2

COMPETENCES OVERVIEW

The personal and performance competences presented in this section combine with the knowledge competences described in the PMBOK^® Guide – Fifth Edition as well as relevant sections of The Standard for Program Management – Third Edition and The Standard for Portfolio Management – Third Edition. As described in Section 1, there are certain overlaps between knowledge, performance, and personal competences. For example, this section may describe the behavior supporting specific actions of performance competence. Taken together, the three dimensions of competency are required by a portfolio/program/project manager to deliver most projects, programs, and portfolios most of the time.

2.1 Purpose of Performance and Personal Competences

2.1.1 Performance Competences

Performance competence is what portfolio/program/project managers are able to do or accomplish by applying their project management knowledge and individual skills. It is generally accepted that there is a causal link between project manager competency and project success. This applies in an analogous way to success in programs and portfolios.

To assess performance competence, endorsed standards or baselines are required for each skill against which:

• Individuals are able to measure and plan their progress toward competency. Organizations are able to design performance measurement instruments, design job or position specifications, employment specifications, and individual development programs.

• Performance competence can be measured by assessing individuals against each unit of competence and element using the performance criteria and types of evidence specified in this section.

The performance competences in this standard provide the framework, structure, and baselines against which an individual may be measured. Assessing the performance competence of project managers and closing any gaps may help individuals and their organizations to maximize project manager competency. The ten units of performance competence described in this section provide one important dimension of the framework for that assessment.

The performance criteria given in this document need to be tailored to the specific organization in accordance with the organizational portfolio/program/project management processes/policies and their applicability.

2.1.2 Personal Competences

Personal competences are those behaviors, attitudes, cultural influences, and core personality characteristics that contribute to a person's ability to manage portfolios, programs, and projects.

Project management is a people-oriented profession. It is important for a portfolio/program/project manager to possess skills that enable effective interaction with others. Personal competences describe such skills.

Improvements in personal competence enhance a portfolio/program/project manager's ability to use knowledge and performance competence effectively on projects. The treatment of personal competences as given in this framework provides a basis for assessing and developing the ability of individuals with regard to the personal competence elements described in this document.

2.2 Structure of Performance and Personal Competences

2.2.1 Performance Competences

The PMCD Framework – Third Edition uses the latest edition of the PMBOK^® Guide, The Standard for Program Management and The Standard for Portfolio Management, and the PMP^® Examination Content Outline to define the structure of the units of performance competence:

• Project Integration Management. Performing the activities to identify, define, combine, unify, and coordinate the various processes and project management activities within the Project Management Process Groups.

• Project Scope Management. Performing the work required to ensure that the project includes all the work required, and only the work required, to complete a project successfully.

• Project Time Management. Performing the work required to manage the timely completion of the project.

• Project Cost Management. Performing the work involved in planning, estimating, budgeting, financing, funding, managing, and controlling costs so that the project can be completed within the approved budget.

• Project Quality Management. Managing the work of the performing organization that determines the quality policies, objectives, and responsibilities so that the project will satisfy the needs for which it was undertaken.

• Project Human Resource Management. Performing the work to organize, manage, lead, and develop the project team.

• Project Communications Management. Performing the work to ensure timely and appropriate planning, collection, creation, distribution, storage, retrieval, management, control, monitoring, and the ultimate disposition of project information.

• Project Risk Management. Conducting risk management planning, identification, analysis, response planning, and controlling risk on a project.

• Project Procurement Management. Performing the work necessary to purchase or acquire products, services, or results needed from outside of the project team.

• Project Stakeholder Management. Performing the work required to identify the people, groups, or organizations that could impact or be impacted by the project; to analyze stakeholders’ expectations and their impact on the project; and to develop appropriate management strategies for effectively engaging stakeholders in project decisions and execution.

2.2.2 Personal Competences

Personal competences are grouped into the following six units:

• Communicating. Effectively exchanges timely, accurate, appropriate, and relevant information with stakeholders using suitable methods.

• Leading. Guides, inspires, and motivates team members and other project stakeholders to manage and overcome issues to effectively achieve project objectives.

• Managing. Effectively administers the project through deployment and use of human, financial, material, intellectual, and intangible resources.

• Cognitive ability. Applies an appropriate depth of perception, discernment, and judgment to effectively direct a project in a changing and evolving environment.

• Effectiveness. Produces desired results by using appropriate resources, tools, and techniques in all project management activities.

• Professionalism. Conforms to ethical behavior governed by responsibility, respect, fairness, and honesty in the practice of project management.

There are elements within each of the personal competences that overlap or are very similar to the other competences. In addition, there are individual capabilities that will be outside of a portfolio/program/project manager's personal competences as defined in this document.

2.3 Structure of Elements of Competence

2.3.1 Performance Competences

Each element is further defined in the terms of performance criteria, expectations, sources of evidence, and examples:

• Performance criteria. Specify what the individual needs to do to demonstrate competent performance in each element.

• Expectation. The action and level of activity that is required to be demonstrated for each performance criteria.

• Individual performance criteria and sources of evidence. Individual performance criteria can be assessed using the sources of evidence. When an individual performs the activities described in the performance criteria, there should be an outcome that provides some type of evidence. This may include deliverables, documents, or feedback from a stakeholder or some other tangible or intangible result. Assessment requires that some form of evidence be reviewed to determine the degree of compliance with the performance criteria.

• Examples. Examples of evidence for each criterion are provided. Assessors should note that the PMCD Framework provides these examples as general guidance and for the purpose of providing context for an assessment plan. These examples are not standards, nor are they expected outcomes. Project outcomes should reflect cultures, organizations, and industries. As such, assessors can expect to find variance in the outcomes among projects.

In the PMCD Framework, the term “documented” means tangible evidence. In this context, “documented” is inclusive of data, any form of media, formal or informal correspondence, objects, and outputs.

2.3.2 Personal Competences

Each unit is composed of several elements that are considered necessary for an individual to demonstrate personal competence, represented in a similar way as for performance competence (see Figure 2-1).

Performance criteria describe the behaviors that show each competence element. While it is generally difficult to show objective proof of human behavior, the types of evidence provide examples that could reflect the achievement of a certain performance criteria.

Some sources of evidence are project documents, while others are documented observations of a person's behavior by stakeholders or team members. There are instances where some of the evidence may apply to more than one performance criteria; the duplication of evidence is deliberate, given that the behavior can vary from one unit to another, while the type of evidence used to demonstrate may be the same. The type of evidence should guide the assessor; however, the evidence outlined should not be seen as prescriptive but rather as a typical example.

2.3.3. Project Manager Indicative Competence Requirement

As a guide to assist with understanding the level of competence that may be required for a project manager, the scale shown in Table 2-1 is used. This is an indicative scale and measure and will need to be tailored in accordance with the organization's specific requirements and needs. Also it will very much depend on the responsibility and accountability that the project manager may have and will need to be considered where an organization has different levels of seniority within the project manager job level. In addition, some organizations may put more importance in competency in a particular area, such as the creation of a project charter, for example. More background and detail on how this could be adapted for an organization is provided in Section 7.

Table 2-1. Competence Level Scale for Project Managers

2.4 Project versus Program versus Portfolio Management

This edition of the PMCD Framework provides guidance on not only project management competencies, but also those competencies for program and portfolio management. As such the following sections detail the relationship and key differences between the three roles. Refer to Table 2-2. Further details can be found in the PMBOK^® Guide, The Standard for Program Management, and The Standard for Portfolio Management.

2.4.1 The Relationship Between Project and Program Management

During the course of a program, projects are initiated and the program manager oversees and provides direction and guidance to the project managers. Program managers coordinate efforts between projects, but typically do not directly manage the individual components. Essential program management responsibilities include planning the program, identifying and planning for benefits realization and sustainment, identification and control of the interdependencies between projects, addressing escalated issues among the projects that comprise the program, and tracking the contribution of each project and the non-project work to the consolidated program benefits.

The integrative nature of program management processes involves coordinating the processes for the projects or program. This coordination applies through all program management activities and involves managing the processes at a level higher than those associated with individual projects. An example of this type of integration is the management of issues and risks needing resolution at the program level, because they involve multiple projects or otherwise cross project boundaries and therefore cannot be addressed at the individual project level.

The interactions between a program and its components tend to be iterative and cyclical. Information flows predominantly but not exclusively from the program's components, such as a subordinate project, to the program during the program planning phase. During this time, information regarding status changes affecting cross-cutting dependencies could be flowing from the projects to the program and then from the program to the affected projects. Early in a program, the program guides and directs the individual program components to align and achieve desired goals and benefits. The program also influences the approach for managing the individual projects within it. This is accomplished through the program manager's decision-making capability along with program stakeholder engagement and program governance. Later in the program, the individual components report through program governance processes on project status, risks, changes, costs, issues, and other information affecting the program. An example of such an interaction can be found during schedule development, where a detailed review of the overall schedule at the component level is needed to validate information at the program level.

2.4.2 The Relationship Between Program and Portfolio Management

The portfolio manager is responsible for the execution of the portfolio management process. Where program and project managers focus on “doing work right,” portfolio managers focus on “doing the right work.” Portfolio managers receive information on portfolio component performance and progress, and they convey to the portfolio management governing body how the portfolio components as a whole are aligned with the strategic goals, then provide appropriate recommendations or options for action. They also ensure that timetables for portfolio management processes are maintained and followed and that the managers of portfolio components (projects, programs, and operations) receive and provide the information required under the portfolio management processes. They are the primary conduit between managers of portfolio components and portfolio stakeholders. A portfolio has a parent-child relationship with its portfolio components, just as a program has a parent-child relationship with its projects.

Similar to the interactions between program and project management, portfolio management and program management interact as part of their relationship within the organizational strategy and objectives. As the organization manages its portfolio, the programs are influenced by the portfolio needs, such as organizational strategy and objectives, benefits, funding allocations, requirements, timelines, and constraints, which are translated into the program scope, deliverables, budget, and schedule. The direction of influence flows from the portfolio to the program.

Similarly, during the program's benefits delivery, transition, and closing phases the program manager provides key data to the portfolio management function. This data may include program status information, program performance reports, budget and schedule updates, earned value and other types of cost performance reporting, change requests and approved changes, and escalated risks and issues. The type and frequency of these interactions is specified by the portfolio management or governance board, and influenced by the program review and update cycles.

In organizations that leverage portfolios, the program manager is responsible for ensuring that the overall program structure and program management processes align with the portfolio management plan and enable the project teams to successfully complete their work. The program manager ensures that project deliverables are able to be integrated into the program's end product, service, results, and benefits. Program managers also ensure that the projects are organized and executed in a consistent manner and fulfilled within established standards.

2.5 Typical Development Paths

There are project, program, and portfolio managers with various levels of experience; however, this document does not attempt to define these levels. The level of competency that a project, program, or portfolio manager is required to have will depend on a number of factors and is likely to be determined by the organization. Examples on how this can be done are covered in Section 7.

As individuals develop in project, program, or portfolio management, they are likely to acquire skills and experience associated with general management competences and gain a more strategic perspective. The extent of this development is different by person, but also heavily influenced by the organization.

2.5.1 Project Managers

There is typically a development path from novice project managers to experienced project managers. This development is based on growing competences as a result of increased experience and skills resulting from formal or informal development activities (see Section 6).

Subject matter experts or a managers who move into project management are likely to be experts in specific topics, operations, or leadership. They can build on these competences by adding project management specific knowledge and skills. As project management requires many competences that are also needed in line management, a manager usually can quickly develop the competences. Experts without a background in leadership or operations usually have to bridge a bigger competence gap.

2.5.2 Program and Portfolio Managers

As focus and tasks of portfolio, program, and project managers are quite different, there is no “automatic” development from project to program to portfolio management. The development into one of these roles requires additional competences and a shift in focus. Not every project manager will develop into a program or portfolio manager—and not every program or portfolio manager is suited to run a project. As with project managers, the development between different roles is founded on growing competence as a result of experience and increased skills set resulting from formal or informal development activities (see Section 6).

Program management requires a sound knowledge of project management. So project managers can bring in their project experience and extend their competence into the field of program management to develop into program managers. However, good project managers do not always make good program managers, because the different skill set and perspective that is required for a program manager may not come naturally. Likewise a good program manager may not be a good project manager. Like project managers, line managers may develop into program management by acquiring the necessary competence in project and program management.

Portfolio management, on the other hand, is much closer to general management. So it is not simply a “next step” for experienced program managers. Both program managers and line managers need to develop specific competences required for successful portfolio management. Project managers can also develop directly into portfolio managers, even though the competence gap may be bigger.