In our model, the eight Personal Competencies listed in the previous section are described here in more detail, in a similar manner to the performance competencies, as shown in Figure 5.
Personal Competencies |
1. Communicating |
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1. |
Actively listens, understands, and responds to stakeholders |
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2. |
Uses the key channels of communications |
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3. |
Ensures the quality of the information that is communicated |
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4. |
Tailors the information to the audience |
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5. |
Effectively uses each of the different communications dimensions |
2. Leading |
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1. |
Implements the program's vision |
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2. |
Establishes the program's direction |
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3. |
Recognizes the interdependencies within the program |
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4. |
Takes calculated risks, is venturesome |
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5. |
Assumes ownership of the program |
3. Building Relationships |
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1. |
Builds trust among stakeholders, clients, and team members |
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2. |
Leverages the organization's political dynamics to promote program goals |
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3. |
Advocates for diversity and treats other with courtesy and respect |
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4. |
Establishes and demonstrates high standards for personal and team member performance |
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5. |
Promotes and demonstrates ethics, integrity and adherence to corporate values in all interactions |
4. Negotiating |
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1. |
Obtains needed program resources |
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2. |
Ensures program alignment with the organization's strategies |
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3. |
Works proactively with the Program Governance Board |
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4. |
Promotes overall stakeholder support |
5. Thinking Critically |
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1. |
Conducts ongoing analyses to identify trends and variances, and issues |
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2. |
Applies fact-based decision making to current and prospective issues |
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3. |
Works proactively with the program's governance structure that provides for decision-making at the appropriate levels |
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4. |
Constructively challenges common beliefs and assumptions - always looking for a better way |
6. Facilitating |
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1. |
Plans for success from the start of the program |
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2. |
Ensures all team members work together to achieve program goals |
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3. |
Effectively resolves issues to solve problems |
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4. |
Effectively handles personal and team adversity |
7. Mentoring |
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1. |
Supports mentoring for program team members |
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2. |
Establishes a formal mentoring program |
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3. |
Supports individual and team development actions |
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4. |
Recognizes and rewards individual and team accomplishments |
8. Embracing Change |
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1. |
Establishes an environment receptive to change |
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2. |
Influences factors that may result in change |
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3. |
Plans for change and its potential impact |
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4. |
Manages changes when they occur |
Each of the above elements of personal competence for program managers are expanded to show performance criteria and the types of evidence required to meet these criteria. Figure 6 provides an abbreviated example.
The purpose of these units of personal competence is to highlight what is required of program managers in most programs most of the time. Each competency in the model, as described in Figure 5, is supported by evidence as shown in Figure 6. Similar to the units of performance competencies, the examples of the evidence provided in the Levin-Ward model are just that - "examples."
The list is neither exhaustive nor exclusive. In any program, there may be more or less, and it is up to the program manager to determine the best evidence to provide as it relates to each unit of personal competence. The authors do not suggest that these units of Personal Competency are necessarily complete, nor can they be applied to all programs all the time. Each program manager must decide which personal criteria are relevant to his or her program. However, we believe these lists can act as a guide to help get you started.
PgM Personal Competencies
