PROJECT MANAGER 50FT COMPETENCIES - Carrettacarretta.org/files/project_manager_soft_competencies-1992.pdfPROJECT MANAGER "50FT" COMPETENCIES ... The iceberg model of corrpetencies

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

266

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

A. Carretta

267

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

A. Carretta

268

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

A. Carretta

269

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.

A. Carretta

270

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

271

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.

A. Carretta

272

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.

A. Carretta

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)

A. Carretta

274

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

275

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

276

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.

A. Carretta