Project management is as much art as it is science. Competence of project managers is receiving increasing interest as more organisations accept that project performance has an impact on organisational performance. Scholars and practitioners of project management tend to agree that while the technical aspects of project management are important, it is the behavioural competencies, or soft skills, of project managers that are required for success ? now and in the future. This study set out to explore the expected evolution of the behavioural skills and competencies of the project manager over the next decade. Secondary objectives of the study were to establish if perceptions differ amongst the respective demographic groups, the importance of leadership skills and how identified future behavioural competencies are addressed in current job profiles for project managers. The research study began in the literature where projects and project management was introduced followed by an exploration of some of the trends and perceptions expected to impact on project management in the future. Projects of the future will be strongly influenced by technology with complexity and uncertainty as common themes. Leadership and flexibility will be key for project managers to survive in such a dynamic, hyper–connected environment. A thorough literature study was conducted into the behavioural competencies of project managers especially with respect to the most widely used project management bodies of knowledge. The concept of competency was defined and a number of models of competency were presented. Soft skills relating to project managers were discussed including emotional intelligence which has received much attention recently. A comparison was made of the behavioural competencies of project managers as addressed in the IPMA International Competence Baseline 3.0, the APM Body of Knowledge and the PMI Body of knowledge. Concluding the literature study, the fifteen behavioural competencies from the IPMA International Competence Baseline were discussed drawing on insight from the literature. An empirical study was completed with the aid of a new questionnaire designed using the behavioural competencies contained in the IPMA International Competence Baseline 3.0 as constructs. The questionnaire survey explored the perceptions of members in a South African project management organisation regarding the evolution of the importance given to the identified behavioural competencies. Analysis of the responses showed the questionnaire to be reliable and valid. Respondents indicated that they expect the following project manager behavioural constructs to grow in importance in the future: Efficiency, Leadership, Creativity, Openness and Engagement and Motivation. Respondents expect the following behavioural constructs to be less important in the future: Ethics, Values Appreciation, Reliability, Conflict and Crisis and Self–control. Structured interviews conducted to validate the survey results highlighted only that Leadership is an area that is expected to take on more importance for project managers in future. The interviews produced similar expectations to the literature regarding the future challenges for project management regarding complexity, uncertainty and the rate of change. A review of Project Manager job profiles yielded that generally behavioural competencies for project managers are not comprehensively addressed with more attention required and to utilise research as a basis. Proficiency requirements and assessment of proficiencies remains a major challenge that must be addressed by organisations in future. Conclusions regarding the findings of the research study were presented and recommendations for organisations and interested parties given. The research study was evaluated opposite the primary and secondary objectives with the conclusion that both were achieved. Finally, recommendations for further research into the behavioural competencies and related topics were proposed. / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2012.

Project management is as much art as it is science. Competence of project managers is receiving increasing interest as more organisations accept that project performance has an impact on organisational performance. Scholars and practitioners of project management tend to agree that while the technical aspects of project management are important, it is the behavioural competencies, or soft skills, of project managers that are required for success ? now and in the future. This study set out to explore the expected evolution of the behavioural skills and competencies of the project manager over the next decade. Secondary objectives of the study were to establish if perceptions differ amongst the respective demographic groups, the importance of leadership skills and how identified future behavioural competencies are addressed in current job profiles for project managers. The research study began in the literature where projects and project management was introduced followed by an exploration of some of the trends and perceptions expected to impact on project management in the future. Projects of the future will be strongly influenced by technology with complexity and uncertainty as common themes. Leadership and flexibility will be key for project managers to survive in such a dynamic, hyper–connected environment. A thorough literature study was conducted into the behavioural competencies of project managers especially with respect to the most widely used project management bodies of knowledge. The concept of competency was defined and a number of models of competency were presented. Soft skills relating to project managers were discussed including emotional intelligence which has received much attention recently. A comparison was made of the behavioural competencies of project managers as addressed in the IPMA International Competence Baseline 3.0, the APM Body of Knowledge and the PMI Body of knowledge. Concluding the literature study, the fifteen behavioural competencies from the IPMA International Competence Baseline were discussed drawing on insight from the literature. An empirical study was completed with the aid of a new questionnaire designed using the behavioural competencies contained in the IPMA International Competence Baseline 3.0 as constructs. The questionnaire survey explored the perceptions of members in a South African project management organisation regarding the evolution of the importance given to the identified behavioural competencies. Analysis of the responses showed the questionnaire to be reliable and valid. Respondents indicated that they expect the following project manager behavioural constructs to grow in importance in the future: Efficiency, Leadership, Creativity, Openness and Engagement and Motivation. Respondents expect the following behavioural constructs to be less important in the future: Ethics, Values Appreciation, Reliability, Conflict and Crisis and Self–control. Structured interviews conducted to validate the survey results highlighted only that Leadership is an area that is expected to take on more importance for project managers in future. The interviews produced similar expectations to the literature regarding the future challenges for project management regarding complexity, uncertainty and the rate of change. A review of Project Manager job profiles yielded that generally behavioural competencies for project managers are not comprehensively addressed with more attention required and to utilise research as a basis. Proficiency requirements and assessment of proficiencies remains a major challenge that must be addressed by organisations in future. Conclusions regarding the findings of the research study were presented and recommendations for organisations and interested parties given. The research study was evaluated opposite the primary and secondary objectives with the conclusion that both were achieved. Finally, recommendations for further research into the behavioural competencies and related topics were proposed. / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2012.

The study aimed to examine the extent of indigenous play or teret-teret, as a psychotherapeutic technique to assist young adolescents in their adjustment from socio-emotional and behavioural difficulties. Following a mixed-methods, the study was conducted in three phases. The qual then QUANT in the main study followed by QUANT - QUANT and finally qual was employed. Two hundred ninety-nine participants, with 13 in Phase 1; 221 in Phase 2, and 65 in Phase 3, were involved in the study. Thirteen participants were purposively selected based on their experiences and merits for Phase 1, while 221 were selected through multilevel probability sampling techniques for Phase 2. Among the 65 participants for Phase 3, five were selected randomly whereas 60 were selected purposely. Three data-gathering instruments, comprising in-depth interviews, archive analysis, and questionnaires were employed. This design explored the quality of 62 manifestations of indigenous teret-teret for use in psychotherapy. The qualitative phenomenological study confirmed teret-teret as a relevant psychotherapeutic technique, practised in Ethiopia for the adjustment of young adolescents who experience socio-emotional and behavioural difficulties. The intervention study revealed statistically significant differences between the participants who received teret-teret psychotherapy and those who did not receive teret-teret psychotherapy. It was found that teret-teret psychotherapy advanced the socio-emotional and behavioural competencies of the participants. The cross-sectional survey study verified a 43% prevalence rate of composite SEBD, with 50% being anxiety/depression, 45% somatic complaints, 44% attention problems, 43% delinquency, and 42% aggression, respectively. Implications were discussed about applying indigenous child-friendly stories, teret-teret, as psychotherapeutic techniques to help young adolescents who display socio-emotional and behavioural difficulties at schools and in community settings. / Inhloso yocwaningo kwabe kukuhlola izinga lomdlalo weshashalazi kumbe i-teret-teret, njengendlela yokusoconga ingqondo (psychotherapeutic technique)ukunceda abantu abasha abasesigabeni sobujongosi (adolescents) nokulawula isimo sabo ukusukela kwizinkinga zenhlalakahle yabantu ngokwemizwanangendlela yokuziphatha. Uma kulandelwa uhlelo lwezindlela ezivangene (mixed-methods design), ucwaningo lwenziwe ngokwehlukaniswa izigaba ezintathu: Isigaba soku-1: Uhlelo lwengxoxo (Qualitative)–idizayini yefenomenoloji (phenomenological design), Isigaba sesi-2: Uhlelo lwamanani (Quantitative) – idizayini yesaveyi (survey design) kanyeneSigaba sesi-3: Uhlelo lwamanani (Quantitative) – idizayini engenelelayo. Abadlalindima abangamakhulu amabili namashumi ayisishiyagalolunye, ngesigaba se 13 eSigabeni soku-1; 221 kuSigaba sesi-2 naku 65 eSigabeni sesi-3,zonke zazibandakanyekile ocwaningweni. Abadlalindima abayishumi nantathu babekhethwe ngenhloso ngenxa yolwazi lwabo kanye nomsebenzi wabo oncomekayo eSigabeni soku-1, kanti aba-221 babekhethwe ngokusebenzisa indlela yesampuli ebizwa nge-multilevel probability sampling techniques kwiSigaba sesi- 2.Hlangana nabadlalindima abangama 65 beSigaba sesi-3, abahlanu bakhethwe kuyo yinoma kuphi kanti aba60 bakhethwe ngenhloso. Amathuluzi amathathu okuqoqa idatha, aqukethe izinhlolovo ezijulile, ukuhlaziywa kwama-akhayivu, kanye nemibhalo equkethe imibuzo yizinto ezisetshenzisiwe. Le dizayini beyihlola izinga lemisebenzi engama 62 eveziwe yendabuko teret-teretngokusetshenziswa kuhlelo lokusocongwa kwengqondo. Ucwaningo olugxile kwifenomenoloji yengxoxo iqinisekise umdlalo we teret-teret njengendlela efanele yokusocongwa kwengqondo, okuyingqubo elandelwa ezweni lase-Ethiopia ngenhloso yokushintsha isimo sabantu abasha abasesigabeni sobujongosi abahlangabezana nobunzima kwinhlalakahle yabantu ngokwemizwa kanye nezinkinga ezimayelana nokuziphatha. Ucwaningo olungenelelayo luveze ngokwamanani imehluko egqamile phakathi kwabadlalindima abafumene ukusocongwa ngokomqondo ngomdlalo we teret-teret kanye nalabo abangakaze bathole ukusocongwa ngokomqondo ngeteret-teret. Kutholakele ukuthi ukusocongwa komqondo ngeteret-teret kuthuthukise inhlalakahle yabantu nangezimpawu ezikhombisa ukuziphatha kahle kwabadlalindima. Ucwaningo olubizwa nge-cross-sectional survey lufqinisekise 43% yezinga lokutholakala kwezinkinga zenhlalakahle yabantu ngokwemizwa nangokuziphatha (SEBD),okuyi-50% yezinga lentukuthelo/ingcindezi yengqondo, i-45% yezikhalo, i-44% yezinkinga ezidinga ukuxazululwa, i-43% yezinga lokuphambana nomthetho kanye ne-42% yokuba nolunya,kanjalo nje. Okuchazwayo lapha kuxoxiwe mayelana nokusebenzisa izindatshana zendabuko ezijabulisa izingane, teret-teret, zisebenza njengamasu okusoconga ingqondo ukunceda abantu abasha abasesigabeni sobujongosi abakhombisa izinkinga ezimayelana nenhlalakahle yabantu ngokwemizwa nangokuziphatha ezikoleni kanye nasezindaweni zemiphakathia. / Die doel van die studie was om ondersoek in te stel na die mate waarin inheemse spel of teret-teret, as ʼn psigoterapeutiese tegniek ingespan word om jong adolessente by te staan in hul aanpassing van sosio-emosionele en gedragsprobleme af. ʼn Gemengde-metodes-ontwerp is gebruik en die studie is in drie fases uitgevoer: Fase 1: Kwalitatief–fenomenologiese ontwerp, Fase 2: Kwantitatief – opname-ontwerp enFase 3: Kwantitatief – ʼn intervensie-ontwerp. Twee-honderd-nege-en-negentig deelnemers, met 13 in Fase 1; 221 in Fase 2 en 65 in Fase 3,is by die navorsing betrek. Dertien deelnemers is doelgerig gekies op grond van hul ervarings en meriete vir Fase 1, terwyl 221 deur meervlakkige waarskynlikheidsteek proefnemingstegniekegekies is vir Fase 2. Uit die 65 deelnemers vir Fase 3, is vyf ewekansig gekies, terwyl 60 doelbewus gekies is. Drie instrumente is ingespan vir data-insameling, naamlik diepte-onderhoude, argiefontleding, en vraelyste. Hierdie ontwerp het die gehalte van 62 manifestasies van inheemse teret-teret vir gebruik in psigoterapie ondersoek. Die kwalitatiewe fenomenologiese studie het bevestig dat teret-teretʼn relevante psigoterapeutiese tegniek is wat in Etiopië beoefen word vir die aanpassing van jong adolessente metsosio-emosionele en gedragsprobleme. Die intervensiestudie het statisties beduidende verskille getoon tussen die deelnemers wat teret-teret-psigoterapie ontvang het en dié wat nie teret-teret-psigoterapie ontvang het nie. Daar is bevind dat teret-teret-psigoterapie die sosio-emosionele en gedragsvaardighede van die deelnemers verbeter het. Die deursnee-opname het ʼn 43%-voorkomskoers van saamgestelde sosio-emosionele en gedragsprobleme (SEBD) getoon,met 50% daarvan angs/depressie, 45% somatieseklagtes, 44% aandagprobleme, 43% oortredings, en 42% aggressie,onderskeidelik. Implikasies is bespreek met betrekking tot die toepassing van inheemse, kinderviendelike stories, teret-teret, as psigoterapeutiese tegnieke om jong adolessente te help wat sosio-emosionele en gedrags probleme by skole en in gemeenskapsituasies toon. / Psychology of Education / Ph. D. (Psychology of Education)