Individual Competence Baseline for Programme Management E-Book

IPMA

• Herausgeber: Van Haren Publishing
• Kategorie: Fachliteratur
• Sprache: Englisch

Seitenzahl: 226

Veröffentlichungsjahr: 2015

Beschreibung

The IPMA ICB4® is the international standard on competence for project, programme and portfolio managers. The competence needed for each of these domains is defined in the following competence areas: “People” (how do you interact with the people around you, and yourself); the “Practice” of our work (needed for Projects, Programmes and Portfolios); the “Perspective” of the intiatives you’re running (the context within which the initiative is run and the link to what needs to be achieved). Table of Contents Foreword Table of Contents 1. Introduction 2. Purposes and intended users 15 2.1. Definition of competence 15 2.2. Audiences and uses 17 2.3. Individual competence development 18 3. The IPMA Individual Competence Baseline 25 3.1. Framework of the IPMA ICB 26 3.2. Structure of the IPMA ICB 28 3.3. Overview of the competence elements 31 4. The inventory of competences 35 4. 1. Managing programmes 36 4.2. Competencies overview 37 4. 3. Perspective 39 4. 4. People 69 4. 5. Practice 117 Annex A: Competence table 189 Annex B: Key Competence Indicator table 191

Leseprobe

IPMA Individual Competence Baseline | Programme Management

Owner and author of this document:

Legal Address:

International Project Management Association (IPMA)

c/o Advokaturbüro Maurer & Stäger, Fraumünsterstrasse 17

Postfach 2018, CH-8022 Zurich, Switzerland

Operational Address:

International Project Management Association (IPMA),

P.O. Box 1167 NL-3860 BD Nijkerk, The Netherlands

Copyright:

©2015 International Project Management Association (IPMA®)

All rights reserved (including those of translation into other languages).

No part of this document may be reproduced in any form - by photo print, microfilm, or any other means - nor transmitted or translated into a machine language without written permission.

IPMA, IPMA ICB, IPMA Level A, IPMA Level B, IPMA Level C, IPMA Level D and IPMA Delta are registered trademarks protected by law in most countries. IPMA Individual Competence Baseline Version 4.0.1 – Programme Management

ISBN Hardcopy: 9789401812030

ISBN eBook:9789401812047

ISBN ePub:9789401812054

Publisher:Van Haren Publishing, ‘s-Hertogenbosch - The Netherlands

Editorial team (in alphabetical order):

Peter Coesmans (The Netherlands)

Marco Fuster (Switzerland)

Jesper Garde Schreiner (Denmark)

Margarida Gonçalves (Portugal)

Sven Huynink (The Netherlands)

Tim Jaques (The United States of America)

Vytautas Pugacevskis (Lithuania)

Martin Sedlmayer (Switzerland) – the leading editor

Dr. David Thyssen (Germany)

Alexander Tovb (Russia)

Dr. Mladen Vukomanovic (Croatia)

Michael Young (Australia)

Graphical Design:

Maša Poljanec (Croatia)

Dana Kowal (Poland) - redesign for version 4.0.1

Proofreading:

Deborah Boyce (The United Kingdom)

Foreword

The profession of project management is changing rapidly. Organisations have evolved their ability to define and implement new areas of work, with more integration across projects and more focus on the long-term benefits. Therefore, project management is established as the preeminent method for implementing change in the world and project, programme and portfolio managers are leading the way. The professionals of tomorrow will work in distributed environments with overlapping and often conflicting stakeholder interests. They will be shaped by real-time data and performance management tools, challenged with too much information and not enough communication and judged by their ability to deliver products or services that align with short and long-term strategies, to deliver benefits. It is into these increasingly demanding challenges that the IPMA Individual Competence Baseline, Version 4.0 (IPMA ICB®) is introduced.

The IPMA ICB is a global standard that defines the competences required by individuals working in the fields of project, programme and portfolio management. The IPMA ICB builds upon the prior editions and presents new insights and directions for a wider range of purposes. It serves a broad range of audiences, including educators, trainers, practitioners, human resource (HR) professionals and assessors. Within the IPMA 4-Level-Certification system, the IPMA ICB serves also as the baseline for assessments.

The IPMA ICB represents a major advancement for successful and modern project, programme and portfolio management. This version describes three domains of expertise extant in business today - project management, programme management and portfolio management. The IPMA ICB describes individuals who work in these domains, while avoiding role-specific terminology because although a role name may change, the underlying concept remains valid.

The IPMA ICB takes the IPMA Eye of Competence (chapter 3, page 25) into the next generation, with a redefinition of the competence elements (CEs) required by the modern project manager.

29 CEs are organised in three competence areas:

•People. People CEs define the personal and interpersonal competences required to succeed in projects, programmes and portfolios;

•Practice. Practice CEs define the technical aspects of managing projects, programmes and portfolios;

•Perspective. Perspective CEs define the contextual competences that must be navigated within and across the broader environment.

The profession of project management has become a global profession. Organisations frequently engage in projects, programmes and portfolios that cross organisational, regional, national and international borders. The modern manager must work with a wide range of partners outside of their organisation and with a broad array of factors including industry, culture, language, socio-economic status and organisation types. Project management has to be applied taking these contextual facets into consideration and often these broader contexts are seen as the most critical success factor. The IPMA ICB emphasises these challenges.

It took three years to produce this revised version, from defining the business needs, through architectural design, developing the content in a multi-dimensional manner to editing and layout. Four face-to-face workshops a year and a lot of homework took us where we are today. With the IPMA ICB, a new standard is available. But this is far from the end of the journey; in fact it is just the start. The project management community is invited to work with it and provide regular feedback to IPMA so that it can continuously be improved.

We want to thank the project team (Peter Coesmans (The Netherlands), Marco Fuster (Switzerland), Jesper Garde Schreiner (Denmark), Margarida Gonçalves (Portugal), Sven Huynink (The Netherlands), Tim Jaques (United States of America), Vytautas Pugacevskis (Lithuania), Dr. David Thyssen (Germany), Alexander Tovb (Russia), Dr. Mladen Vukomanovic (Croatia), Michael Young (Australia)) and more than 150 experts around the globe - researchers, educators, trainers, HR professionals, certification bodies and many practitioners - who provided valuable feedback during the development, the sounding or the review rounds. To work together across huge distances and multiple time zones - and all on a voluntary basis in addition to individuals’ professional and personal lives - is quite an achievement. We are indebted to the effort that all contributors have put into the project and into IPMA.

Thanks, too, for the deep friendship created through our deep debates.

The IPMA ICB will help us to achieve a world in which all projects succeed.

Reinhard WagnerIPMA President

Martin SedlmayerIPMA ICB Project Manager

Table of Contents

Foreword

Table of Contents

    1. Introduction

    2. Purposes and intended users

2.1. Definition of competence

2.2. Audiences and uses

2.3. Individual competence development

    3. The IPMA Individual Competence Baseline

3.1. Framework of the IPMA ICB

3.2. Structure of the IPMA ICB

3.3. Overview of the competence elements

    4. The inventory of competences

4.1. Managing programmes

4.2. Competences overview

4.3. Perspective

4.4. People

4.5. Practice

Annex A: Competence table

Annex B: Key Competence Indicator table

1. Introduction

The IPMA Individual Competence Baseline (IPMA ICB®) is the global standard for individual competence in project, programme and portfolio management.

The IPMA ICB supports the development of individual competence through the presentation of a complete inventory of competence elements across projects, programmes and portfolios.

IPMA’s goals with IPMA ICB are simple – to enrich and improve the individual’s competence in project, portfolio and programme management and to provide an inventory of competences that, if fully realised, represent complete mastery of these management domains. Projects, programmes and portfolios are at the forefront of change in the world today. Projects drive the development of new products and services, investments and expansion, capabilities, the implementation of new strategies and a new generation of infrastructure. We recognise that projects begin and end with people and that competent execution is at the heart of every successful project.

The burden has never been higher for project, programme and portfolio managers to produce measurable results on time, on budget, within scope and while meeting the quality criteria. The IPMA ICB competence standard is intended to support the growth of individuals and also of organisations as they grapple with increasingly competitive project environments. The IPMA ICB describes a comprehensive inventory of competences that an individual needs to have or to develop to successfully master the work package, the project, the programme or the portfolio that the individual is tasked to manage.

However, the IPMA ICB is not a ‘how to’ guide or a cookbook for managing projects, programmes or portfolios. Therefore, it does not describe the processes or steps involved in project, programme or portfolio management. While it offers more in competence development of individuals involved in project, programme and portfolio management, it can be used alongside other global process-oriented standards.

To everyone who uses the IPMA ICB, we wish you a successful journey!

2. Purposes and intended users

2.1. Definition of competence

There are many definitions of the term ‘competence’ around the world. The IPMA Individual Competence Baseline (IPMA ICB®) presents a plain English definition that is widely accepted by professionals and is intended to be recognisable and readily understood. This definition is not intended to minimise or supersede any other definition, but rather to provide guidance to the individual seeking improvement.

Individual competence is the application of knowledge, skills and abilities in order to achieve the desired results.

•Knowledge is the collection of information and experience that an individual possesses. For example, understanding the concept of a Gantt chart might be considered knowledge.

•Skills are specific technical capabilities that enable an individual to perform a task. For example, being able to build a Gantt chart might be considered a skill.

•Ability is the effective delivery of knowledge and skills in a given context. For example, being able to devise and successfully manage a project schedule might be considered ability.

These three terms are related in that having a skill presupposes some relevant knowledge. Having ability presupposes relevant skills and knowledge, but adds to that the use of these in practice, in the right manner and at the right time.

What about experience?

Experience plays a significant, though indirect, role in competence.

Without experience, competence can neither be demonstrated nor improved. Experience is a key success factor to the growth of the individual. To successfully perform assigned roles, individuals need to accumulate sufficient experience and thus complement the potential for their competences.

Therefore, state of the art certification and assessment systems do not assess knowledge alone, but focus on competence together with experience gained. The IPMA ICB addresses - as a standard for competence - those factors that are directly correlated with competence.

2.2. Audiences and uses

The IPMA ICB is intended to support a wide range of audiences across many uses. It was developed and written with these audiences in mind. The following table describes the audiences and possible uses of the IPMA ICB. This list (in alphabetical order) is by no means exhaustive.

Audience

Possible uses

Assessors, certification boards, IPMA member associations

• A baseline for assessment and certification

• A new global standard to promote the member association and attract new members

• New assessment and educational offerings with project, programme and portfolio domains

Coaches, consultants

• Accessible, individual standard to be applied to clients

• Platform for the development of additional services and products

Corporations, governments, business, not-for-profit organisations

• One standard for running projects worldwide

• Business does not have to reinvent a set of competence standards

• International basis for staff development

• A path to competent project managers and project success

Educators, trainers

• Updating the curriculum

• Guidelines for teaching project, programme and portfolio management

• Opportunity for better training, tailored to more specific roles

Practitioners

• Baseline for professional development

• Basis on which to be assessed and certified

• A common language for communities of practice

• Competence development for a team

• Easily readable baseline

• Self-assessments

Researchers

• New standard for research development

• Basis for papers and conferences

• Platform for team-based research

2.3. Individual competence development

2.3.1. Overview

The development of competences is both an individual journey and a societal need. IPMA recognises competence today as a function of the individual, the team and the organisation.

•Individual competences address the knowledge, skills and abilities through experience;

•Team competences address the collective performance of individuals joined toward a purpose;

•Organisational competences address the strategic capabilities of a selfsustaining unit of people.

Motivation theory and current research results show that individuals strive to develop their competences in order to perform better in their current position, to get more and more interesting tasks and to enhance their career opportunities. Project, programme or portfolio related work is based on collaboration with team members from all kinds of disciplines, internal and external parties (such as clients and suppliers), and therefore competence development happens in such collective settings. Project experience adds to the competence of every individual and also to the teams and organisations as social systems.

The focus of the IPMA ICB is the individual. Therefore, this document elaborates on developing individual competences. But there is no single way of developing competences. In fact, there are many approaches which could interact with each other. The interactions between individual, collective and organisational competence development offer different approaches to the development of individual competences together with stakeholders, prerequisites and requirements.

The IPMA ICB is neither a cookbook nor a textbook in the field of project, programme and portfolio management. It is a standard, defining the competences needed by an individual acting in a certain domain and performing the desired result. The target readership and stakeholders shall better understand the competences needed and derive actions on how to acquire, assess and develop such competences.

2.3.2. Individual, team and organisational competence development

Competence development is intermingled with the activities in the project, programme and portfolio itself and, of course, its context. Teams are social systems, as are the embedding organisations, as can be seen in the IPMA Organisational Competence Baseline (IPMA OCB®), the IPMA Project Excellence Baseline (IPMA PEB®) etc.

Competence development happens when individuals perform activities according to their specific roles and thus acquire new knowledge, skills and abilities. They interact with others and could share knowledge, could exchange experiences and/or support each other in performing the activities in a project, programme or portfolio. A community of practice is one example of individuals interacting in a formal or an informal way and collectively developing their competences. The individual could use a community of practice to facilitate learning through discussing, experimenting and reflecting on all kinds of practical issues. It is also a means to feed information back to the embedding organisation that could make use of the lessons learned in other projects.

Organisations could also make use of communities of practice on a corporate level and facilitate the development of individual competences through regular events. For example, a best practice in many organisations is to offer a project managers’ round table. Project managers come together on a regular basis, exchange experiences from finished or actual projects and collect lessons learned to be used in future projects. More information on organisational learning and competence development is provided in the IPMA OCB.

2.3.3. Approaches to the development of individual competences

There are various approaches to the development of individual competences. Typically, it depends on the preferences of the individual or the organisation, the situation and the availability of resources, which one fits best and is chosen.

•Self-development, (e.g. reading books, standards, case studies and articles) helps to gain knowledge, reflect on the application in practical situations and derive learnings from that. Other ways of self-development are studying, experimenting, trying things out or learning by doing. The latter helps to gain experience in a certain context or to develop certain skills.

•Peer-development, (e.g. reflecting with colleagues on how things are going, asking for feedback on their own performance and ways to improve it). Learning partners from different disciplines could help to see a situation from a different angle and apply the development to the benefit of both peers (e.g. one through the questions asked and the other through the insights provided).

•Education and training, (e.g. attending a seminar, lectures and training sessions, where the trainer delivers specific know-how). This could be done through a presentation, interactions between the participants and the trainer as well as using case studies, group exercises and simulation games. The development of individual competences may depend on the number of participants, the mix of methods used or the duration of the sessions.

•Coaching and mentoring, (e.g. getting feedback, advice and support by a coach, leader or mentor whilst performing certain activities or striving to develop specific competences). Typically, a coach, leader or mentor is an experienced person that does not deliver direct answers, but challenges the individual through questions that draw the attention to certain aspects and requires finding an adequate answer.

•Simulation and gaming, (e.g. developing competences through case-based simulation games (board or computer games), reflecting on interactions and behaviours of individuals shown in such a setting). Often simulation games and other forms of game-based learning are a mix of approaches e.g. enabling self-development combined with peer-development and coaching in a training environment. It could also be helpful to combine these approaches based on previous experiences, the stage of development an individual is at or the possibilities of the organisation.

2.3.4. Competence development stakeholders

There are many stakeholders to consider for the development of individual competences, including but not limited to the following:

•Teachers, educators and trainers: their role is primarily to start the development during school, vocational and professional training as well as during graduate and postgraduate studies.

•Top management, senior executives and heads of functional departments in organisations: their primary role is to set goals for the development, to provide necessary resources and to support the individuals during their development (e.g. showing a good example and giving guidance).

•Human resource (HR) department: the role of this department is to define standards, (e.g. a competence model and competence profiles for projectrelated roles). The HR department plans and controls all activities regarding the recruitment of individuals with an adequate profile. It organises the process of competence assessments and all development activities.

•The project management department or the project management office: it defines the strategy and the goals for all project managementrelated development activities, supports the development through coaching, mentoring or training and enables the collective and organisational competence development through joint activities of all individuals involved in projects and programmes. External experts such as consultants and coaches could be involved to make the most out of existing experiences.

•Standard-setting bodies, accreditation centres and certification bodies: they set standards for the individual competences, the way in which competences are assessed against the standards, how trainers, coaches and assessors shall operate and which competences they require in order to act in a professional manner.

•Assessors: they assess individuals based on a standard, identifying the strengths, the gaps to a defined threshold and ways to develop the individual competences within defined rules.

2.3.5. Prerequisites for effective competence development

Before starting with competence development, several prerequisites should be considered and if possible fulfilled. Firstly, the actual situation and the target state of the individual competences should be known and communicated to all stakeholders. Secondly, there should be access to expertise (e.g. know-how, experts) and sufficient resources (e.g. budget, time). It is important to create a culture in which the development of competences is perceived to have added value and moved an organisation forward. This added value could be proclaimed through a corporate culture, backed by the examples that leaders demonstrate and so contribute to the atmosphere in which the development activities take place.

Top management, together with the HR and project management department or project management office should define their vision and goals for the development of individual competences by defining the standards, processes and structures for the development of individual competences. This may include, but is not limited to, the assessment of the competences, the analysis of potential gaps to defined roles or profiles and the ways in which development activities are defined, agreed on between the stakeholders, planned, conducted, documented, monitored and controlled. Evaluations of all development activities should ensure effectiveness, efficiency and a continuous improvement. Individuals developing their competences on their own or in a peer setting should follow a similar path to fulfil the above-mentioned requirements.

The IPMA Competence Baseline is a comprehensive inventory of competences an individual needs to have or to develop to successfully realise projects, programmes or portfolios. The generic model is applicable to all sectors and industries although the importance of the various competences differs between types of projects (e.g. IT, production, research and development) and industries (e.g. construction, business services and government). Nevertheless, in every project, all competences are relevant.

The IPMA Individual Competence Baseline can be a faithful companion on the journey of lifelong individual progression, from self- or external assessment of actual competence level, through the definition of desired development steps to the evaluation of achievements.

All the way – with you.

The Eye of Competence represents the universe of competences for project, programme and portfolio management. Competences are divided into three areas: Perspective, People and Practice.Areas provide focus for the aspects of competence and together create the whole, balanced individual.

3. The IPMA Individual Competence Baseline

3.1. Framework of the IPMA ICB

The IPMA Individual Competence Baseline (IPMA ICB®) attempts to codify the many faces of competence. It was built around several key concepts, including:

•Domains. The IPMA ICB does not discuss competences in terms of specific roles (e.g. project manager), but rather in terms of domain (e.g. individuals working in project management). The rationale is that roles and role titles vary greatly by language, industry and focus. Therefore, the IPMA ICB presents competences important for project management, programme management, and portfolio management. Each of these domains may contain roles and titles that fit into the overall competence domain.

•Competence areas. The IPMA ICB contains three areas of competence that form the IPMA Eye of Competence. These areas apply equally to all three domains (project, programme and portfolio management).

•The three competence areas are as follows:

•People competences: these consist of the personal and interpersonal competences required to successfully participate in or lead a project, programme or portfolio;

•Practice competences: these are the specific methods, tools and techniques used in projects, programmes or portfolios to realise their success;

•Perspective competences: under this heading come the methods, tools and techniques through which individuals interact with the environment, as well as the rationale that leads people, organisations and societies to start and support projects, programmes and portfolios.

•KCIs and measures. Within each competence area there are generic competence elements (CEs) that apply to all domains. CEs contain lists of the pieces of knowledge and skills required to master the CE. Key competence indicators (KCIs) provide the definitive indicators of successful project, programme and portfolio management for one, two or all three domains. Measures exist that describe highly detailed performance points within each KCI.

•Project, programme, portfolio.

•A project is a unique, temporary, multi-disciplinary and organised endeavour to realise agreed deliverables within predefined requirements and constraints. Project management typically involves personnel from project management associates up to senior project managers.

•A programme is set up to achieve a strategic goal. A programme is a temporary organisation of interrelated programme components managed in a coordinated way to enable the implementation of change and the realisation of benefits. Programme management typically involves senior project managers or project directors.

•A portfolio is a set of projects and/or programmes, which are not necessarily related, brought together to provide optimum use of the organisation’s resources and to achieve the organisation’s strategic goals while minimising portfolio risk. Important issues on a portfolio level are reported to the senior management of the organisation by the portfolio manager, together with options to resolve the issues.

3.2. Structure of the IPMA ICB

Competence in the programme domain is broken down into 29 competence elements with one to many key competence indicators each.

•Perspective competences (5 elements);

•People competences (10 elements);

•Practice competences (14 elements).

The CEs presented in ICB4 have been structured as follows:

   Perspective competences

Every programme is started, driven, supported and governed by external drivers. People, organisations and societies demand things, varying extraordinary. Somewhere along that line, realising what people want gets so complicated that a programme is considered. It is rare that any programme is executed in a vacuum – they are influenced by their organisational, societal and political context. The drivers for every programme can be roughly divided into the formal and explicit goals and needs of the organisation and/or society, and more informal and implicit motives and interests.

A clear example of a set of formal, explicit and present drivers of programmes is the strategy of an organisation. The Strategy (Perspective 1) generally has clear goals and objectives and, programmes contribute to these goals and objectives, while programme are prioritised according to these goals and objectives.

Organisational and external Governance, structures and processes (Perspective 2) create the formal context of a programme. The amount and interdependency of the programme interfaces with this context defines an important part of the complexity. It may mean that a programme has to deal with legacy processes or structures that served clear goals when they were established but are cumbersome to use in the present situation.

Compliance, standards and regulations (Perspective 3) also contain relevant perspectives and drivers. They comprise the relevant laws, regulations, standards and tools that reflect priorities, best practices and demands of the organisation, industry, society and professional regulatory bodies.

The informal Power and interest (Perspective 4) of people within an organisation can have a huge influence on the success of any programme. This is the informal and implicit counterpart of the organisation’s strategy. People are not just driven by the formal rules and objectives of an organisation; they also have personal goals and objectives.

The Culture and values (Perspective 5) of an organisation (or society) are by definition for the most part informal and implicit. Of course, an organisation may try to influence the informal culture by formal and explicit mission statements and corporate values. Yet the majority of cultural values remain implicit and informal, although they influence all other perspective elements – admissible strategies, rules and regulations, etc. Understanding the mores, customs, conventions and practices of an organisation or society is therefore an essential requisite for the success of any programme.

   People competences

This competence area describes the personal and social competences an individual working in a programme needs to possess to be able to realise success.

All personal competence starts with the ability to self-reflect. In the end, an individual’s competence is proven by realising the agreed tasks successfully, that is, to the satisfaction of the stakeholders. Between these extremes eight other competence elements are defined.

Basic personal attributes are discussed in Self-reflection and self-management (People 1) and Personal integrity and reliability (People 2).

Communicating with others is described in Personal communication (People 3), and building relations in Relations and engagement (People 4).

Programmes increasingly rely on Leadership (People 5). And two specific aspects of leadership are also presented: Teamwork (People 6) and how to handle Conflict and crisis (People 7).

Resourcefulness (People 8) describes ways of thinking (conceptual and holistic) and sets of techniques (analytic and creative), but above all focuses on the ability to create an open and creative team environment, where each can work and contribute optimally. Negotiation (People 9) describes how to reach results that are both in the interest of the programme and acceptable to other parties; and Results orientation (People 10) describes the ways an individual can stimulate and steer his team to realise optimal results.