View source for Competency Mapping for Project Management

=Application=

[[File:PMCD steps.png|500px|thumb|text-bottom|right|Figure 1: PMCD Framework steps based on <ref name="PMI2017"/> ]]

Prior to the application of the PMCD Framework, different factors have to be assessed and aligned to ensure a successful implementation of the tool, so that it provides the wanted competency overview and development plan. Firstly, the organization that is planning to implement the framework has to be aware of the influence and importance of project management competencies, to pursue the execution with the needed accuracy. Further, the different roles and levels within the organization must be clearly defined, to allow a tailored mapping at a later stage. If the focus lies on project managers they could be classified into entry-level project managers, project managers and experienced project managers. If further management positions are meant to be included, their respective description has to be defined clearly. It also needs to be mentioned, that it is likely, that the organization needs to undertake individual adjustments to the framework. This is necessary to account for the conditions that arise out of the local and industry- or project-related context. Important is to notice, that the PMCD Framework is not a tool designed for one-time use to identify the best project manager for a given project. It is to be performed periodically to ensure the assessment and development of the changing competencies continuously. <ref name="PMI2017"/> 

The PMCD Framework consists of four steps followed by a summary. The steps ''Review Requirements'', ''Assess Competences'', ''Prepare Competency Development Plan'' and ''Implement Competency Development Plan'' and their respective relations can be seen in Figure 2 and are explained in the following: <ref name="PMI2017"/> 

==Step 1: Review Requirements==
The review of the requirements within the different competence dimensions represents the start of the framework. This assessment of the knowledge expectations, performance expectations and personal behavior expectations is crucial to set the goal and scope of the entire process. The requirements have to be adjusted for the specific role that is assessed, so that the fundamental competencies, that should be fulfilled by this role can be defined. If there are for example roles, that are more specialized than the project management position, like for example a scheduling specialist, the expectations can shift more towards planning competencies, while the requirements for other project management competencies can correspondingly be lowered. After the requirements are defined, they have to be converted into assessment criteria, which then form the baseline for the competency mapping for the different specific roles. Criteria are like the requirements corresponding to the three dimensions of competency and can be investigated with surveys, interviews, key performance indicators or other project management-related documents. This will be further explained in the following steps.<ref name="PMI2017"/> 

==Step 2: Assess Competences==
Once the requirements and the resulting criteria have been defined, the process of assessing the project managers to the criteria follows. For this, the process and usable methods are to be elaborated. The first decision that an organization that uses this framework has to make, is to what level of detail and rigor the assessment should be executed. The term rigor describes here how intense, deep and thorough the chosen assessment tools work. The outcome and the effectiveness of this framework are directly influenced by a choice of low, medium or high rigor for the assessment. The more the organization values strong competencies for their project managers, the higher the level of rigor should be chosen. An example for a

* '''low rigor''' assessment tool would be a self-assessment of a project manager which is often accompanied by inconsistent and subjective measurements
* '''medium rigor''' could be represented by an interview of a project manager or the review of competence evidence
* '''high rigor''' assessment, as it is often recommended, has higher standards as it firstly includes documentation to create a repeatable assessment. Tools for this kind of assessment can be observed in workshops of collaborative reviews, where a project manager describes by means of evidence, how they fulfilled the criteria in previous projects


In general, the tools for the assessment are standardized to provide repeatable and reliable success. Divided into two groups of assessment tools, input-based assessment tools are:

* Observations
* Interviews
* Results of academic programs or development programs attended
* Training and seminars attended
* Feedback/ feedforward

On the other hand, output-based assessment tools are:

* Performance tasks
* Portfolios of evidence to enhance competence
* Publications and trainer activity
* Self- and peer evaluation


These tools then have to be connected with the assessment criteria, to end up with the final toolset, like questionnaires or survey instruments. When the degree of rigor has been set and the tools are chosen, the reachable levels for the project managers have to be set. These can be defined as:

* Below expectations, the project manager is developing competence
* Expectations are fulfilled
* Above expectations, the project manager is highly competent

This assignment allows a conclusion if the predefined baselines of requirements and criteria are met. If the first level is determined, a gap between the baseline and the competence has been detected. The extent of that gap should be described, to initiate the necessary developments in the next step.<ref name="PMI2017"/> 

==Step 3: Prepare Competency Development Plan==

The purpose of the Competency Development Plan is to address the identified gaps and therefore to close them. To ensure an effective process for that, competency gaps with high importance for the project manager and the organization should be prioritized. The development needs can be addressed through different delivery techniques. A combination of the following three ways is needed to fulfill the goal of competency building:

* Experiential Learning or commonly known as learning by doing has the benefit, that a project manager can realize learning while being in his job environment. Examples of this type of learning are mentoring/coaching, on-the-job training, or role-playing. 
* Formal Learning represents the traditional way of learning from an instructor in a structured setting. Examples of this are classroom training, individual training or public education.
* Nonformal Learning on the other hand happens outside the educational setting in a natural way. A face-to-face meeting, online discussion forms or networking are examples of this way of learning.

The most effective delivery method to enable the project manager to inhabit a stronger competency is depending on the personal learning type and the area where the knowledge needs to be gained. Once the learning plan has been set, an effective way to ensure success is to establish certificates that give evidence about the state of the competence. The motivation to acquire enough knowledge, to pass the requirements for a certificate can amplify the learning outcome. The final competency development can be set up as a table and should contain the learning outcome, the learning activity type, a target date and the level that is aimed to be achieved. The aim can be set to meet the requirements or even exceed them. The ownership of the development plan mostly lies with the learning individual but is often supported by a sponsor, that can for example be the direct manager of a project manager. Having the responsibility for their success in their own hand can again improve the progress, that the project manager makes.<ref name="PMI2017"/> 

==Step 4: Implement Competency Development Plan==

As the task to follow the development plan lies within the area of responsibility of the different project managers, they can be seen as accountable to achieve the goals set. The fulfillment is executed as if they are managing a project, which in this case is aimed to improve their future performance and career possibilities. Nevertheless, the project manager does not stand alone with the whole process. Monitoring and funding are performed by the organization or the responsible, that initiated the competency assessment and development. Monitoring should not only take place to review the progress in competency development but also to align the goals with changes that could occur in the meantime. If requirements should change, the steps that need to be taken to achieve them can be adjusted. A way to standardize this monitoring is to set milestones in the process that are combined with measurable advancements that are to be communicated from the project manager to the organization. Success is dependent on the motivation of the project manager and the support of supervisors. Therefore, the task of the project manager is to communicate his need for support and his progress to the relevant stakeholders, which on the other hand should inspire and motivate.
In the end, the execution of the plan is to be evaluated, which can happen in an informal and a formal way. The informal approach includes the self-reflection and demonstration of the journey and the improvement in competence that has been reached. In a more formal way, a set of questions should be answered, like for example:

* Did the competency development plan deliver the intended outcome?
* Was the plan suitable and effective?
* Are others now able to use this plan?
* Are there any improvements in the job performance after completing the plan?

The answers to these questions cannot only evaluate the plan so far but help to improve future competency development plans for the same project manager or for the same competency gap, as it is the idea to continue with PMCD framework repeatedly.<ref name="PMI2017"/> 

==Summary==

The PMCD framework was introduced as a guideline to enable the mapping of competencies by assessing them, which further helps to identify fields of improvement and the best fitting way to achieve the goal, to equip a project manager with the needed competencies. This framework can also be used to assess and train program and portfolio managers in a similar way. Therefore, it is a valuable approach, that can help improvement-seeking organizations and individuals in a structured way. Nevertheless, it is not always directly applicable which will be discussed further in the limitations that are associated with this framework.