Abstract
On the basis of the 46 competence elements in the International Project Management Association (IPMA) ICB Version 3.0 and the PMP competence guidelines in PMBOK® Guide -- Fifth Edition by the Project Management Institute, this study formulates a “Preliminary Draft of the Taiwan Project Management Competence Scale”. After expert review, a pretest was developed for the Taiwan Project Management Competence Scale. With adult students in adult education institutions as the respondents, a pretest was conducted in order to collect data. Confirmatory factor analysis, and reliability analysis were then conducted to construct the “Taiwan Project Management Competence Scale”, which covers the four dimensions of project management of cognitive and conceptual competences, behavioral and technical competences, contextual competences, and moral and ethical competences. It is intended that this scale could be used as reference in future investigations into and measurement of project management competence in Taiwan, thus, facilitating the diagnosis, improvement, and refinement of performance in terms of project management competence.
Highlights
1.1 Study motivesAccording to the IPMA competence Baseline (ICB 3.0), as formulated by the International Project Management Association (IPMA), “Project” refers to temporary investment and efforts of an organization within a certain period of time in order to achieve special targets [31]; in addition, the American Project Management Institute (PMI) suggests that "Project" refers to temporary efforts to create a unique product, service, or result [29]
Based on all the definitions of project management, as made by international professional organizations (IPMA & PMI) and project management scholars [5, 12, 15], [18,19,20,21,22,23,24,25,26], [34,37], this research concludes that project management refers to a kind of managerial art created by the application of effective management methods and systematic management processes to integrate humans and resources in order to achieve tasks under the drive of limited resource conditions, and reach the established and unique goal visions
Through literature review and analysis, this study integrates the connotation of project management competence and constructs the "Preliminary Draft of a Questionnaire on Taiwan’s Project Management Competence Performance", where experts from industry, government, and academia are invited to construct expert validity, and a total of 328 persons from industry, government, and academia are extracted as the study samples in order to implement a questionnaire survey of Taiwan’s project management competence performance; the validity of the recovered questionnaire data is analyzed with Structural Equation Modeling (SEM), and Cronbach's Į reliability analysis and other statistical methods are adopted to establish Taiwan’s project management competence performance scale
Summary
Kao(2011a) established 82 school project management indicators regarding the ten dimensions of the integration management of school projects, scope management, schedule management, cost management, quality management, human resources management, communication management, risk management, procurement management, and organization maturity degree. Kao (2014) established initiation and integration management, scope management, schedule management, cost management, quality management, human resources management, communication management, risk management, procurement management of community construction and execution, maturity degree of project management, and other methods and strategies, with community construction project management as the title, and a total of 82 indicators of are established. This study intends to explore the connotation and projects of Taiwanese project management competence, develop a Taiwanese project management competence performance scale through empirical investigation of the current project management situations, and examine cultural characteristics through ICB 3.0 of IPMA and by referencing PMI competence specifications, which will measure managers’ degrees of management competence in project execution, measure the training courses for strengthening project management competence and planning project management professional development, as well as the basis for the formulation of a development strategy for project management personnel in order to cultivate talents with project management competence and give play to the functions of human resources management of proper talents, proper arrangements, and proper use to promote the realization of project management goals, and this is the motivation of this study
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