This article aims to propose a conceptual model for evaluating the knowledge stage of a professional activity. Starting from an integrative literature review, a method that allows us to assess, criticize and synthesize empirical or theoretical knowledge, we explore the evolutions of the model by Dreyfus and Dreyfus (1980). The collection and analysis process followed a six-stage process, starting from a guiding question and proceeding to a literature search, so that data collection and critical analysis of information could be carried out in a structured and codified way, enabling the discussion of results and, finally, the presentation of the review. As a result, we suggest a model capable of classifying a professional competence in accordance with the literature, through a model that considers practice, theoretical/technical knowledge, and attitude as axes for the evolution of learning. The suggested model contributes to the construction of a skills assessment instrument.

This article aims to understand the relevance of soft skills in the selection of teams for a project in a company undergoing agile transformation. The method adopted was based on an analysis of the literature to understand the researched phenomenon, document analysis, and semi-structured interviews with team members and the company's leadership on a pilot project. The content rose allowed us to evaluate the company's decisions at the time of the constitution of the team that would act in the project pilot for the agile transformation. As a result of this study, it was noted that the company did not take soft skills into account when selecting the team and the project manager to adapt it to agile transformation. There was also a strong presence of a cognitive bias effect called the Halo Effect, which influenced the hiring of project managers for the company studied with the most appropriate profile for the cascade approach.

This technical report aimed to describe how the use of daily meetings can mitigate communication barriers in virtual teams of multiple projects. Through participant observation, information about the studied organization was collected. The sources of evidence were constituted through the analysis of documents such as meeting minutes, project schedule and e-mail. The evidence showed that the studied company had to adopt the use of virtual teams due to the social distancing caused by COVID-19. The results achieved by the company by adopting the daily meetings were satisfactory where the communication barriers that were identified were resolved.

Managing projects for success requires a mix of competencies, whether interpersonal, technical, cognitive, and these competencies may explain variations in project performance. In this context, it is challenging to determine the relative importance of change agent competencies for each project management approach. This article aims to present the relative importance of ten competencies of change agents in relation to project management approaches. Through an online questionnaire with change agents, followed by a fuzzy Topsis multicriteria analysis, was identified the degree of belonging of each competence to each project management approach. We identified that team management and project management competencies are essential in the respondent’s opinion when using predictive approaches, while leadership and technical competencies are essential for hybrid approaches. For the agile approach, communication skills, flexibility, social skills, problem-solving skills, reliability and professionalism, conflict management and technical competencies were considered essential.