Leverage the Power of Coaching within your Projects! By Jane Morgan, MBA, PMP, PRINCE2 Trainer, M_o_R, MSP, CPCC, ACC, NLP Practitioner
Coaching is listed as one of the 37 essential competencies for Project Managers in IIL’s 360 Degree Competency Assessment Model, the PMCA™ (http://www.iil.com/360pmca). The competency model was developed after extensive consultation with PMI®, IPMA® and the IIBA®, and incorporates essential thinking from each. As a model, it is designed to measure the knowledge and expertise of management and project delivery team members to determine training and development needs. Coaching (Competency 20 in the illustration below) is one of the seven Leadership competencies, and it is this that we will explore in this article.
Coaching is a process of facilitating a client’s progress towards defining and achieving their desired outcomes. In relationship systems coaching, the system is the client, and the “system” is a system of relationships including all the people and the relationships between them. A relationship system could therefore be a partnership, team, group or organisation.
In the face of fluctuating business behavior and culture, project management remains a litmus test for measuring strong leadership practices. In this article, I will reflect on leadership in project management through the lens of a coaching mindset. I believe that in our knowledge intensive economy, project-based work is increasingly the way to cope with complex, non-routine tasks that require the balance and collaboration of diversely skilled specialists.
Many years ago, I was co-managing a Project Management Office that was made up of around 40 project managers. Many of those project managers inherited their projects, and so they became managers of projects. Many of those project managers were really engineers who lacked proper project management training or experience. I found myself thinking of training courses for these folks, until someone suggested that I coach those project managers. “Oh, coaching?” I said.
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