An analytical method for measuring competence in project management

Abstract

The goal of this paper is to present a competence assessment method in project management that is based on participants' performance and value creation. It seeks to close an existing gap in competence assessment in higher education. The proposed method relies on information and communication technology (ICT) tools and combines Project Management Information System (PMIS) tools with a survey system. This permits it to be implemented in an Internet-based simulation game. The system enforces the assessment of individual competences by a set of performance indicators and value stream analyses. A specific case study is presented as a way to validate the principles on which the proposed method is based. It has been proven to be helpful in a complex learning environment that involves two different universities and levels of degrees (undergraduate and master). When the method has been implemented, it is possible to collect detailed information regarding competence at a process for each participant. This increases the transparency of the work carried out, as well as enabling the specific design of educational programs for specific competence learning paths. Based on the experience that has been acquired, a specific recommendation is made concerning the feedback value provided for practitioners, students and teachers.

Revisiting five decades of educational technology research: A content and authorship analysis of the British Journal of Educational Technology

“…The breadth of these papers and levels of analysis point to an area of developing practice and to a search for ways in which data can inform understanding and practice (eg, McKenney & Mor, ). Later studies have also looked at how analytics can support students directly (eg, Daley, Hillaire, & Sutherland, ; González‐Marcos, Alba‐Elías, & Ordieres‐Meré, ). Sitting across many of these papers is the ongoing debate about ethics and privacy in institutional usage of student data (eg, Pardo & Siemens, ), as well as warnings not to rely solely on data science and computational methods alone (Veletsianos, Collier, & Schneider, ).…”

Generation Z: Fitting Project Management Soft Skills Competencies—A Mixed-Method Approach

“…Because project management is an evolving discipline, traditional project manager skills are entry-level skills and do not often lead to successful project outcomes as do soft (interpersonal) skills [14]. It is increasingly important for project teams to develop soft skills, given the complexity and degree of novelty and flexibility associated with current projects [34,44,54,55]. It is also important to realize that projects are currently being developed in a context of change.…”

The Challenges of Training Policy in Project Environment: Case of Tunisia

“…Abuazoom et al, (2017) state that continuing training aims to improve the capacities of the project team members to complete their tasks within established deadlines. In other words, training allows the employee to acquire new skills (González-Marcos et al, 2016;Medina and Medina, 2017;Dziekoński et al, 2017) that enable him/ her to plan and work autonomously . According to the study of Ahadzie et al, (2009), developing and improving the professional skills of project managers through continuous training can positively impact their performance as well as the overall project outcome.…”