Page 186 - Global Project Management Handbook

8-12 COMPETENCY FACTORS IN PROJECT MANAGEMENT

Analysis of findings of a number of studies concerning the personal attributes of proj-
14
ect managers highlights the following as important characteristics :
● Leadership
● Team development
● Communication
● Strategic direction
● Stakeholder management
An individual’s personality characteristics, attitudes, and behaviors are the most dif-
ficult aspects of competence to change and develop. Characteristics associated with
effective performance in project management roles will vary considerably according to
the specific responsibilities of the role and its context. A characteristic that is strongly
associated with competent performance is the ability to reflect on one’s own perfor-
mance. Behavioral and personality assessment instruments can be extremely useful as a
basis for reflection and enhanced understanding of one’s own performance. Some orga-
nizations, notably NASA, encourage their project personnel to use such instruments for
this purpose.

Demonstrable Performance
Performance-based competency standards describe what people can be expected to do in
their working roles, as well as the knowledge and understanding of their occupation that
are needed to underpin those roles at a specific level of competence. A valuable aspect
of such standards is that they are specifically designed for assessment purposes and are
developmental in their approach, with assessment being undertaken by registered work-
place assessors within a well-defined quality-assurance process. Such standards have
been developed within the context of government-endorsed standards and qualifications
frameworks in Australia, New Zealand, South Africa, and the United Kingdom.
Performance-based inference of competence is concerned with demonstration of the
ability to do something at a standard considered acceptable in the workplace.

Performance based models are concerned with results, or outcomes in the workplace
rather than with potential competence as indicated by tests of attributes, such as knowl-
edge. Even when the underlying competence being tested is not itself readily observable,
such as the ability to solve problems, performance and results in the workplace are still
observable and the underlying competence they reflect can be inferred readily.
Performance based models of competence should specify what people have to be able to
do, the level of performance required and the circumstances in which that level of perfor-
mance is to be demonstrated [Heywood L., et al., 1992, p. 23]. 15

The definition of competency, within the context of performance-based or occupational
competency standards, is considered as addressing two questions:
1. What is usually done in the workplace in this particular occupation/profession/role?
2. What standard of performance is normally required?
The answers to these questions are written in a particular format.

Units of competency. A unit of competency describes a broad area of professional or
occupational performance that is meaningful to practitioners and which is demonstrated