Individual Competence Baseline E-Book

IPMA

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

Seitenzahl: 144

Veröffentlichungsjahr: 2025

Beschreibung

#html-body [data-pb-style=E4MHFX3]{justify-content:flex-start;display:flex;flex-direction:column;background-position:left top;background-size:cover;background-repeat:no-repeat;background-attachment:scroll}IPMA products have evolved over the past few years to move the project management profession forward. The original version 4.0 of the IPMA Competence Baseline for Individuals (IPMA ICB®), launched in 2015, was followed by the development of the IPMA Project Excellence Baseline (IPMA PEB®) and by an update of the IPMA Competence Baseline for Organizations (IPMA OCB®), both in 2016. IPMA ICB is a cornerstone in the development of a mature set of competences for all individuals working in the domains of project management, programme management and portfolio management. Individuals need to be more proficient in a wide area of competences and deliver in a timely manner in an increasingly complex environment. But individuals, teams and organizations need to be prepared. This preparation in project, programme and portfolio management is usually done through consulting, coaching and training (CCT). Individuals, teams and whole organizations benefit from these services, significantly enhancing their competences. The IPMA Individual Competence Baseline for Consultants, Coaches and Trainers (IPMA ICB4CCT®) is the first standard that describes a whole set of competences required to prepare individuals, teams and organizations to improve performance. The standard describes a set of common competence elements (CEs) for all three domains (consulting, coaching and training), and a distinct set of competences for each. These competences address the customer’s needs and their expectations of the specific type of work. Consulting the individual is expected to deliver solutions, while the coach is expected to guide the client in a self-discovery process. Training, tools and techniques are provided to customers, rather than specific solutions.

Leseprobe

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International Project Management Association (IPMA),Berencamperweg 10, 3861 MC Nijkerk, the Netherlands

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©2024 International Project Management Association (IPMA®)

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Individual Competence Baseline for Consultants, Coaches and Trainers

ISBN (pdf): 978-94-92338-24-2 ISBN (print): 978-94-92338-23-5

Editorial team (in alphabetical order):

Sandra Bartsch-Beuerlein (Germany)

Margarida Gonçalves (Portugal) – the leading editor

Tomasz Lesniowski (Poland)

Corina Stofer (Switzerland)

David Thyssen (Germany)

Anja Viehbacher (Germany)

Graphical Design:

Dana Kowal (Poland)

Iza Maciejak (Poland)

Proofreading:

Deborah Boyce (United Kingdom)

Pau Lian Staal-Ong (the Netherlands)

Individual Competence Baseline

for Consultants, Coaches and Trainers

Table of Contents

Foreword ICB4CCT

1. Introduction

1.1 Definition of competence

1.1.1 What about experience?

1.2 Audiences and uses

1.3 Individual competence development

1.3.1 Overview

1.3.2 Individual, team and organisational competence development

1.3.3 Approaches to the development of individual competences

1.3.4 Competence development stakeholders

1.3.5 Prerequisites for effective competence development

2. The Individual Competence Baseline

2.1 Framework of the ICB

2.2 Structure and overview of the IPMA ICB4CCT

3. Common competences

3.1 Professional networking

3.1.1 Establish, maintain, and regularly evaluate the individual network

3.1.2 Build new network contacts using networking techniques

3.1.3 Select and evaluate the right network partner for the assignment

3.1.4 Choose and enable the involvement of network partners

3.2 Client insight

3.2.1 Familiarise with the client business

3.2.2 Identify and evaluate relationships between the assignment and the client’s strategy, structure and culture

3.2.3 Analyse client’s environment which may impact the assignment

3.2.4 Identify client need for consulting, coaching and training

3.2.5 Establish a confidential client relationship

3.2.6 Negotiate assignment contract

3.3 Ethical, legal and professional standards

3.3.1 Act according to professional code of ethics

3.3.2 Acknowledge and act according to the cultural environment

3.3.3 Identify and ensure that the assignment complies with all relevant legislation

3.3.4 Avoid dependence of the client

3.3.5 Determine the personal boundaries and professional limitations

3.4 Communication

3.4.1 Provide feedback in a constructive way

3.4.2 Choose and apply appropriate questioning techniques

3.4.3 Choose and apply appropriate listening techniques

3.4.4 Choose and apply appropriate interview techniques

3.4.5 Deal with questions and misunderstandings

3.4.6 Choose the right channel to communicate with the client

3.4.7 Build and maintain a common ground with client

3.5 Uncertainty management

3.5.1 Maintain resilience during the assignment

3.5.2 Demonstrate flexibility and adaptability to changing demands and deadlines

3.5.3 Identify and reflect on the causes of uncertainty

3.5.4 Identify and deploy methods to help the client to reduce uncertainty

3.5.5 Identify and deploy methods to help the client to transfer uncertainty

3.5.6 Identify and deploy methods to help the client to accept uncertainty

3.5.7 Share experiences and ideas as options for the client to consider

3.6 Self-Improvement

3.6.1 Update knowledge and expertise

3.6.2 Update individual skills, techniques and methods regularly

3.6.3 Proactively seek opportunities for further development

3.6.4 Learn from own and other assignments

3.7 Change support

3.7.1 Identify the causes for change to build a reliable basis

3.7.2 Identify change requirements

3.7.3 Assess the client’s ability to change

3.7.4 Develop a change design

3.7.5 Support the implementation of change

3.7.6 Integrate measures for recognising and dealing with resistance

3.8 Expectations management

3.8.1 Establish goals, outcomes and benefits

3.8.2 Clarify interests and expectations of the people involved

3.8.3 Balance needs and expectations to optimise outcomes and success of the assignment

3.8.4 Promote the assignment, its process and outcomes

3.9 Outcomes

3.9.1 Maintain focus

3.9.2 Show endurance, patience and self-discipline

3.9.3 Understand the perspective of the client

3.9.4 Cooperate in order to deliver results and get acceptance for these results

3.9.5 Set and maintain pace and rhythm

4. Specific competences for consulting

4.1 Assignment design

4.1.1 Acknowledge, prioritise and review success criteria

4.1.2 Establish performance criteria which define the assignment’s success

4.1.3 Determine complexity and its consequences for the delivery approach

4.1.4 Select and review the overall consulting approach

4.1.5 Design the assignment architecture

4.1.6 Define and establish clear roles, responsibilities and boundaries

4.2 Guidance

4.2.1 Demonstrate reliability by keeping commitments

4.2.2 Demonstrate empathy

4.3 Consultancy methods

4.3.1 Conduct initial assessments and evaluate the starting position of the assignment

4.3.2 Consult on organisational change

4.3.3 Perform interventions

4.3.4 Deal with large groups

4.3.5 Consult upon personal improvement

4.4 Benefits evaluation

4.4.1 Identify benefits

4.4.2 Establishes performance criteria for the success of the consulting process

4.5 Innovation

4.5.1 Search for innovation and identify the possibilities to exploit opportunities for the client

4.5.2 Identify tools and techniques that support the innovation process

4.5.3 Assess the ability of incorporating innovations

4.5.4 Introduce new themes and perspectives to the organisation

5. Specific competences for coaching

5.1 Coaching environment

5.1.1 Propose and agree on a coaching model and process

5.1.2 Perceive and address the intuitive signs in the process

5.1.3 Create and maintain a healthy, safe and productive coaching environment

5.2 Facilitation

5.2.1 Employ non-verbal communication

5.2.2 Build relationship and trust

5.2.3 Demonstrate empathy

5.2.4 Perceive, understand and manage own emotions and feelings

5.2.5 Perceive and integrate the client’s emotions and feelings

5.3 Coaching models and interventions

5.3.1 Use multiple established tools and techniques to help the client to work towards outcome

5.3.2 Explain and work with models from client context

5.3.3 Broaden the conversation with the client

5.3.4 Let the client set the agenda for the coaching sessions

5.3.5 Use questionnaires and/or self-assessment profiles for better self-understanding

5.3.6 Analyse artefacts

5.3.7 Find out what hinders and motivates change

5.4 Insights and learning

5.4.1 Create reflection situations for the client to learn and gain insight

5.4.2 Encourage the client to use a log or reflection note to reflect on learning

5.5 Coaching evaluation

5.5.1 Establish performance criteria which define the assignment’s success

5.5.2 Review progress and performance with clients at agreed intervals

5.5.3 Evaluate the effectiveness of coaching processes and the impact on outcomes and results

6. Specific competences for training

6.1 Training context

6.1.1 Explain and justify assessment procedures

6.1.2 Apply different assessment methods

6.1.3 Provide documented assessment results

6.1.4 Prepare training related documentations and materials

6.1.5 Select methods, tools and media to provide training according to the contextual framework

6.1.6 Combine tools, media, methods and didactics in order to reach learning goals

6.1.7 Adapt the layout of the room and its logistics

6.1.8 Create and maintain a healthy, safe and productive training environment

6.2 Transfer

6.2.1 Employ non-verbal communication

6.2.2 Use and develop own versatility

6.2.3 Hold and maintain concentration and self-motivation

6.3 Training design

6.3.1 Adapt content to training setting

6.3.2 Apply training cycle in planning and execution

6.3.3 Provide relevant input to the participants, execute the training

6.3.4 Handle uncertainty of the participants and client

6.3.5 Ensure that training setting matches the needs of the scheduled training format

6.4 Classroom engagement

6.4.1 Facilitate as ‘master of ceremonies’

6.4.2 Function as host to the training session and create a welcoming setting

6.4.3 Work with group dynamics

6.4.4 Manage interruptions

6.4.5 Use humour as icebreakers and connects with the participants

6.4.6 Show own failures and mistakes in order to create a learning atmosphere

6.5 Training evaluation

6.5.1 Choose evaluation methods geared toward the specific clients

6.5.2 Establish performance criteria for the success of the training process

6.5.3 Rate training, trainer and materials

6.5.4 Provide feedback and information about results according to base configuration

Annex A: Competence table

Annex B: The common competence elements

Foreword ICB4CCT

IPMA products have evolved during the last few years to move the project management profession forward. The original version 4.0 of the IPMA Competence Baseline for Individuals (IPMA ICB®), launched in 2015, was followed by the development of the IPMA Project Excellence Baseline (IPMA PEB®) and by an update of the IPMA Competence Baseline for Organisations (IPMA OCB®), both in 2016.

IPMA ICB is a cornerstone in the development of a mature set of competences for all individuals working in the domains of project management, programme management and portfolio management. Individuals need to be more proficient in a wide area of competences and deliver in a timely manner in an increasingly complex environment.

But individuals, teams and organisations need to be prepared. This preparation in project, programme and portfolio management is usually done through consulting, coaching and training (CCT). Individuals, teams and whole organisations benefit from these services, significantly enhancing their competences.

The IPMA Individual Competence Baseline for Consultants, Coaches and Trainers (IPMA ICB4CCT®) is the first standard that describes a whole set of competences required to prepare individuals, teams and organisations to improve performance. The standard describes a set of common competence elements (CEs) for all three domains (consulting, coaching and training), and a distinct set of competences for each. These competences address the customer’s needs and their expectations of the specific type of work. Consulting the individual is expected to deliver solutions, while the coach is expected to guide the client in a self-discovery process. In training, tools and techniques are provided to customers, rather than specific solutions.

IPMA ICB4CCT is organised in three competence areas:

•People. People CEs define the personal and interpersonal competences required to succeed deliver consulting, coaching and training in project, programme and portfolio management

•Practice. Practice CEs define the technical aspects of delivering consulting, coaching and training

•Perspective. Perspective CEs define the professional environment as well as the client´s environment as these three domains are meant to enable change in individuals and organisations.

The IPMA ICB4CCT standard describes specific competences that are required for consulting, coaching and training, in addition to the competence required in the domain of project, programme and portfolio management. The latter are not repeated here, they are described in the IPMA ICB4.

The ICB4CCT standard describes three people CEs, three perspective CEs and three practice CEs as common competence elements. In addition, individuals need to have specific competence elements for each domain:

•For individuals working in consulting, the standard relates to the innovation factor of consulting and restates the importance of benefits realisation

•For individuals working on coaching, the standard addresses the design of the coaching, bridging with the specific techniques used in this domain

•For individuals working in training, the standard is very thorough in all roles that address every phase of training and not just on the visible part.

We wish to thank the project core team with specialists in the domains of consulting, coaching and training – Sandra Bartsch-Beuerlein (Germany), Tomasz Lesniowski (Poland), Corina Stofer (Switzerland), David Thyssen (Germany), Anja Viehbacher (Germany) and all the many experts that have reviewed and enriched this standard with their valuable feedback. In the long discussions on similarities and differences everyone became more knowledgeable, enriched and with a better global understanding of the professions. During these two years, children were born, family left us and we all supported each other to produce this document. This is why we are the ’IPMA family’, as these projects are built by people for people.

IPMA ICB4CCT will help us to achieve a world in which all projects succeed.

Reinhard Wagner IPMA President

Martin Sedlmayer IPMA VP Products & Services

Margarida Gonçalves IPMA ICB4CCT Project Manager

1. Introduction

The IPMA Individual Competence Baseline (IPMA ICB) is a global standard for individual competence in project, programme and portfolio management. In its addition, the new standard – the IPMA Individual Competence Baseline for Consultants, Coaches and Trainers (IPMA ICB4CCT) – now addresses the competences of individuals consulting, coaching and training in the domains of project, programme and portfolio management.

IPMA ICB4CCT focuses on the competences for consulting, coaching and training, bearing in mind that the individuals working in these fields may have to switch between these domains in the course of a single assignment. Having assumed this, two sets of competences have been described – common competences and domain-specific competences. This unique approach makes it easier for individuals who switch between roles in a single assignment or in various assignments.

IPMA ICB4CCT approaches competences with the same structure as IPMA ICB – people, perspective and practice – and identifies a set of common competences that are needed when an individual is delivering assignments to a client and when interacting with other individuals in their field of expertise.

Expectations of these individuals from customers are always high as change is always a desirable outcome of their work. Change takes time, but sometimes assignments are very constricted in their duration and the organisation only perceives the benefits a long time after the assignment is delivered.

To everyone who uses IPMA ICB4CCT we wish you all the best and more challenging assignments! This standard helps you to both achieve the personal growth and to grow of the team(s) with whom you work.

1.1 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.

1.1.1 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 only assess knowledge, but also focus on competence together with experience gained. The IPMA ICBs address – as standards for competence - those factors that are directly correlated with competence.

1.2 Audiences and uses

The IPMA ICB4CCT 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. This list (in alphabetical order) is by no means exhaustive.

Audience

Possible uses

Individuals working in the field of consulting, coaching or training

• Baseline for individual development

• Basis on which to be assessed and certified

• A common language for communities of practice

• Self-assessment

Educators

• Creating a curriculum

• Guideline for teaching, consulting, coaching or training

• Opportunity for better training, tailored to specific roles

Governments, business and not-for-profit organisations

• Common basis for staff development

• Baseline for professional development

• Support for recruiting

• Important support for selection of suppliers

Researchers

• New standard for research development

• Basis for papers and conferences

• Platform for team research

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 products

The IPMA ICB4CCT standard is not intended for academia roles. Academia has its own process and definitions for their individuals.

1.3 Individual competence development

1.3.1 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 self-sustaining 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. Consulting, coaching or training-related work is based on collaboration with clients from all kinds of disciplines and therefore competence development happens in collective settings. Experience in the subject of project management, programme management and portfolio management adds to the competence of every individual and also to the teams and organisations as social systems.