• Journal of Information Technology Services
• /
• v.21 no.4
• /
• pp.27-61
• /
• 2022

In order to improve project performance by analyzing the effects of the project manager's leadership competency and the individual competency of the project participants on the project performance, this study examines the effect. In this study, a research model and hypothesis were established to understand the causal relationship between leadership competency, individual competency, and project performance, and a survey was conducted based on this. Overall, it was found that the leadership competency of the project manager and the individual competency of the project participants had a positive effect on the project management performance, the project leadership competency had a positive effect on the completion performance, and the project participant individual competency had a negative effect on the completion performance. As a result of analyzing the effect of the project manager's core competency on the project management performance according to the amount or period of the project type, which is the moderating variable, it was found that there was no moderating effect on the management performance. For the success of the SI project, it is most important to understand the project characteristics well and select a PM suitable for the characteristics, and methods for nurturing excellent project managers should be further studied. In addition, it is expected that it will be possible to identify the effect of project manager leadership competency and participant competency on project performance based on sophisticated research design for more competent PM selection.

• Korean Journal of Construction Engineering and Management
• /
• v.19 no.3
• /
• pp.97-104
• /
• 2018

This paper aims to evaluate the performance of S University's Premier Global Construction Engineer Training Program. The net impact of the program is evaluated through a quasi-experiment design approach. The competency level of an individual participant is compared with that of a non-participating expert with similar professional background. The results show that the training program contributed to a significant improvement in the professional competencies of the participating students. The competency level was regressed on the subjects of curriculum. The achievements are attributable to a group of subjects focused on the skills for project development such as PPP, feasibility study, and project financing. Another group of subjects found to have significantly contributed to the improved competencies can be categorized as subjects focused on nurturing global perspectives. The paper shows it is possible to quantify the contribution of the program and the results provide a set of information that can be useful in designing and operating similar programs.