capital projects competency framework a_pm competency... · on the capital projects competency...

Orlagh Ennis

Corporate Services Division, Trinity College Dublin

CAPITAL PROJECTS COMPETENCY FRAMEWORK

FOR CSD PROJECT MANAGERS FEBRUARY 2016

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Contents Introduction ................................................................................................................................ 2 Vision .......................................................................................................................................... 3 Objectives ................................................................................................................................... 3 Principles .................................................................................................................................... 3 Overview of the Role Framework ................................................................................................. 4 How the Role Framework is structured ......................................................................................... 4

Competencies ................................................................................................................. 5

Project Evaluation .......................................................................................................... 6

PMO Roles ..................................................................................................................... 7 Next Steps & Implementation ...................................................................................................... 8 Appendix 1: Behavioural Competencies & KSA’s ........................................................................... 9 Appendix 2: Training Plan ............................................................................................................ 3

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Introduction Following a review in 2011, Board approved the introduction of a University -wide Programme Management Office (PMO) to improve formality and discipline around processes for projects. The PMO is a centralised, co-ordinating unit that provides a focal point for project management within the University. A key function of this office is to develop and implement a more structured and strategic approach to selecting and prioritising University Capital programmes and projects. This will ensure a Trinity standard of project management is developed which will support greater efficiency within the university and ensure that increased transparency is achieved around Capital Projects. The PMO has been embedding itself and developing its structure in line with the vision of the University. The PMO have been tasked by the COO to determine the capability of Project Managers across the university. The purpose of this document is to provide full and comprehensive detail on the Capital Projects Competency Framework. The PMO have worked to industry standards using the PMP and BCS as the benchmark and have also reviewed frameworks from other organisations which have contributed to the development of the framework. Due to the lack of visibility of the Project Management capabilities to date, this competency framework will enable an assessment of the existing PM capability and provide for CSD capacity planning and management. Behavioural competencies and Technical competencies have been determined in line with the format used for the Personal Development Plans in Human Resources. As part of this exercise, units in HR, Estates and Facilities and IT Services were asked to provide a list of all staff who had undertaken a project management course and those were certified Project Managers. A key foundation of the competency framework is the PMO Handbook which contains a comprehensive list of job roles and responsibilities. This will now be supported by the development of a competency model. This initial phase of the Framework focuses on Project Managers with options to focus solely on upskilling CSD staff or to identify project management competency across the university. Phase 2 may see the expansion of the framework to incorporate all roles associated with the PMO handbook. The competency framework is split into two parts: 1. Introduction to the Framework

This includes the background to the Framework, the list of competencies for Project Managers and the next steps for implementation

2. Competencies Self-Assessment This is the self-assessment document which all Project Managers will be required to complete in order to determine their level as a Project Manager in Trinity

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Vision The vision of the PMO is to develop existing capabilities and strive to ensure there is the required level of Project Managers to support CSD. In doing so, the PMO will be setting a standard for managing projects and enabling staff to understand the requirements which will lead to a formal qualification. This vision will be achieved in a four-step process which is outlined below.

Objectives The key objectives in producing the Role Framework are: • To enable capacity planning within CSD • to provide a pool of Project Managers for assignment across capital projects in

CSD • to provide a structured basis for the development of best practice capital project

management capability, to support the delivery of all programmes and projects within the university;

• to identify the typical responsibilities, professional skills, knowledge, competencies and key performance indicators required for all roles at each level in the framework;

• to use the Role Framework to build specific supporting learning and development paths for building on the job experience;

• to provide a career structure which recognises the differences in the level of responsibility associated with programmes and projects of varying complexity;

• to help build interesting and challenging careers that adapt and change with the evolving nature of the business.

Principles The key principles in order to successfully deliver this programme are:

1. Resources are required to address under-investment in Project Management development

2. All project management initiatives to be aligned with CSD competency framework for Project Managers (see Appendix 1)

3. A variety of learning offerings based on initially identified learning needs for defined cohorts of project managers

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4. A focus on high quality learning interventions and best practice project management methodologies such as PMBoK, BCS or APM

Overview of the Role Framework In moving from current to a target state of a pool of capable Project Managers, a clear understanding of the roles and responsibilities of Project Managers, as outlined in the PMO handbook, is vital. This process should, in the longer term, align with the existing goal setting and Personal Development Plan processes which HR have developed. In using the Role Framework, individuals are asked to work with the PM assessor and take personal responsibility for their development as a Project Manager, using a supporting suite of materials including those outlined in this document. The 70:20:10 approach to development applies. This method which is utilised by the APM encourages a broad selection of development interventions be used to ensure application and sustainability i.e.

70% of learning and development takes place from real-life and on-the-job experiences, tasks, and problem solving

20% comes from learning and developing through others 10% of learning and development through formal training

The Framework operates with the assistance of a Project Management Assessor through either the PMO or HR and engages with Project Managers to undertake the interviews for their Project Management self-assessments. A typical use of the Role Framework in discussions between the individual and the assessor is outlined below. It is recognised that the ability to adapt the material to individual requirements is important, however the stated objective is to have consistent use of the core principles and materials across all Project Managers in Trinity.

How the Role Framework is structured PMO roles are outlined in the PMO Handbook and each of which have the following distinct headlines: • Role Title • Role Description • Typical Responsibilities The roles in the handbook will aid any Project Manager in understanding the level of performance required of them and the skills required to manage projects in accordance with Trinity’s Governance Model. The Competencies Self-Assessment for Project Managers is the first step in identifying gaps in one’s skill-set and providing them with the necessary training to upskill. An interview with a PM assessor will finalise the assessment and once that assessment is agreed, the proposed training plan (Appendix 2) can be developed and

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actioned to improve the skills required by any Project Manager working on capital projects. The competency framework provides a structured basis for the development of individuals involved in capital projects. The ultimate goal is to have certified Project Managers working on capital projects to ensure a Trinity standard consistency across all capital projects. Checkpoint assessments will ensure that the PM is improving their skills and working towards progression to a higher level of competency as a Project Manager. This initial phase focuses on building the competencies of Project Managers but as the framework is embedded across the university, it is intended to build on these roles and expand the competency framework to include all roles outlined in the PMO handbook and provide a comprehensive capability framework for capital projects.

Competencies A competency is any observable and/or measurable knowledge, skills, ability, attitude or behaviour or other personal characteristic that: - Is essential to perform the job, or - Contributes to successful performance on the job – and differentiates standard

from superior performance Behavioural competencies, such as the ones described in Appendix 1, are ‘below the waterline’, in that they are harder to see and measure but make the most difference. They are additional to the ‘above waterline’ Technical Competencies – knowledge, skills and abilities (such as business knowledge, technical knowledge on how to do a job, knowledge about methodologies) – that are easy to see and measure and important to perform the job effectively, but which are rarely the factors that make a person a superior performer.

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Proficiency levels will vary depending on the role in the project. So, although everyone needs ‘professionalism’, it looks different depending on the role being carried out within a project. The competency framework defines the core competencies for roles within the PMO and the associated levels for each competency. The purpose of the competency framework is to help individuals rate themselves across each of the competency areas, and then to perform a gap analysis in consultation with the PM assessor, to prioritise key competencies to be developed in line with the requirements of a project management role. When focusing on the priority competencies to be developed, the individual should seek to identify ways to develop, in line with the requirements of their current role and future career aspirations. The PMO Role Framework identifies two broad categories of competency associated with each role: 1. Behavioural

Behavioural competencies are measurable characteristics of a person that are related to their success at work. They are generally considered to be adequately or well-qualified. There are three broad levels of competency:

- Development: a must-have competency for any role across the university - Proficient: a level of ownership for one’s own responsibilities - Expert: at a senior level in the organisation and has accountability for

leading in complex situations and relationships 2. Technical

Technical competencies are professional knowledge, skills and abilities (KSA) and refer to the attributes required to perform a job properly. KSAs may include capabilities gained through education, service, experience or on-the-job training. There are three broad levels consistent across Project Management roles:

- Foundation: a baseline level of the knowledge or skill area - Proficient: a developed knowledge or skill area and ability to apply in a

practical context - Expert: mastery of the knowledge or skill area

Project Evaluation It is recognised that individuals working on Capital Projects work on a wide variety and complexity of projects, from small to large-scale programmes. In practical terms these are a requirement for the PMO to have the ability to identify the complexity and requirements of various capital projects, thereby allowing for the opportunity to match individual skill sets with the requirements of the project. Following approval at Board in 2013, all business cases for projects are assessed on the following criteria:

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• Severity of the problem and the impact of the project over the next 5-15 years • Quality of project planning (including risk analysis) • Level of innovation and synergies in proposed solution • Benefit of the proposed solution compared to alternatives • Fit with current University strategic plans and initiatives • Cost Benefit Analysis

The project evaluation should be completed prior to Stage Gate 0 and used as a tool to identify the nature of the project and its complexity, and therefore the skills and competencies which resources working on such projects should hold. This will enable the assignment of the most appropriately skilled project manager. Example: Relationship between Project Management Complexity and Project Manager Proficiency Programme Manager Very High Complexity Projects Project Manager High Complexity Projects (Proficiency Level 3) Project Manager Medium Complexity Projects (Proficiency Level 2) Project Manager Low Complexity Projects (Proficiency Level 1) So, a Project Manager of Proficiency Level 2 can manage projects of Medium and Low Complexity. However, a Project Manager of Proficiency Level 1 will have the skillset to manage projects of Low Complexity.

PMO Roles The approach taken in developing core roles for capital projects has been to adhere as close as possible to the following principles: - Independence of organisational structure – ie. Based on similar sets of skills, not

based on current organisational structure - The roles are based on specific PM roles not jobs - Where possible definitions of job roles should be ‘future-proofed’ – ie. Not so

specific and tightly defined that it limits future flexibility. Roles should be defined broadly.

- The roles are defined to take account of evolving ways of working, eg can facilitate development of roles which may be necessary as new methodologies are deployed

- The minimum number of roles necessary should be included, but each role should be defined with sufficient breadth

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It is recognised that some individuals may align to multiple roles – for example, an individual may be skilled in project management and architecture or cost management. Also, while individuals hold specific jobs, it is anticipated that these jobs will broadly align with roles within the Framework. While this phase of the framework focuses on Project Managers, it is intended to extend the framework to include all project roles which are listed below and included in the PMO handbook.

Sponsor Steering Committee & Members Programme Manager Project Manager (Proficiency 1-3) Business Analyst (Proficiency 1-3) Subject Matter Expert (SME) Legal Advisor Financial Advisor Trainer Design Certifier Assigned Certifier Architect Cost Management & Quantity Surveyor Structural Engineer Mechanical, Electrical, Public Health Services Consultant (MEP) Fire Consultant Health & Safety Consultant Traffic Consultant Fit Out Specialist Sustainable Energy Consultant Planner Archaeologist

Next Steps & Implementation An external assessor will roll-out the self-competency assessment, undertake the interviews on behalf of the PMO and conduct checkpoint assessments throughout the course of the programme. A suitable training schedule for each individual will then be agreed with a view to certifying as many Project Managers as possible and boosting the capability across CSD. Once the training has been undertaken and the exams passed, those staff could then be considered for projects which require a Level 1 Project Manager. There is agreement that Trinity will now work to a Trinity standard of project management and only offer courses for PM’s which result in PM certification.

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Appendix 1: Behavioural Competencies & KSA’s Behavioural Competencies for University Employees

Core competencies are measurable characteristics of a person that are related to their success at work. A competency may be a behavioural skill, a technical skill, an attribute (such as intelligence), or an attitude (such as optimism).

Levels/Bands: Development Proficient Expert Relationship Management: Stakeholder Orientation

Understand Departmental Requirements

- Understands & checks stakeholder needs & issues

- Demonstrates ability to explain benefits of departmental processes

- Understands & helps to define customer requirements

- Delivers evident & consistent value to stakeholders

- Informs, challenges & defines scope of work

- Acts as communication channel with stakeholder/decision makers

Stakeholder Management - Operates within departmental procedures

- Identifies stakeholders to assist in development stakeholder plan

- Updates & informs stakeholder - Resolves stakeholder problems

- Manage stakeholder expectations - Breaks down internal barriers to

meet stakeholder needs - Anticipates needs of stakeholders

- Reviews & refines existing procedures on an ongoing basis

- Takes strategic focus with stakeholders

- Leadership through alignment of multiple, conflicting perspectives

Interpersonal Communication - Supports & develops positive team working behaviour

- Understands how different communication channels should be applied

- Develops communication plans - Is direct and open in order to

build trust

- Builds consensus & resolves conflict

- Maximises team’s decision-making potential

- Highly developed written communication skills

- Anticipates objections and deals with them effectively

- Adapts style to help others see alternatives not seen by them up to that point

- Responds to strategic challenges and leads on challenge

- Builds a culture of open conversation

- Maintains effective relationships Organisation Awareness

Sectoral/Higher Education Awareness

- General understanding of key priorities & influences within the HE sector

- Ability to articulate key trends & developments within the HE sector

- In-depth knowledge of HE sector - Anticipates future consequences

of key developments in HE sector & implications for Trinity

University Strategy, Structure & Culture

- Understands Trinity’s organisational structure & key roles & offices

- Understands Trinity’s reporting structure

- Knowledge in strategic information that may affect the organisation at large

- Articulates university’s strategic priority & implications

- Anticipates future consequences of strategic implications on University policy

- Advises on strategic issues & their consequences for the university

University Processes, Policies & Procedures

- Understands University strategy & vision

- Understands University governance processes, policies & procedures

- Knowledgeable in University policies, practices & procedures

- Articulate in key governance processes, policies & procedures

- Future oriented/strategy focus - Communicates, inspires &

motivates team members

Business Acumen - Displays a commercial awareness of the impact of change on the organisation

- Acts as a point of reference for colleagues to refer to for assistance and support in own area of business knowledge

- Is perceptive, discriminating and leverages own knowledge of business operations and interrelationships to bring enhanced value and drive opportunities in the organisation

- Uses business acumen to enhance the performance and reputation of the department

- Has the ability to create and sell a long term strategy and plan to Senior Management/EOG

- Able to create a plan of action to align to the need of customers (internal stakeholders)

Delivering results for Trinity Planning & Management - Accuracy & attention to detail

- Manages own time & delivers within timescales

- Works in one or more stages of delivery

- Competent use of planning tools, milestones

- Manages customers effectively, meeting objectives, deadlines, budgets

- Reviews, analyses and advises on services

- Advises on delivery design & implementation of University services

Quality Assurance - Complies with government legislation, codes of practice, university policies & procedures

- Measures quality in context of project deliverables

- Track record of meeting stakeholder needs & expectations

- Identifies & shares stakeholder feedback and satisfaction

- Leads internal/external stakeholder-partnered reviews of Trinity’s quality assurance

Resilience - Anticipates unseen situations, adapts tactics accordingly and perseveres under pressure

- Displays self-belief and

- Demonstrates flexibility - Doesn’t give up in the face of

adversity - Values and uses the different

- Establishes what best-in-class looks like, strives to achieve it

- Looks internally and externally to identify better ways of doing

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employs assertive communication techniques

- Welcomes feedback and acts upon it

skills, expertise and experience of colleagues within the team and across the organisation

things and brings in ideas or approaches that will improve the way things get done

Personal Initiative - Use initiative in your work to

identify & solve problems - Take responsibility for your

actions and for honouring your work commitments

- Show persistence and make the most of opportunities presented

- Instigates processes and measures to establish progress towards performance

- Demonstrate Foundation Level competency

- Encourage others to use their initiative

- Highlight areas for improvement & recommend & implement the appropriate course of action

- Anticipate and prepare for future opportunities and act on them

- Take action to overcome obstacles before any impact

- Anticipate conflict and remedy - Act quickly, decisively and calmly - Promote a culture of respect

- Demonstrate Foundation and Proficient Level competencies

- Coach others on how to use their initiative

- Demonstrate accountability - Work towards self-imposed

standards of excellence - Focus on important issues and

seize opportunities - Exploit opportunities for the

University - Address difficult or sensitive

issues in line with University ethos

Self Awareness & Commitment to Self

Development

- Assess how well you carry out your work activities

- Identify any skills, knowledge and support that would help carry out your work

- Request any training you need - Ensure any training or

development you agree to is actioned

- Support the performance management process

- Seek constructive feedback to enable you to develop your skills and abilities


- Continually monitor, evaluate and reflect on: o knowledge and skills o attitudes and behaviour o experiences and beliefs o areas of improvement o processes and results from

your work o feedback you receive

- Access development opportunities

- Review impact of development opportunities on your work

- Provide constructive feedback


- Identify knowledge and best practice that could impact on your work

- Demonstrate accountability and look for it in others

- Seek critical and constructive comment about your knowledge and results

- Take responsibility for your own personal and professional development

- Provide personal support and act as a role model for others with whom you work

Team Centred Influencing - Communicate confidently

- Considers important messages and best way to deliver them

- Focus on key benefits and strengths of message

- Negotiate clearly with supporting facts

- Handle objections in a calm and constructive manner

- Seek assistance when necessary

- Reflect on influencing skills


- Adopt appropriate style of influence for audience

- Remain objective and focused - Understand how your style and

behaviour influences others - Encourage contributions from

others to help build ownership - Ask others for their reaction to

gauge their level of buy in - Influence others to build support - Work with team on awareness of

their influencing style and how they might improve.

- Ensure each team member feels valued and assist with their performance


- Consider influencing strategies to lead/direct a group to a goal

- Present key messages assertively and concisely, encouraging contributions from others

- Explore underlying reasons to resistance and help others to understand them

- Ensure each party has an opportunity to make their case and facilitate consensus

- Encourage and coach others on how to exercise effective influencing and negotiating skills

Leadership - Play a leadership role in the group, helping to co- ordinate group efforts and ensure completion of tasks

- Establish working relationships with team members that builds trust and confidence

- Carry out your own role and responsibilities effectively

- Understand that you may at times have more knowledge or expertise than others and you are committed to sharing appropriate information and knowledge with them

- Seek the input and involvement of others.


- Consult with team and relevant others on vision, objectives and working methods

- Work with team to identify their roles and responsibilities

- Establish working relationships with team to motivate, build trust and confidence

- Evaluate your leadership style and abilities

- Identify strengths of team - Provide individual and team

feedback to maintain and improve performance

- Lead by example and respect all


- Input into university strategy & promote compelling vision to generate team support & commitment

- Lead by example - Identify the potential for conflict

and deal fairly with conflict - Establish an open and supportive

environment - Promote a positive and trusting

work environment - Exemplify a leadership style based

on fairness, integrity, accountability and customer-centeredness.

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work colleagues Team Membership - Identify, agree and clarify your

role and responsibilities; roles and responsibilities of team members; how your role and responsibilities contribute to overall objectives of the team

- Share information - Use feedback from others

constructively - Establish lasting working

relationships - Present suggestions to benefit

team members and improve team working


- Acknowledge team’s views and opinions

- Listen - Encourage good team practice; - Support effective group dynamics - Conflict Resolution - Report issues you cannot resolve - Ensure that working practices are

carried out as agreed by the team - Develop a team environment

which is trusting and supportive


- Provide a role model of good practice for team membership and leadership

- Seek constructive feedback about your own role and provide constructive feedback to others

- Identify and agree work activities that best use resources and the abilities of team members

- Clarify roles and responsibilities and hold team members to account for delivery of objectives

Professionalism - Honest, trustworthy, reliable and dependable

- Communicate in appropriate, open, accurate and straightforward way

- Maintain clear, accurate, factual and up-to-date records

- Clear understanding of the confines of confidentiality

- Honour work commitments - Understand the boundaries of

your role and responsibilities - Know when to ask for help - Maintain good timekeeping,

dress code and respect for your colleagues


- Demonstrate that you are honest, trustworthy, reliable and dependable

- Work, and support colleagues in ways consistent with the law, regulations, project, customer and organisational requirements

- Honour your work commitments - Understand the impact your role

may have on team members and other stakeholders

- Ensure confidentiality


- Encourage colleagues and team members to seek assistance when experiencing difficulty

- Communicate and support colleagues in appropriate, open, accurate & straightforward ways

- Contribute to development, maintenance & evaluation of systems that enable team to understand Trinity’s goals & ethos

- Exemplify the highest standards of professional commitment

- State your requirement for others to demonstrate these behaviours.

Commitment to the highest standards of quality

- Provide a service which prioritises the needs of your customers.

- Continually monitor your own work

- Respond to poor service in others appropriately

- Support others who may need your assistance


- Adopt a customer centred approach

- Continually monitor for signs of inadequate service delivery and address

- Demonstrate the importance of continuous improvement

- Encourage others to challenge or question your service delivery

- Promote university to stakeholders

- Provide, receive and evaluate information that contributes to identifying changes in service delivery

- Seek out expertise within the organisation


- Build strong working relationships - Challenge practices & procedures

for improvement, change or eradication

- Encourage team members to make constructive suggestions about areas of service delivery

- Provide a commitment to highest standard of service delivery.

- Oversee evaluation of services provided by Trinity & work with others to propose changes based on these evaluations

- Commit to continuous improvement

Organisational Results Focus & Effectiveness - Work with your manager to

agree appropriate goals and outcomes

- Seek clarification where necessary & identify barriers which prevent or impede the successful achievement of these results. Agree a plan with your manager to address these

- Agree measures of success for your role and responsibilities

- Recognise success & give constructive feedback to individuals

- Assist your colleagues to identify appropriate outcomes & work towards achieving them

- Relay clear instructions to team members & monitor results

- Continue to demonstrate Foundation Level competency

- Set ambitious and challenging goals for yourself and encourage others to do so

- See obstacles as challenges to be overcome

- Evaluate your own performance and have your own internal measures of success

- Outcome focused and help others work towards their goals

- Provide constructive feedback to colleagues and always endeavour to reinforce positive outcomes

- Continue to demonstrate Foundation and Proficient Level competencies

- Demonstrate a clear understanding of factors affecting improvement of outcomes

- Initiate actions to optimise resources for the achievement of improved results

- Set challenging goals for yourself and others to improve service provision and efficiency in University

- Coach and demonstrate to others how to become ‘results and effectiveness focused’

- Committed to the principles of accountability

- Work to build a positive and open environment within your team

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- Seek feedback of you and your teams effectiveness

Problem Solving - Analyse information accurately and/or seek additional information to enable you to draw an appropriate conclusion

- Break problems down into simple and logical steps and clearly articulate both sides of the solution.

- Make decisions based on: o factual information o customer requirements o the requirements of your

role o organisational and legal

requirements - Make decisions following an

analysis of all available options - Committed to principle of

continuous improvement - Obtain specialist assistance

where you are unable to make a reasonable judgement

- Seek the opinion of your colleagues where you may wish to verify your conclusion/course of action

- Continue to demonstrate Foundation Level competency

- Identify key issues in ambiguous information or complicated situations

- Identify potential obstacles or barriers that may impede a particular solution and take the appropriate steps to address

- Generate new insights and a range of workable solutions to understanding such situations

- Consider the situation from different angles before drawing conclusions or solutions

- Help others to identify, analyse and select options by demonstrating such behaviour and providing the space and time for them to do so

- Provide feedback to key stakeholders ensuring that decisions, judgements, explanations & recommendations are documented

- Try to think ‘outside the box’ to solve problems

- Continue to demonstrate Foundation and Proficient Level competencies

- Create order out of information that may come from unrelated areas by finding the key links between these areas

- Carefully assess the risks and sensitivities in making certain decisions

- Declare any interests that may affect your judgement

- Create opportunities or overcome obstacles by rethinking or re- conceptualising practices or procedures

- Encourage problem solving behaviour in teams

- Encourage others to think ‘outside the box’ to solve problems

Critical Reasoning - Uses basic logical thinking and common sense in analysing situations

- Seeks opportunities to add value and plan to exploit such opportunities

- Fully understand the competitive context in which own department operates

- Analyses complex strategic situations or information and adapts as appropriate

- Is outward looking in implementing strategies flexibly in the light of relevant changes in the business environment

- Sets policies for own area of responsibility ensuring their fit with the organisation’s strategic objectives; able and willing to change/cancel policies that do not fit with the organisation’s strategic objectives

- Builds new models/frameworks to help make sense of complex issues, competing business demands and contradictions

- Creates and implements mechanisms to help shape the organisations’ strategic thinking

- Keeps abreast of trends in the areas of service which the department offers and uses this knowledge to help shape the organisation’s strategic objectives

Decision Making - Takes decisions where a clear set of policies and procedures exist

- Proactive in making quality recommendations to others

- Makes decisions where a prompt or urgent response is needed

- Applies sound judgement to take strategic decisions where there is a degree of uncertainty and risk

- Where necessary, makes decisions with incomplete information, assessing and mitigating risk, and taking a pragmatic view

- Conveys belief in the success of own decision/recommendation

- Is authoritative, confident and adapts a proactive style in making decisions within a complex, matrix organisational and change initiative structure

- Makes critical decisions at the speed needed to maintain the momentum of the change initiative

- Stands by decisions made, ‘owns’ them even when they are unpopular. Is willing to reverse decisions made if that is the right course of action to take.

Project Manager Knowledge, Skills & Abilities Project Management

Professional Knowledge, Skills & Abilities (KSA) refer to the attributes required to perform a job properly. KSAs may include capabilities gained through education, service, experience or on-the-job training.

Levels/Bands: Level 1 (Foundation) Level 2 (Proficient) Level 3 (Expert) Approval & Prioritisation 1

Lifecycle Management

Clear understanding of TCD Project Governance Lifecycle and ability to develop the roadmap. Ability to communicate & embed Governance through Steering Groups, and engage with all Governance Committees as required.

Understand the lifecycle, governance point and be able to communicate this to the business

Ability to communicate the lifecycle, establish steering groups relevant to the project and engage with all steering groups across the lifecycle

2 Stakeholder Engagement

Are aware / understand who the stakeholders are and the need to involve them

Actively elicit information from stakeholders throughout the project lifecycle

Actively elicit and engage with stakeholders. Are proactive in engagement and communication of information to stakeholders

3

Financial Management

Ability to prepare a Financial Plan to a reasonable level of detail to effectively manage the project through all stage gates.

Ability to prepare a Financial Plan to a reasonable level of detail to effectively manage the project through all stage gates. Can liaise with FSD in preparation of funding models and benefits realisation.

Ability to prepare a Financial Plan for a large programme which includes a number of projects to a reasonable level of detail to effectively manage the programme through all stage gates. Can liaise with FSD in preparation of funding models and benefits realisation.

Initiation & Strategic Planning 4 Project Initiation Ability to articulate and define the scope of

the project. This can then be documented Ability to articulate and challenge the scope with tools and techniques or brainstorming sessions.

Ability to manage expectations of diverse stakeholders and align scope and objectives to close-out

5 Engagement with Design Team

Lead project staff on tender, selection and appointment processes

Ensure contract documentation is developed and agreed in line with project objectives

Ensure design complexity and consultants are engaged and being challenged on scope and objectives

6 Delivery Plan Prepare plan for the project to include all

stages, all stage gates and identify critical path

Prepare plan which includes a larger number of stakeholders and deliverables for the project to include all stages, all stage gates and identify critical path.

Prepare plan for the Programme which includes a number of projects to include all stages, all stage gates and identify critical path.

7 Benefit Definition

Recognises and understand the success criteria for the project & support Project Sponsor in planning & baselining benefits

Documents and defines the success criteria in a manageable and consistent way

Engages with the business to understand different views on project success to bring together a coherent view

Detailed Planning & High Level Design

8 Project Execution

Plan I

Ability to understand and incorporate the various components of a project execution plan (i.e. schedule, budget, etc.). This can be documented

Provide a Project Execution Plan (PEP) in accordance with governance process format.

Proactively challenge the risk and issues of the PEP to focus the business on what needs to be done. Continues to seek 'hurt points' and 'exclusions'

9 Business Requirements

Able to articulate and communicate the business requirements as part of the business case

Ability to articulate the business requirements and understand how these requirements will change the business for the future (i.e. impact)

Ability to use the business requirement to change and develop the project. This is where the business requirements are used to engage with different parts

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of the business and conflict managed Detailed Design 10

Risk Management Identifies and document RAID items including mitigation steps as part of governance process

Proactively explore internal & external factors in dealing with risks & issues. Manage RAID items with regular review and engagement with stakeholder to ensure mitigation

Use risk / issue to communicate to the business and engage with stakeholder. Be proactive in ensuring mitigation of RAID items.

11 Project Execution Plan II

Able to baseline and agree the project execution plan with all stakeholders as part of the governance process

Able to effectively manage change against the PEP and influence change as it occurs

Able to monitor the progress of the PEP and use the progress to understand change at a micro / macro level

Execution & Handover 12

Project Monitoring

Ability to determine/evaluate the quality & performance of project against approved commitments/baselines. Ability to monitor project progress and reporting and maintaining schedule & cost forecasts through stage gate; work performance reports; Issue log as part of the governance process

Ability to monitor project progress and develop forecasts and be proactive in managing slippage as it occurs

Actively engaging with team, consultants and stakeholders for status and progress while being proactive in dealing with issues, forecast, schedule slippage

13 Change Management

Identify potential changes to project plans and update delivery plans, resource plans and financial plans following change requests.

Identify potential changes, understand impacts and actions and attempt to manage changes proactively and document as needed

Manage change / crisis proactively and deal with situations / changes in a positive and collaborative way

14

Project Reporting

Update status reports that highlight exceptions and actions and are focused on the project moving forward in line with the governance process

Update status reports that highlight exceptions and actions and are focused on the project moving forward in line with the governance process

Update status reports that highlight exceptions and actions and what various part of the businesses need to be involved in moving those actions forward. The project is proactive in dealing with these actions in line with the governance process

15 Customer Management

Identify and address customer issues and escalate if necessary as part of the governance process

Proactively manage the contractual activities the customer must undertake and escalate when needed

Manage contractual activities the project team must undertake and engage with customer proactively and not reactively

16 Customer Handover

Confirm the product is fit-for-purpose when handing over to the end-user on delivery date at Gate 4

Drive the test-plan with the customer and prepare for hand-over before project close-out

Focus on customer satisfaction as a driver for project success. Be proactive in test, hand-over and final commission

17 Lesson Learned Complete lessons learned document as part of

the governance process

Complete lessons learned documents outlining any learnings from project that can be usefully applied on future projects.

Complete lessons learned documents and focus on action-driven initiatives that can improve the business area / college

Post Project 18 Program Delivery Focus on the project’s delivery benefits to the overall program / business

Work with the business to modify / rectify any 'loose-end' for the project

Constantly pursuing opportunities within the business that can enhance the project strategically

19 Knowledge Transfer Document project management lessons learned for future projects

Set up and engage with different project managers in sharing knowledge

Coach / mentor others on the outcomes of the project and what can be done for future projects

20 Benefits Realisation Handover &

Commitment

Work with the Project Sponsor on handover of the commitment to realise the benefits. Sponsor will own the delivery of benefits post-project

Work with the Project Sponsor on handover of the commitment to realise the benefits. Ensure the sponsor is in full command of the benefits realisation plan

Challenge the Project Sponsor on benefit realisation ownership and ensure all gaps are closed and understood by the sponsor

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Appendix 2: Training Plan

Category Provider Course Name Project Manager Proficiency Level 1 Project Manager Proficiency Level 2 Project Manager Proficiency Level 3ITS MS Office for Beginners

ITS Data Processing using ExcelITS PowerpointPMO PM3

Project Management External PMP/BCS/APM CertificationHR Time ManagementHR Personal EffectivenessHR Handling Conflict ConstructivelyNew Negotiation SkillsNew Presentation SkillsHR Leadership through - Influencing, Coaching & DevelopmentHR Introduction to Supervisory DevelopmentHR Management Training SuiteNew CoachingNew Providing Effective Feedback

Pers

onal

Effe

ctiv

enes

sLe

ader

ship

Deve

lopm

ent

Mandatory for all Project Managers

Please make every effort to complete these courses, based on your current level of knowledge in this area

Please make every effort to complete these courses, based on your current level of knowledge in this area

PC S

kills

Please consider this course if you have identified a requirement through your PDP for a basic overview of MS Office

Course Details Mapped to Role

You should use the Training Plan to identify courses which might be suitable for your role. In considering this, please use the outcome of the self-assessment on Behavioural & Technical Competencies, and the outcome of your discussions with your Manager on your primary role, goals and PDP.

Please consider this course if you have identified a requirement through your PDP to extend your knowledge and skil ls beyond building simple workbooks. This course is suitable for people who use or who will use Excel in their daily role. y g p g y g

beyond simple formatting. This course is suitable for people who use Powerpoint in their daily role.