6

DEVELOP COMPETENCE AS A PORTFOLIO, PROGRAM, OR PROJECT MANAGER

This section describes the process to define competence requirements, analyze personal development needs, and develop the required competences. This process may be used by organizations to systematically develop their portfolio, program, and project managers, or it may be used by professionals to analyze and plan personal development.

Key inputs for the competence development process are the performance and personal competences defined in the previous sections as well as the knowledge competences (processes, tools, and techniques) defined in PMI's foundational standards. All of the competence requirements presented in this framework refer to a typical portfolio, program, or project manager; therefore, these competence requirements should be adapted to reflect organizational requirements, culture, specific role definitions, and individual expectations to define a fitting baseline for competency assessment and development.

This process is intended to be used by organizations and individuals to assess requirements and competency, and to support continuous development of individual skills and organizational capability in portfolio, program, and project management. The process is not intended to be a one-time assessment to identify or certify competent portfolio, program, and project managers.

The competency development process should be performed periodically to assess and improve portfolio, program, and project management competences. Depending on intention, target group, and organizational conditions, the assessment may be conducted for all or for only selected competences, either incrementally or holistically, subject to each individual's need. A suggested competency development process is summarized as follows (see also Figure 6-1):

• Step 1: Review Requirements (Section 6.1). In Step 1 of the competency development process, define the assessment criteria by reviewing organization-specific and individual requirements as well as the competence requirements described in this framework (for performance and personal competence) and in PMI's foundational standards (for knowledge competence). Use these consolidated requirements to identify existing gaps, define goals, scope, and criteria of the assessment.

• Step 2: Assess Competences (Section 6.2). In Step 2, assess the competency of the portfolio, program, or project managers using the assessment criteria from Step 1. The purpose of the assessment is to identify areas of strengths and weaknesses to determine how further development could improve competence and results.

• Step 3: Prepare Competency Development Plan (Section 6.3). In Step 3, define a competency development plan to address the results of the assessment. The plan prescribes or recommends activities to be undertaken. Depending on the agreed activities, either the assessed individuals or other persons in the organization are responsible to put the single development activities into action.

• Step 4: Implement Competency Development Plan (Section 6.4). In Step 4, execute the developmental activities defined in Step 3 and monitor/track them against the competency development plan. This includes an evaluation of the completed activities and achievement of the defined goals.

• Summary (Section 6.5). Compare the results with the requirements outlined in Step 1 and repeat the entire process using the same or different key competences to further develop the portfolio, program, or project managers’ competency and through this the organization's overall capability in portfolio, program, and project management.

The target audience for this process reflects a wide range of use, from individual self-assessment to organizational-wide assessment. These include:

• Portfolio, program, and project managers;

• Managers of portfolio, program, and project managers;

• Members of a portfolio/program/project management office;

• Managers responsible for establishing and developing portfolio, program, and project management competence;

• Educators/trainers teaching portfolio, program, and project management and other related subjects;

• Developers of portfolio, program, and project management educational programs;

• Consultants to the industry of portfolio, program, and project management;

• Human resource managers;

• Senior/strategic management;

• Organizational capability development managers; and

• Aspiring portfolio, program, and project professionals and executives.

6.1 Step 1—Review Requirements

To ensure meaningful and effective results of the competency assessment, organizational, cultural, and personal requirements should be identified and combined with the requirements of performance, personal, and knowledge competences. This will establish the goals, scope, development plan, and criteria as well as an assessment baseline for each individual or group.

The identified requirements may influence one or all of the following competence dimensions:

• Knowledge expectations,

• Performance expectations, and

• Personal behavior expectations.

The requirements also influence purpose, scope, and implementation of the assessment and all follow-up activities, for example, the development plan and development activities.

Refer to Figure 6-2 for a list of the inputs, tools and techniques, and outputs.

6.1.1 Organizational Requirements and Culture

Organizational context and cultural environment are key sources of requirements for the competency of portfolio, program, and project managers.

Factors like organizational structure and functional model, processes, policies and procedures, communication channels, and cultural environment usually impact all three competence dimensions as well as the implementation process.

6.1.1.1 Examples

• Organizational policies or guidelines influence knowledge behavior expectations (e.g., tools);

• Cultural environment influences performance behavior expectations (e.g., stakeholder management and context assessment);

• Required or expected leadership style influences personal behavior expectations (e.g., authoritarian versus empowering style);

• Available development activities influence the definition and implementation of the development plan; and

• The organization influences target groups and the assessment process.

6.1.2 Role Definition and Requirements

Role definitions and job requirements are other key sources for adapting the competency framework to the needs of a specific organization or for specific work tasks.

Depending on the role of portfolio, program, or project managers, the relevance of competences and behavior expectations may be different. Specific roles, for example, may require key competences that are fundamental for repeatable success in the role and for the organization.

6.1.2.1 Examples

• Senior program manager. Increased job requirements and additional tasks compared to other program managers, for example, managing multiple related programs to achieve strategy and greater change in the organization.

• Scheduling specialist. Increased requirements regarding planning and scheduling, for example, control and monitoring earned value of many different vendors, contractors (including subcontractors) and suppliers, but reduced requirements for other project management competences.

• Portfolio and program manager combined role. Combined requirements from portfolio and program management to reflect the tasks of the role, for example, organizational strategy, resources, and assets management.

6.1.3 Personal Expectations

The personal expectations for portfolio, program, or project managers are dependent on their knowledge and experience, the overall situation, context, and the stakeholders’ personal expectations.

In addition to the organizational and role specific requirements, personal expectations are another source for adapting the assessment process and criteria to the specific needs of the organization.

6.1.3.1 Examples

• Project manager for troubled projects. Increased focus on competences and track record regarding troubled projects.

• Transition from project to program management. Increased focus on the program management competences unique to program management; reduced focus on competences “shared” between project and program management.

• Transition of an experienced executive into project management. Focus on knowledge and performance competences; reduced focus on personal competences established as part of the executive role.

6.1.4 Assessment Criteria

Based on the identified requirements, assessment criteria for each target group are defined to create a competency assessment baseline. The assessment criteria refer to the three competence dimensions and describe observable behavior or results. Important tools to gather evidence for the behavior and results of a portfolio, program, or project manager are interviews; surveys; deliverables; other portfolio, program, or project management related documents and reviews; key performance indicators and success criteria achievability rates; and any repeatable success measurement.

It is important to define the assessment criteria in a way so that the actual behavior, performance, and results are assessed. Simply checking the existence of formalized documents will not assess performance. The same is true for expected behaviors of portfolio, program, and project managers, who should be assessed for their intentions and effect and not only for superficial actions.

The three assessment dimensions are:

• Knowledge expectation,

• Performance expectation, and

• Personal behavior expectation.

6.1.4.1 Knowledge Expectation

Knowledge competence refers to what a person knows about the portfolio, program, and project management discipline and how portfolios, programs, and projects should be initialized, planned, executed, controlled, handed over, and closed out.

The required knowledge is defined by PMI's foundational standards and the examination content outlines (e.g., PMP^®, PgMP^®, and PfMP^® examination content outlines).

A portfolio, program, or project manager demonstrates knowledge by passing an appropriately credentialed assessment (e.g., PMP^®) or organization-specific certifications.

6.1.4.2 Performance Expectation

Performance competence refers to what a person is able to do and achieve by applying portfolio, program, and project management knowledge.

The portfolio, program, or project manager's performance can be demonstrated by assessing related outcomes. These outcomes should be judged on requirements, expectations, and conditions—checking only for the existence of evidence is not sufficient.

Key evidence to measure this competence may be the successful management and delivery of portfolios, programs, or projects. A track record alone, however, is not sufficient evidence for performance competence; it should to be supported by specific evidence for the other competences required for a portfolio, program, or project manager.

6.1.4.3 Personal Behavior Expectation

Personal competences are those behaviors, attitudes, and core personality characteristics that contribute to a person's ability to manage portfolios, programs, or projects. Personal competence enables a portfolio, program, or project manager to effectively use knowledge and performance competences.

Evidence of personal competence may be found in observing how the individual behaves while delivering the portfolio, program, and project.

The required personal competences are highly dependent on culture, organization, and other conditions.

6.2 Step 2—Assess Competences

In this step, the detailed assessment methods and detailed assessment process are defined and the portfolio, program, and project managers are assessed against the competence criteria defined in Step 1.

Refer to Figure 6-3 for a list of the inputs, tools and techniques, and outputs.

6.2.1 Assessment Detail and Rigor

The rigor applied in the competency development process is the level of thoroughness, intensity, breadth, and depth for the assessment of the portfolio, program, and project managers’ competence. The level of rigor followed in applying the competency development process may vary depending upon the audience and intended outcomes. The relative levels of rigor are explained in this section. An organization or a portfolio, program, or project manager should use the concept of rigor relative to the importance of developing competence. When an organization requires strong portfolio, program, and project management capabilities, it should use greater rigor in the competency development process to ensure a high caliber of management competence.

Rigor is important because it provides value to the assessment results. Lack of rigor provides meaningless results, and time may be wasted. On the other hand, if in excess, time could be spent producing information that may never be used and the credibility of the process may be lost. This may cause a bias against further assessments. For example, an assessor should not spend 2 days with a project manager assessing 200 performance criteria just to identify a 2-day basic project management class to attend.

Low-rigor competence assessments typically involve casual self-assessments or informal assessments against the competence criteria. The primary use for these is in personal development planning and improvement. An appropriate subset of the PMCD Framework may also be useful for team assessment and risk management as a part of project kick-off. The disadvantage of self-assessment is that individuals view their own skills inconsistently and their comparison to the baseline will vary. Some individuals know themselves very well—others do not. Some individuals hold themselves to a higher standard, resulting in a lower rating of competence. This can be compensated for by performing a self-assessment followed by an assessment that is completed by a peer or manager.

An example of low rigor is when portfolio, program, or project managers assess their competence as a personal exercise or prior to an assessment by a third party. The individuals may apply the process with less rigor and the collection of evidence may be done over an extended period. The individuals compare their performance against the performance criteria specified in the previous sections. This self-assessment may lead to a request for assistance to address a development need or an organizational assessment.

Medium rigor is less casual and adds an appropriate selection of the following elements to the assessment process:

• Review of the suggested types of evidence for each performance, personal, and knowledge competence;

• 360-degree feedback, where feedback is provided from all around the subject;

• Interviewing the portfolio, program, or project manager and evaluating the evidence to gain an understanding of the effort and contribution;

• Specific recommendation of action items to work on; and

• Reassessment after implementation of the development plan.

Medium rigor requires the person performing the assessment to have attained the necessary range of competences to make an assessment of performance. The assessor requires competence in the assessment process and an in-depth understanding of portfolio, program, or portfolio management competence. In addition, medium rigor takes more time; as much as two to four times the amount of time as the low-rigor approach described above. Furthermore, the results are more repeatable and useful.

A high-rigor approach to assessment should be documented so that it is repeatable and consistent when conducting other assessments and adds the following, where appropriate:

• Assessment by qualified, independent assessors to allow better observation of the personal competences of the person being assessed. This also allows specific recommendations of the action items to be documented.

• Preparation and assessor review of portfolio/program/project documentation, where the person being assessed describes how he or she demonstrated each of the performance criteria in a recent project.

• Workshops, focus groups, or simulations may be used to distinguish between the ability to convince and the ability to perform.

• Central archiving system to be used for each assessment judgment and for reconciliation of assessor differences in independent scoring. This is essential for legal reasons, as well as for assessor evaluation.

High rigor increases the accuracy of the assessment effort and the consistency of the results for repeatable portfolio, program, and project success rates.

6.2.2 Assessment Process

The portfolio, program, and project managers gather meaningful and tangible evidence to be used in the assessment. The organization may also prescribe the qualitative, quantitative, and interpretive methods to be used and how evidence is collected and assessed.

The central objective is to meet or exceed the competency baseline defined by the PMCD Framework (performance and personal competences) and PMI's foundational standards (knowledge competence) and the organizational/personal requirements. The acceptable level of output or performance will need to be defined prior to the assessment, for example:

• Below expectations or is developing competence,

• Meets expectations or is competent, and

• Exceeds expectations or is highly competent.

Wherever there is a gap, it is necessary to describe the extent of the gap and to define the development required. If at any time during the assessment process there appears to be a gap in competence that is putting the project currently being managed at risk, the assessor may need to immediately initiate actions to address the gap.

The gaps can be viewed as dimension, unit, or element levels, or as detailed as the performance criteria level. Not all gaps have to be examined at the same level of detail. The gaps can be viewed holistically to give a multidimensional picture, or gaps can be viewed individually to address specific development opportunities.

Upon completion of the assessment, a development plan should be created to guide and shape the individual and organization toward the agreed-upon goals and objectives. Organizations may want to strive to address the key competence areas that will provide them with maximum improvement benefits and economies of scale rather than by attempting to focus on all of the possible issues at once.

When there are sufficient performance criteria gaps within an element or unit, the development activity may require a more comprehensive approach to address the gaps. The assessor needs to be aware that when using a holistic approach, strength in one area could obscure one or more gaps in other areas; therefore, the need to recognize when to use a holistic versus detailed approach.

6.2.3 Assessment Tools

Assessment requires standardized tools to provide continuous, reliable, and repeatable success rates of portfolio, program, and project deliverability.

There are many assessment tools that can be applied across different, sectors, industries, and economies. These tools are combined with the defined assessment criteria to create the final assessment toolset (e.g., guidelines, questionnaires, survey instruments, and gap analysis tools).

6.2.3.1 Input-Based Assessment

• Observation. The assessee is observed by the assessor while working, to identify the availability and level of execution of the three competence dimensions (knowledge, performance, and personal).

• Interviews. The candidate is asked questions through an interview or a series of interviews to assess the level of understanding of the three competence dimensions (knowledge, performance, personal).

• Results of academic programs or development programs attended. The results of a program passed by a candidate are considered as part of an assessment to measure the competence level of the candidate.

• Training and seminars attended. The outcomes of training or seminars attended by the assessee are considered as part of assessing the knowledge competence element of the candidate.

• Feedback/feed forward. This includes a detailed organizational archived past performance appraisal including gap analysis tools and documentation.

6.2.3.2 Output-Based Assessment

• Performance tasks. Through a formal performance management and development process, the outputs of the candidate are assessed to measure the level of achievement of the three competence dimensions (knowledge, performance, and personal). This process is conducted through a standardized organizational instrument (e.g., annual performance reviews).

• Portfolios of evidence to enhance competence. As part of the performance management and development process, the portfolio of evidence for performance achieved should be submitted.

• Publications and trainer activity. The contribution made by the assessee through the publication of peer-reviewed journal articles, conference and symposium presentations, participation in domain or industry-specific trade exhibitions, engaging with peers on various professionally accredited online, social networking forums, tools and blogs, white papers, knowledge exchange tools and platforms, or technical instructions, as well as training others in the field of portfolio, program, or project management, can be used to measure the three competence dimensions (knowledge, performance, and personal).

• Self- and peer evaluation. A standardized questionnaire could be developed to measure competences, and this questionnaire should be completed by the candidate or peers to critically assess competence levels; a 360-degree, self-rounded approach should be applied.

6.2.4 Assessment at an Organizational Level

When the assessment process is being applied across an entire organization, the method of evaluation may be quite formal with any of the levels of rigor. The assessor may be the individual's manager, a senior peer, or an external assessor or consultant. In many organizations, a third party is involved to provide a consistent approach across the organization and may be from a human resources or training division. Where a third-party offering of this service is used, it should be properly and effectively inducted by human resources, the training division(s) or capability development department to ensure the vendor clearly understands the organization's processes, people, work practices, and assets. This ensures inclusivity and a structured approach when developing and managing the assessment process across the organization.

The assessor should meet with the portfolio, program, or project manager to discuss the assessment process and to perform the assessment. It is recommended that the portfolio, program, or project managers complete the competence assessment independently. This should be recognized as an important input to the meeting with the assessor.

Notes explaining the assessor's observations and the reasoning that led to the assessment findings should be recorded with appropriate storage and archiving devices (e.g., electronic repository managed centrally) as inputs to the personal development plan and for deploying appropriate development activities.

As discussed in Step 1, an organization usually has to supplement the PMCD Framework with additional competences to meet local expectations and the context of portfolio, program, and project professionals. There may be project-type, industry, or technology-specific requirements that an organization may choose to include. Or the organization may want to interpret the PMCD Framework to align with its own levels of strategy, maturity, seniority, or positions.

6.3 Step 3—Prepare Competency Development Plan

Once the assessment has been completed, a competency development plan should be created. It is important to use the information that has been gathered in Step 2 to address the development needs of the individual portfolio, program, or project manager and to build on identified gaps strengths.

Refer to Figure 6-4 for a list of the inputs, tools and techniques, and outputs.

The results of the assessment should be addressed in a timely manner, as there may be items identified by the assessment that warrant immediate corrective action. Furthermore, the plan should be prioritized to address areas that are most critical to the individual and the organization. Once the areas have been prioritized, a realistic timeline for the plan needs to be established.

By focusing on the high-priority items, a more effective plan can be implemented. Just as the work breakdown structure is an effective means of decomposing a large project into more manageable deliverables, the competence assessment helps to segregate the elements.

6.3.1 Ways of Addressing Development Needs

There are three main ways to address development needs, through experiential learning, formal learning, or nonformal learning. Each area has multiple approaches that can be used. How portfolio, program, or project managers address their development depends on a number of aspects, such as their current competence level, available resources, cost, and time. Selecting the best development path requires some analysis. Depending on the desired development goals, usually a combination of formal and informal education delivery techniques and experiential situations is needed to meet the overall objectives. The learning environments described in Sections 6.3.1.1 through 6.3.1.3 may be used to address development needs.

6.3.1.1 Experiential Learning

Experiential learning is the act of learning by doing, through experience, which allows individual portfolio, program, or project managers to address many of their development needs on the job. For example:

• Mentoring/coaching. A mentor or coach can be assigned as a “go to” person when the portfolio, program, or project manager needs assistance or would like to discuss issues. The program or portfolio manager may discuss issues or concerns, seeking advice on how to handle or address current or future issues or may also discuss competence, personal behavior, and frame conditions. The mentor or coach may or may not be the individual's line manager. Mentoring or coaching works best when the portfolio, program, or project manager wants to address development needs.

• Peer-to-peer coaching. This is effective when portfolio, program, or project managers have similar capabilities and can provide support to one another. This arrangement can create a particularly positive and supportive environment for two or more portfolio, program, or project managers. Occasionally, it may be necessary for a more experienced or senior manager to also become involved to ensure alignment with best practice. This is considered to be learning from the pool of knowledge in existence within the organization.

• Role-playing. Role-playing may be appropriate when specific developments or behaviors need to be addressed. Participants use role-playing to explore the human dynamics of situations. The synergy developed, including the humor and drama from this activity, enhances learning and the understanding of meaning.

• Simulation/gamification. This is a variant of role-playing, usually delivered by means of a technology platform, and can create more complex situations and cover longer simulated virtual periods than traditional methods of role-playing. A simulation also creates experience especially with regard to portfolio, program, and project tools; complexity; and balancing of competing goals or activities. The effect of simulations may be enhanced by combining them with traditional methods of training or other formal and informal group interactions. Individuals and the organization have an opportunity to test, learn, and develop from various simulated scenarios and environments. Individuals are also be able to contextualize and relate to their own portfolio, program, and project needs and requirements.

• On-the-job training. A portfolio, program, or project manager can gain experience on live projects to build confidence, gradually advancing the complexity, breadth, and depth of experience. This may mean assignments to smaller or less complex portfolios, programs, or projects until the individual demonstrates a comprehension of competence—or it may mean rotation of jobs with another employee in the desired job role for a specified period of time to build a wider range of knowledge, capability, and skill set. Another option may be stretch assignments into a role, which is somewhat beyond or more complex than the portfolio, program, or project manager's current role. This should not amount to allowing to fail, but should nevertheless provide an opportunity to learn and grow into new roles. This arrangement should be structured and supportive.

• Shadowing. Shadowing is the learning and observing of an individual's patterns of actions, interdependence, and behaviors in a given organizational context. Shadowing provides comprehensive data sets about the decisions and rationales used by individuals for their actions and decision making. Shadowing could be facilitated over a long period of time and also applied more frequently to gain a quick understanding of the issues and problems and how to resolve them in the most effective way, for example, organizational strategy, change and risk assessment, stage gate reviews, governance, control, and monitoring, etc. This method normally requires an individual to shadow and follow other experienced portfolio, program, and project managers over an agreed-upon period of time while documenting continuously on the observable patterns of activities, actions, and behaviors.

6.3.1.2 Formal Learning

Formal learning is a structured approach to education delivered either through traditional instructor-led classroom, book-based learning, web-based classroom, technology platform, virtual learning environment, peer-reviewed publications, or electronic educational database learning.

• Group training. This type of training can be deployed by an educational resource for a number of portfolio, program, or project managers who require the same development. More specific development needs may be addressed using a different method.

• Individual training. This type of training may be used when there are one or more portfolio, program, or project managers who require training in a specific area and the resources are not readily available. There are a number of registered education providers (REPs) available. A list of these resources and the particular topics they cover is available on www.pmi.org.

• Classroom training. An experienced portfolio, program, or project manager delivers this form of training face-to-face within the organization. This is either a complete project management training course or specific training that has been identified to address a deficiency within the organization. In-house course management tools and manuals may also be created and developed to provide a source of reference and guidance, which is usually part of the organization's central or divisional knowledge repository.

• Virtual learning environment. Also known as computer-based training (CBT), computer-assisted instruction, web based training, and web-based learning, a virtual learning environment is an instructional strategy whereby the computer is used to provide the learning objectives, learning resources, recordkeeping or learning logs, progress tracking and reviews, and lessons learned, including formative and summative assessments of learner performance. Most often, it is drill-and-practice, tutorial, virtual role-play, or simulation activities, geared toward the individual learner. These training packages can be purchased off the shelf or created by the organization and used at the project manager's pace and convenience (typically self-paced) or embedded into other training activities (e.g., classroom training).

• Blended learning. This training format enhances the learning effect by combining different forms of experiential, formal and nonformal learning into one curriculum to leverage the advantages of the single formats. The implementation of blended learning concepts may also support reducing training costs. Phased online delivery, classroom training, workshops, simulated role-plays, and virtual/web-based learning are some useful and valuable formats for blended learning.

• PMI^®-sponsored programs. PMI provides a wide range of training, development, and educational programs. A list of these programs and the particular topics that they cover is available on PMI's website at www.pmi.org.

• Public education. A number of post-secondary schools and colleges provide project management training. Certificate and degree courses (including post-graduate programs) in portfolio, program, and project management are also available. Some of these colleges and universities are also approved by PMI. GAC accreditation (Global Accreditation Center for Project Management Education Programs) confirms publicly that their project management program meets comprehensive quality standards and can prepare individuals for success in portfolio, program, and project management careers. When a program has earned GAC accreditation, individuals can choose it with confidence, knowing that it offers high-quality project management education. GAC programs and education are based on rigorous standards of quality.

6.3.1.3 Nonformal Learning

Nonformal learning is a method of learning that occurs in a natural way outside traditional formal education programs.

The following are some nonformal learning activities that may be very beneficial to a portfolio, program, and project manager's development:

• Seminars and conferences;

• Web and video conferences;

• Face-to-face meetings;

• Audio and soft-copy books;

• Hard-copy books and peer-reviewed journals and periodicals;

• Podcasts;

• Blogs;

• Online discussion forums;

• Games and simulations;

• Networking through various relevant domain specific community of practice (online or face-to-face);

• Professional, statutory, and regulatory bodies publications; and

• Project management communities.

6.3.2 Competence-Based Development

Adult learners bring years of real-life portfolio, program, and project experience and differing levels of traditional training to their knowledge base. By leveraging portfolio, program, or project managers’ existing level of skills and knowledge, and allowing them to learn at their own pace, competence-based learning can provide learners with a greater opportunity to meet their individual learning and development needs and minimize gaps with greater efficiency and increased productivity.

• Regardless of training technique—whether multimedia courseware, instructor-led classroom training, or experiential learning—the learner benefits the most from the right education at the right time. To determine the best training modality for a particular student, there are three things to be considered: knowledge, competence, and skills. Current competence levels (what skills do they have?) in relation to their current organization or portfolio/program/project experience (the knowledge, competence, and skills required to do the job);

• Understanding of the systems, tools, techniques, and methods available for learning, development, and training (e.g., ability to operate and navigate the technology platforms; ability to access the internet for online courses); and

• Personal learning style (e.g., preference for classroom training, online training, or self-paced training).

There is no one best learning technique or modality for a particular level of knowledge and competence; it depends on the student and the area. When selecting development needs, the modality (whether self-directed learning, classroom, or other) should be secondary to the vehicle that best meets the learning objectives.

Table 6-1 provides an example for development activities depending on role and experience. Once the development plan is in place, the portfolio, program, or project managers are able to pursue a mixture of experiences and learning techniques to accomplish their overall goals.

Obtaining a portfolio, program, or project management certification is evidence of knowledge competence and experience; however, the process itself of studying for the certification is a great opportunity to reflect and enhance portfolio, program, or project management competence.

The effect of preparing for the certification is twofold:

• Acquiring new knowledge and building the breadth and depth of existing knowledge about portfolio, program, or project management; and

• Deepening the understanding of portfolio, program, or project management by reflecting on one's own experience and comparing it with the standard frameworks, processes, and tools.

The second aspect may lead to behavioral change or corrective actions regarding day-to-day work based on the new understanding.

While most preparation courses for certifications focus on knowledge and strategies most relevant for the certification exam, exam preparation courses are usually not the best way to train portfolio, program, or project management basics. The same is true for the training or implementation of new processes, tools, or other portfolio, program, and project management topics.

Before preparing for a certification, a project, program, or portfolio manager should have sound knowledge and experience on the topic and level of the aspired certification. This will maximize the effect of preparing for the exam through integration of new knowledge with reflections of one's own experiences.

As such, certifications and the preparation for them are an extremely helpful tool for the competence development of portfolio, program, or project managers. However, they do not replace introductory training or change activities and solid experience in the respective fields of portfolio, program, and portfolio management.

6.3.3 Define Development Goals and Competency Development Plan

During the development of a personal competency development plan, the assessor is expected to work with the portfolio, program, or project manager to identify items such as PMCD Framework reference, learning activity to address the identified gaps, any key performance indicators (KPIs), success criteria, and/or target date to address the gap and level to be achieved.

The competency development plan follows the competence assessment and lists the activities that are to be undertaken. Figure 6-5 shows an example of a competence development plan, where each line represents a component of learning that indicates how the portfolio, program, or project manager addresses the gap and which level is expected to be achieved. When all items in the plan are combined, they represent the activities that are required to achieve an intended level of competence.

The plan should include activities to address developmental areas and ways to leverage personal strengths, and should include actual activities, timing, costs, and metrics based on key performance indicators and success criteria (potential evidences: see Sections 3-5). The development plan should focus on key activities and prioritize activities to produce an effective and timely impact on the competence of the portfolio, program, or portfolio manager.

While ownership of the plan remains with the individual, most learning and development plans will have a sponsor within the organization. The sponsor may be the individual's direct manager or a mentor. Proactively including the manager, sponsor, or mentor in the monitoring of the plan provides an opportunity to ensure that career development is being supported. Individuals should be empowered to take ownership of their own learning and development needs.

6.4 Step 4—Implement Competency Development Plan

Once the competency development plan is agreed upon between the portfolio, program, or project manager and the assessor, the plan can then be executed.

Refer to Figure 6-6 for a list of the inputs, tools and techniques, and outputs.

6.4.1 Completion of the Planned Activities

The portfolio, program, or project managers own their development plans and are accountable for delivering the outcomes. These plans are executed like any other project.

While an organization may be involved in the development and support of a competency development plan, it is the responsibility of the individual to ensure that the plan put in place is complied with, executed, updated, or revised, as appropriate, and that the benefits are realized. The outcomes of the plan allow the individual to improve performance and reap the career benefits.

6.4.2 Monitor the Execution of the Plan

Monitoring of the plan should begin once there is an agreed-upon framework. There may be costs associated with the execution of the plan, and these need to be approved and budgeted.

While the plan is being monitored, it also needs to remain relevant. The situation and context surrounding the portfolio, program, or project manager may change; the current portfolio, program, or project may require a different type of support, knowledge, competence, and skill set or may highlight a new strength. A particular activity may not be providing the necessary outcomes and may need to be realigned to effectively address a particular development area.

The competency development plan should be monitored regularly with the sponsor. For each milestone in the plan, there should be measurable outcomes, which may, for example, include:

• Formative and summative assessment from training and course attended (either formally or informally),

• Feedback from stakeholders,

• Presentations to stakeholders,

• Delivery of project outcomes,

• Mentoring or coaching activities,

• Networking professionally with peers,

• KPIs/success criteria attainment, and

• Meeting critical milestones.

Collection of data against these outcomes will provide solid evidence of progress. When an activity or outcome is completed, this needs to be reported against the plan and communicated to key stakeholders of the plan. The portfolio, program, or project manager should regularly conduct an informal review of the plan, at least once per month. Formal review of the plan should be performed on the completion of major milestones, phases, or projects and should be conducted with the manager, sponsor, or mentor. Many organizations include this review as a major part of their performance management processes.

6.4.3 Support for the Plan

Successful completion of the competency development plan depends on the individual's own passion, commitment to comply, and inspiration including empathy and motivation and the provided support. Within an organization, generally this support comes directly from the individual's immediate manager and senior peers. This support will need to be formally and informally engaged and the relationship nurtured. Engagement requires an understanding of the plan, including why it is (gap analysis), what it is, when it is, where it is, how it will be rolled out, and what is needed to support. The role of the portfolio, program, or portfolio manager is to introduce the plan to the people he or she expects support from, to explain the value and benefits expected, and to ensure that relevant stakeholders are kept up to date.

6.4.4 Evaluate the Execution of the Plan

Progress against the plan is evaluated continually throughout the execution of the plan, both formally and informally. When the planned actions have been completed, the portfolio, program, or project manager should be able to demonstrate that the identified development needs have been addressed. Now is the time for the individuals to self-reflect on their achievement and measure where they are now in relation to their previous gaps, then progressively identify the next competency development plan (for further learning and development).

As with any plan that is executed, there also needs to be a formal review of the success of the plan to determine whether it has really achieved the expected outcomes. Some of the questions that should be asked may include:

• Was the competency development plan suitable, easy to engage, and easy to comply?

• Did the competency development plan deliver the outcomes needed?

• Is there any improvement in terms of day-to-day job performance after completing the competency development plan?

• Are any other gaps observed in the competency level of the individual?

• Were there sufficient support, engagement, and sponsorship for the portfolio, program, and project manager and the plan?

• What worked well and what did not work well?

• Were there activities that would have provided better outcomes?

• Are others now able to use the same plan?

6.5 Summary

The previous sections of PMCD Framework define the performance and personal competences that, together with the knowledge competences in PMI's foundational standards, are considered required for a competent portfolio, program, or project manager. This section shows that each organization usually needs to customize the framework and the assessment, potentially using a subset of the competences defined herein, adding other competence dimensions important in their particular context and environment, and combining this with the organization's culture and other personal or organizational criteria, conditions, and constraints.

This section recommends a continuous and iterative process to develop competence as a portfolio, program, or project manager, where requirements are reviewed, competence is assessed, development is planned, the competency development plan is executed, and the process is repeated.

Each iteration of the competency development plan should be treated as an individual's self-development project in itself, expanded to organizational maturity levels. The portfolio, program, or project manager owns the plan, is empowered, and is accountable for delivering the outcomes. The competency development plan is implemented just as any other project would be executed. Successful completion of the competency development plan depends on the passion to comply and the motivation of the portfolio, program, or project manager and the support given by the senior project managers and peers.

The PMCD Framework – Third Edition is intended to provide both individuals and organizations with guidance on how to assess, plan, execute, and manage the professional development of portfolio, program, or project managers. The PMCD Framework provides a structured approach to the continuing journey of competency development for individuals as well as organizations collectively.