Download Developing the Entrepreneurial Skills of Project Managers

CEB PMO Leadership Council
Developing the
Entrepreneurial Skills
of Project Managers
WHO WE ARE
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© 2014 CEB. All Rights Reserved. PMOE9300514SYN
Tools & Solutions
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Development
Workforce Surveys
& Analytics
2
ROADMAP FOR THE PRESENTATION
Detailing the Drivers
of Project Manager
Effectiveness
© 2014 CEB. All Rights Reserved. PMOE9300514SYN
Targeting
Development
Investments
Developing the
Entrepreneurial Skills
of Project Managers
Roadmap Item
paragraph style
3
OUR STANDARD FOR PROJECT MANAGER
EFFECTIVENESS
Collect 360-Degree
Assessments
Calculate
Project Manager
Effectiveness
■■
■■
■■
Business Case Realization
Return on Investment
Stakeholder Satisfaction
User Adoption
en
ttainm t Source
eA
:P
m
ro
o
c
je
ut
50%
ss
ne
Bus
i
r
nso
ry
So
25%
er
y
e
liv
De
© 2014 CEB. All Rights Reserved. PMOE9300514SYN
+/- 10% of Baseline
25%
O
Overall
Effectiveness
e
On-Tim
■■
Interpret Practical
PMO Implications
o
Sp
ct
O
■■
Identify
Project Manager
Performance Drivers
So
urc
e: PM
Our approach evaluates
project managers
on their ability to
satisfy stakeholders’
business value delivery
expectations as well as
their ability to deliver
on time and on budget.
urc
e: P
MO
ge
On-Bud
iv
el
tD
■■
+/- 10% of Baseline
4
Se
8. E
3.
ffic
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o
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10.
Maximum Impact on the Overall Effectiveness Index
OUR STANDARD FOR PROJECT MANAGER EFFECTIVENESS
Overall Research Findings: Benchmark Data Results
Category
Impact1
1
I. Stakeholder Partnership
II. Judgment
III. Risk
Management
IV. Team Leadership
V. Ownership
and
Commitment
VI. Learning
Agility
VII.
Process
Adherence
VIII.
Business
Knowledge
20%
15.0%
14.9%
14.7%
14.6%
14.3%
12.5%
12.5%
11.7%
15%
10%
5%
0%
Source:Project Manager Effectiveness Diagnostic; CEB Analysis.
Category impact calculated as average of the top three drivers in each category.
© 2014 CEB. All Rights Reserved. PMOE9300514SYN
5
CHARACTERISTICS OF AN ENTREPRENEURIAL PROJECT MANAGER
Attribute
Ownership and
Commitment
Primarily
Innate
Learning Agility
Capabilities and Attributes to Test
■■
■■
■■
■■
Judgment
■■
■■
Team Leadership
■■
■■
Combination
of Innate and
Developed
Exerts significant “Discretionary Effort”
Identifies personally with project success
Adapts to ambiguous and unfamiliar terrains
Reflects on experience to improve future
performance
Makes good decisions in ambiguous or difficult
situations
Balances execution efficiency with risk mitigation
Motivates teams to support organizational goals
Develops staff skills and capabilities effectively
Most Effective Ways to Test
■■
■■
■■
■■
■■
■■
■■
■■
■■
Behavioral interviews
Reference checks
Case interviews
Reference checks
Behavioral interviews
Case interviews
Reference checks
Behavioral interviews
Reference checks
Most Effective
Ways to Develop
■■
NA
■■
Reflection
■■
■■
■■
■■
■■
Stakeholder
Partnership
■■
■■
Manages competing stakeholder needs
Communicates effectively by adapting style
and message to diverse audiences
■■
■■
Behavioral interviews
Reference checks
■■
■■
■■
■■
Risk Management
■■
■■
Process
Adherence
■■
■■
Primarily
Developed
Business
Knowledge
■■
Anticipates and effectively mitigates major risks
Aligns decisions with company’s risk profile
Executes standard project management
methodology
Contributes to methodology body of knowledge
Understands linkage between project goals and
company-specific business context
■■
Case interviews
■■
■■
■■
Resume
■■
■■
■■
■■
Resume
■■
■■
■■
© 2014 CEB. All Rights Reserved. PMOE9300514SYN
Mentoring
On-the-job learning
Mentoring
Experiential Learning
On-the-job learning
Mentoring
Experiential Learning
Coaching
On-the-job learning
Mentoring
On-the-job learning
Classroom training
Certification
On-the-job learning
Classroom training
On-the-job learning
Business rotations
6
ROADMAP FOR THE PRESENTATION
Detailing the Drivers
of Project Manager
Effectiveness
© 2014 CEB. All Rights Reserved. PMOE9300514SYN
Targeting
Development
Investments
Developing the
Entrepreneurial Skills
of Project Managers
Roadmap Item
paragraph style
7
Shift project manager
development focus
from process skills to
entrepreneurial skills.
THE COMMITMENT TO ENTREPRENEURIAL SKILL
DEVELOPMENT IS LOW
Percentage of Project Manager Population by Types of Development Received
82%
53%
34%
30%
24%
23%
20%
9%
Methodology
(Waterfall)
Technology
Agile/Iterative
Methods
Process Skills
Risk
Management
Leadership
Stakeholder
Management
Business
None
Entrepreneurial Skills
PMOs devote 70% of
development effort to
improve process skills.
n = 492 project managers.
Source:CEB analysis.
© 2014 CEB. All Rights Reserved. PMOE9300514SYN
8
Focus your development
effort on average
performing project
managers rather than
your worst and best.
■■
FOCUS YOUR DEVELOPMENT EFFORT ON MID-LEVEL
PERFORMERS
Overall Effectiveness Impact of Moving from Bottom to Top of Each Decile
Moving one performance
decile—for instance,
improving from the seventh
to the sixth decile—has
a measurable impact on
overall effectiveness.
9.9%
Most value comes from
training these project
managers.
7.7%
■■
The largest marginal impacts
are in the middle of the
performance distribution.
6.1%
5.8%
5.9%
5.3%
4.4%
3.8%
3.1%
3.1%
Bottom
Decile
9th
8th
7th
6th
5th
4th
3rd
2nd
Top Decile
n = 492 project managers.
Source:CEB analyis.
© 2014 CEB. All Rights Reserved. PMOE9300514SYN
9
Allocate development
effort based on the
distribution of project
managers in performance
bands as well as their
tenure as project
managers.
DEVELOPMENT EFFORT ALLOCATION MODEL
Recommended
Allocation of
Development Resources
Total Relevant Project Management Tenure
> 10 Years
5–10 Years
< 5 Years
Low Priority
Medium Priority
Low Priority
Low Priority
High Priority
Medium Priority
Medium Priority
High Priority
Medium Priority
Bottom Quartile
Second and Third Quartiles
Top Quartile
■
50% to High Priority
■
35% to Medium Priority
■
15% to Low Priority
Performance Band
Source:CEB analysis.
© 2014 CEB. All Rights Reserved. PMOE9300514SYN
10
ROADMAP FOR THE PRESENTATION
Detailing the Drivers
of Project Manager
Effectiveness
© 2014 CEB. All Rights Reserved. PMOE9300514SYN
Targeting
Development
Investments
Developing the
Entrepreneurial Skills
of Project Managers
Roadmap Item
paragraph style
11
Allocate 70% of project
manager development
effort to experiential
learning.
EXPERIENCE IS THE MOST EFFECTIVE TEACHER
The “70-20-10” Model of Employee Development
Allocation of Effort
Work Experience
On-the-job learning: All learning
that employees derive from the
tasks or activities they engage in
as part of their work within their
current roles; sources of on-thejob learning include:
70%
■
Work Experience
■
■
■
■
20%
10%
Relationships
■
Working with difficult
customers or clients,
Working with multiple people
who have competing views,
Temporarily filling in for
manager,
Working with recognized
expert,
Persuading senior managers
to take a difficult action, and
Shadowing a coworker
to observe performance.
Formal Training
Source:CEB analysis.
© 2014 CEB. All Rights Reserved. PMOE9300514SYN
12
On-the-job learning
is three times more
effective in boosting
performance than formal
training programs.
Comparison of On-the-Job Learning and Formal Training
Impact of Learning Methods on Employee Performance
(as Reported by the Manager, Indexed to 100 Points)
Employees with high
exposure to on-the-job
learning activities are more
likely to be highly engaged.
= 3x
Impact on
Employee Performancea
■■
A WORTHWHILE FOCUS
300
100
Formal Training
Programs
On-the-Job
Learning
Source:CEB analysis.
Additional Benefits of On-the-Job Learning
■ Reduced training expenses
■ Reduced time-to-productivity
■ Increased sharing of best practices
a
© 2014 CEB. All Rights Reserved. PMOE9300514SYN
Each bar represents a statistical estimate of the maximum total impact on employee performance each learning method will produce. The total impact includes the method’s direct
impact on performance as well as any indirect impact it may have through employee attitudes. The maximum total impact is calculated by measuring the predicted difference in
application between the lowest and highest value on each method. The impact of each method is modeled separately.
13
Although classroom
training provides
foundational-level
business knowledge need
for in-depth knowledge
of the business prompts
the development of an
immersion program.
WALKING A MILE IN THEIR SHOES
Business Training
Business Activities
Quarterly Offering
Ongoing
3
IT-Related Business Experience
Staff conduct business exposure
activities to connect classroom
learning with a real-life business
environment.
PMO answered the CIO’s call to
bridge the proficiency gap and
assigned senior project managers
to the task of designing business
training program.
1
Classroom Training
End-to-End Business
Process View
Identified Need: Increased
understanding of key
business process and overall
business model
2
Classroom Training
End-to-End IT-Enablement
Process View
Identified Need: Increased
understanding of how IT
systems and projects relate
to business workflow
Solution: Staff learn how
each IT system and process
support the product cycle,
including customer service,
merchandising, sales, and HR.
Classroom Training and
Business Immersion
Business Exposure
Activities
Identified Need: Improved
understanding of business
operations for specific
functions and/or lines of
business
Solution: Staff garner
deep-dive view into
corresponding LOB,
focusing on details of key
activities, terminologies, and
business objectives core to
that business vertical.
Solution: Staff track a
product (a pair of shoes)
throughout the end-to-end
business process—from
manufacturer to customer
through the supply chain.
Foundational Business Knowledge
Business Immersion
Source:CEB analysis.
© 2014 CEB. All Rights Reserved. PMOE9300514SYN
14
Business activities
enhance understanding
of how projects and
processes map to enduser workflows.
DOING FIELD WORK
Required Business Exposure Activities
Business and IT executives agree on these business functions because they:
■■
■■
■■
■■
Provide exposure to each major end-user group;
Provide exposure to primary systems in a native work environment;
Directly map to IT employee’s job; and
Minimally impact business.
Business Function
Business Activity
Customer-Facing
Operations
Tour a Store
Supply Chain,
Distribution, and
Quality Assurance
Shelly Washington
Program Manager
Nordstrom, Inc.
© 2014 CEB. All Rights Reserved. PMOE9300514SYN
1/2 day
Tour external and internal facilities
of full-line store or rack store.
Observe Operations Center
Work a Sale
1 day
Attend Store Recognition Meeting
Attend quarterly district
recognition meeting to observe
awards, financial performance, and
sales goals.
Understanding how inventory and
warehouse management software is
used for tracking inbound and outbound
materials
Observing standard operations procedures
to aid future software development
1 day
Work half-yearly or anniversary sale
on sales-floor or in stock room.
Human Resources
Observing physical environment for enduser work stations
1/2 day
Assist with in-store inventory checkin, organization, and preparation for
sales-floor placement.
Sales and Marketing
Key Learning (Examples)
Understanding breadth and characteristics
of user groups within physical store
Tour a quality, distribution, or
fulfillment center and observe the
operations.
Work Physical Inventory
“The biggest win is
firsthand knowledge
and understanding of
the business and project customer.
Business exposure replaces
training course theory with
practical and tactical experience,
increases team engagement in
project work, enhances
collaboration between project
team and the business, and helps
project team members to
communicate in business
terminology.”
Time Requirement
Understanding how personnel use sales
transaction software
Observing effects of system downtime on
sales and customer service
3 hours
Developing informal networks with key
business leaders for enhanced relationship
management
Understanding of quarterly performance
and future sales goals
Each activity maps to opportunities for key learnings regarding business operations and potential points of system error.
Source:CEB analysis.
15
Project managers
who have experience
managing 4–5 types
of projects are most
effective.
■■
EXPOSURE TO PROJECT DIVERSITY HELPS
DEVELOPMENT
Average Effectiveness of Project Managers by Breadth of Experience Across Project Types
Anecdotally, project
managers with less than
three project types in their
toolbelt do not benefit
from diversity, while Project
Managers who manage more
than five types of projects
suffer from too much
diversity.
Project managers with experience
in managing 4–5 project types are
most effective.
92.1
90.8
85.9
92.5
Meets or
Exceeds
Expectations
91.1
90.7
86.2
Somewhat
Meets
Expectations
Fails
Expectation
1 Type
2 Types
3 Types
4 Types
5 Types
6 Types
> 6 Types
n = 408 project managers.
Source:CEB analysis.
Note: Limited to project managers with at least three years of tenure.
© 2014 CEB. All Rights Reserved. PMOE9300514SYN
16
Equip project managers
with this checklist of
behaviors that drive
learning from work to
quickly and simply boost
their extraction and
application of on-thejob learning.
CHECKLIST OF BEHAVIORS THAT DRIVE
LEARNING FROM WORK
CHECKLIST OF BEHAVIORS THAT DRIVE LEARNING FROM WORK
To learn from work, the most effective behaviors you can engage in are detailed below. You’ll notice that they orient
around being deliberate and intentional in learning from work.
Directions: Use this checklist to identify which behaviors you do not currently engage in, and therefore which
you should consider adopting.
Before Beginning a Task/Activity
� Set learning goals and targets for yourself.
�Plan how to accomplish the task, project, or assignment before beginning it.
�Identify, ahead of time, potential solutions to problems you think you might encounter as you carry out the task.
�Think about what you have learned from similar work experiences in the past and how that learning might impact
your approach this time.
�Build relationships with coworkers who can help you accomplish your task and learn from it.
�Identify the resources that you will need and work with your manager to ensure those resources will be available
to you when you need them.
After Finishing a Task/Activity
� Identify the lessons learned from the experience.
� Ask your manager for his/her feedback on how you did the work.
� Ask your coworkers and team members for their feedback on how you did the work.
� Share what you have learned from the experience with coworkers to boost their learning.
�Look for opportunities to teach others (for example, are any of your colleagues struggling with a task where your
experience could assist them? Of what the experience taught you, offer to share what might be relevant to them).
Source:CEB analysis.
© 2014 CEB. All Rights Reserved. PMOE9300514SYN
17
Scottish Enterprise
provides project
teams with a structured
process and guidance
questions to build a
cycle of learning into
project development:
it includes intentionality
before, during, and after
a project.
■■
■■
The “learning after” reviews
normally take the form of a
set of facilitated workshops
for the project team.
BUILDING A CYCLE OF LEARNING
INTO PROJECT DEVELOPMENT
The Cycle of Learning
Learning Before
■
■
“Learning after” is
documented and shared
with the relevant people to
boost wider organizational
learning.
Can we learn lessons from other
projects, maybe saving some
of the development time, to
concentrate on the aspects unique
to this project?
Are the circumstances and
objectives sufficiently comparable
for the lesson to be valid to the
new situation?
Sharing the Learning
■
■
■
■
■
Based on this experience, what
advice should be given to future
project teams?
Document clear guidelines for
the future indicating whom they
are intended for.
Who is responsible for ensuring the
lessons are transferred to others?
Where will the lessons be stored
to be easily accessible to others?
Should they be discussed within
a particular community of practice,
to combine with other experience?
Learning During
■
■
1. Feed existing
organizational
learning into
new projects.
4. Document
and share key
findings to
boost wider
organizational
learning and
performance.
■
What can we learn from what
we have done so far?
Can others help us with any
unexpected difficulties that
have emerged?
Has anyone done a similar project
before (in our organization
or elsewhere)?
2. Reflect on
progress and
learning thus
far (midproject).
3. Conduct postproject review
with facilitator
to identify key
learnings from
the project.
Learning After
■
■
■
How, and why, did the project
outcome differ from the original
objectives?
What were the stumbling blocks
and pitfalls that need to be
avoided in the future?
Given what we know now, what
will we do differently in the future?
COMPANY SNAPSHOT
Scottish Enterprise
Industry: Economic Development
(Public Organization)
© 2014 CEB. All Rights Reserved. PMOE9300514SYN
Source:CEB analysis.
18
State Farm provides
leaders with a list of
debrief questions to
facilitate (constructive)
reflection on key
lessons learned
from developmental
experiences.
INCREASING LEADERS’
“ACTION-TO-REFLECTION” RATIOS
State Farm’s Debrief Question Inventory
Initial Leader Reaction
■■
■■
The L&D function provides
leaders with a list of debrief
questions to help them
reflect on what they have
learned from a development
opportunity; State Farm
encourages leaders to
review the questions before
debriefing with direct
managers, development
advisors, or mentors.
By providing a structured
means for thinking about and
synthesizing experiences, State
Farm hopes that leaders will
be more intentional in their
approach and execute against
what they have learned.
1. What surprised me about this
experience?
2. What met my expectations? What
did not meet my expectations?
3. How did I feel before, during, and
after the experience?
“Doing Things Differently”
Skills and Behaviors
4. What would I do differently if I
were going to do this experience
over again?
7. W
hat skills and behaviors did
I display most effectively during
the experience?
8. What skills do I wish I had
demonstrated more effectively
in completing the experience?
How can I gain these skills?
9. W
hat did I learn that I can apply
to my current and future work
responsibilities?
5. What would I have done, what
would I have read, and who would
I have met with to better prepare
myself before the experience?
6. What would I have done, what
would I have read, and who would
I have met with to better prepare
myself during the experience?
Potential Debrief Participants
Individual Leaders
Reflect on key lessons
learned during and after
developmental experiences.
Direct Managers
Help leaders understand
performance differences
before and after
developmental experiences.
Development Advisors
Provide advice and support
tools to leaders to help
synthesize key lessons
learned.
Mentors
Share tips and lessons
learned for effectively
reflecting on developmental
experiences.
A Note on Process
State Farm’s L&D function encourages leaders to reflect on their experience individually and then meet
with development advisors, direct managers, or mentors afterward to further synthesize what they have
learned from a particular experience.
Source:CEB analysis.
© 2014 CEB. All Rights Reserved. PMOE9300514SYN
19
Allocate 20% of project
manager development
effort to relationships.
MENTORING SHOULD CONNECT PROJECT MANAGERS
WITH BUSINESS LEADERS
The “70-20-10” Model of Employee Development
Allocation of Effort
Relationships
Formal and Informal Mentoring:
Creating an Apprenticeship
model for development from
successful managers is key
to connect direct reports to
influential leaders who can assist
their development. Especially in:
70%
■
Work Experience
■
Stakeholder management,
■
Risk management,
■
Communication practices, and
■
20%
10%
Organizational politics
management,
Building key relationships and
networks across the business.
Relationships
Formal Training
Source:CEB analysis.
© 2014 CEB. All Rights Reserved. PMOE9300514SYN
20
Many organizations have
“mentoring programs”—
but many are really
“coaching programs”
instead.
■■
■■
■■
■■
True mentoring programs
are much more effective
tools to develop
entrepreneurial skills.
The difficulty with
establishing an effective
mentoring program is
that many of the most
successful mentor–protégé
partnerships are accidental
and informal.
PMOs must take a structured
approach to matching
prospective mentors and
protégés and must be willing
to accept that protégés may
need to be paired several
times to find the right
mentor.
Having a formal program
also inspires many protégés
to actively seek out good
mentors.
COACHING AND MENTORING ARE DISTINCT ACTIVITIES
Mentoring
Coaching
Goal
Transferring informal organizational
knowledge, past experiences and learning,
and expanding interpersonal networks to
strengthen entrepreneurial skills
Developing critical day-to-day job skills, such
as methodology mastery, tool and template
usage, and fulfilling compliance requirements to
strengthen process skills and technical knowledge
Primary
Development
Focus
Career and personal development
Task-related performance improvement
Time Horizon
Open-ended relationship with no fixed
development goal
Fixed-term; usually focused on improving
performance in defined activities
Most
Effective
Providers
Senior leaders outside the protégé’s job
function—typically “two clicks up and one
to the right” on the org. chart
Supervisors or more senior Project Managers/
program managers
Agenda
Setter
Protégé
Coach
Source:CEB analysis.
© 2014 CEB. All Rights Reserved. PMOE9300514SYN
21
Good mentoring
programs deliver a
6% increase in overall
effectiveness.
■■
MENTORING CAN HAVE A SIGNIFICANT IMPACT
Overall Effectiveness Scores
Effective mentoring
includes:
–– Middle managers
as mentors,
Meets or
Exceeds
Expectations
–– Mentoring on
entrepreneurial skills, and
–– The frequency desired
by the protégé project
manager.
Project managers with no mentoring on
average are more effective than project
managers who receive ineffective mentoring.
95.9
■■
■■
CEB analysis also shows that
mentoring programs
on average do not drive
project manager
effectiveness.
90.0
87.7
Anecdotal evidence
suggests this is due to
poor selection of mentors,
mentoring topics, or mentor–
mentee skills matching.
Somewhat
Meets
Expectations
Fails
Expectations
Effective Mentoring
n = 93 project managers.
Without Mentoring
n = 258 project managers.
Ineffective Mentoring
n = 141 project managers.
Source:CEB analysis.
© 2014 CEB. All Rights Reserved. PMOE9300514SYN
22
Mentors from within the
project management
ranks often fall into the
trap of conveying process
skills—which non-project
management mentors
cannot do.
RECRUIT MENTORS FROM OUTSIDE THE PMO
Overall Effectiveness Scores of Project Managers Who Received Mentoring, by Type of Mentor
Meets or
Exceeds
Expectations
91.4
89.0
Somewhat
Meets
Expectations
Fails
Expectations
Outside the Project Manager
Community
Inside the Project Manager
Community
Percentage of Project Managers Who Received Mentoring, by Type of Mentor
4%
Middle-Level Manager in
a Core Function (e.g., HR,
Finance)
5%
Other
8%
Middle-Level Manager
in a Business Unit
8%
Senior Level
Manager in the
Business
16%
Middle-Level
Manager in IT
27%
Senior Project
Manager
23%
Program
Manager
9%
PMO Executive
n = 492 project managers.
Source:CEB analysis.
© 2014 CEB. All Rights Reserved. PMOE9300514SYN
23
Allocate 10% of project
manager development
effort to formal
classroom training
and certifications.
FORMAL TRAINING BASELINES EXPECTATIONS
The “70-20-10” Model of Employee Development
Allocation of Effort
Formal Training
Classroom Sessions:
Classroom sessions and
regular meetings serve as
collective learning opportunities
that distribute a standard
expectation of practice and
ensure team interaction.
Examples include:
70%
Work Experience
■
E-learning modules,
■
“Lunch and Learns,” and
■
20%
10%
Ongoing project management
certification and PDUs.
Relationships
Formal Training
Source:CEB analysis.
© 2014 CEB. All Rights Reserved. PMOE9300514SYN
24
KEY TAKEAWAYS: DEVELOPING THE ENTREPRENEURIAL SKILLS
OF PROJECT MANAGERS
Key Questions
1. What are the most effective ways of
developing the entrepreneurial skills
of project managers?
Insights
Focus your development effort on low-tenure, average-performer project managers. Do not focus on
developing new core competencies for bottom-performer project managers with more than five years
of project manager experience. If they have not built those competencies within five years, there is little
chance that more training will help.
Experience-based learning is best, followed by relationship-based learning, with classroom learning
last. Deploy 70% of your development effort using experience-based development wherever possible.
Classroom training (including certifications) should constitute only about 10% of project manager
development, with the remaining 20% focusing on relationship-based training such as mentoring.
Experience with specific project types does not meaningfully impact performance, but diversity
in project types does help. In fact, project managers with experience in managing four to five project
types are the most effective.
2. How can we maximize project manager
learning from development experiences?
Assign project managers to projects based on the supply and demand for entrepreneurial skills.
Progressive organizations use project assignments to provide project managers experiential learning
opportunities, while ensuring they are strong in the areas that are critical for project success.
3. How can we increase experience-based
learning for entrepreneurial skills?
Ensure project managers reflect on project experiences. Encourage project managers to set learning
goals up front and ask them constructive questions during and after the project to help them extract
learning.
4. How can we boost the effectiveness
of our mentoring efforts?
Select the right mentors—typically middle managers from outside the PMO. Project managers who have
been mentored by middle managers outside the PMO statistically perform better than those mentored
by PMO staff or project/program managers.
© 2014 CEB. All Rights Reserved. PMOE9300514SYN
25
ROADMAP FOR THE PRESENTATION
Detailing the Drivers
of Project Manager
Effectiveness
© 2014 CEB. All Rights Reserved. PMOE9300514SYN
Targeting
Development
Investments
Developing the
Entrepreneurial Skills
of Project Managers
Roadmap Item
paragraph style
26
CEB Project Management
Development Accelerator
instills the behaviors
demonstrated by top
performers to drive
project success.
■■
CEB PROJECT MANAGEMENT DEVELOPMENT
ACCELERATOR
Process Skills Are Necessary but Insufficient
Relationship Between Project Manager Skills and Business Outcome Attainment
Our curriculum is based
on proven tactics from the
most successful project
management organizations.
Entrepreneurial Skills
Process Skills
High
Advanced
■ Judgment
■ Learning Ability
■ Ownership and
Commitment
■ Stakeholder
Partnership
Degree of
Business
Outcome
Attainment
Sponsor Expectations
Medium
Competent
■ Process Tailoring
■ Financial Reporting
■ Resource Allocation and Task
Delegation
■ Stakeholder Management
Baseline
■ Methodology
Fundamentals
■ Deliverable Creation
■ Workflow Planning
■ Reporting
Low
Low
Contact Us to Learn More:
Medium
High
+1-866-913-8101
PMO.Support@ executiveboard.
com
Source:CEB analysis.
www.executiveboard.com/pmo
© 2014 CEB. All Rights Reserved. PMOE9300514SYN
27
Learn More
CEB is the world’s leading member-based advisory company. We have a unique
view into what matters—and what works—when capitalizing on drivers of
business performance. With 30 years of experience working with top companies
to share, analyze, and apply proven practices, we begin with great outcomes and
reverse engineer to help you unlock your full potential.
To learn more about membership, please contact
[email protected].
www.cebglobal.com
1-866-913-8101