PM-05 - Advancing Project Management for the 21st Century

Concepts, Tools & Techniques for Managing Successful Projects

29-31 May 2010, Heraklion, Crete, Greece.

AA056
Skills and Competences of Project Managers
Panagiotis G. Trivellas, Ph.D.
(Associate Professor, Department of Accountancy, School of Business and
Economics, TEI of Larissa, Larissa, Greece)
Christos G. Drimoussis, MBA
(Chemical Engineer N.T.U.A., Certified in Project Management - IPMA Level D,
Management Organisation Unit of Development Programmes S.A.,
Athens, Greece)

Abstract

This study aims to diagnose the skills and competences profile of Project Managers
in a holistic approach by utilizing a comprehensive framework (ICBIPMA
Competence Baseline Version 3.0, 2006). The Competing Values Model is adopted
to operationalize Project Managers effectiveness, as it shares wider acceptance
among researchers. It is constituted from two dimensions (flexibility versus control
and internal focus versus external focus), defining four quadrants that address
distinct demands in the organizational arena. The Competing Values Model has also
been utilised as a device for mapping organizations leadership profiles and
conducting comparative analysis. Furthermore, it may serve as a diagnostic tool,
providing guidance to Project Managers in the identification of the key skills and
competences that they will need to improve in order to foster individual
effectiveness. This preliminary field research (the research is still on-going) is
based on a structured questionnaire pilot-tested and adapted to fit to Greek reality.

Keywords

Project Manager, Soft Skills, Managerial Competences, Performance, Field Research

1.

Introduction

Nowadays, the implementation of principles and techniques of Project Management

has expanded rapidly in many enterprises worldwide. Project Management can be
defined as the implementation of knowledge, skills, methods and modern
techniques or tools to activities in projects in order to satisfy the needs or to
overcome the expectations of all stakeholders. The modern Project Manager
understands that effective teams have interdependent members. The productivity
and efficiency of an entire team is determined by the coordinated, interactive
efforts of all its members. As a matter of fact, Project Managers must deal with
team members or external negotiators with different perceptions and values,
especially critical to the management of conflicts and crisis. On this account, apart
from technical competences, behavioural competences are also a vital prerequisite
in order the project to be completed successfully. A Project Manager needs strong
communicative and interpersonal skills. To some extent, the deficiency of some
behavioural competences is considered to be a significant obstacle for project
success.

2.

Review of the Literature

2.1. Behavioural Competences

- 735 -

PM-05 - Advancing Project Management for the 21st Century

Concepts, Tools & Techniques for Managing Successful Projects
29-31 May 2010, Heraklion, Crete, Greece.

There can be classified 15 behavioural competence elements, which are relevant to

the profession of Project Management and in the context of the project (ICBIPMA
Competence Baseline Version 3.0, 2006). Their importance can and will differ
depending on the situation. These behavioural competence elements are listed and
analysed below in Table 1:
No.
Behavioural
Competence Elements 12.1.1 Brief Definition
1

Leadership

Engagement
motivation

Self-control

Assertiveness

Relaxation

Openness

Creativity

Results orientation

Efficiency

10

Consultation

11

Negotiation

12

Conflict and crisis

13

Reliability

14

Values appreciation

15

Ethics

&

Leadership refers to patterns of behaviour as well as

attitudes about communication, conflict resolution,
criticism, teamwork, decision making and delegation.
Engagement with and motivation of the project
manager and the team members reflect the personal
buy-in from all individuals associated with the project.
Self-control or self-management mirrors a systematic
and disciplined approach to deal with daily routine as
well as stressful situations.
Assertiveness involves the ability to state views
persuasively
and
authoritatively
taking
into
consideration their impact on decision making and
consequently on project success.
Relaxation is focused on the relief of tension in
difficult situations in order to re-energise individuals.
Openness refers to the cultivation of an open climate
among individual so as to benefit from their input,
suggestions,
worries
and
concerns,
avoiding
discrimination on the grounds of age, gender, sexual
orientation, religion, cultural differences or disability.
Creativity describes the ability to think and act in
original and imaginative ways in order to achieve
project success.
Results orientation outlines project teams attention
on key objectives to obtain the optimum outcome for
all the parties involved.
Efficiency refers to the efficient allocation and
exploitation of all resources available to the project.
Consultation is focused on rational decision making
and solid arguments presentation in order to find
solutions.
Negotiations establish the means by which the
involved parties can resolve disagreements towards a
mutually satisfactory solution.
Conflict and crisis in a project can be described as a
time of acute difficulty, demanding risk analysis and
scenario planning in order to handle these obstacles.
Reliability reflects the ability to meet time and quality
projects specifications.
Values appreciation is based on mutual respect and
on the receptiveness of others opinions, value
judgements and ethical standards.
Ethics embraces the morally accepted conduct or
behaviour representing personal and professional
freedoms as well as boundaries.

Table 1: The behavioural competence elements based on ICB

IPMA Competence Baseline Version 3.0
- 736 -

PM-05 - Advancing Project Management for the 21st Century

Concepts, Tools & Techniques for Managing Successful Projects
29-31 May 2010, Heraklion, Crete, Greece.

2.2. Competing Values Framework (CVF)

The Competing Values Framework (CVF) evolved from the work of Quinn and
Rohrbaugh (1983) as they attempted to circumscribe a generally agreed upon
theoretical framework of the concept of organizational effectiveness. This
framework was chosen for this study, because it was experimentally derived and
found to have a high degree of face and empirical validity in comparison with other
instruments commonly used in organizational sciences (Cameron and Ettington,
1988; Cameron and Quinn, 1999). The CVF has also been utilised as a device for
mapping organizations leadership profiles and conducting comparative analysis
(Trivellas and Dargenidou, 2009). It is constituted from two dimensions (flexibility
versus control, and internal focus versus external focus), defining four quadrants,
those are Open Systems, Rational Goal, Internal Processes and Human Relations.
The diagonal dimensions also produce conflicting or competing values. For example,
the values in the Open Systems Model (upper right quadrant) emphasize an
external focus concerned with flexibility and growth, while the values in the Internal
Processes Model (lower left quadrant) accentuate an internal focus with control and
stability.
Cameron and Quinn (1999) developed an instrument to assess individual
effectiveness based on the four CVF models and consolidated a list of successful
leadership skills into a set of 12 competency categories. In particular, Open
Systems Model involves managing the future, promoting continuous improvement,
and fostering innovation, Rational Goal Model is comprised of managing
competitiveness, energizing employees and focusing on customer service, Internal
Processes Model is consisted of managing acculturation, controlling the system
and coordination, and Human Relations Model considers the management of
interpersonal relationships, teamwork and personal development.

3.

Methodology

3.1. Research design

The field research was conducted using a structured questionnaire, which was
developed based on the work of ICBIPMA Competence Baseline Version 3.0,
describing behavioural competences, and Quinn and Camerons instrument of
individual effectiveness. The research instrument was tested twice before it was
released. Firstly, it was examined by ten project managers from consulting,
construction and engineering companies. Secondly, it was provided to academics
for in depth discussions. This process was fruitful, since they commented, rejected
and finally confirmed the cognitive relevance of the items comprised the final
competency questionnaire. It must be stressed that this paper provides the results
of an ongoing field survey, thus the findings of this research must be treated with
caution because of the small sample size and its limited representativeness of the
respective population. The data analysis was based on an aggregation of
individuals' scores for each of the high and low performers subgroups (N=30)
according to each one of the four individual effectiveness dimensions, which were
compared using t-tests. Almost 23% of the respondents are female. The majority of
the respondents (47%) has a working experience of more than 15 years. Finally,
30% of the respondents have been Certified Project Managers.
- 737 -

PM-05 - Advancing Project Management for the 21st Century

Concepts, Tools & Techniques for Managing Successful Projects
29-31 May 2010, Heraklion, Crete, Greece.

3.2. Internal reliability of subscales

Inter-item analysis was used to verify the behavioural competences sub-scales for
internal consistency or reliability. Specifically, Cronbachs coefficient alpha was
calculated for each sub-scale, as recommended by Flynn et al. (1990), ranging
approximately between 0.65 and 0.85, apart from Rational Goal Model dimension of
effectiveness (0.65). Thus, most sub-scales exhibited over 0.70 reliability levels,
which as suggested by Nunnally (1967) is the minimum level for acceptance. Given
that the Rational Goal Model effectiveness sub-scale comprises only three items and
considering its cognitive complexity and ambiguity, we favoured to sustain the
theoretical designed component structure, notwithstanding this comparatively low
alpha coefficient.
Items

Cronbachs alpha

13
7
8
8
7
10
5
4
8
8
6
6
4
10
5

.81
.79
.78
.81
.75
.89
.85
.70
.83
.71
.70
.79
.70
.87
.70

3
3
3
3

.80
.75
.65
.70

Behavioural Competences
Leadership
Engagement & Motivation
Self-control
Assertiveness
Relaxation
Openness
Creativity
Results Orientation
Efficiency
Consultation
Negotiation
Conflict & Crisis
Reliability
Values appreciation
Ethics

Individual Effectiveness
Human Relations Model
Open Systems Model
Rational Goal Model
Internal Processes Model

Table 2: Results of internal reliability analysis for all subscales

4.
4.1

Findings and Analysis

T-test analysis

The objective of our study was to identify the profiles of high and low levels of
Project Managers effectiveness. T-test analysis was used to assess the statistical
significance of the differences between groups of Project Managers according their
level of individual effectiveness across the four dimensions prescribed by the CVF.
Results of paired t-test analysis comparing the means of each competence across
the four effectiveness dimensions are exhibited in Tables 3, 4, 5 & 6, indicating
each groups high and low value, difference and level of significance of each paired
- 738 -

PM-05 - Advancing Project Management for the 21st Century

Concepts, Tools & Techniques for Managing Successful Projects
29-31 May 2010, Heraklion, Crete, Greece.

comparison. Graphical visualisations of the findings across the emerging dimensions

are presented in the Appendix (Figures 1, 2, 3 & 4).

4.2

PMs behavioural competences profiles according to individual

effectiveness

Regarding individual effectiveness focused on Human Relations Model, the three

types of competences which were proven to be the most dominant ones
distinguishing high and low PMs performers are Efficiency, Values appreciation, and
Engagement & Motivation. However, six out of the fifteen behavioural competences
have no significant difference between high and low levels of Human Relations
Model effectiveness (Table 3).
12.1.2

Behavioural Competences

Low

High

Dif.

Sig.(t-test)

5,30

6,07

0,77

p<0,01

5,17

6,13

0,96

p<0,01

Self-control

5,25

5,65

0,40

n.s.

Assertiveness

5,31

5,88

0,57

n.s.

Relaxation

5,10

5,54

0,44

n.s.

Openness

5,41

6,23

0,82

p<0,01

Creativity

5,07

5,78

0,71

n.s.

Results Orientation

5,09

5,74

0,65

n.s.

Efficiency

4,96

5,97

1,01

p<0,01

10

Consultation

5,14

5,83

0,69

p<0,05

11

Negotiation

4,97

5,88

0,91

p<0,01

12

Conflict & Crisis

5,36

5,92

0,56

n.s.

Reliability

5,61

6,18

0,57

p<0,05

Values appreciation

5,10

6,11

1,01

p<0,01

Ethics

5,52

6,45

0,93

p<0,01

Leadership

Engagement & Motivation

13
14
15

Table 3: Results of paired t-test analysis among competences of high and low level
of Human Relations Model effectiveness

Considering individual effectiveness focused on Open Systems Model criteria, the

top three types of competences differentiating high and low PMs performers are
Creativity, Efficiency, and Engagement & Motivation. However, two behavioural
competences (Self-control and Reliability) found to have no significant difference
between high and low levels of this effectiveness dimension (Table 4).

- 739 -

PM-05 - Advancing Project Management for the 21st Century

Concepts, Tools & Techniques for Managing Successful Projects
29-31 May 2010, Heraklion, Crete, Greece.

12.1.2.1 Behavioural Competences

Low
5,32

High
6,08

Dif.
0,76

Sig.(t-test)
p<0,01

Leadership

Engagement & Motivation

5,14

6,16

1,02

p<0,01

Self-control

5,16

5,73

0,58

n.s.

Assertiveness

5,22

5,96

0,74

p<0,05

Relaxation

4,99

5,70

0,71

p<0,05

Openness

5,39

6,26

0,87

p<0,01

Creativity

4,82

6,00

1,18

p<0,01

Results Orientation

5,02

5,71

0,69

p<0,05

Efficiency

4,91

6,00

1,09

p<0,05

10

Consultation

5,22

5,80

0,58

p<0,05

11

Negotiation

4,92

5,89

0,96

p<0,01

12

Conflict & Crisis

5,30

6,00

0,70

p<0,05

13

Reliability

5,68

6,11

0,43

14

Values appreciation

5,13

6,12

1,00

n.s.
p<0,01

15

Ethics

5,57

6,42

0,85

p<0,05

Table 4: Results of paired t-test analysis among competences of high and low level
of Open Systems Model effectiveness

Referring to individual effectiveness focused on Rational Goal Model, the three

types of competences which were proven to be the most dominant ones
distinguishing high and low PMs performers are Creativity, Efficiency, and
Engagement & Motivation, sharing the same pattern with the Open Systems Model.
Reliability was the only behavioural competency with no significant difference
(Table 5).
12.1.3 Behavioural Competences
1 Leadership
2 Engagement & Motivation
3 Self-control
4 Assertiveness
5 Relaxation
6 Openness
7 Creativity
8 Results Orientation
9 Efficiency
10 Consultation
11 Negotiation
12 Conflict & Crisis
13 Reliability
14 Values appreciation
15 Ethics

Low
5,23
5,01
5,08
5,13
4,87
5,31
4,72
4,94
4,80
5,13
4,82
5,23
5,68
5,03
5,53

High
6,09
6,19
5,76
5,98
5,74
6,25
5,98
5,72
6,00
5,83
5,90
6,00
6,08
6,12
6,38

Dif.
0,85
1,17
0,69
0,85
0,87
0,94
1,26
0,78
1,20
0,70
1,08
0,77
0,40
1,09
0,85

Sig.(t-test)
p<0,01
p<0,01
p<0,05
p<0,05
p<0,01
p<0,01
p<0,01
p<0,05
p<0,01
p<0,05
p<0,01
p<0,05
n.s.
p<0,01
p<0,01

Table 5: Results of paired t-test analysis among competences of high and low level
of Rational Goal Model effectiveness
- 740 -

PM-05 - Advancing Project Management for the 21st Century

Concepts, Tools & Techniques for Managing Successful Projects
29-31 May 2010, Heraklion, Crete, Greece.

Examining individual effectiveness focused on Internal Processes Model criteria, the

top three types of competences differentiating high and low PMs performers are
Creativity, Efficiency, and Engagement & Motivation, sharing the same pattern with
the previous two models. However, two behavioural competences (Self-control and
Reliability) found to have no significant difference between high and low
effectiveness, results identical to those of the Open Systems Model (Table 6).
12.1.4
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15

Behavioural Competences
Leadership
Engagement & Motivation
Self-control
Assertiveness
Relaxation
Openness
Creativity
Results Orientation
Efficiency
Consultation
Negotiation
Conflict & Crisis
Reliability
Values appreciation
Ethics

Low
5,32
5,15
5,17
5,23
4,99
5,40
4,83
5,03
4,92
5,22
4,93
5,31
5,69
5,13
5,58

High
6,10
6,18
5,76
5,98
5,72
6,28
6,02
5,73
6,02
5,82
5,91
6,02
6,13
6,14
6,44

Dif.
0,78
1,03
0,59
0,76
0,73
0,88
1,20
0,71
1,11
0,60
0,98
0,72
0,45
1,01
0,87

Sig.(t-test)
p<0,01
p<0,01
n.s.
p<0,05
p<0,05
p<0,01
p<0,01
p<0,05
p<0,01
p<0,05
p<0,01
p<0,05
n.s.
p<0,01
p<0,05

Table 6: Results of paired t-test analysis among competences of high and low level
of Internal Processes Model effectiveness

5.

Conclusions

This study aims to invistigate the skills and competences profile of Project
Managers based on the ICBIPMA Competence framework. The CVF is adopted to
operationalize Project Managers effectiveness, as it shares wider acceptance
among researchers. This preliminary field research (the research is still on-going) is
based on a structured questionnaire pilot-tested and adapted to fit to Greek reality.
The first findings reveal that project managers characterized by high levels of
competencies exhibit also enhanced individual effectiveness across all four
dimensions (Open Systems, Rational Goal, Internal Processes and Human
Relations). In particular, Creativity, Efficiency, Engagement & Motivation as
well as Values appreciation are the four competency categories that best
highlight the gap differentiating high and low PMs performers.
Furthermore, CVF may serve as a diagnostic tool, providing guidance to Project
Managers in the identification and cultivation of the key skills and competences that
they will need to improve in order to foster individual effectiveness.

- 741 -

PM-05 - Advancing Project Management for the 21st Century

Concepts, Tools & Techniques for Managing Successful Projects
29-31 May 2010, Heraklion, Crete, Greece.

6.

Appendix

Figure 1: Competences profiles of high

and low performing PMs regarding
Human Relations Model effectiveness

Figure 2: Competences profiles of high

and low performing PMs regarding Open
Systems Model effectiveness

Figure 3: Competences profiles of high

and low performing PMs regarding
Rational Goal Model effectiveness

Figure 4: Competences profiles of high

and low performing PMs regarding
Internal Processes Model effectiveness

- 742 -

PM-05 - Advancing Project Management for the 21st Century

Concepts, Tools & Techniques for Managing Successful Projects
29-31 May 2010, Heraklion, Crete, Greece.

7.

References

Cameron, K.S. and Ettington, D.R. (1988), The Conceptual Foundations of

Organizational Culture. in Smart, J.C., ed. Higher Education: Handbook of
Theory and Research. New York: Agathon.
Cameron, K.S. and Quinn, R.E. (1999), Diagnosing and Changing Organizational
Culture: Based on the Competing Values Framework, Reading, MA: AddisonWesley.
Flynn, B.B., Sakakibara, S., Schroeder, R., Bates, K., & Flynn, J., (1990), Empirical
Research Methods in Operations Management. Journal of Operations
Management, 9(2), pp. 250 - 284.
ICB - IPMA Competence Baseline Version 3.0 (2006), International Project
Management Association (IPMA).
Nunnally, J.C. (1967), Psychometric Theory, 1st Edition. New York: McGraw-Hill.
Quinn, R.E. and Rohrbaugh, J. (1983), A Spatial Model of Effectiveness Criteria:
Towards a Competing Values Approach to Organizational Analysis,
Management Science 29 (3): pp. 363 - 377.
Trivellas P. and Dargenidou, D. (2009), Leadership and Service Quality in Higher
Education: The case of the Technological Educational Institute of Larissa,
International Journal of Quality and Service Sciences, Vol. 1, Issue 3, pp. 294 310.

- 743 -