospective methods to handle workplace situations will allow the participants to be highly involved, empowered, and fully respected.
FROM FIELD TO OFFICE
27 | JUNE 2016
INSTRUCTIONAL STRATEGIES
Research indicates that the methodology for teaching adult learners is very different from teaching either less experienced or younger participants. These strategies are based on the research of Malcolm Knowles and the theory of andragogy, the practice of adult education. The practices, or strategies, are indicative of what type of learning environment should be created for all modules and syllabi pertaining to adult education. The strategies outlined below (based on the work of Malcolm Knowles and andragogy) should be regarded with utmost importance for a successful training to occur:
Should be problem based and goal orientedShould have equal involvement between individuals training and individuals learningAvoid passive listeningRooted in problem solvingShould acknowledge the previous history/career of participantsNeeds to be centered entirely around realismTug at the heartstrings and provide emotional involvementAllow individuals to teach themselves and others during courseAll content needs to be in line with final goal with no deviation
These guidelines are important because they have been developed specifically for adult education learners, and they could mean the difference between a successful training interaction and one that leaves all parties lacking motivation, knowledge, or interest in future training and professional endeavors.
COURSE CONTENT EXAMPLE
The information below is representative of potential elements of an in-depth course syllabus with learning strategies, content, and outline. This is an example of the type of material that would need to be developed for each skills gap to constitute a ready-to-use training program:
Skills Gap: Conflict ResolutionIdentification of Potential Conflict Sources (Group Forum)
Discuss Potential Approaches to Mitigate Conflicts (Instruction/Discussion)Conflict Management Self Reflection (Small Group Discussion)
Provide instances where conflict arose in your workplace and how it was handled. At the conclusion of this activity participants should be able to identify ways conflicts have been handled correctly, and ways which conflict could have been more effectively managed.
FROM FIELD TO OFFICE
28 | JUNE 2016
Conflict Management Case Study (Example Case Study Situations)Three months from the completion of a project, tensions are running high on a project. There has become a clear distinction between two groups of employees and the groups are not mixing well. In order for the project to reach completion, it is necessary for the individuals on site to work well together. Jeremy is an experienced electrician with little tolerance for misbehavior or for horseplay who sees the deadline as upmost importance. Greg is a new electrician, just out of his apprenticeship, who likes to listen to music while he works and plans harmless schemes to mess with Jeremy. Identify as least three reasons why conflict might have arisen.
Greg has been diligently working for a week on the project, making sure to cross his t’s and dot his i’s at every turn. Jeremy has noticed the high quality of Greg’s work, however, he has done by his own estimate, 15% more work in the same amount of time. If they were going to make their deadline, Jeremy believes that Greg needs to start to hurry. Plus his music is a distraction and he hates the constant reverberation of bass banging against his chest when he walks into a room Greg is working in. Identify at least three ways that Greg and Jeremy have different personalities and behaviors and why this might bring conflict.
Jeremy just can’t take it anymore. Just before lunch time, he approaches Greg and tells him he needs hurry up and forego his incessant quality checks. In no few words, Jeremy blames the project’s delay on Greg’s work speed and focus. Greg, on the defensive, counters that Jeremy’s speed has caused him to miss necessary safety checks and quality checks that will cause longer delays and user/operational errors. Tensions have risen and fists are about the fly when the Project Manager, Stephan, arrives at the scene. Both parties try to tell their part of the story and other individuals on the site have started to throw in their decisions. Five minutes into the conversation the two groups have swarmed Stephan and have weighed in their opinion on who is to blame. If you are Stephan, how would you proceed?
Reflection Questions (Small Group Discussion)
The above items are presented to illustrate how instructional materials were developed to provide training for each of the skills gaps listed in Section 3. Appendix B contains slides related to these training materials.
FROM FIELD TO OFFICE
CHAPTER 4: SELECTION CRITERIA
The results of the skills gap survey described in Section 2 included identification of those skills that were strong in field electricians who went on to become project managers. The assumption is that people possessing these skills are more likely to be successful as they move into project management. The value in this list of skills is that it can be used as selection criteria when trying to identify field electricians to try to encourage to move into a management-type position. The skills are as follows:
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Interpersonal Skills
1. Builds trust
2. Controls situations
3. Fits company culture
4. Enthusiasm
5. Self-motivation
6. Ability to manage people
Business & Financial Skills
1. Decision making
2. Planning
3. Directing
4. Ability to manage resources
Operational Skills
1. Knowledge of how to physically complete project
2. Goal oriented
3. Technical abilities
4. Problem solving
It is suggested that this list could be used as a check-list of necessary skills or developed into an interview questionnaire for use in hiring/promotion decisions. A proposed checklist is included in Appendix C.
FROM FIELD TO OFFICE
CHAPTER 5: IMPLEMENTATION PLAN
The objective of this research project was to develop a management training program for successfully transitioning field workers into management-type positions. The key deliverables for this project were a course syllabus, key learning objectives, and training slides as presented in Section 3 and Appendix B.
In addition to the information on skills gaps, this project also delivered a set of selection criteria that can be used to identify potential candidates for promotion to management-type positions. The selection criteria presented in Section 4 and Appendix C are ready for implementation in hiring/promotion decisions.
Lastly, it is likely that training programs already exist in several of the identified skills areas. Companies also have the option of enrolling employees in one of these already existing programs or gathering additional information through the Internet (see Appendix D for list of relevant websites).
In conclusion, this research project provides valuable information on skills gaps between field electricians and project managers. These skills gaps provide the foundation of the suggested training program, which, if implemented, should lead to successful project completion.
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FROM FIELD TO OFFICE
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RELATED REFERENCES
Brandenburg, Stefanie, Carl Haas, and Robert Glover. "The Tier I Construction Work Force Management Strategy." (2003). Proceedings of the Construction Research Congress.
Castaneda, Jorge, Richard Tucker, and Carl Haas. Workers' Skills and Receptiveness to Operate Under the Tier II Construction Management Strategy. (2005). Journal of Construction Engineering and Management, 799-807.
Castaneda, Jorge, Richard Tucker, Carl Haas, Robert Glover, and David Shields.
"A revolutionary and Structured Approach to Construction Work Force Management: The Tier II Strategy." (2003). Proceedings of the Construction Research Congress.
Cleveland, David I. Leadership and the project management body of knowledge. (1995). International Journal of Project Management, 13, 83-88.
Converse, Patrick D., Pathak, Jaya, DePaul-Haddock, Anne Marie, Gotlib, Tomer, & Merbedone, Matthew.
(2011). Controlling your environment and yourself: Implications for career success. Journal of Vocational Behavior, 80, 148-159.
Czibor, Andrea, and Tamas Bereczkei. (2012). Machiavellian People's Success Results from Monitoring Their Partners. Personality and Individual Differences, 53, 202-206.
Edum-Fotwe, F.T, McCaffer, R. Developing project management competency: perspective from the construction industry. (2000) International Journal of Project Management, 18, 111-124.
El-Saba, S. The skills and career path of an effective project manager. (2001) International Journal of Project Management, 19, 1-7.
Fisher, Eddie. What Practitioners Consider to be the Skills and Behaviors of an Effective People Project Manager. (2010) International Journal of Project management, 29, 994-1002.
Gillard, Sharlett. Soft Skills and Technical Expertise of Effective Project Managers. (2009) Issues in Informing Science and Information Technology, 6, 723-729.
Gushgri, Shakir, Peter Francis, and Jamal Saklou. Skills Critical To Long-Term Profitability Of Engineering Firms. (1997) Journal of Management in Engineering, 13 ,46-56
Helm Stevens, Roxanne. Managing Human Capital: How to Use Knowledge Management to transfer Knowledge in Today's Multi-Generational Workforce. (2010). Canadian Center of Science and Education, 3, 77-83.
Muller, Ralf, Turner, Rodney. Leadership competency profiles of successful project managers. (2010). International Journal of Project Management, i28, 437-448.
NECA Website Skill Requirements What is Involved in becoming an electrician. (n.d.). Retrieved August 26, 2014.
Odusami, K.T. Perceptions of Construction Professionals Concerning Important Skills of Effective Project Leaders. (2002) Journal of Management in Engineering, 18, 61-67.
Petterson, M. (1991). What do we know about the effective project manager? Project Manager, 9, 99-10.
Stevenson, Deborah H., Starkweather, Jo Ann. PM Critical competency index: IT execs prefer soft skills. (2010). International Journal of Project Management, 28, 663-671.
Thompson, Charles, and Jane Brodie Gregory. Managing Millennials: A framework for Improving Attraction, Motivation, and Retention. (2012) The Psychologist Manager Journal, 15, 237-246.
Zhang, Feng, Zuo, Jian, Zillante, George. (2012) Identification and evaluation of the key social competencies for Chinese Construction Project Managers. International Journal of Project Management, 31, 748-759.
FROM FIELD TO OFFICE
APPENDIX A: SURVEY QUESTIONNAIRE
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Thank you for taking the time to participate in this research project that will identify key skills and knowledge gaps for electrical workers moving from the field to a project management-type position. This research is sponsored by ELECTRI International and is being carried out by the University of New Mexico.
1. What type of work does your company do? (Select all that apply)
CommercialIndustrialResidentialVoiceDataAVOther
2. Please estimate annual revenue for your company.
3. Please estimate the average annual man hours for you company.
4. Does your current company have a formal process/ system/ or training program designed to help aide in becoming a Project Manager?
YesNo
5. Does your current company provide leadership training for employees?
YesNo
If you answered yes to question 5, who is the training provided to? (Select all that apply)
Fied employeesManagementOffice employeesOther
6. How many years have you worked for your current company?
7. What is your current position?
8. Did you ever work in the field as an electrician (for your current company or another company)?
YesNo
If you answered yes to question 8, how many years did you work in the field?
If you answered yes to question 8, please fill out questions 9-11. If not, Please move to question 12.
FROM FIELD TO OFFICE
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9. Please rank the LEADERSHIP SKILLS that you considered your strengths when you worked in the field:
Trains othersConflict managementBuilds trustInfluential in a group Controls SituationsTeam BuildingGoal Oriented
10. Please rank the COMMUNICATION SKILLS that you considered your strengths when you worked in the field:
Empathy SensitivityCultural AwarenessPolitical AwarenessListeningCoaching othersConversationalCollaborativeFits company culture
11. Please rank the TECHNICAL SKILLS that you considered your strengths when you worked in the field:
Ability to operate machineryKnowledge of how to physically complete projectTechnical abilitiesProblem solvingBusiness oriented
12. Please rank the EMOTIONAL INTELLIGENCE SKILLS that you considered your strengths when you worked in the field:
Trains othersConflict managementBuilds trustInfluential in a group
Strength Adequate Not a Strength
Strength Adequate Not a Strength
Strength Adequate Not a Strength
Strength Adequate Not a Strength
FROM FIELD TO OFFICE
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13. Please rank the MANAGEMENT SKILLS that you considered your strengths when you worked in the field:
Ability to negotiateAbility to manage peopleAbility to manage scheduleAbility to manage fundsAbility to manage resourcesDecision makingDelegationPlanningStaffingDirectingFinancial managementOrganization
Strength Adequate Not a Strength
The following questions ask about the required (or desired)strengths for a project manager.
14. How many years have you been a Project Manager with your current company?
15. How long did you work for your current company in the field before moving to Project Management?
16. Please rank what LEADERSHIP SKILLS are necessary to be a successful Project Manager (or similar-type position):
Trains othersConflict managementBuilds trustInfluential in groupControls situationsTeam buildingGoal oriented
Very Important Somewhat Important Not Important
FROM FIELD TO OFFICE
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17. Please rank what COMMUNICATION SKILLS are necessary to be a successful Project Manager (or similar-type position):
Empathy SensitivityCultural AwarenessPolitical AwarenessListeningCoaching othersConversationalCollaborativeFits company culture
18. Please rank what TECHNICAL SKILLS are necessary to be a successful Project Manager (or similar-type position):
Ability to operate machineryKnowledge of how to physically complete projectTechnical abilitiesProblem solvingBusiness oriented
19. Please rank what EMOTIONAL INTELLIGENCE SKILLS are necessary to be a successful Project Manager (or similar-type position):
EmpathyEnthusiasmSelf motivationStress management
Very Important Somewhat Important Not Important
Very Important Somewhat Important Not Important
Very Important Somewhat Important Not Important
FROM FIELD TO OFFICE
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20. Please rank what MANAGEMENT SKILLS are necessary to be a successful Project Manager (or similar- type position):
Ability to negotiateAbility to manage peopleAbility to manage scheduleAbility to manage fundsAbility to manage resourcesDecision makingDelegationPlanningStaffingDirectingFinancial managementOrganization
Very Important Somewhat Important Not Important
If you would be willing to answer further questions about advancing in your career from the field to a Project Manager position, please provide your name and contact information.
Name:
Organization:
Email:
Contact Phone Number:
FROM FIELD TO OFFICE
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To receive a copy of Appendix B, please contact ELECTRI International at (301) 215-4539.
APPENDIX B: TRAINING PROGRAM SLIDES
FROM FIELD TO OFFICE
Project Manager Interview Checklist
EMPLOYEE INFORMATION
Name: Date:
Position: Interviewer:
OPERATIONAL SKILLS
Knowledge of how to complete projects – Is the interviewee familiar with the process of completing electrical projects?Goal oriented – Is the interviewee able to identify and achieve goals?Technical abilities – Does the interviewee have appropriate technical abilities in electrical construction?Problem solving – Does the interviewee display the ability to identify and solve problems?
INTERPERSONAL SKILLS
Builds trust – Is the interviewee viewed as trustworthy among colleagues?Controls situations – Does the interviewee maintain control in new or difficult situations?Fits company culture – Does the interviewee fit within the company culture?Enthusiasm – Is the interviewee enthusiastic about the company and the work he/she does?Self-motivation – Is the interviewee self-motivated to complete new or difficult tasks?Ability to manage people – Does the interviewee display the ability to manage other people?
BUSINESS / FINANCIAL SKILLS
Decision making – Does the interviewee display the ability to make decisions in new or difficult situations?Planning – Does the interviewee have the skills to plan appropriate work?Directing – Is the interviewee able to direct others to complete necessary work?Ability to manage resources – Does the interviewee have the ability to manage multiple resources?
COMPUTERS
Computer skills – List any applicable computer skills of the interviewee:
POSITION INFORMATION
Review job description and performance expectations and standards.Review job schedule and hours.Review payroll timing, time cards (if applicable), and policies and procedures.
APPENDIX C: NEW MANAGER INTERVIEW CHECKLIST
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FROM FIELD TO OFFICE
APPENDIX D: TRAINING PROGRAM REFERENCES
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Business Core Goals and Objectives. (n.d.). http://www.elon.edu/e-web/academics/business/assess-ment/businesscore/business_core.xhtml
