Search results

The purpose of this paper is to use survey data to rank the relative importance of perceived factors that inhibit the transfer of knowledge across projects and examine the statistical relationship between various “higher order” dimensions of project management competencies and project efficiency among a sample of project-based firms (PBFs).

The research philosophical approach adopted was post-positivism, a half-way house between positivism and phenomenological approaches. The author used a largely structured survey questionnaire with an inclusion of few open-ended items. The survey data collected were largely based on the “perceptions” of mostly experienced project management practitioners, whose perspectives on project processes and performance are likely to be more dependable. Because of budget limitations, a total of 260 questionnaires were mailed to randomly selected PBFs (with an enclosed self-addressed and stamped return envelope). Of the 260 questionnaires sent to PBFs, 58 questionnaires were returned, representing a return rate of just over 22 percent.

Results indicate that “high time pressures towards the end of the project,” “too much focus on short-term project deliverables,” and “fear of negative sanctions when disclosing project mistakes” were three top-ranked factors that inhibited knowledge transfer across projects. Some “higher order” project management competencies like “dynamic competencies” have relatively a greater impact on predicting project efficiency. Dynamic competencies will only continue to increase in importance as today’s project environments are characterized as continuously evolving, turbulent, and complex and require the need to be effective in dealing with various uncertainties. Once included in the regression equation, the “ownership variable” dominates all other explanatory variables in predicting project efficiency among a sample of PBFs in the United Arab Emirates (UAE), most likely driven by the project management competencies of multinational corporations (MNCs). However, the project efficiency of state-owned PBFs did not differ significantly from that of “international firms that were not MNCs.” Specific conditions may have led to such an outcome. The author shows that enhancing project efficiency requires the reinforcement of multiple but specific factors.

As the study was largely conducted on a limited budget and time frame, the author was not able to employ a multi-method approach. The inclusion of a few case studies would have facilitated triangulation of the current findings. In addition, the study captures “perceptions” and practical experiences of project management practitioners. Future studies could possibly develop what may be seen as “objective” measures of project learning and project management competencies. A larger survey supported by a larger budget would be one option in which some of the findings could be tested across PBFs located in different sectors and countries.

The author argues that the creation of a client-led “no-blame culture” within PBFs can ensure the development of a “safe” environment in which project team members can acknowledge project mistakes without the fear or danger(s) that may come with such admission. This may require changes in project organizational culture that reduces power distance, lowers sensitivity to hierarchal power relations, enhances team building efforts, and fosters a “learning climate” that tolerates “trial and error” experimentation. It may also require strengthening clients’ specific capabilities. Such change may require time and patience but could take advantage of “positive” aspects of participatory practices, personal relationships, and consensus decision-making approach that is prevalent in the UAE culture. One managerial implication points to the need to tailor scarce resources in building up multi-dimensional “higher order” competencies like “dynamic competencies” that have a relatively higher significant impact on enhancing project efficiency. Linking MNCs with local PBFs as collaborative mega project delivery partners may lead to enhancing project management competencies of the latter, conditional on their absorptive capacity.

The contribution of the paper is in providing survey-based empirical evidence that goes beyond case studies to highlight the importance of enhancing “higher order” project management competencies, such as “dynamic competencies,” that have a stronger predictive power of project efficiency in PBFs. The study also ranks the relative importance of various factors that inhibit the transfer of new knowledge across projects. To the author’s knowledge, this is the first study that has demonstrated the statistical relationship between “higher order” project management competencies and project efficiency. Project efficiency is a multi-faceted construct. Its strengthening is determined by a configuration of multiple but specific factors. A more “nuanced” understanding of the relationship between project management competencies and project efficiency in a particular context may be required.

The complexity of projects has become a serious issue and obstacle in their successful completion. In order to overcome these complexities, it has become imperative to identify the relevant management competencies of project managers. The purpose of this paper is to address the problem of cost, time and scope in engineering infrastructure projects due to their complexities through management competencies.

In the first phase of the study, 32 experts were interviewed through semi-structured pre-tested questionnaire. In this phase, essential elements of complexities were identified initially. This was followed by finding required dimensions of competencies to counter these complexities and to acquire improved performance. In the final stage, required levels of competencies for specific elements of complexity were identified. In the second phase, 85 “project managers” were also approached to get feedback about their recently completed public sector engineering infrastructure projects in Pakistan.

The study identified additional dimensions, i.e. honesty, enthusiasm and dedication, in the case of competencies and adverse law and order situation, political instability, land issues, energy crisis and weak authorization of project managers in the case of complexities. Leadership, management skill, communication skill, effectiveness and result orientation were identified as top quality traits required. The study concluded that there is a significant impact of management competencies and complexities on project performance.

The study contributes to a better understanding of how to improve performance in complex engineering infrastructure projects through adopting management competencies. It also empirically illustrates the relations among project management competencies, complexities and project performance. Although the research is grounded on public sector infrastructure projects, its findings may also be helpful for practices in project management of other sectors.

Public sector projects still fail to meet delivery expectations, and the lack of significant project management experience in the Australian public service (APS) has been identified as a contributing factor. The purpose of this paper is to investigate the importance of competencies required for delivering public sector projects, as well as challenges faced by the project managers when operating in a public context.

Qualitative semi-structured interviews were used to enlighten the social and operating construct in APS. In parallel, a quantitative survey was used to determine the relative importance of various competencies to effective project delivery.

The research concludes that communication, accountability, business alignment, scope and deliverables, change, and project and program orientation are the most important competencies in APS project delivery. Furthermore, there is evidence that the operating environment acts as a barrier to successful project delivery, noting that it does not let project management practice deploy its full potential for increased effectiveness and efficiency.

The research findings noted that the specific needs, values and functions of project management in the APS are not well defined, and therefore there were limited criteria against which public sector project management competencies could be designed and measured.

This empirical research contributes to the open dialogue of improving efficiency in project management within the APS context. The findings point to the conflict between the operational nature of APS agencies and their project activities, and how they struggle to define themselves as project organizations rather than lack of appreciation to individual competencies.

Although project management (PM) continues to rise in popularity, there is still a significant PM talent deficit, leading to more challenged or failing projects. To lower the PM talent deficit and mitigate the higher project failure rates, academic institutions have been developing PM curriculums aimed at inculcating a repertoire of competencies to the potential project managers. In developing an ideal well-rounded PM curriculum, academic institutions occasionally engage the input of industry partners and governing entities. The study aims to (1) compare the competencies in one of the leading industry competency model and framework (PMI Talent Triangle) to the competencies in the PM course syllabi learning outcomes, (2) determine the extent to which these two sets of PM competencies are aligned and (3) and explore avenues for improvements.

The study uses a purposeful sampling method to gather PM course syllabi. The PM competencies data are gleaned from the syllabi using the content analysis method. Thereafter, QSR NVivo qualitative statistical software is used to summarize and analyze the competency data from the learning outcomes.

The results reveal that most of the PM competencies in the course syllabi fall under the technical PM domain. Specifically, the top three competency elements in each domain are technical PM domain (PM skills, tools and techniques, schedule management and cost estimation/budget), leadership domain (team-building, verbal/written communication and problem-solving) and strategic and business management domain (strategic planning, analysis and alignment, benefits management and realization, customer relationship and satisfaction).

The study investigates the alignment of the PM course competencies with competency domains in the PMI Talent Triangle, a global competence model that is well aligned with other global competence models such as the APM Competence Framework, the ICB4 Individual Competence Baseline and the PROMA3.

The results from this study provide guidelines useful in informing PM curricula re/design, as well as the inculcation of knowledge, skills, tools, techniques and behaviors needed for effective PM.

The PM curriculum can be improved by partnering with PM industry leaders who can serve as advisors to the academy on industry needs, direction and emerging innovations that can inform PM learning outcomes, PM curricular design and the development of quality PM talent. The academy and the industry are encouraged to actively strive for mutual partnerships where PM professionals and academicians serve on each other's advisory boards. Also, the academy can partner with the industry professionals by developing curriculum resources such as case studies that bring the real-life PM applications to the classroom.

This study is motivated by the call for research studies that provide a holistic picture of the desired PM competencies and an exploration and definition of the educational needs in the PM curriculum.

Over the last few decades, a large number of research studies have been carried out on project manager's leadership competencies. However, systematic literature reviews are still scarce in the project management literature. Therefore, the purpose of this article is to conduct a systematic literature review on project manager's leadership competencies based on published empirical research studies.

The authors employed a systematic literature review (SLR) methodology to synthesize research in a rigorous manner and a total of 1,780 articles were identified in the first step and a final sample of 60 research studies were synthesized.

Synthesis of the findings in this SLR on project manager's leadership competencies revealed: (a) there is a lack of categorization or ranking of leadership competencies; (b) 20 research studies (46%) were conducted with sample sizes of less than 100; (c) only a few research studies (<10%) used interview data for analysis; and (d) none of the research studies reported adoption of a triangulation method.

This study synthesized clusters of leadership competencies and prioritized project manager's leadership competencies as “high priority”, “moderate priority” and “low priority”. We recommend a sample size between 200 and 300 to produce sophisticated results and enhance the credibility, generalizability and validity of clusters and priorities of project manager's leadership competencies through future research.

Future research studies are suggested to consider systematic literature review combined with face-to-face and group interview in addition to employing triangulation methods. Besides highlighting implications for practitioners, this SLR has advanced the understanding of how to conduct systematic literature reviews in a robust manner.

Increased construction risk due to the complexity and numerous construction performance challenges requires improved construction project managers’ competence. However, contextual interrogation of these competencies is limited. This paper aims to report on a study that sought to determine the expected competencies of construction project managers and assesses the existence of statistically significant differences due to gender, designation and educational levels of respondents.

A quantitative research design was instituted through the administration of a questionnaire survey on Project Managers, Architects, Engineers and Quantity surveyors working for consultants and contractors’ organizations. Descriptive and inferential statistics analysed significant differences due to demographic variables. Factor analysis was also used to reveal interrelated significant sets of competencies expected of construction project managers.

Factor analysis determined 11 significant components with the highest-ranked components comprising organizational savvy and experience in managing project constraints. The univariate analysis determining effective communication, leadership and good team-building skills as being the three most critical expected competencies. Significant differences due to educational levels were established, with shortcomings existing in those with Diplomas.

The higher education institutions need to establish curricula designs that align with the competency expectations. Mentorship programmes within construction organizations can also be significant in bridging the existing competence gap. However, due to the exploratory nature of the study, the insights of clients were not considered.

The study determined competencies for construction project managers and demographic-specific interventions.

Building information modelling (BIM) literature reveals a growing interest in the development of a competency-based approach to manage the long-term goals of BIM implementation in infrastructure projects. One long-term goal is mitigation of environmental impacts (EIs). It is proposed that by integrating environmental systems within the BIM model, the technology can act as an early warning indicator to assist stakeholders identify and evaluate EIs before they become critical to delivery. The purpose of this paper is to assess the effectiveness of BIM in identifying EIs on infrastructure projects and investigate the correlation between stakeholder competency and evaluation of EIs.

In all, 71 informants that have relevant experience in infrastructure projects were investigated using a two-stage methodology comprising a questionnaire to determine the BIM indicators used to identify EIs and the stakeholder competencies required to assess and evaluate EIs and Behavioural Event Interviews (BEIs) to validate the competencies identified.

The findings showed that risk assessments are the most critical early warning indicator in identifying EIs specifically when implemented within the cost management process. The key stakeholder competencies required to successfully evaluate EIs were identified as project organisation and building equitable relationships. BEIs showed these stakeholders to also have high levels of behavioural and contextual awareness. This suggests that, contrary to perceived perception, successful management of EIs is more dependent on collaborative working than the acquisition of technical skills. Findings also indicated that Croatian BIM stakeholders are less experienced than UK BIM stakeholders in project implementation and delivery and that less experienced BIM stakeholders require more emphasis on technical knowledge whilst the importance of “soft skills” is more apparent in experienced stakeholders, notably amongst the UK participants.

The implications for infrastructure projects show that effective management of EIs can be achieved through alignment of the BIM model with the cost management plan implemented by stakeholders working collaboratively. Hence, the strategic focus for AEC companies working on infrastructure projects should be the development of staff interpersonal competencies rather than solely on project goals and/or an over-emphasis on technical skills.

Project managers' competencies contribute toward project success in a considerable manner. The significance of technical competencies' (TCs) contribution toward success in Oil and Gas (O&G) projects is even higher due to the complexity and the technology-intensive nature of these projects. However, technical competencies have often been overlooked in favor of behavioral competencies or simply identified and listed in terms of their significance. Thus, there is currently very limited research-based knowledge concerning the contribution mechanisms of technical competencies toward project execution success. Hence, the aim of this study is to explore the contribution mechanisms of TCs toward success in O&G projects.

A case study was employed as the research strategy through which data was collected from project professionals in O&G projects in the Kingdom of Bahrain using semi-structured interviews. Transcripts of the interviews were then analyzed through thematic analysis method with the aid of NVIVO 12.

The findings reveal six mechanisms through which technical competencies of project managers contribute toward execution success in O&G projects. TCs not only act as a launch pad toward project success, but also help in optimizing engineering designs throughout the project life cycle.

Instead of simply identifying and listing TCs, the obtained results enhance our current understanding of their contribution mechanisms toward project success in O&G projects.

The success of projects clearly relies on project management personnel and particularly on project managers. Their performance and capacities are based on the achieved competencies. The purpose of this paper is to address possible discrepancies between the views arising from the research results and standards of practice related to project managers’ competencies.

For reaching the aim of the study, a comprehensive literature review, covering previous studies and related standards of practice was conducted, and analyses of competencies in the studies and standards of practice containing the rank of competencies based on frequency of appearance were developed.

The findings are proposing four discrepancies between the results of previous studies and standards of practice: commonly existing/missing competencies; uneven priority of some competencies in the view of researchers vs standards of practice; uneven degree of consensus on the importance of competencies; and research results are more context-oriented than the standards of practice. In addition, 98 project managers’ competencies were identified, from which 68 were qualified as weighty ones. Moreover, a categorization of project managers’ weighty competencies was developed. Finally, a list of competencies of relevance for different project types and their targets is presented.

The findings of this study provide a contribution with respect of present knowledge over project managers’ competencies by recognizing certain discrepancies between research results and standards of practice. Another contribution of the study is the comprehensive list of competencies together with considerations of their relevance in different project contexts and in different project types.

The past few decades have produced a number of investigations into the correlation between project managers’ competencies and project success. As a result, competencies lists have become extensive “shopping lists.” The purpose of this paper is to define the most important competencies to project success and investigate their correlations.

The authors surveyed project managers on the importance of 28 project manager competencies to project success. Data were analyzed using univariate and multivariate procedures.

Data show that communication, commitment and leadership appear as the three most relevant aspects. Multivariate analysis identified seven groups of competencies: leadership, self-management, interpersonal, communication, technical, productivity and managerial.

The results confirm a growing trend toward soft skills and reinforce the need for an update on project management education to fill the gap between theory and practice.

Project manager competencies lists have become too extensive, and the field is in constant change; therefore, this study updates the discussion and downsizes the number of competencies to fewer, more relevant items.