The Profile of Forthcoming Quality Leaders: An Exploratory Factor Analysis

Abstract

Currently, due to the globalization phenomenon and technological evolution, we are facing a new challenging set of paradigms encompassing social, industrial, financial and cultural issues. Hence, it is a difficult task to anticipate the new demands of the market concerning the most appreciated skills in the forthcoming workforce. This paper intends to report the sets of skills that comprise the desirable profile of the quality professional in the 21 st century. To meet this purpose, a worldwide online survey was held online throughout the first quarter of 2018, assessing (adopting a 5-point Likert scale) the importance of 27 skills identified in relevant literature. A total of 319 valid answers, originated from 61 different countries, were collected and summarized through descriptive statistics. The results suggest that seven sets of skills (appreciated skills to forthcoming quality professionals) comprise the profile of the quality professional in the 21 st century. Thus, professionals aiming the quality leader role may now tailor their skills based on the information provided in this paper. In addition, companies can use these results to specify the dimensions that their human resources should develop.

Quality 4.0: literature review analysis, definition and impacts of the digital transformation process on quality

“…In our literature reviewand in line with the findings of the bibliometrics analysiswe found that the most common topics on Quality 4.0 are technology and its implications for IJQRM 39,6 quality (P erez-Ar ostegui et al, 2015;Yadav et al, 2020), implications for business management and strategy models and systems (Menshikova et al, 2019;Logunova et al, 2020) and human or soft factors (Domingues et al, 2019;Kannan and Garad, 2020a) In the next few sections we will revisit what has been written in regard to each of these topics.…”

“…Professionals who deal with new technologies require specific training at a technical level; transformational skills such as adaptability, critical thinking, long-term planning and creativity and social skills such as communication, teamwork and knowledge transfer (Küpper et al , 2019; Sony et al , 2020). Domingues et al (2019) studied the skills that organizations are looking for in the 21st-century quality professional. Leadership competencies are the most relevant followed by communication skills, including teamwork and persuasion.…”

“…People is the most limited dimension of Quality 4.0 (Gunasekaran et al , 2019; Carvalho et al , 2020). Nevertheless, a number of works on the skills required by quality professionals to the transition for Q4.0 are identified (Domingues et al , 2019; Domingues and Sampaio, 2020; Kannan and Garad, 2020b). Leadership is key in Quality 4.0 as leaders are responsible not only for selecting the right technologies to implement (considering the existing capabilities and readiness of the workforce), but to prepare their managers and associates to deal with such technologies.…”

The Quality 5.0 model in the function of production personalization and user satisfaction

“…U nekim organizacijama je neophodno organizovanje grupnih ili pojedinačnih obuka zaposlenih, kako bi se proširilo njihovo znanje, a u nekim je poželjno da se angažuju novi ljudski resursi. Cilj je da se u maksimalnom obimu iskoristile tehnološke prednosti, a u skladu sa tim, zaposleni moraju posedovati kompetencije, znanja i veštine upravljanja njima [36,37].…”

Constructive Alignment in Game Design for Learning Activities in Higher Education

“…There have been several studies regarding designing for the introduction of games in higher education contexts, focusing on a variety of fields, among which Science, Technology, Engineering and Mathematics (STEM) [12], entrepreneurial skills [13], 21st century skills [14], storytelling [15], health education [16], history and cultural heritage [17] and social sciences [18]. Such studies suggest that the use of educational games in higher education contexts has a positive impact on knowledge acquisition [19], and attitude towards educational game adoption [20].…”