This paper introduces an unprecedented model proposal for defining, assessing, and planning competencies, developed exclusively for PMOs (Project Management Offices).
The proposed model is part of a series of solutions jointly developed by 19 experienced PMO leaders in major Brazilian organizations who took part in the 2011 class of the PMO Master Class Program (Programa PMO Master Class), a pioneering advanced training initiative of international level, aimed exclusively at experienced professionals with high potential.
Further information about the PMO Master Class Program can be found at www.pmomasterclass.com.br.
INTRODUCTION
PMO is an organizational entity that centralizes and coordinates activities related to project management and can operate in different scopes of influence, ranging from the entire enterprise to a single specific department.
Among the authors and researchers on the topic, there is strong consensus that a successful PMO is able to adapt to different organizational needs. As a service provider, a PMO has clients with specific needs that must be met through services/functions performed by this organizational entity.
Thus, in order to meet such different needs, a PMO can provide functions that are classified into five groups according to their frequency (Hobbs & Aubry, 2007):
• Monitoring and Controlling Project Performance
• Development of Project Management Competencies and Methodologies
• Multi-Project Management
• Organizational Learning
• Strategic Management.
Recently-conducted researches (Hobbs & Aubry, 2007) show that the role of developing competencies in project management is one of the main services provided by a PMO. Naturally, in this case, PMO is seen as an active agent aiming to spread knowledge on project management throughout the organization, developing the required competencies in clients so that they are successful in their projects.
As a parameter to achieve this goal, a PMO has the Project Management Competency Development Framework (PMCDF) at its disposal, published by the Project Management Institute (PMI). It includes detailed information on which competencies a project manager should have.
On the other hand, when dealing with the specific competencies required by PMO professionals, a knowledge gap is observed in literature. While some of the competencies of a project manager may also be applicable to PMO members, many others are required when a PMO is expected to perform roles different from those played by a project manager.
Thus, it is possible to conclude on the need to establish a specific model of competencies aimed exclusively at PMO professionals, involving technical and behavioral skills specific to each service or function to be implemented.
The model presented hereafter seeks to provide a reference to help PMO managers define, assess, and plan the necessary competencies for each service and function implemented by a PMO, serving as a guide for the development of a PMO team of professionals.
DESIGNING A PROJECT MANAGEMENT COMPETENCY MODEL
Definitions in literature agree that competency is a set of knowledge, skills and attitudes needed to fulfill a certain purpose (Durand, 1998).
The first part of this definition reproduces a well-known abbreviation: KSA (Knowledge, Skills and Attitudes). This concept summarizes the traits or abilities that are inputs for demonstrating competency. However, many forget the second part of the definition: competency is required to accomplish something, i.e., it is applicable.
In this article, we will therefore address PMO professionals competencies, consisting of knowledge, skills, and attitudes applied to real-life PMO operations.
When we observe competency-based management models adopted in organizations, several supplementary approaches and concept adaptations that are often times similar are found. For example, in a particular organization competencies can be more focused on behaviors (attitudes) required for occupying a position of a given hierarchical level (operational and strategic). On the other hand, in another organization competency may have a greater focus on applied knowledge or technical skills, both contributing to the job performance.
The following list of competencies (Exhibit 1) was the result of extensive discussions based on the PMO Master Class Program experience of the participants who are PMO leaders in Brazil. Therefore, to achieve this, a brainstorming process was used in which 10 competencies were consensually identified and defined taking into account the degree of alignment with regular tasks of the PMOs analyzed and the weight of direct contribution to the performance of the PMO and its professionals.
This list should be used as a starting point for PMOs adopting this competency model, but it is necessary to observe the reality of each PMO within its own organizational context, which will allow the model to be adjusted, either inserting or deleting competencies. Therefore, it is noteworthy that, even though the model represents an important reference, it should not be generalized to each and every situation.
Exhibit 1 – List of Competencies Identified in the Model
DEFINING PMO FUNCTIONS/SERVICES
The functions or services provided by a PMO will indicate the set of competencies necessary for good performance or proficiency. Therefore, it is important to have a clear definition of these functions, so that identifying the required competencies is possible.
In the research performed by Aubry and Hobbs (2007), 500 PMOs worldwide were analyzed, identifying the 27 most common functions in these PMOs (Exhibit 2). These 27 functions were analyzed in order to identify which skills would be applicable to each one of them.
The functions analyzed were as follows:
Exhibit 2 – List of Frequent PMO Functions and Services (Hobbs & Aubry, 2007)
SETTING THE COMPETENCIES FOR EACH SERVICE AND FUNCTION
For each PMO function or service, there is a set of competencies required by the professionals responsible for it. Once the possible competencies for each function are identified, the next step is to reach more representative groups.
For this purpose, among several methods that could be adopted, the AHP - Analytic Hierarchy Process (Saaty, 2001) was chosen, one of the major mathematical models to support decision-making.
Applying the AHP method, it was possible to prioritize which competencies would be more important for each function or service performed by the PMO, linked to the percentage of representation that indicates the degree of contribution or its relevance to the performance of the function analyzed.
Exhibit 3 shows the result in one of the functions: Report project status to upper management.
Exhibit 3 – Competencies Selected for Report Project Status to Upper Management
SETTING PROFICIENCY LEVELS FOR EACH COMPETENCY
Assessing a PMO professionals’ competency can be tough work if the right approach is not used.
If we consider that most competencies presented in this model reinforce the attitudes of the professional rather than their technical knowledge, the creation of a way to assess proficiency without being subjective to a certain point becomes even more challenging.
We can say that a PMO is competent when it is functional. However, PMO is not an impersonal entity, but rather is formed by a group of professionals with different backgrounds and experiences; therefore, many skills need to be assessed.
Along the lines of the Project Management Competency Development Framework (PMCDF), which focuses on the evaluation and development of individual skills of project management professionals, we aim to expand and direct the focus to professionals who perform PMO functions, seeking to enhance individual and group PMO performance.
Thus, as a next step of the proposed model, defining how to assess this proficiency in the critical competencies for PMO functions was necessary.
Therefore, a growing scale of proficiency levels was established for each competency, ranging from the absence of the proficiency to a manifest level of high excellence.
Four levels were defined, listed in Exhibit 4 for the competency “Customer Focus”:
Competency: Customer Focus
Exhibit 4 – Proficiency Levels for Customer Focus
Proficiency levels were created for each of the 10 identified competencies enabling the identification of the assessed professional's current status, as well as setting development goals, in view of the PMO objectives.
APPLYING THE PMO COMPETENCY MODEL
The use of the PMO Competency Model should be guided by the following methodology:
Exhibit 5 – Methodology for Applying the PMO Competency Model
STEP 1 – Identify the functions implemented by the assessed PMO. Occasional functions not listed as part of the 27 functions assessed may be included, using the same logic described in this paper.
STEP 2 – Review the competencies suggested for each function, including, excluding, or modifying the representation previously suggested by the model.
STEP 3 – Assess the required competencies according to the suggested levels of proficiency, building up a “preferred” profile for the function or service. These profiles can be adapted to different seniority levels. Example: The person responsible for “Providing reports” should have level 3 proficiency in a particular competency. On the other hand, the professional who provides assistance in this function must have level 2 proficiency in the same competency.
STEP 4 – Assess the professional responsible for each function, taking into account the suggested competencies and the “preferred” proficiency levels. Thus, a gap analysis in terms of the expected performance is possible.
STEP 5 – Formulate individual development plan aimed at competencies. Once the gaps are identified, it is possible to set an action plan to improve the performance of the professional and, consequently, the function implemented by the PMO.
STEP 6 – Monitor the development of competencies and implement continuous improvement. The last step of the methodology represents how established competencies are managed and the model is renewed, depending on the analysis of the achieved results. The performance of the professional or the PMO itself in a particular function may trigger the need for improvements, review of critical competencies by function and even a review of the functions implemented by the PMO. This step should be repeated at least on a semiannual basis.
FINAL CONSIDERATIONS
Based on the experience of the organizations involved in the proposal of this model and on existing literature, it can be concluded that there is not a de facto standard for assessing and developing competencies of professionals working at PMOs, which makes this paper an initial taxonomy proposal that can – and should – be adapted each time it is applied in an organization. This taxonomy will remain under study by the authors of this paper aiming at its improvement and extension.
Even organizations that do not adopt the Competency-Based Management Model as a rule can use this model to conduct independent assessments of their PMO professionals. The results can offer a feedback to internal processes of staff development, as well as the PMO performance objectives as an entity.
The creation of a competency model for PMO professionals works as a management tool and, therefore, a key element for selecting, assessing and developing its professionals and, consequently, the PMO.
This model is beneficial in many ways:
• Creation and/or Standardization of Job Descriptions and PMO Team Recruitment
• Use of Assessment Model for Individual Competencies and Preparation of Development Plans
• Assign staff to functions according to their profile
• Thread way through Team Development and Motivation
• Focus on High Performance and Achieving the Department's Objectives
• Assessing and Planning PMO Maturity Evolution.
Details of the Competency Model for the 27 most common PMO functions, developed by the 2011 class of the PMO Master Class Program, can be found at the Appendices of this document.