PMO competencies

how to define, assess, and plan

By Costa, Ana | Pinto, Américo | Cota, Marcelo
How to cite this article:
Costa, A., Pinto, A., & Cota, M. (2013). PMO competencies: how to define, assess, and plan.
Paper presented at PMI® Global Congress 2013—North America, New Orleans, LA. Newtown
Square, PA: Project Management Institute.

Americo Pinto, PMP

Marcelo Cota, PhD, PMP
This paper introduces an unprecedented model proposal for defining, assessing, and planning
competencies, developed exclusively for PMOs (Project Management Offices).
The proposed model is part of a series of solutions jointly developed by 19 experienced PMO
leaders in major Brazilian organizations who took part in the 2011 class of the PMO Master Class
Program (Programa PMO Master Class), a pioneering advanced training initiative of international
level, aimed exclusively at experienced professionals with high potential.
Further information about the PMO Master Class Program can be found at
www.pmomasterclass.com.br .

INTRODUCTION
PMO is an organizational entity that centralizes and coordinates activities related to project
management and can operate in different scopes of influence, ranging from the entire enterprise to
a single specific department.
Among the authors and researchers on the topic, there is strong consensus that a successful PMO
is able to adapt to different organizational needs. As a service provider, a PMO has clients with
specific needs that must be met through services/functions performed by this organizational entity.
Thus, in order to meet such different needs, a PMO can provide functions that are classified into
five groups according to their frequency (Hobbs & Aubry, 2007):
• Monitoring and Controlling Project Performance
• Development of Project Management Competencies and Methodologies
• Multi-Project Management
• Organizational Learning
• Strategic Management.
Recently-conducted researches (Hobbs & Aubry, 2007) show that the role of developing
competencies in project management is one of the main services provided by a PMO. Naturally, in
this case, PMO is seen as an active agent aiming to spread knowledge on project management
throughout the organization, developing the required competencies in clients so that they are
successful in their projects.
As a parameter to achieve this goal, a PMO has the Project Management Competency
Development Framework (PMCDF) at its disposal, published by the Project Management Institute
(PMI). It includes detailed information on which competencies a project manager should have.
On the other hand, when dealing with the specific competencies required by PMO professionals, a
knowledge gap is observed in literature. While some of the competencies of a project manager
may also be applicable to PMO members, many others are required when a PMO is expected to
perform roles different from those played by a project manager.
Thus, it is possible to conclude on the need to establish a specific model of competencies aimed
exclusively at PMO professionals, involving technical and behavioral skills specific to each service
or function to be implemented.
The model presented hereafter seeks to provide a reference to help PMO managers define,
assess, and plan the necessary competencies for each service and function implemented by a
PMO, serving as a guide for the development of a PMO team of professionals.

DESIGNING A PROJECT MANAGEMENT COMPETENCY MODEL

Definitions in literature agree that competency is a set of knowledge, skills and attitudes needed to
fulfill a certain purpose (Durand, 1998).
The first part of this definition reproduces a well-known abbreviation: KSA (Knowledge, Skills and
Attitudes). This concept summarizes the traits or abilities that are inputs for demonstrating
competency. However, many forget the second part of the definition: competency is required to
accomplish something, i.e., it is applicable.
In this article, we will therefore address PMO professionals competencies, consisting of
knowledge, skills, and attitudes applied to real-life PMO operations.
When we observe competency-based management models adopted in organizations, several
supplementary approaches and concept adaptations that are often times similar are found. For
example, in a particular organization competencies can be more focused on behaviors (attitudes)
required for occupying a position of a given hierarchical level (operational and strategic). On the
other hand, in another organization competency may have a greater focus on applied knowledge
or technical skills, both contributing to the job performance.
The following list of competencies (Exhibit 1) was the result of extensive discussions based on the
PMO Master Class Program experience of the participants who are PMO leaders in Brazil.
Therefore, to achieve this, a brainstorming process was used in which 10 competencies were
consensually identified and defined taking into account the degree of alignment with regular tasks
of the PMOs analyzed and the weight of direct contribution to the performance of the PMO and its
professionals.
This list should be used as a starting point for PMOs adopting this competency model, but it is
necessary to observe the reality of each PMO within its own organizational context, which will
allow the model to be adjusted, either inserting or deleting competencies. Therefore, it is
noteworthy that, even though the model represents an important reference, it should not be
generalized to each and every situation.
Exhibit 1 – List of Competencies Identified in the Model
DEFINING PMO FUNCTIONS/SERVICES
The functions or services provided by a PMO will indicate the set of competencies necessary for
good performance or proficiency. Therefore, it is important to have a clear definition of these
functions, so that identifying the required competencies is possible.
In the research performed by Aubry and Hobbs (2007), 500 PMOs worldwide were analyzed,
identifying the 27 most common functions in these PMOs (Exhibit 2). These 27 functions were
analyzed in order to identify which skills would be applicable to each one of them.
The functions analyzed were as follows:
Exhibit 2 – List of Frequent PMO Functions and Services (Hobbs & Aubry, 2007)

SETTING THE COMPETENCIES FOR EACH SERVICE AND FUNCTION

For each PMO function or service, there is a set of competencies required by the professionals
responsible for it. Once the possible competencies for each function are identified, the next step is
to reach more representative groups.
For this purpose, among several methods that could be adopted, the AHP - Analytic Hierarchy
Process (Saaty, 2001) was chosen, one of the major mathematical models to support decision-
making.
Applying the AHP method, it was possible to prioritize which competencies would be more
important for each function or service performed by the PMO, linked to the percentage of
representation that indicates the degree of contribution or its relevance to the performance of the
function analyzed.
Exhibit 3 shows the result in one of the functions: Report project status to upper management.

Exhibit 3 – Competencies Selected for Report Project Status to Upper Management

SETTING PROFICIENCY LEVELS FOR EACH COMPETENCY

Assessing a PMO professionals’ competency can be tough work if the right approach is not used.
If we consider that most competencies presented in this model reinforce the attitudes of the
professional rather than their technical knowledge, the creation of a way to assess proficiency
without being subjective to a certain point becomes even more challenging.
We can say that a PMO is competent when it is functional. However, PMO is not an impersonal
entity, but rather is formed by a group of professionals with different backgrounds and
experiences; therefore, many skills need to be assessed.
Along the lines of the Project Management Competency Development Framework (PMCDF),
which focuses on the evaluation and development of individual skills of project management
professionals, we aim to expand and direct the focus to professionals who perform PMO functions,
seeking to enhance individual and group PMO performance.
Thus, as a next step of the proposed model, defining how to assess this proficiency in the critical
competencies for PMO functions was necessary.
Therefore, a growing scale of proficiency levels was established for each competency, ranging
from the absence of the proficiency to a manifest level of high excellence.
Four levels were defined, listed in Exhibit 4 for the competency “Customer Focus”:

Competency: Customer Focus

Exhibit 4 – Proficiency Levels for Customer Focus
Proficiency levels were created for each of the 10 identified competencies enabling the
identification of the assessed professional's current status, as well as setting development goals,
in view of the PMO objectives.

APPLYING THE PMO COMPETENCY MODEL

The use of the PMO Competency Model should be guided by the following methodology:
Exhibit 5 – Methodology for Applying the PMO Competency Model
STEP 1 – Identify the functions implemented by the assessed PMO. Occasional functions not
listed as part of the 27 functions assessed may be included, using the same logic described in this
paper.
STEP 2 – Review the competencies suggested for each function, including, excluding, or
modifying the representation previously suggested by the model.
STEP 3 – Assess the required competencies according to the suggested levels of
proficiency, building up a “preferred” profile for the function or service. These profiles can be
adapted to different seniority levels. Example: The person responsible for “Providing reports”
should have level 3 proficiency in a particular competency. On the other hand, the professional
who provides assistance in this function must have level 2 proficiency in the same competency.
STEP 4 – Assess the professional responsible for each function, taking into account the
suggested competencies and the “preferred” proficiency levels. Thus, a gap analysis in terms of
the expected performance is possible.
STEP 5 – Formulate individual development plan aimed at competencies. Once the gaps are
identified, it is possible to set an action plan to improve the performance of the professional and,
consequently, the function implemented by the PMO.
STEP 6 – Monitor the development of competencies and implement continuous
improvement. The last step of the methodology represents how established competencies are
managed and the model is renewed, depending on the analysis of the achieved results. The
performance of the professional or the PMO itself in a particular function may trigger the need for
improvements, review of critical competencies by function and even a review of the functions
implemented by the PMO. This step should be repeated at least on a semiannual basis.

FINAL CONSIDERATIONS
Based on the experience of the organizations involved in the proposal of this model and on
existing literature, it can be concluded that there is not a de facto standard for assessing and
developing competencies of professionals working at PMOs, which makes this paper an initial
taxonomy proposal that can – and should – be adapted each time it is applied in an organization.
This taxonomy will remain under study by the authors of this paper aiming at its improvement and
extension.
Even organizations that do not adopt the Competency-Based Management Model as a rule can
use this model to conduct independent assessments of their PMO professionals. The results can
offer a feedback to internal processes of staff development, as well as the PMO performance
objectives as an entity.
The creation of a competency model for PMO professionals works as a management tool and,
therefore, a key element for selecting, assessing and developing its professionals and,
consequently, the PMO.
This model is beneficial in many ways:
• Creation and/or Standardization of Job Descriptions and PMO Team Recruitment
• Use of Assessment Model for Individual Competencies and Preparation of Development Plans
• Assign staff to functions according to their profile
• Thread way through Team Development and Motivation
• Focus on High Performance and Achieving the Department's Objectives
• Assessing and Planning PMO Maturity Evolution.
Details of the Competency Model for the 27 most common PMO functions, developed by the 2011
class of the PMO Master Class Program, can be found at the Appendices of this document.
REFERENCES
Soler, A. (2011). Coaching para Gestores de Projetos de Tecnologia da Informação. Revista
Mundo PM, Ano 2(7).
Cota, M. F. (2011). A Influência do Escritório de Gerenciamento de Projetos no Desenvolvimento
de Competências do Gerente de Projetos, Tese de Doutorado. Universidade de São Paulo.
Fleury, A.C . C., & Fleury, M. T. L (2000). Estratégias empresariais e formação de competências.
São Paulo: Atlas.
Hobbs, B., & Aubry, M. (2007). A multi-phase research program investigating project management
offices (PMOs): The Results of Phase 1. Project Management Journal, 38, 74-86.
Mcclelland, D. C., & Spencer, L. M. (1990). Competency assessment methods: history and state of
the art. Hay McBer Research Press.
Project Management Institute. (2007). Project manager competency development (PMCD)
framework, second edition. Newtown Square, PA: Project Management Institute.
Saaty, T. (2001). Decision making for leaders: The analytic hierarchy process for decisions in a
complex world. Pittsburgh, PA: RWS Publications.

APPENDIX 1 - KSA CHART FOR EACH COMPETENCY

Competency # 1 - ABILITY TO INFLUENCE

Being able to persuade, convince, influence, or encourage others to obtain support or produce
effects on the tactical and strategic objectives related to portfolio, equal or similar to those that
would be obtained through power or authority (hierarchical level), often non-existent for PMO.

KNOWLEDGE SKILLS ATTITUDES

Technique (KNOWING) How to Do (DOING) Willing to Do (BEING)

Best project management practices, focused Argumentation skills Acting with interest and
on the areas of knowledge defined in the curiosity
PMBOK® Guide, primarily integration, HR Getting people's
and communication attention and respect Showing charisma in
relationships
Organizational Culture Convincing without
authority or direct Sense of urgency
Understanding of the Business power
Communicative
Stakeholder Analysis Negotiation
techniques Involving people in the
Best Practices in Program and Portfolio decision process,
Management assigning responsibility
Corporate Strategy Bringing about changes
Competency # 2 - INTEGRATION CAPACITY

Being able to identify interdependencies between various projects, programs and portfolios,
collaborating with involved stakeholders in order to enhance their assertiveness in achieving
related strategic organizational objectives. Implies the ability to influence and negotiate with
internal clients with different interests.

KNOWLEDGE SKILLS ATTITUDES

Technique (KNOWING) How to Do (DOING) Willing to Do

(BEING)

Systemic and strategic (understands the Conflict management Conveying reliability

political and economic environment of the and confidence
organization and formulates strategies to Careful analysis
achieve objectives). Observing the
Applying operating environment
Stakeholder Analysis multidisciplinary
knowledge Sensitivity in
Best project management practices, focused interpersonal
on the areas of knowledge defined in the Argumentation skills relationships
PMBOK® Guide, primarily integration, HR and Skillful transit
communication. Maintaining secrecy of
throughout the matters and
Best Practices in Program and Portfolio organization documents
Management Articulation Demonstrating critical
Negotiation Techniques Problem-solving stance
Corporate Strategy Logical, cohesive, Trying to prioritize
Organizational Culture coherent thinking Impartiality
Negotiation techniques Demonstrating
Anticipation of facts, reliability of
problems and information
opportunities Demonstrating clarity
Synthesis of purposes
Assertiveness
Conciliatory
Committed with the
organization's
interests
Competency # 3 - CONFLICT MANAGEMENT

Being able to positively manage and overcome resistance or break the stalemate between
individuals or stakeholder groups in order to minimize the impact on project delivery or to
portfolio performance.

KNOWLEDGE SKILLS ATTITUDES

Technique (KNOWING) How to Do (DOING) Willing to Do (BEING)

Best project management practices, focused Carefully and critically Willing to listen
on the areas of knowledge defined in the analyzing different
PMBOK® Guide (integration, scope, time, viewpoints Demonstrating energy to
cost, quality, HR, communication, risks, and solve problems
procurement) Submitting realistic
and timely proposals Impartiality
Organizational Culture Communicative
Considering other
Stakeholder Analysis people's nature in Conciliatory
dealing and relating
Conflict Management Techniques with people Interpersonal sensitivity
Negotiation Techniques (quality contacts with
Problem-solving peers, customers and
Involving the project suppliers)
team and
stakeholders
Negotiation
techniques
Competency # 4 - EFFECTIVE COMMUNICATION

Being able to promote effective communication of projects, programs and portfolios at various
hierarchical levels, considering the depth and the information needed at each point of contact.

KNOWLEDGE SKILLS ATTITUDES

Technique (KNOWING) How to Do (DOING) Willing to Do (BEING)

Organizational Culture Encouraging decision making Acting impartially

Stakeholder Analysis Structuring consensus model for group Easily receives and
decision-making transmits
Communication
Techniques Ability to influence / direct information to various
Negotiation Techniques Active and attentive listening audiences
Feedback Techniques Good oral and written communication Ability consolidating data
Synthesis Interest in hearing.
“Political” articulation
Conducting meetings
Showing Empathy
Competency # 5 - PROJECT MANAGEMENT

Being able to plan, organize, assess, and monitor the management of projects, programs and
portfolios, in conjunction with project managers, stakeholders, and senior sponsoring
management / PMO services clients, promoting the maturity of this competency within the
organization. Implies the ability to work in an environment marked by organizational change.

KNOWLEDGE SKILLS ATTITUDES

Technique (KNOWING) How to Do Willing to Do (BEING)

(DOING)

Best project management practices, based on Good oral and Bringing about changes
the areas of knowledge defined in the PMBOK® written
Guide (integration, scope, time, cost, quality, communication Proposing different ways
HR, communication, risks, and procurement) of
Focus on internal
Best Practices in Program and Portfolio client working
Management Flexible to changes
Developing people
Understanding of the business Acting ethically
Ability to sell ideas
Organizational Project Sensitivity in interpersonal
Leadership
Management Maturity Models relationships
Articulation
Process Management Proactive
Self-confidence
Management support tools (i.e., MS Project Entrepreneurial spirit
timelines, Primavera, portfolio: MS PPS, Clarity; Managing changes
processes: BPM, MS Visio, etc.) Conflict resolution Critical

Organizational structure of the company Objectivity / Cooperative

Basics of Financial Mathematics assertiveness Coherent with what is said

Working with and done, serving an role
discipline and model to be followed
method Assuming responsibilities
Organizing and Attention to detail
conducting
meetings Self-control
Competency # 6 - ORGANIZATION & PROCESSES

Being able to structure activities and processes and to act within defined contexts in standards
that support task accomplishment.

KNOWLEDGE SKILLS ATTITUDES

Technique (KNOWING) How to Do (DOING) Willing to Do

(BEING)

Quality assurance tools Analytical skills Organized

Systemic and strategic (understanding the Logical reasoning Attention to detail
company's political and economic environment
and formulating strategies to achieve the Designing and Communicative
objectives). implementing new
services / processes Objectivity

Good oral and written Proposing different

ways of working
communication
Accepting and
Synthesis adapting easily to
change
Discipline and method

Competency # 7 - ENTREPRENEURSHIP

Being able to seek and identify opportunities for action, propose, and implement solutions - in an
innovative and differentiated way - in order to optimize the performance of projects and portfolio.

KNOWLEDGE SKILLS ATTITUDES

Technique How to Do (DOING) Willing to Do (BEING)

(KNOWING)

Innovation Discipline and Believing in own potential

Management method
Observing the operating environment
Quality Management Analytical skills
Attention to detail
Process Management Logical reasoning
Pro-active
Organization
Pursuit of excellence
Doer's profile
Coherent with what is said and done, serving an
role model to be followed
Versatility
Proposing different ways of working
Flexible to change
Competency # 8 - INTERPERSONAL RELATIONSHIPS

Being able to create, maintain, expand and use contact networks to ensure the delivery of
expected results.

KNOWLEDGE SKILLS ATTITUDES

Technique (KNOWING) How to Do (DOING) Willing to Do (BEING)

Stakeholder Analysis and Good oral and written Attention to detail

Management communication
Observing the operating environment
Conflict Management Empathy
Techniques Self-control
Objectivity
Good oral and written Empathy
communication Eotional balance
Reasonableness
Demonstrating charisma in relationships
Clarity of purposes
Coherent with what is said and done,
serving an role model to be followed
Demonstrating confidence in others
Available to listen
Respect for differences
Conveying reliability and confidence
Competency # 9 - CUSTOMER FOCUS (STAKEHOLDER MANAGEMENT)

Being able to identify and meet customer expectations and being flexible in the event of a
change in the management model or in the organizational structure.

KNOWLEDGE SKILLS ATTITUDES

Technique (KNOWING) How to Do (DOING) Willing to Do (BEING)

Stakeholder Analysis and Management Good oral and written Objectivity and simplicity
communication
Team Management Observing the operating
Organization environment
Change Management
Discipline and method Rapid response
PMO Services
Empathy Proactive
Best project management practices, based
on the areas of knowledge defined in the Adaptability Delegating and Following
PMBOK® Guide
Ability to listen Available to listen
Organizational Project Management
Maturity Models Energy to solve problems
Seeking to identify and
understand customer
needs
Good relationship with the
internal areas
Persistence and optimism
in implementing changes
Flexible to change
Competency # 10 - KNOWLEDGE MANAGEMENT

Being able to spread the culture/discipline of project, program, and portfolio management within
the organization/department, and ensure knowledge building throughout the development of
projects and programs and after their termination.

KNOWLEDGE SKILLS ATTITUDES

Technique (KNOWING) How to Do (DOING) Willing to Do

(BEING)

Training Techniques Good oral and Interested in

written teaching
Best project management practices, based on the areas communication
of knowledge defined in the PMBOK® Guide (integration, Proactive
scope, time, cost, quality, HR, communication, risks, and Knowledge sharing
procurement) Organized
Empathy
Best Practices in Program and Portfolio Management
Consolidating
Organizational Culture information
Taxonomy and Content Management
APPENDIX 2 – SELECTED COMPETENCIES FOR EACH PMO SERVICE AND
THEIR RESPECTIVE WEIGHTS
APPENDIX 3 – PROFICIENCY LEVELS FOR EACH COMPETENCY