Analysis of the competencies of managers of educational · PDF fileThis paper targets to analyse behavioural competencies of executive education projects. The education sector is intended

International Journal Of Advancement In Engineering Technology, Management and Applied

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ISSN: 2349-3224 || www.ijaetmas.com || Volume 04 - Issue 02 || February-2017 || PP. 16-28

www.ijaetmas.com Page 16

Analysis of the competencies of managers of

educational projects according to IPMA standard in

the context of behavioural competencies

Martina Polčáková1, Kateřina Bočková

2, Radka Vaníčková

3, Peter Jakúbek

4

¹Department of Enterprise Economics & Tomas Bata University, Czech Republic

²Department of Management and Economy & DTI University in Dubnica nad Váhom, Slovakia

³Department of Management & Insitute of Technology and Business in České Budějovice, Czech Republic 4 Department of Management and Economy & DTI University in Dubnica nad Váhom, Slovakia

Abstract— Project management is the discipline that the Czech Republic is experiencing a boom in the last decade.

However, it is very timely given the fact how many different projects every day throughout the world realizes its

importance increases, is considered as a blend of art and science. It's important part is the project manager who is

responsible not only for meeting the objectives of the project but is a key person throughout its lifecycle. Specific

knowledge of a manager depends on the project assignment. However, there is a knowledge base that can be applied

to all projects. The project manager is the person thus binds his powers. This paper targets to analyse behavioural

competencies of executive education projects. The education sector is intended primarily Czech public and private

universities and educational institutions and agencies that provide courses with training for companies and

individuals. The methodology of scientific work is divided into five steps. The first is the determination of research

objectives, followed by the execution of critical literature review and define hypotheses. The third step is the selection

of appropriate methods and data acquisition through qualitative and quantitative research. In the fourth step, the

processed data using mathematical and statistical methods. The latest move is aimed at verifying hypotheses,

interpret the results and there to check the fulfilment of targets.

Keywords—Project manager; behavioural competencies; competencies; education sector; IPMA

I. INTRODUCTION

Organizations and industries that are project-oriented, are still struggling with the

challenges of project management. According to (e.g. [56], [58], [30], [62], [23], [31], [54] is

expected to power the project manager, project management specialists, and project office.

The project manager is indisputably an important part of project management as a

comprehensive methodology by which companies manage their one-off activities. Research

shows that the Czech Republic is the lack of project managers and therefore is a huge demand

for them. It also confirms the director of the Project Management, which provides HR Forum:

„Branch Project Management offers a range of approaches, tools and techniques on how to

necessary changes and unexpected requirements to respond. Therefore, the rising demand for

people who manage this branch―.

Work project manager, however, is not simple. Must have an overview not only of the field

in which to work, but also to control the knowledge of finance, project management, or, for

example, focus on planning at the strategic level. So choose a suitable project manager for

project management is not a simple matter, because it is a key person. It's improper selection

may consequently affect the running of the project. This business requirement for obtaining

effective project manager receive new dimension.

Specific knowledge of a manager depends on the project assignment. However, there is a

knowledge base that can be applied to all projects. The party project manager is therefore

bound his powers, which are characterized as a set or range of required knowledge, skills and

abilities or skills that are needed to ensure that their project manager possessed and in a

situation to be able to use them to achieve successful management and completion of the

project.


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To facilitate the work of project managers around the world, there are several international

companies involved in the project management and the creation of standards and methods.

These standards and guidelines are then managers a great tool for project management. One

of such international organizations as well as IPMA (International Project Management

Association) that project management is seen from just project managers and their

competencies. This organization has created a standard that is competency-conceived and

describes the three groups of competencies further divided into 46 elements that are

important for the project manager.

II. PROCESSING METHODOLOGY

The definition and use of different treatment methods applied in the context of fulfilling the

aim of the paper were drawn from [45] and [68]. For logical methods we used abstraction and

specification defined by [46], since the topic of project management is very extensive, so we

have instantiated only the part relating to the Project Manager and behavioural competencies

that are needed in the education sector. Additionally, we used the analysis and synthesis

defined according to [46], mainly to determine the current state of solved problems processed

critical analysis of information sources, which we have drawn from:

foreign and Czech historical literature, where they were shown the first findings of the

issue,

foreign and current Czech literature, which are discussed modern trends in the field of

project management competencies and project managers, this kind of literature was

crucial for the development contribution,

journals, The Web sites that deal with project management,

valid ISO 21500 and IPMA Baseline.

Equally important was the use of induction and deduction and other methods such as:

Analysis of the current state to identify the importance of behavioural competencies of

project manager for education sector,

Comparative analysis to compare opinions of individual authors dealing with the issue

solved.

A significant contribution to fulfilling the objective was the use of empirical methods that

reflect the actual state of the problem and allow you to verify the hypothesis. For data

collection were used: document analysis, analysis of available sources of information,

questionnaires and interviews. The implementation of the questionnaire we used methods of

organized selection.

The questionnaire was focused on competence IPMA. They were surveyed preferred

competencies of project managers in educational institutions, with emphasis on behavioural

competencies. Electronically were interviewed 80 respondents. Overall give 29 fully

completed questionnaires; the return was thus 36 %. Survey respondents were teaching

project management of the state, private and public universities in the Czech Republic. The

anonymous questionnaire was created in electronic form. First, a survey was conducted of

teaching project management to private, state and public universities in the country. In terms

of education, 82.8 % of respondents had a postgraduate education, and the remaining 17.2 %

had a university education. Most respondents were aged 35-45 years (69 %), in the category

of 46-55 years (10.3 %) over 55 years, 17.2 % of respondents, only one respondent stated that

he is younger than 34 years. The questionnaire was completed by 65.5 % of men and 34.5 %

women. The length of work experience in project management differed. It is interesting that

most of the respondents (almost 45 %) said that in the field of project management work for

less than 5 years. Conversely, more than 15 years in this industry worked only three

respondents. Respondents could also choose what position they work. They chose from the


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following options: project administrator, project manager and manager of programs and

complex projects. Most respondents said they work as project managers (almost 52 %).

For the statistical evaluation of the data obtained was used SPSS program. Specifically, the

statistical method of Cronbach Alpha. It was also used Statistics program, which has been

processed proportional tests, ANOVA and also served to validate the hypotheses set out

below.

In this case, we are greatly interested in the influence area of behavioural competencies to

overall reliability. The questionnaire was evaluated using statistical methods Cronbach Alpha.

It is the result of SPPS. There were tested 29 elements (N). For testing, no one was excluded.

Competencies were divided into 4 regions (behavioural, contextual, technical and managerial

competence). Internal consistency of behavioural competencies for items specified range

achieved by calculating Cronbach Alpha value of 0.817 and homogeneity of the 16

competencies can, therefore, be considered as good. In the context of competencies, the value

was 0.689 CA (11 competencies), the technical competence of internal consistency was 0.919

at 20 competencies. In the last area of managerial competencies published internal

consistency of competencies based on the calculation of the CA to .734 (12 items).

Homogeneity can be considered good. In addition to the areas of competence and

Crombachova Alpha's Table. 1 also listed the number of competencies in various areas (N of

Items). According to the results, it can be argued that the respondents were able to distinguish

between fixed Likert scales (1-5) in the evaluation of all entries in the various fields of

competence of project managers. TABLE I

CROMBACH ALPHA (OWN SOURCE)

Area of competence Cronbach´s

Alpha (CA) N of Items

Behavioural competencies 0.817 16

Context competencies 0.689 11

Technical competencies 0.919 20

Managers competencies 0.734 12

The questionnaire was developed as part of the IGA at the Faculty of Management and

Economics at Tomas Bata University in Zlin. Questionnaires were created in Survey and

were distributed online.

Interviews with respondents we used to refine and supplement information from surveys.

Although the questionnaire facilitates time and is an effective form of data acquisition, may

in some cases be distorted when the respondent did not pay sufficient attention to the issue?

The aim was to supplement information from surveys and determine what competencies are

according to them for project managers in the education sector, an important and why.

Interviews were conducted with practitioners. At the request of the respondents are not the

work the company names. Realization of questionnaires and interviews are perceived as a

form of quantitative research. Following the fulfillment of the primary objectives of the

contribution, which is the analysis of behavioural competencies of executive education

projects have been formulated the following hypotheses:

H1: Of all the areas of competence, project managers prefer behavioural

competencies. After studying the available resources can be assumed that they could project managers

prefer behavioural competencies before others. This is mainly because, in the field of

behavioural competencies are included e.g. communication, teamwork and project

requirements and objectives


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H2: The most commonly reported competencies and skills of project managers are

Effective communication and planning, organizing work.

It is expected that one of the main competence will be effective communication, which

is very important project managers.

The article is based on common publication of results of the projects Kega 003DTI-4/2014

Diagnostic system for identifying competencies of managers of national and international

educational projects implemented in the years 2014-2015 on Dubnica Institute of Technology

in Dubnica and project IGA / FaME / 2013/005 Design Competence model project manager,

who I realized in the years 2013 - 2014 at Tomas Bata University in Zlin is good detail in the

research work of the project 001DTI-4/2015 Draft behaviour strategies in difficult social

situations in the management of secondary school using innovative software tools for

prediction.

III. THEORETICAL BACKGROUND

A. Project manager

There are many definitions of project manager. One of them is that the project manager is

managing elements of the project. He is responsible for managing the project, coordinating

the team members, negotiation and decision-making must have the authority and be

accountable. He is the manager, scheduler, organizer, coordinator and negotiator controller in

one person [20], [25], [34], [38]. Project Manager and his team are responsible for managing

the project.

„Project managers have project management responsibilities of two: technical competence

of the project: plans, budgets, statistical analysis and monitoring in various educational

processes. The second capability is people management so that the team was motivated to

complete the project goals. This means that project managers are currently more looks at the

people who will implement corporate strategies and goals than just check the status of

corporate disasters― [35] and [49]. It is, therefore, evident that the role of project managers is

much more demanding than the typical roles of managers, because in addition to working in

functional and organizational structure, the project manager as well as other tasks [14]. In

contrast, the authors [33] conclude that there are no significant differences between the

perception of leadership styles of line and project managers in terms of transformational

leadership behaviours.

It is important to realize that the project manager leads all the work in the team, but does

not exercise it. Its core competencies include the management of people who are involved in

the project implementation, monitoring processes, representing the project from outside,

secure resources needed for the project, motivation of team members and communication

between them etc. The Project Manager also provides for the reallocation of labour among

individual workers Team (synergy). Their common result is, therefore, greater than if they

worked alone and no organization ([41], [19])

Turner in [34] wrote that the responsibilities of project managers are limited to the

timeframe of the project, but competences in the long term the project are not included. The

project manager plays a very important role in the management of human resources,

especially in organizations that are project-oriented. The role of a project manager but it is

not clear [33], [42]. Successful project managers according to these authors [64], [65] and [25,

p. 23] are „using formal and informal communication and resolving deviations interact―

Still growing interested in the project managers. For example, in 2014, employers are

looking for on the portal Profesia.cz 2407 project managers. This is 6.3 % of all ads that have

been published. Demand for these specialists thus rose by a quarter. Offers of jobs were 34


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branches, most advertisements were published in the field of IT (491 jobs). In second place

was the engineering industry, followed by banking. 5th in the personnel consultancy,

providing work experience and study (112 jobs). Given that the company has a long-term

deal with the pressure of the financial crisis, must respond to this situation. Director for

○Project Management, Mr. Motal maintains that it has many project management approaches,

tools, and techniques that you can use to change and react to unexpected demands. That is

why constantly growing demand for project managers who completely dominate the field

[32].

B. Competence

Competence project managers are a key factor in the outcome of the project are "specific

set of knowledge, skills, experience, methods and procedures, as well as the attitudes that an

individual uses to successfully addressing various challenges and life situations and to allow

him to personal development and implementation of its life inspiration―[66, p. 25]. There are

several definitions of competence. (e.g. [59], [43], [1], [52], [29], [63], [40]). Word

competences express ambiguity in terms of linguistic lists, as well as in terms of meaning.

For a proper understanding of the concept of competence, it is first necessary to distinguish

between competence, competency. Competence (competences) - technical, operational

capability related to performing work. In essence, the minimum requirements for

qualification, which also builds employee training and development. Competency

(competencies) - a way of reaching performance. Behaviour should conform to the

requirements for a particular position and organization in order to achieve results. It is the

ability to perform a given activity. It is synonymous with fitness. From the interpretation of

the apparent identity of the concepts of competence and competency are ([4], [26], [37]).

Also, the authors [42] or [23].

Among the first experts who have dealt competences belonged Boyatzis. He defined the

notion of competence as „A person's ability to behave in a manner consistent with the

requirements of work in the parameters of the environment of the organization, thus bringing

the desired results ―([10] in [2 p. 194]).

Synonymous with competence powers of decision-making or the possibility to comment on

the issue. For them is the so-called competent. Experts understand competence rather as a

character - the sum of knowledge, skills, experience and different properties for a given

activity to achieve targets. Competence can also be viewed as an instrument through which

we can work in a given environment and manage such pressures from the business. For this

action arises, for example, term managerial skills, competency models and different

approaches to measuring and development of competencies ([66], [37]).

Meaning competencies but may be different and there on him because of multiple views.

Assessment according to other (external view), determining the quality of a man inside

(inside view). Another meaning is the connection with the competencies of managers (the

abilities and prerequisites) to submit performance managers ([16], [37]).

Author [36] argues that the experts cannot agree on the definition of the word, not only

competence but also on their classification according to species. Author [10] divided the

competencies to:

Threshold (basic) skills, which are the minimum requirements

Manager on the performance of the organization include here the knowledge and skills

that are necessary for the performance of the manager (they are also called managerial

functions that include: planning, organizing, decision-making, etc.),

Power Competence, which focuses on the results of the manager's actions and behaviour,

and does not address the longer levels of knowledge and skills needed.


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According to ([2 p. 195-196] sentiment [66]), competencies are divided:

Behavioural and Personnel – They include properties which employees are inserted into

their work roles,

Based on work and profession – They relate to expected performance and outcomes of

people who performing specific role,

Generic, basic, specific - the species is further divided into:

o Universal (especially people in the profession, it does not matter to us),

o On within the organization which may be:

General - basic, specific competencies,

Specific - relate to the position or category of employees.

According to [55] competencies are divided into:

Technical – technical knowledge and skills, talents and attitudes that are related to the

technological, economic, financial and structural aspects of work,

Behaviour and manners – included components are related to working with people,

influencing behaviour and communication manager with others, not only within the

organization but also outside.

This division reflects two pages each manager and his work. They are asked questions

relating to the necessary competence and asked the manager claims under business practice.

On this basis, the requirements for the manager divided into several groups. Analytical and

conceptual skills, personality traits and characteristics, industry know-how. Process

management skills underline the need for procedural skills ([25], [55]).

Authors in [37] reported that the components of personality entering competence are

divided into five categories. The first of these themes, which include everything leads one to

action in that direction. This is an internal motive. Other categories are the characteristics that

allow the reaction to the situation. One example may be temperament. Categories perception

of himself refers to values or attitudes that are created on the basis of their experience.

Knowledge is the accumulated knowledge of areas related to the work at a given position.

The last category is the skills that help to perform activities that are associated with a given

task (physical or mental).

According to [9] competencies in companies and societies divided into 3 types:

basic skills, which apply to all workers,

cross-curricular competencies that apply to most workers (for example: work on a PC or

a foreign language),

Specific competencies relate to a given profession or departments, for example:

Logistics.

As defined in National standard project management competence [53], competencies are a

set of knowledge, attitudes, personality, skills and experience that are essential for success in

a given position. Competencies are divided into three areas:

Technical - they are used in preparing, initiating, implementing and completion of the

project, the importance of each competency depends on each of the projects,

Behavioural - dealing with personal attitude and behaviour of the project manager and

his staff,

Context - for these skills is essential to understanding the situations that are specific to a

project and often crucial.

Each of the above areas according to National Standard has the following elements.


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Fig. 1 Division of competencies Project Manager [53]

As stated [37] then as soon as we identify and measure the necessary competencies, we

find demands on the job. Competence, which is applicable to a given task or function or

position. Author [67] says that this is more or less fine tuning of competence of a person to

the profession and work equipment. Thereby creating a balance between assumptions worker

(subjective) and performance requirements (objective). According to [37] contains the

structure of competencies not only observable behaviour but also personality traits.

Competence is a stable component of personality. When you recognize the person in the

development of competencies, we can at him, and then assumed behaviour in different

situations and tasks. As soon as a responsibility of such a person has, it can be used in any

company and job position [37].

IV. ANALYSIS OF BEHAVIOURAL COMPETENCIES MANAGER OF EDUCATIONAL PROJECTS

Below are the results of behavioural competencies preferences towards other competencies.

TABLE III

BEHAVIOURAL COMPETENCIES (OWN SOURCE)

Competence / range 1 2 3 4 5

Leadership 59 % 24 % 10 % 7 % 0 %

Engagement 55 % 31 % 3 % 7 % 3 %

Motivation 59 % 31 % 3 % 7 % 0 %

self-control 52 % 41 % 3 % 3 % 0 %

Assertiveness 14 % 45 % 31 % 10 % 0 %

Release 7 % 34 % 34 % 17 % 7 %

Openness 28 % 34 % 21 % 17 % 0 %

creativity 31 % 41 % 14 % 14 % 0 %

Focus on Results 62 % 21 % 10 % 7 % 0 %


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efficiency 38 % 31 % 21 % 7 % 3 %

Discussion 28 % 45 % 24 % 3 % 0 %

Negotiation 69 % 24 % 7 % 0 % 0 %

Conflicts and crisis 45 % 31 % 17 % 3 % 3 %

Reliability 62 % 31 % 7 % 0 % 0 %

understanding values 48 % 41 % 7 % 3 % 0 %

Ethics 45 % 28 % 21 % 7 % 0 %

24% of survey respondents suggests this list of behavioural competencies further

expand and make the following changes, which are due to the specifics of the

educational sector: Results orientation mistaken for Purposeful because the main outcome

of a successful project is always resolving project. Among the other suggestions mentioned

above, exclude creativity because the creative should be especially members of the team or

the project manager and discard competence Release.

H1: Of all the areas of competence, project managers prefer behavioural

competencies.

In this hypothesis were verified preferences of individual areas of competence. It was

found that respondents understand the behavioral, contextual, technical and managerial skills

differently.

Fig. 2 Comparison of competencies (Own Source)

Fig. 3 Preference competencies (Own Source)


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The results show that are very similar behavioural and technical competencies. Therefore

been chosen detailed investigation based on midpoints of competence. Between behavioural

and technical capabilities it is not in the median difference. H1 is rejected the p-value is

greater than the chosen significance level alpha 0.05. The preferred competencies, therefore,

according to respondents include contextual and managerial competence. The respondents

prefer behavioural competencies. The hypothesis was tested using Statistics, particularly

through Anah. This hypothesis was not confirmed.

H2: Most frequently mentioned competencies and skills of project managers are

Effective communication and planning, organizing work.

Respondents chose which competencies and skills for this work important and should

therefore meet. It was created by a 5-point Likert scale (1 - the most important). We are

determined by the relative frequencies are important for project managers following

competencies and skills: Effective communication, planning and organizing work and

cooperation (cooperation). Conversely, the least important is do the work of project manager

competence to drive a car. Colour highlighting are the competencies and skills which

identified more than 75 % of respondents. This hypothesis was confirmed.

V. CONCLUSIONS

The quality level of project management is also in use in detail the rules and methodologies

developed fully dependent on the people who make up the organizational structure of the

particular organization. Although it is in the detail view and management's everyday essential

performance of each task, which are the work of individuals or small workgroups, the overall

success of the project and the achievement of the set goals are highly dependent on the

cooperation of the entire project team. If the project team is often a group of experts

responsible for undertaking other departments who might previously collaborate temporarily

in another project, or not met at all. Also, the uniqueness of the project as the original process

without repetition, emphasizes the clear assignment of managerial authority and decision-

making ability. In such an environment it is becoming the increasingly important role of

project manager. Without his job would not do any project, even apart easier. Therefore, it is

important to characterize the project manager as a professional. The man who carries on his

shoulders the burden of responsibility and that matters up in the first place.

Profession project manager is responsible and demanding professions, with a strong

emphasis on skills. Project managers usually become experienced specialists or lines or

middle managers. Profession project manager requires additional quality that lies not only in

the qualifications and skills but also in habits and personal characteristics, as both states ([60],

[61]). The reason for the high demands, among other things. Term inability project and the

need to combine to create the project product also specialists who have not worked together.

In multinational companies, it is common that the project team is composed of members who

work in different destinations, rapidly increasing demands on the communication skills of a

project manager and emotional competence in general, as well as underscore [17].

Author [60], considered the most important attributes of a project manager management

skills, strategic thinking, negotiating skills, ability to properly prioritize the ability to develop

interpersonal relationships, at least a general knowledge of the marketing industry in which it

operates, an overview of the technologies used for the project, since. software. These skills

are closely linked to a range of responsibilities of a project manager and his job description.

Author [61] points out that the role of a project manager are needed not only knowledge

and skills but also personality traits and attitudes, and also mentions the importance of

charisma as a true leader qualities and personal maturity.


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The demands on the profession of project manager, therefore, require skills that appear to

be from a psychological point of view as contradictory - process management project requires

thoroughness, precision, purposefulness, however, creating new opportunities but requires

divergent thinking, the ability changing structures, and flexibility. Project team management

then claimed social skills at a high level.

Overall, you can characterize the project managers as individuals with a high effort to

achieve success, a high degree of flexibility, high conscientiousness and higher levels of

dominance. Project managers to their profession also need excellent communication skills, a

high degree of empathy, and the ability to specifically motivate others and create for them a

positive, accepting space. These characteristics can be partially covered by the concept of

leadership. After the mental constitution is for project managers requires a healthy self-

esteem, assertiveness, a high degree of resilience to stress and ability to withstand conflict.

H. J. Leavitt in 1985 (in [15]) introduced the theory that the key success factors include the

appropriate organizational structure, good leadership and managerial tasks, quality human

resources and the use of high technology. Her research this claim is supported e.g. work [21].

The goal of their research was, among other things. To determine the relationship between

project success factors and competencies of project managers. The success of the project has

been divided into 12 factors of which the factor analysis of individual factors grouped into

three categories:

Usability (focusing on outcome of project activities)

The value of the project outcomes for end users

Delivery of project outputs (which connects meet the timetable with exceedance

financial requirements and project quality processes).

Geoghegan, Dulewitz investigated the correlation between the defined success factors of

the project between the scales and dimensions Leadership Questionnaire (LDQ), which

Dulewicz developed and validated with [24]. The results confirm that the strong positive

relationship with the usability of these personality factors Project Manager: Management

Resources, Empowering, capability development, motivation. Another four factors showed a

moderate positive relationship: A Critical Analysis, Influence. Self-awareness, sensitivity.

The research also confirmed the positive relationship management resources and

empowering a factor in the delivery of project outputs. Other studies also support these

findings, for example [7]. Researchers increasingly highlight the importance of emotional

competencies [13].

The success of the project manager characterizes [20] as a multidimensional construct ([7],

[18]). One of the most important dimensions are the personal characteristics that may be

partially understood as behavioural competencies according to IPMA methodology, which

then went on competence and technical context.

The above-mentioned studies emphasize behavioural competencies, although our core

finding is that project managers prefer behavioural competencies rather technical and

managerial competence. However, we found that the most important behavioural

competencies of managers of educational projects include effective communication and

planning, organizing work and cooperation. The project manager is the person equipped with

competent jurisdiction, powers, responsibilities, possessing the appropriate traits, which

organizes and coordinates efforts to achieve the objectives of the project. The success of the

project manager is primarily evaluated successful and efficient completion of the project

within the deadline, while not exceeding the specified budget, implementation of all project

goals and utilizing the skills of the team members.


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Analysis of the competencies of managers of educational · PDF fileThis paper targets to analyse behavioural competencies of executive education projects. The education sector is intended