CC BY
75
https://doi.org/10.29013/EJEMS-20-4-34-51
Kasra Falaki, NJ, United State E-mail: Kasrafa02@gmail.com
THE EVALUATION AND PRIORITIZATION OF KEY LEADERSHIP SKILLS FOR MANAGEMENT OF TEAM PROJECTS
Abstract
Purpose: The presence of project managers with several competencies is essential. Selecting a manager based on competencies and performance is a challenging issue during recent years in the different industries, especially in developing countries.
Design/methodology/approach: Researchers have presented theoretical and empirical researches for showing conceptual models and measuring them by statistical methods. Studies have also investigated competencies of project managers in different international standards for project management. Previous studies have investigated some specific aspects of the competencies for project managers, and multimodal models for describing the importance of these competencies. This study investigates and suggests most important key parameters of an ideal project manager with the highest qualifications. The main objective of this research is to determine the most important competencies of project managers in construction industry projects.
Originality/value: This study reviews and evaluates theoretical foundations in this field, and competencies for project managers. The present study investigates literature review, divides factors into several categories for structured skills, and presents most important variables related to the competencies of managers in the field of job leadership in projects. This study investigates the competences provided by various international organization project, previous descriptive and empirical research's, the framework and theoretical concepts related to research.
Keywords: Qualifications, Key competencies, Project managers, Functional skills, Construction projects.
1. Introduction
The qualified project managers have several key competencies that help to obtain success in the projects. In 1959, Mr. Gaddis [15] was the first person who offered the ideal project manager as a requirement. Afterwards, he received much attentions from researchers for identifying the basic characteristics of the merits of project managers. Project managers in the engineering sciences must understand the variables, organizational and technical constraints ofthe foreign and correct behavior. These factors can complete the assigned tasks and objectives in the best possible way.
The standard ASCE has thus defined different areas of knowledge and individual skills regarding following topics:
Solving problem;
Identification of critical situation and uncertainty related to emergency situations; Management of project; Communications; Public policy;
Public administration & business; Globalization; Leadership; Teamwork; Attitudes; Lifelong learning;
Professional and ethical accountability. Cornick [10] reported a large percentage of issues in existing construction projects are due to
actions taken by project managers in different phases of the project. Increased the knowledge of project managers especially in relation to advances in technology of economic and professional pressures in different phases of project implementation is very important. Gray and Hyde [15] have reported that only complexities do not cause challenges, but the inability of project managers for considering these issues is a very influential matter. Management is essential for more project efficiency throughout the project life cycle.
Project managers have a direct and important role in some projects and influence the success ofprojects (Gignac and Szodorai [17]), due to their role in different stakeholders that can influence the objectives of the project. Increased need for improving the competencies ofproject managers is felt in the competencies and attitudes of project managers. Despite the sensitivity of the issue, little attention is paid to distinctive properties of project manager's competencies, especially in terms of competencies required for management of the team and shareholders.
Koskela et al. [23] found that correction of approach for project design management and engineering, especially in construction industry is not still provided, due to the lack of recognition of the competencies of project managers in the early stages of project design and implementation.
In addition, information technology & telecommunication association has introduced project management as one of the most prestigious standards for educational programs in different industries (valid standards for programs in the field of educational technology and educational relations, 2002). It can be easily understood that project management is a vital part for projects, and it is necessary for selecting project managers. The most relevant competencies required by project managers are properly identified and managers are entered into professional jobs.
Morris criticized PMBOK in his research for its breadth of performance in terms of scope for commenting and providing accurate information on the
project's strategy. The project management department evaluates only a small range of definitions and terms, and ignored the role of technology management for developing leadership and project management and provides insignificant information's for team development in the projects (Morris et al. [31]). Also, Morris et al. [31] studied the issue in current project management standards and the relevance of project management for learning and education. Instead of addressing the competence of the project manager in the Standard PMBOK, the researchers proposed an example for exploring the competencies required for project managers (Morris et al. [32]).
On the other hand, Gignac and Szodorai [17] in his research identified project management standards for developing and evaluation of project managers for two reasons. Firstly, it recognized standards required for providing models for the qualifications of project managers. Secondly, Gignac and Szodorai [17] stated that the criteria and variables mentioned in most of the project management standards are not based on empirical research, but based there is a positive relationship between them. Empirical evidences suggest that leadership should be recognized as a core in management of project. In sum, a logical definition of leadership associated to project management should be empirically validated. In the standard knowledge management structure project, the licensing requirements for selecting the project manager and training programs must be considered.
In most of these studies, efforts have been made to identify the most important needs of project managers for creating more efficient leadership for management skills and personal characteristics.
The main purpose of this research is to determine the most important competencies of project managers in construction projects. This review article investigates the present theoretical foundations in this area by reviewing the literature for competencies of project managers. By dividing the identified factors into several categories of structured skills, the most important variables related to the competencies of
managers in field of effective leadership in projects are identified and presented as a conceptual framework. With regards to proposed parameters, prioritization variables should be evaluated by multicriteria decision-making methods.
2. Theoretical Foundations
2.1. Leadership Styles
Before reviewing the competency ofproject managers, it is better to look the leadership styles developed in different industries. As understood from the study of literature, different leadership styles define the qualifications and competencies of project managers. Based on Muller and Turner's research (2010), six modern leadership schools have been introduced in recent years. These styles included:
1. Personality characteristics (1930 s-1940 s): The main idea is that effective leaders have common characteristics. Leaders are not made but born. F Kirkpatrick and Locke (1991) have conducted study for this style.
2. Behavioral Features (1940 s-1950 s): The main idea behind this style is that effective leaders adopt a particular style or behavior, and project leadership skills can be developed. Some researchers have attempted for this style.
3. Compatibility (1960 s-1970 s): The main idea behind this style is what makes an influential leader depends on the situation, and this is the issue of leadership consistency. Researchers such as Fiedler (1967) is among the scholars for this genre.
4. Visionary or charismatic (1980s- 1990s): The main idea behind this style depends on the style that is attached to this school. Evolutionary is related to relationships, while exchanging is related to the process. In 1990, Bass was among the scholars of this genre.
5. Emotional intelligence (MacCann et al. [25]): The main idea behind of the style is that emotional intelligence over reason has more effect on the effective management of the project. Gulman et al. (2002) have had a lot of research in this field.
6. Competency: The main idea behind of the style is that effective leaders display certain skills
in different situations, characteristics, emotional behaviors and styles, process behaviors and styles, wisdom behaviors and styles, and different faces of merit. Dulewicz and Higgs [12] are scholars for this genre.
Other studies have also highlighted the role of leadership styles as an important idea in the competence of project managers, including the following researches: El-Sabaa [13], Sotiriou and Wittmer [36], Zimmerer and Yasin [38].
2.2. Skills ofproject management
Maleki et al. [27] reported that expressing the skills of project managers, are mainly taken into account in their qualifications in different researches. Attention to managerial skills should be consistent with the work competence, professionalism in the field, professional competence in management, political qualifications and moral competence are not considered and individuals are only selected based on qualifications as project manager (Maleki et al. [27]).
Maleki et al. [27] considered work competencies for all the skills identified as skills and/or behavioral techniques. Maleki et al. [27] defined communication or data analysis, professional skills (competences related to subject areas) as merits in the field of linear organizational principles such as social security or specific work related to the organizational structure of the organization human resource management. It is important to note that project managers cannot use their professional or political qualifications in the right way without moral skills. Maleki et al. [27] also emphasized that without political skills, project managers cannot achieve political legitimacy.
2.3. Project manager merits
The tasks of the project manager include a range of activities and specifications related to the establishment and guidance of the project team that can be achieved by implementing them in the life cycle for the success of project. Successful implementation of project management thus relies on a unique set of capabilities and competencies (Huemann et al. [20]). Based on Deist and Wintertin (2005) report, there
are confusion and discussion in relation to concept of merit that makes it impossible and one cannot easily understand the exact definition of this concept. Researchers have provided different definitions of the competence ofproject managers. Based on the theory of Sugzdibien (2006), the approach for qualification is to identify the competencies of the knowledge and behavior needed to meet the selection of employees and helping bridge the gap between the competencies required by a project and creating a career or organizational strategy, especially are available options. Based on the qualification model of the International Project Management Association (IPMA), which is called the Qualification Framework, if IPMA (ICB), the suitability of the Project Manager is described in three different domains:
1. The scope of technical competence (Describing the qualification elements of the basic project management).
2. The range of behavioral qualifications (Describing the qualification elements of a personal project management).
3. Content eligibility range (Describing project management eligibility elements related to project content).
Boyatzis [6] proposed an integrated model of managerial competence that explains the relationship between these attributes and their relationship with managerial performance and internal organizational environment. He stated that qualification is defined as a fundamental feature that can be caused the motivation, the attribute, the skill, and the aspect of the self-image of itself or the social role or body of knowledge that it uses.
Kajonius and Giolla [21] defined merit as a personality attribute that leads to better performance, such as competence, knowledge and skills, and the basic elements of merit such as attributes and motivations.
As seen from above definitions, it is important to pay special attention to core competency that the most important of these are from individual and or-
ganizational point of view (Meisenberg [28]). Briley and Tucker-Drob [8] concluded that the merits are not the same for all project managers, and depends on the organization and its operation. It was also reported that the structure of competencies varies between project, and production or financial managers. Individual competence usually mentions to a cluster of data related to knowledge, skills, the experiences, attitudes and valuable judgments that are directly related to individual job. Competencies for a job include conceptual (cognitive, knowledge and understanding) and operational (operational, spiritual-motional and applied skills) skills. Competencies associated with individual influence include conceptual (extraordinary, including, learning operational, social competence, i.e. behavior and attitude). It can be assumed that the suitability of a person or, personnel is related to job performance. It measures the competence of individuals against accepted standards and improves it by training and practice (Herling and Provo [18]).
In qualification definition of standards approach, it mentions issues such as the PM, PMBOK and ASCE standard. The Standard Project Management Institute (PMI), categorizes the competence of project managers in three areas of knowledge competence, competence in its performance and individual competence (PMBOK [34]). In addition, the International Project Management Association has defined the technical and behavioral competencies as the main competencies of the project management (PMI [35]). American Society of Civil Engineers (ASCE) has defined the performance of construction project managers as follows:
"The operation of management and engineering relationships among management tasks related with organization of work, planning and financing, and human resources in the production and research of engineering and services".
3. Research background
Since a strong relationship is between the success of the project and effectiveness of the project manager's work, the conditions that guarantee this
effectiveness today are one of the main concerns for researchers. Studies have conducted to identify the competencies of project managers that have a significant effect on the effectiveness of the work of project managers. Lockenhoff et al. [24] defined the main competencies of the project manager as follows: ability to have an accurate understanding of classical management practices, ability to complete tasks within the specified time frame without any information in the early stages of the project by identifying future project risks, power and influence for organizing the subordinates, troubleshooting skills, planning, avoiding crises, sales and resale's abilities of project-, the ability motivating and movement the project for obtaining successful.
Dulewicz and Higgs [12] identified 15 skills in three general categories as the main competencies of project managers as follows:
1. Mental skills (The power of problem analysis, critical judgment, impartial insight, imagination in making changes, strategic perspective).
2. Management Skills (Working with communication, management resources, empowering, achieving to development).
3. Emotional Skills (Self-awareness, emotional flexibility, motivation, sensitivity, intuitionalism, moralism and conscientiousness)
Hopwood and Donnellan [19] investigated the main characteristics of project managers, and introduced the following characteristics as the most important factors affecting on effectiveness of the role of project manager in organizations:
Individual leadership abilities, initiative, long-term cooperation and sweat, creativity, flexibility and adaptability, commitment, insight and high self-esteem, the ability to convince and the effectiveness of the changes help to make critical decisions, identify challenging issues, and organize subordinates. Cheng et al. [11] evaluated the merits of project manager's behavior and provided the most important managerial skills for achieving j ob competencies that led to better performance of project managers in the construction
industry. The results of their research showed that occupational competencies are highly specified to the industry, where the project manager is engaged and the managerial qualities are more general in nature. Mount's study [30] showed that seven emotional competences include effectiveness, self-confidence, teamwork, organizational awareness, compatibility, empathy and motivation for advancement as a set of behavioral skills that project managers must have and learn for obtaining complete successful. Mount [30] concluded that project managers with higher emotional intelligence should provide better behavioral response for solving new challenges and problems that may be unique in each project.
Brill et al. (2006) reviewed the competencies required for an efficient project manager, used the web-based Delphi method and assessed how to direct experienced project managers based on 78 recognized qualifications. Mulder et al. [33] have categorized competence definitions as three categories of general and cognitive behavioral factors. The proposed model included factors related to project manager traits and could be used as a reference in the development of an integrated approach for managing construction projects. Wirick [39] emphasized that project managers are faced with some managerial challenges in public sector construction projects, such as the inability for relating performance ratio to rewards, the failure to provide compensatory systems for reducing run-time, failure for selection ofteam members based on expertise, work in high-uncertainty environments, and continuous political interventions in project implementation and management. It was also evaluated the competencies required by project managers for design phase ofbuild-ing housing projects in Ghana, and showed that from of the perspective of senior executives of projects. It was expected that project managers to have competencies such as job knowledge about the types of contracts in mass production projects, functional characteristics for designing, technical quality of strategies for managing the process of designing, rules and regulations assessment (Ahadzie et al., [1]).
Zhang et al. [37] recognized and evaluated key social competencies of construction project managers in China. In this study, an institutionalized competency model of human resources management theories was adopted as the basis for the theoretical framework for investigating the social competencies of construction project managers. Four dimensions of social competence were identified for managers of construction projects that include working with others, stakeholders, management, leadership and social awareness.
Research on project management has long been involved with various aspects of the critical competencies of project managers. However, in most studies, it is not a complete model for identifying project management competencies. To educate and train managers in various construction projects, it is important to analyze the most important indicators needed by managers.
Recent studies have shown that although different researchers have used a lot of organized efforts to describe the most important competencies of project managers, the study of these researches indicates that each study has considered a limited range of competencies, and in some cases, the identified factors in this field do not have sufficient credibility to measure this issue.
4. Research Methodology
We identified and presented structured categories of the most important skills of project managers for achieving the maximum competencies and qualifications, as well as variables related to each ofthese skills. The used method in this study is qualitative and descriptive that reviewed literature review. This study is based on technical literature that covers all the related issues in project management, the competencies required by the project manager in various industries, particularly construction projects in the construction industry. The findings from the research literature are used for building a template and categorizing the key competencies identified based on the most important key skills of project managers. After determining the
desired pattern, it was used the multi-criteria decisionmaking methods based on the TOPSIS method. It attempts to prioritize identifiable variables, so that the principled guidelines for selecting appropriate managers in future projects will be based on identified priorities as key skills ofproject managers. For this purpose, the details of numerical calculations are presented with the help of the TOPSIS method. 4.1. TOPSIS method
The TOPSIS method was first developed. In this method, options (m) are evaluated by indicators (n). The principle logic of this model defines the positive ideal solution and negative ideal solution. The positive ideal solution is a solution that will increase the benchmark for profit and reduce the benchmark for losses.
The optimal option has the smallest distance from the ideal solution and at the same time the furthest distance from the ideal negative solution (Maleki and Rajaee [26]). In general, the TOPSIS method has seven steps, and each step of calculation and prioritization is presented with this method. Step 1 - Formation of decision matrix In the TOPSIS technique, n criteria are used to evaluate m options in decision matrix n*m. Therefore, each option gives a score based on each criterion. These concessions can be based on quantitative and realistic, or qualitative and theoretical values. Step 2 - Normalization of decision matrix The vector method is used to normalize the values. In contrast to the simple linearization method, the approach is determined by transforming the existing decision matrix into a dimensionless matrix using the following equation.
Step 3 - The formation of a normal weighted decision matrix
The next step is the formation of a normal weighted decision matrix based on the weight of the criteria. Weighing is very simple and the weight of each criterion is multiplied in the layout of criterion. Step 4 - Calculation of positive and negative ideals In this step, for each indicator, a positive ideal (A+) and a negative ideal (A-) are computed. To investigate
criteria with a positive charge, the positive ideal is the largest criterion, and the negative ideal is the smallest value of the criterion. For criteria with a negative charge, the positive ideal is the smallest criterion, and the negative ideal is the largest value of the criterion. Step 5 - Calculation of the ideal solution In this step, the relative closeness of each option to the ideal solution is computed.
Step 6 - Calculation of the ideal solution or relative proximity
In this step, the relative closeness of each option to the ideal solution is calculated. The following formula can be used for it:
d- CLL = _._ + for i = 1,2,..., m (l) The value of CL parameter is between 0 and 1. Step 7 - The final step is the ranking of options In the last step, based on the descending order of CL+, it is possible to rank the available options of the given problem.
5. Conceptual Model
The issue in that the competencies and qualifications of project managers and the identification of the key parameters of this issue have become one of the interested subjects for researchers in various industries, such as the construction industry. In this regard, providing a conceptual and multidimensional framework of competencies and qualifications of project managers in the whole process of project life cycle is essential.
As previously mentioned, researchers have developed many models in recent years for identifying key competencies of project managers. For example, Ahadzie and Badu [2] proposed a competency theory based on the Task-background skills that originally proposed by Borman and Motovidlo [7]. The model has been approved by other researchers (Gellatly and Irving [16]; Miller and Werner [29]). The functional background skills are defined as the skills of the managers and expertise for organization of project activities. On the other hand, functional-background skills is defined as activities that do not contribute to the organization of the core of the
project, but it supports the social and psychological environment in which organizational goals are pursued. Functional-background skills is not only included behaviors such as assisting colleagues or being trusted by an organization, but it also provides suggestions for improving working methods in all the life cycle of a project. The task skills are related to the individual's ability for managing the project, while the background skills are related to the personality and motivation of a person in management of a project. Functional skills are more prescriptive and include in-person and interpersonal behaviors, while merit is considered to be more discriminatory and outspoken. Functional skills theory denotes the ability of a manager for improving job performance, such as the cognitive ability of professional knowledge and occupational skill, while the theory of underlying skills expresses the capabilities of a manager for job performance and personality performance and interpersonal abilities.
In addition to functional-background skills and functional-task skills, other researchers point out functional-behavioral skills as the third category of competency project manager's skills that have been overlooked in most of the past research (Cheng et al., 2005). Functional-behavioral skills are used as intermediaries as an actor in pursuit of subjective and functional skills that leads to better performance of project managers in the construction industry.
Considering the above-mentioned issues and research into existing literature and research background in this section, a conceptual model for creating competencies of the project manager is presented for the success of the project. It should be noted that the framework of the conceptual model presented in this research is based on the scientific literature as well as the model of practical competency models of managers of construction projects, based on three categories of the following skills:
• Functional-background skills;
• Task-functional skills;
• Functional-behavioral skills.
For this purpose, sub-components related to each of the identified skills in the three categories include occupational performance, personality performance, and in-person capabilities, interpersonal abilities for functional-background skills as well as variables of the job experience, knowledge of occupational skills and competences task and cogni-
Table 1. - Presents the
tive ability for task-functional skills and ultimately student-based variables, social competence and inspirational leadership and effectiveness for functional- behavioral skills are determined. After identification, the main variables related to each factor were determined for achieving the competencies of project managers.
results for this template
Operational scales skills competencies of project managers
Skills Competencies Variables
1 2 3 4
1. Functional background skills Occupational skills Commitment to quick drawing of a design drawings Careful attention to the important details of design and construction Commitment to get legal approvals Perseverance to meet the overall design goals The desire to guarantee design activity in accordance with the features The acceptance of the documentation documented in design
Personality performance and in-person Perseverance, encourage and focus for achieving project goals Ability to decide and control and organize. True and honest.
capabilities Creativity and assurance of project outcome. Ability to resolve problems and differences. Ability to negotiate and negotiate. Ability to manage the scope and time and cost of the project.
Interpersonal abilities The ability to effectively manage time in the project of life cycle. Ability to landslide tasks to subordinates. Ability to communicate. Ability to resolve disputes between subordinates and human resources of the project. Creating motivation and solidarity and a gentle and intimate working relationship between team members. Ability to provide knowledge and coordinate and organize designers towards a common goal. Accepting reforms and changes with a positive approach for achieving project goals.
2. Task functional skills Job experience The ability to recognize your own from feelings and others. Experience for managing project design. Enough experience in project management. The ability to use time and cost methodology and project quality management. Ability to use project management software.
1 2 3 4
Job knowledge Knowledge of the rules and regulations and design regulations related to the project. Knowledge of economic design for the project. Knowledge of environmental impact assessment for project design. Knowledge of security and engineering systems by considering advanced technologies. Knowledge of network design to coordinate different project pillars based on new technologies. Contract package knowledge and project implementation system.
Specialty and skill of task Flexible management style. Experience in project management. Familiarity with the technical quality of project design. Familiarity with functional quality and strategy for managing the design process.
Cognitive ability Being mentally conscious about designing the design process management. Having a strong memory of the project's instructions. Creative and innovative for providing suggestions for design issues. Being active in relation to the expectations of potential customers regarding design quality. Ability to set goals for the project organization. Having emotional intelligence skills.
3. Functional behavioral skills Student-centered The ability to accept ad-hoc instructional training skills. Timely educational information to subcontractors and various project components. Ability to understand the strategic value of the project and transfer its content to the project team.
Social competence Adoption of negotiation skills for resolving conflicts. Take preventive measures for resolving issues quickly. Coordinate subcontractors for avoiding potential risks. Doing activities beyond routine activity for strengthening teamwork among team members. Assignment of tasks to competent and empowered members of the project team. Creation of team coordinator for project team members. Do not hide contradictions and try for solving them, quickly.
Inspirational leadership and effectiveness Criticized Effort to equal and equal behavior for all team members Setting goals, standards and rules of conduct for subordinates Consulting with subordinates before final decision Honest and ethical behavior for all team members Leadership orientation and all project subjects Social engagement with positive returns with project stakeholders
6. Descriptive and inferential analysis of data
At this stage, the results of the descriptive analysis of the selected options regarding the factors (Main variables) and sub factors (sub variables) of the research were collected from questionnaires. SPSS software was used to analyses of the data, and the data were collected through questionnaires were analyzed for achieving the goals of research. Hypothesis test was used for investigating the most important factors (main variables) that influences the key competencies of project managers in relation with functional skills.
6.1. Testing assumptions of the research factors (main variables)
As indicated in Table 1, the most important factors influencing on identification and evaluation of competencies of project managers were examined based on three main factors:
1. Functional-background skills;
2. Task-functional skills;
3. Functional-behavioral skills.
Therefore, the assumptions will be as follows:
Hypothesis 1: Factors related to functional-
background skills are effective in the competencies of project managers.
Hypothesis 2: Factors related to task-functional skills are effective in the competencies of project managers.
Hypothesis 3: Factors related to behavioral-functional skills are effective in the competencies of project managers.
In the following, the test method used for comparing the mean with a specific number is presented in (Table 2). In this research, the mean value is 3.
Table 2. - The test method used for comparing the mean with a specific number
Row The significance level Variable under consideration Test type
1. More than 0.05 Normal Single sample test (T-Test)
2. Equal to or less than 0.05 Abnormal Wilcoxon binomial test
As shown in the Table, when the variables are normal, one-sample parametric tests (T-Test) are recommended and otherwise the non-parametric Wilcoxon binomial test will be considered. In this research, the Kolmogorov-Smirnov (K-S) test is considered as the best option for determining the regularities of the variables. Therefore, the assumptions are as follows:
The studied variable has a normal distribution (H0). Besides, the variable under study doesn't have a normal distribution (H1).
Table 3. - The results of the Kolmogorov-Smirnov (K-S) test for main research variables
If the significance level of the test is increased by 0.05, it can be said that the variable under review is normal and otherwise the variable is not normal. The results of the study of the distribution of factors (main variables) are presented in (Table 3). It should be noted that each of the main research variables is represented by a specific symbol.
Quantities Parameter Test statistic T The significance level Decision making
Row Factors Mean Standard deviation
1. Functional-background skills (A) 18 3.33 0.624 0.926 0.0123 Proving a theory
2. Task-functional skills (B) 18 3.41 0.599 0.878 0.0442 Proving a theory
3. Functional behavioral skills (C) 18 3.95 0.538 0.981 0.0283 Proving a theory
As shown in the above table, the significant level of all major variables in the research is less than 0.05 and therefore, in all variables, the zero assumption is rejected, and all of these research main variables are of the normal type and the assumptions have been confirmed and the results show that all identified factors in the competencies ofproject managers are effective factors. To determine the importance of the variables related to the sub-factors, the analysis of TOPSIS was used. The results of the data analysis are presented below.
6.2. Ranking of effective factors in the competence of construction project managers
In this section, the analysis of data for significant difference between the identified factors in the competencies of construction project managers is
essential for these criteria that is to be ranked based on the degree of desirability. Therefore, multi-criteria decision-making techniques were used for ranking the criteria. In this study, TOPSIS technique was used for ranking the criteria.
6.2.1. Ranking criteria related to the field of job performance in the functional-background skills section
Ranking and the positive and negative ideal options for the field of job performance are shown in Table 4. Based on TOPSIS rankings, among the criteria related to the field of job performance in the functional-background skills section, the perseverance option was achieved for providing the overall goals of designing and accepting the options documented in designing the first and second rankings.
Table 4. - Ranking criteria related to the field of job performance in the functional- background skills section
Job-background Performance Criteria di+ di- cli Ranking
Commitment to quick providing of design drawings 0.63 0.346 0.354 6
Careful attention to the important details of design and construction 0.364 0.63 0.645 3
Commitment to get prompt legal approvals 0.369 0.628 0.6312 4
Perseverance to meet the overall design goals 0.312 0.67 0.662 1
The desire to guarantee design activity in accordance with the features 0.37 0.61 0.56 5
The acceptance of the documentation documented in design 0.344 0.649 0.65 2
6.2.2. Ranking criteria related to the field of person- the criteria for personality performance and in-per-
ality performance and in-person capabilities within the son skills in the functional-background skill sector,
functional-background criteria section the criterion of the ability for managing time and
The ranking and the positive and negative ideal cost of the project is ranked first, and the ability to
of the options related to personality performance decide and organize and control the second rank
and in-person capabilities in the functional-back- has gained. ground skill section are shown in (Table 5). Among
Table 5. - Ranking criteria related to the field of personality performance and inperson capabilities in the functional - background skills section
Background in-person ability criteria di+ di- cli Ranking
Perseverance and courage and focus on achieving project goals 0.427 0.598 0.5834 3
The ability to decide and control the organization 0.391 0.634 0.6185 2
True and honest 0.452 0.477 0.5134 7
Creativity and assurance of project outcome 0.388 0.512 0.568 5
Ability to resolve problems and differences 0.401 0.568 0.586 4
Ability to negotiate 0.376 0.465 0.5529 6
Ability to manage the scope and time and cost of the project 0.32 0.654 0.657 1
6.2.3. Ranking of interpersonal capacity criteria in the performance-based skills section of interpersonal abilities
Table 6 shows the ranking and the positive and negative ideal options for the field of individual underlying abilities. In the interpersonal
skills field of skill-based, the criteria for the ability to effectively manage time in the life cycle of the project, ranked first, and the criterion of the ability to provide knowledge and coordinate and organize designers toward the common goal of the second place.
Table 6. - Ranking of interpersonal capacity criteria in performance-based skills
Subjective interpersonal capacity criteria di+ di- cli Ranking
The ability to effectively manage time in the project life cycle 0.332 0.69 0.657 1
Ability to delegate tasks to subordinates 0.621 0.21 0.2527 7
Ability to establish communication 0.51 0.32 0.385 6
Ability to resolve disputes between subordinates and human resources of the project 0.432 0.49 0.531 5
Motivated and united, gentle and intimate working relationships between team members 0.458 0.53 0.536 4
Ability to provide knowledge and organize designers towards a common goal 0.36 0.578 0.616 2
Accepting reforms and changes with a positive approach to project goals 0.359 0.567 0.61 3
6.2.4. Ranking of the criteria of the field of occupational experience in the field of task skills
The ranking and positive and negative ideal options are shown for job performance bench-Table 7. - Ranking of job experience
marks from the task force section in Table 7. In the job experience section, the criterion of sufficient experience in project management has been ranked first.
criteria from the division of task skill
Occupational criteria di+ di- cli Ranking
The ability to recognize your own feelings and others 0.66 0.37 0.36 3
Experience in project design management 0.43 0.42 0.494 2
Enough experience in project management 0.34 0.518 0.607 1
6.2.5. Ranking job knowledge criteria in task skills Table 8 shows the ranking and identification of the positive and negative ideal of job knowledge criteria. In the job knowledge section, the results of the ideal solution between the options are very close together. To determine the preference, the ability to use the
methodology of time and cost management, and the quality of the project and design know-how to coordinate the various components of the project based on new technologies and knowledge of security and engineering systems, taking into account advanced technologies, can be ranked from first up to third.
Table 8. - Ranking of job knowledge criteria
Occupational knowledge criteria di+ di- cli Ranking
1 2 3 4 5
The ability to use time and cost methodology and project quality management 0.3132 0.681 0.6855 1
1 2 3 4 5
Ability to use project management software 0.541 0.429 0.442 8
Knowledge of laws, regulations and design regulations related to the project 0.658 0.587 0.471 7
Knowledge of economic design for the project 0.636 0.623 0.4948 5
Knowledge of environmental impact assessment for project design 0.58 0.53 0.477 6
Knowledge of security and engineering systems considering advanced technologies 0.57 0.643 0.53 3
Network design knowledge for coordinating different project pillars based on new technologies 0.471 0.87 0.648 2
Contract package knowledge and project implementation system 0.575 0.58 0.502 4
6.2.6. Ranking of the criteria of the field of spe- criteria of expertise and skills of task-functional skill
cialization and task skills in the Task- functional skill division. In the section of skill and expertise, the
division criterion of familiarity with functional quality and
Table 9 shows the ranking and identification of strategy for designing the design process has ranked
the positive and negative ideal of options related to first in the ideal solution.
Table 9. - Ranking of the specialty and skill criteria of the task skill division
Criteria for specialty and task skills di+ di- cli Ranking
Flexible management style 0.421 0.258 0.3799 4
Experience in project management 0.323 0.392 0.548 3
Familiarity with the technical quality of project design 0.353 0.523 0.5957 2
Familiarity with functional quality and strategy for managing design process 0.404 0.61 0.6015 1
6.2.7. Ranking of cognitive competence criteria in Task-functional skills section
Table 10 shows the ranking and positive and negative ideal identification of options for cognitive
competence. Based on TOPSIS ranking, among the criteria for cognitive competence in the functional-duty skills section, the ability to set goals for the project organization has been ranked first.
Table 10. - Ranking of cognitive competence criteria in Task-functional skills section
Subjective cognitive criteria di+ di- cli Ranking
Being mentally conscious of the management of the design process 0.422 0.539 0.56 5
Having a strong memory of the project's instructions 0.305 0.51 0.625 2
Creative and innovative in providing suggestions for design issues 0.346 0.528 0.604 3
Being active in relation to the expectations of potential customers regarding design quality 0.359 0.541 0.601 4
Ability to set goals for the project organization 0.289 0.498 0.632 1
Having emotional intelligence skills 0.461 0.57 0.552 6
6.2.8. Ranking of learning-based knowledge criteria in behavioral- functional skill
Table 11 shows the ranking and positive and negative ideological determinations of learning-based knowledge in the functional-behavioral skills sec-
tion. In the section on training-based knowledge in the field of behavioral skills, the criterion of the ability to understand the strategic value of a project and transfer its content to the project team has ranked first in the ideal solution.
Table 11. - Educational knowledge ranking in functional-behavioral skills section
Learning-based knowledge standards di+ di- cli Ranking
Acceptability of training-based complementary skills 0.405 0.31 0.433 3
Timely educational information to subcontractors and various project components 0.299 0.41 0.57 2
Ability to understand the strategic value of the project and transfer its content to the project team 0.328 0.54 0.622 1
6.2.9. Ranking social competence criteria in behav- are important for quick resolution of issues and
ioral- functional skills
Table 12 shows the ranking and the positive and negative ideal choice of social competence options in the functional-behavioral skills section. In this group, the criteria for taking preventive measures
the assignment of tasks to competent and capable members of the project team, and the establishment of a team of coordinators for project team members in the first to third rank.
Table 12. - Ranking of social competency criteria
Social competence criteria di+ di- cli Ranking
Adopting negotiation skills for solving conflicts 0.423 0.579 0.579 6
Take preventive measures for solving issues quickly 0.278 0.549 0.6638 1
Coordinate subcontractors for avoiding potential risks 0.485 0.607 0.5568 5
Doing activities beyond routine activity for strengthening teamwork among team members 0.39 0.51 0.566 7
Assignment of tasks to competent and empowered members of the project team 0.302 0.56 0.649 2
Creating a team coordinator for project team members 0.338 0.528 0.61 3
Do not hide contradictions and try to solve them, quickly 0.365 0.509 0.582 4
6.2.10. Ranking inspirational leadership criteria sub-leadership of inspirational and effective lead-
and effects in behavioral skill performance skills ership, senior management metrics, all project
Table 13 shows the results for investigation of subordinates, and social interaction with positive
the positive and negative ideal options for inspira- returns with project stakeholders and setting tar-
tional leadership and effectiveness in the function- gets, grades, rules and behavioral regulations for
al-behavioral skills section. Based on calculations, subordinates ranked the first to third have been the
the TOPSIS rankings show that in the underlying perfect solution.
Table 13. - Ranking inspirational leadership and impact
Inspirational leadership and effectiveness criteria di+ di- cli Ranking
1 2 3 4 5
Critical spirit 0.449 0.431 0.48 7
1 2 3 4 5
Effecting for equal and equal behavior for all team members 0.473 0.458 0.49 6
Setting goals, standards, rules and regulations for the subordinates 0.44 0.569 0.5639 3
Consulting with subordinates before final decision 0.497 0.582 0.527 5
Honest behavior and ethics and value for all members of the team 0.481 0.558 0.537 4
Leadership orientation and all project subjects 0.389 0.634 0.622 1
Social engagement with positive returns with project stakeholders 0.396 0.618 0.609 2
7. Conclusions
In sum, merit-based criteria were presented as a rational basis for moving towards an integrated policy for the comprehensive management of all resources for improving organization throughout the project life cycle. One of the main advantages of identifying the most important criteria regarding the competencies of project managers is their benefits in contributing to the time and cost of project projects. It should be noted that some of these merits are inherent and depend on the personality traits of managers, but some other are not that can be learned and developed through training. These criteria have great potential in the professional development of project managers and the emergence of their inherent competencies or their fundamental learning that can have a significant effect on the coherent organization of the entire life cycle of the project. In addition, another important issue is the selection of project managers by considering these difficulties that can have a significant effect on the coherence of the project process and considering these competencies as an integral instruction for selecting a manager in the project. Infrastructure such as construction projects will allow people with more competencies to be selected as project managers. Managers with the requisite qualifications will maintain their supremacy in these competencies, and managers who lack them will be motivated to develop their skills for improving their performance in learning competencies.
In recent years, researchers have done theoretical and empirical research for presenting conceptual models and measuring them with statistical methods
and have introduced concepts. In addition, the issue of the suitability of project managers in various curricula has been studied, and the most important key parameters of an ideal project manager with maximum competencies are proposed. Accordingly, in the present paper, it was attempted to study and review the competencies of project managers by reviewing the literature based on research carried out in previous articles. For this purpose, it was examined the competencies of project managers provided by the descriptive and empirical standards and researches of various researchers, a conceptual model was developed for three functional skills and identification of variables in this field.
The results of the research show that the conceptual model proposed on the qualifications and competencies of project managers in the construction industry can be classified into three categories:
1 - Functional-background skills
2 - Task-functional skills
3 - Functional-behavioral skills
The following subsamples can also be mentioned:
The subcomponents of job performance, personality performance and in-person Tunisians, interpersonal tones for functional-background skills, and subcomponents of job experience, job knowledge, expertise and task skills, and cognitive abilities for task-functional skills, and subsequently, subcomponents educational knowledge, social competence, and inspirational leadership and effectiveness for functional-behavioral skills are essential. The results of the assumptions test were based on their main factors and their evaluation on
the competence of project managers that showed all three hypotheses were approved, and the functional-background skills and task-behavioral skills factors would affect the merit of managers. The results of the TOPSIS decision analysis showed that in the job performance, sub factor for main factor is functional-background skills. In the subcategory of personality performance and ability from this main factor, the criterion of the ability to manage time and cost of the project ranked first and the ability to decide, organize, and control, ranked the second-place in Ideal solution. In the subcategory of interpersonal capability, the criteria for the ability to effectively manage time in the life cycle of the project, ranked first, and the criterion of the ability to provide knowledge and coordinate and organize designers toward the common goal of the second place. In the main factor of job performance skill in the job experience section, the criterion of experience in project management is ranked first. In the section of job knowledge of this main factor, the ability using time management methodology, cost and project quality and network design know how to coordinate different project elements based on new technologies and knowledge of security and engineering systems, taking into account advanced technologies, can be ranked first to third. In the
specialty and skill field of the main factor and task-functional skills, familiarity with the performance quality and the strategy for managing the design process, won the first place the ideal solution. Besides, in the fourth subcategory of this main factor, which is the cognitive ability criteria, the ability to set goals for the organization of the project ranked first in the ideal solution. In the main factor of Functional-Behavioral skill, in the sub factor of learning-based knowledge section, the criterion of the ability to understand the strategic value of a project and transfer its content to the project team, has ranked first in the ideal solution. Furthermore, in the subcategory of social competence from this main factor, the criteria for taking preventive measures to quickly resolve issues and assign tasks to qualified members of the project team and the creation of a team coordinator for the project team in the first to third rank are important.
Among the criteria related to the sub factor of inspirational leadership and effectiveness in the field of functional-behavioral skills, the leadership orientations of senior management and all subordinates of the project interact with positive efficiency with project stakeholders and setting goals, standards, rules and regulations for subordinates ranked first to third place of the ideal solution.
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