project manager 50ft competencies -...
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PROJECT MANAGER "50FT" COMPETENCIES
A. Carretta
Abstract
Hay Management Consultants (I)
"Hard" tools and methodologies, however sophisticated and hi-tech they
are, cannot assure project accomplishment uniess they are driven into
practice through people's "soft" skills.
This paper summarizes research undertaken to identify the criticaI
abilities and other attributes needed for success as Project Manager.
The research's method, caIIed Job Competency Assessment (JCA), has
been developed by Harvard's Professor David McCIeIIand and his
colleagues at McBer & Co., a Baston human resources consuiting firm
beionging to Hay Group.
After a short description of the method, the author shows the resuIts
of its application to Project Manager's role and introduces the
potentiai utilization to selection, assessment, training and
deveIopment for peopie appIying to this job.
A. Carretta
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Competency definition
In every job some people perform better than others. Superior
performers do their tasks differently and possess different qualities,
we say "corrpetencies", than average performers.
In the m:x:lelthat I present corrpetency is defined as "an underlying
characteristic of an individuaI, that can be shown to predict superior
or effective performance in a job" (Boyatzis, 1982).
Differentiating corrpetencies distinguish the best from the resto
Threshold or essential corrpetencies are required for minimally
adequate performance. Threshold and differentiating corrpetencies for a
given job provide a reference template for successful job-person match.
Corrpetencies include personal characteristics, such as motives (e.g.
producing a unique accomplishment); traits (e.g. endurance); self
image and social role (e.g. seeing oneself as a leader, to be reknown
as open-minded); and knowledge and skills (e.g. a foreign language,
Work Breakdown Structure) .
The iceberg model of corrpetencies (see figure l) synthesizes these
concept.
Figure l-The iceberg model
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Different .types of competencies are associated with different aspects
of human behavior and with the ability to demonstrate such behavior.
For example, a planning competency would be associated with specific
actions such as setting goals, assessing risks, and developing a
sequence of actions to reach a goal. An influence competency, on the
other hand, would be associated with other observable actions, such as
having an impact on others, convincing them to perform certain
activities, and inspiring them to work toward objectives.
The more complex the job, the more important the competencies needed
to succeed (see figure 2) .
Figure 2The More Complex The Job ..0
Competencles
(I)oc:Cl!
1:oc..E(I)>~~ Task Mastery
Simple >- Dilficult
Job Complexity
... The More Important The Competencies
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Competency modelling
The Jab Campetency AnaIysis (JCA) pracess faIIaws six majar steps
(Spencer, 1991):
l. Expert Panels, for identifying criticaI factors of the environrnent,
determining the key accauntabilities of the job (the most important
duties, responsabilities, and product or service outcomes) as well
as the results measures that can be used to identify superior
performers .
2. Criterion samples identification for conducting the analysis
(superiars and average job-holders).
3. Behavioral Event Interviews, during which interviwees are asked to
describe in great detail the most criticaI situatians they bave
encountered in their job.
4. Content analysis, to identify the behavioral patterns and
persanaIity characteristics which distinguish "stars" fram others.
5. Validation af the derived competency model, by collecting
behavioral event interview data on a second criterion sample and
seeing if a discriminant analysis based on the first study predicts
successful perfonners in the second sample.
6. Applicatian af the competency model ta selection and develapment.
Up to 1991 JCA is being used by more than one hundred researchers in
twenty four countries. Twentyfive years of experience with the method
have generated a world-wide campetency model data base and generic
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competency dictionary, where competencies are scaled in Just
Noticeable Differences (JND) intervals to permit precise definition of
job competency requirements -and assessment of individuals- in the job.
For example, figure 3 shows a scale for the Achievement Motivation
competency.
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Figure 3-Scaled Levels of Achievement Motivation-JNDIntervals
9
8
~.:; 7;:(J<"O 6Cl)
~>;: 5O:2,.!.c: 4Cl)
ECl)> 3Cl)
:E(J< 2-O-c:Cl)-><
W O
-1
Has successfully compleled one or more entrepreneurial endeavors
Persist in entrepreneurial efforts; takes numerous. susla/ned aclions over time in Ihe lace
of obstacies lo reach goal
Takes calculated enlrepreneurial risks (commils signilicant resources, lime in Ihe lace 01uncertainty) to improve performance. Iry somelhing new. reach challenging goal. e,g" slartsnew producls or services. lakes on "lurn-around" operations. and acts lo lower Ihe risks taken
Makes decisions. sets priorities, or chooses goals on Ihe basis 01 explicit consideralions01 polenlial prolil, return on investments. or cosVbenelil analysis
Sets and acts lo reach specifico measureble. challenging goals for self or olhers, e.g., "loimprove sales/quality productivity by 15 percenl in six monlhs"
Makes specific changes in the syslem or in own work methods lo improve performance (e.g"does something better. lasler. at lower cosl, more elficiently), withoul setting any specilic goal
Uses his/her own specific methods of measuring own or unit's oulcomes againsl a slandard01 excellence (not imposed by management) (e.g., money spenl. grades, time spento scraprates. bealing Ihe compelition, retention rates, elc.)
Works lo meet a measurable slandard (seI by management) (e.g .• manages to a budget.meels sales quolas)
Wanls to do Ihe job well or righI (internai buI noI measurable slandard 01 excellence), orexpresses Iruslration at waste or inelficiency (e.g., gripes about wasled lime) but doesnoI cause specific improvemenls
Work hard. buI gives no evidence of a standard of excellence
Shows no concern with work (does least needed lo "get by" or is preoccupied by nonworksuch as sociallife. status, sports, friendships)
1 2 3 4 5 6
AllectsIndividuai
perlormanceonly
f1ects
Work groupModerate·sized sale,financial commitment
Affects 1-2
others, smallfinanclalcommltment
Affecls
- Department, majorsafes/llnancial
commitment• Several moderate
saies/linanciaicommitmenls
Organizational Impact
A. Carretta
Affecls
entlre
major-slzedflrm
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Project Manager's Competency Profile
JCA analysis has been applied to P.M. 's generic role, querying Hay's
international data base by means of a computer aided software
analyzer.
The result of this analysis is showed in figure 4, where the
competencies that differentiate best performing P.M. 's fram average
performers are as follows:
Pattern Recognition: The ability to identify patterns or connections
between situations that are not obviously related and to identify the
key or underlying issues in complex situations, finding ways to
condense large amounts of informations into a useful formo
Use of Concepts: the ability to apply concepts and principles, to draw
logical conclusions, and to relate new and different ideas to each
other.
Use of Influence Strategies: The ability to develop and use sequences
of actions or alternati ves that are calculated in advance,
communicating, negotiating and using experts or third parties to
influence others or to shape a situation according to one's desire.
Achievement: The desire to achieve, to commit oneself to accomplishing
challenging objectives or a unique accomplishment (project is by
definition), to compete against a self-defined standard of excellence,
taking calculated entreprenurial risks.
Initiative: Being self directed, proactive, as reflected by taking
action before being asked or required to, by seizing opportunities or
by doing more than what is normally required.
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Time Management: The "internaI cIock" that organizes time frames to
make things happen, responding to fixed time constraints in a fIexible
way, and bridging present with future.
Group Management: BuiIding cooperation and teamwork while Ieading a
group of peopie through the various phases of a project, and managing
conflict resolutions.
Self Confidence: A beIief in one's capabiIity to Iive on the border
line, to cope with stressfui situations, to maintain calm under
pressure, being accountabie for resuIts mainIy dependent from others.
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Figure 4
273
JOB COMPETENCY PROFILE: PROJECT MANAGER
Not requestedModerateHighExcellent
Analithical Thinking Pattern RecognitionUse of ConceptsTechnical ExpertiseInterpersonal SensitivityDirect PersuasionConcern with Personal ImpactOrganization AwarénessUse of Influence StrategiesRelationships BuildingAchievementInitiativeTenacityTime ManagementConcern for OrderGroup ManagementSelf-ConfidenceSelf-ControlFlexibility Not requested
ModerateHighExcellent
IfiIIt···.'
Essential (threshold)
~~
Differentiating (desirable)
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Conclusions
There is a generaI hypothesis among researchers, that the greater the
degree of person-job congruence, the higher will result both the level
of job performance and job satisfaction (Caldwell-0'Reilly, 1990).
If this holds true, we have derived a Project Manager's job competency
profile that can be used as a template for planning and developing of
high talented people.
Project Management is becoming a managerial pervasive approach, where
a complex framework of technologies must be embedded in a more and
more high-professional and interdisciplinar environment (Graham,
1985) .
To avoid high-risk "darwinian" assignments of projects, companies must
select for those competencies that lay deeper into the iceberg, and
are thereby more difficult to learn, focussing their training and
development efforts on the others.
The way to develop competencies has been fairly explored and has
resulted in various programs based on the principles of adult learning
(Spencer, 1983):
recognition of the usefulness of a competency;
understanding and conceptualization;
self-assessment of one's performance on the competency;
practical use of the competency's behavioral indicators;
job application.
My hope is that in the coming years efforts will be consinstently made
for better understanding Project Manager's Competency Profile and how
it is changing under technological and social events' impact.
A. Carretta
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In other terrns I propose to conduct a field-research, for building an
updated specific Project Manager's Profile to be used as starting
point to outline a taylored selection approach and to cover the
existing educational gap (Bernardi and Vinelli, 1985), so contributing
to empower people applying to this job.
Another possible utilization of research's findings would be that of
suggesting to school-system ways to structure a more complete
professional background also on the specific competencies required by
Project Manager's role.
Acknowledgements
This paper has been based on the work and the ideas of Hay's world
wide Human Resources Planning and Development practice.
I would like to thank alI my colleagues, our clients and the Italian
Section of Project Management for their contribution.
A. Carretta
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References
McClelland, D.,C., Testing for competence rather than for
"intelligence", American Psychologist (Volo28,No. l,pp. 1-4) ,
'American Psycological Association, 1973.
Spencer, L.,M.,Soft Skill Competencies,Scottish Council for Research
in Education, 1983.
Spencer, L.,M.,Job Competency Assessment, Handbook of Business
Strategy (Chap.28), Lamont,1991.
Caldwell and O'Really 111, Measuring Person-Job Fit with a Profile
Comparison Process,Journal of Applied Psychology (Vol.75, No.6,
pp.648-657),1990.
Graham, R.,J., Project Management Combining Technical and Behavioral
Approaches for Effective Implementation, Van Nostrand, 1985.
Randolph and Barry, Effective Project Planning & Management, Prentice
Hall, 1988.
Bernardi and Vinelli, La dimensione del potere come determinante nel
ruolo del Project Manager, Studi Organizzativi (Anno XVII,Vol.2-3,
pp.197-210), F.Angeli,1986.
Boyatzis,R.E., The Competent Manager, John Wiley & Sons, 1982.
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