**1. Introduction**

Burkina Faso (West Africa) is one of the countries heavily dependent on official development assistance (ODA). As an illustration, in 2019, ODA received by the country amounted to US\$1549 million (2019 Report, DGCOOP - June-2020)1 . This international assistance is composed mainly of Grants (1016.56 million US dollars,

<sup>1</sup> Directorate General for Cooperation (www.dgcoop.gov.bf).

or 65.6% of ODA) and Loans (532.16 million US dollars, or 34.4% of ODA). The structure of ODA received in 2019 is characterized by a predominance of project aid (72.2%) over the other types of instruments (Food Aid, Budget Support, Assistance and Emergency Relief). Indeed, projects are the preferred vehicle for aid to developing countries [1, 2]. Project management is therefore now an indispensable process for the delivery of international aid [3]. For example, in June 2020, 211 active development projects distributed among different ministerial departments and institutions were identified in Burkina Faso (DGEP2 , November-2020). They affect several sectors: Health, Nutrition and Population; Agriculture; Transport and Infrastructure; Water and Sanitation; Education, Social Protection; Governance, Environment and Natural Resources, Energy and Mining, etc. Nevertheless, 40.1% of the population still lives below the poverty line with poor access to basic social services such as education, health, drinking water and sanitation (EICVM3 2014, INSD4 ). In reality, the results that result from the implementation of international development projects fall far short of expectations. According to the conclusions of the 9th General Assembly of Development Projects and Programs of 2019, only 49.4% of projects have a satisfactory performance out of a total of 227 projects evaluated. Burkina Faso is not an isolated case, especially since Africa is not doing well in this area, since one out of two projects fails [4]. And even in the project management literature, it is recognized that worldwide, the number of projects that fail far outnumber those that succeed [5, 6].

From then on, project success has become a favorite topic among project management researchers and practitioners [7–10]. However, despite the fact that key project success factors have generated a wealth of literature, researchers seem to be silent on best practices, approaches, and techniques for managing international development projects [11, 12]. More recently, many authors have investigated the contribution of project managers to project success, focusing on the relevance of their skills [13–17]. Indeed, the competencies of project manager as well as those of team members are important to ensure the success of the project [18]. To do so, project coordinators must have the appropriate competencies to ensure the effective management of the projects under their responsibility in a complex and uncertain environment [16]. Thus, among the plethora of lists of project manager competencies in the traditional competency universe, Alvarenga et al. [13] identified those that are most important to project success and investigated the correlations between them and the underlying competency groups. Earlier, in research to inventory the competencies of international development and humanitarian action project managers in NGOs, Brière et al. [14] identified a group of eleven competencies related to the human and behavioral dimension, including the local and cultural context. Similarly, based on a qualitative study using content analysis, Li et al. [16] listed twenty-six competencies specific to international engineering project managers in emerging and developing countries. In addition, based on a qualitative analysis focusing on semi-structured interviews, the results of the study by Moradi et al. [19] highlighted ten core competencies for construction project managers. The IPMA (International Project Management Association) has also developed standard competency models (ICB.3; ICB.4). Finally, several other researchers have established repositories of competencies that must be possessed to perform project management [20–23]. However, all of these studies remain conceptual,

<sup>2</sup> Directorate General for the Economy and Planning.

<sup>3</sup> Full Survey of Household Living Conditions (EICVM).

<sup>4</sup> National Institute of Statistics and Demography (INSD).

*Project Coordinator Competence and the Success of International Development (ID) Projects… DOI: http://dx.doi.org/10.5772/intechopen.110058*

focusing on mostly qualitative approaches and paying little attention to the context of African international development projects. Similarly, the list of competencies is quite long and there is a lack of benchmarks regarding the effects of these competencies on the success of international development projects, in particular. In other words, very few empirical studies have tested or validated the correlations between these competencies and project success. Moreover, there is little literature on international project managers in developing countries, let alone in African countries [2].

Therefore, this research aims to investigate the perceived importance of competencies in explaining the success of international development projects by adopting a correlational approach. The study is based on primary data collected by questionnaire from 45 international development project coordinators based in Burkina Faso (West Africa).

### **2. Theoretical background**

#### **2.1 Specificities of international development projects (ID projects)**

International development projects "are nonprofit projects usually carried by developing country authorities to lift their economies out of underdevelopment or ad hoc difficulties; they are mostly financed by bilateral and multilateral support and involve the various sectors that cover government prerogatives" [8, 24]. As a result, there are certain peculiarities unique to international development project managers [8, 12, 25]. In fact, international development projects focus on outcomes that promote social and behavioral change, including reducing poverty, inequality, and social injustice [3]. They take place in an extremely complex environment characterized by a variety of actors including states and public administrations, national development agencies (bilateral aid), multilateral development agencies and actors (United Nations, European Union, regional organizations, etc.), international financial institutions (World Bank, International Monetary Fund, African Development Bank, Asian Development Bank, etc.), multinational firms, and civil society organizations, particularly NGOs [3]. Recent years have also seen the emergence of various foundations (Bill and Melinda Gates Foundation, Avina Foundation, Center Foundation, etc.) acting not only as funders but also as institutional funders [3]. In addition, international development projects face political, legal, technical, organizational, cultural, etc. challenges that make their management complex [25]. In the same vein, these temporary organizations operate within a highly developed formal normative framework [26], with relative autonomy in terms of their interventions, their timelines and the final results they will present to their donors [27]. Finally, the vast majority of international development projects are based in African countries where the cultural characteristics are different from those in Western countries [2]. In this context, project coordinators are the major actors in these development projects and the focal points of the operational set [28]. As such, in Burkina Faso (West Africa), the coordinators of these international projects are either contractual (private sector) or civil servants (permanent or seconded). Contractual coordinators are independent experts or specialists recruited solely for the implementation of the project, while civil servant coordinators are government employees (civil servants) placed at the disposal of the project during the entire implementation period.

#### **2.2 Success and success dimensions of international development projects**

Although the concept of project success has generated an impressive literature, it still remains difficult to define [29]. Indeed, the concept of success remains ambiguous and neither its definition nor its measurement is agreed upon within the research community. It has even been revisited to take into account the real needs of organizations [30]. According to the classic project management literature, project success is considered to be the completion of a project within the constraints of content, schedule, cost, quality, resources, and risk [31]. The success of a project has traditionally been evaluated in relation to strict adherence to the three components of budget, schedule, and quality, identified as the iron triangle [32]. In this sense, a project is successful if it is managed in accordance with the time, cost, and quality triangle [29]. For our part, we define the success of international development projects as *a describable positive change brought about by the project carried out under time, budget and quality constraints and affecting the well-being of beneficiaries in a sustainable way* [33, 34]. In an operational sense, authors such as de Wit [35] and Baccarini [26] invite us to make a distinction between management success and project or deliverable success. For management success is the strict respect of the triangle of time, cost and quality, while project success concerns the success of the project deliverable from the point of view of its end users, for example [27]. In the same way, Cooke-Davies [36] invites us not to confuse success criteria and success factors. This is especially true since project success criteria, also called success dimensions, refer to a set of characteristics or principles for estimating or judging the success of projects, whereas success factors refer to conditions, facts and circumstances that contribute to project results [27].

In terms of the dimensions or criteria of project success, Ika [27] points out that success is whether the project achieved its intended outcomes and impact. However, as mentioned by Diallo and Thuillier [28], it can be difficult to determine the success of a project based solely on its impact, especially since a project may not have the expected impact even if it was very well managed. In the same vein, the success of a hard project (e.g., construction projects) cannot be measured in the same way as the success of a soft project (e.g., education and health projects), much less the success of an international development project and a new product development project [27]. Thus, given that projects do not aim for the same outcomes, it is not advisable to use the same approaches to assess the success of all projects without exception [37]. In other words, the measurement of project success should be considered from a contingent approach, i.e., context-specific [29]. Nevertheless, following a literature review based on project success criteria, Castro et al. [30] invite to consider project success as a multidimensional construct. In this sense, several studies have attempted to identify the different dimensions of project success, particularly international development projects [9, 28, 29]. Among these criteria, particular importance seems to be given to project relevance, achievement of results, impact, efficiency and now sustainability. However, the criteria for success vary according to the perception of the different actors (donors, aid agencies, recipient countries, etc.). For example, in a study of European Union (EU)-funded international development projects in Ethiopia, Bayiley and Teklu [38] classified success criteria according to the perceptions of the Government (the recipient country), NGOs (implementing agencies), and the EU delegation (donor). It appears that the degree of importance of the criteria as perceived varies from one actor to another, although all agree that the criterion of project relevance ranks first among the success dimensions. Finally, full credit should

#### *Project Coordinator Competence and the Success of International Development (ID) Projects… DOI: http://dx.doi.org/10.5772/intechopen.110058*

be given to Diallo and Thuillier [28] who, in an empirical study (the first ever), ask the question of how to measure the success of international development projects and answer it in a fairly convincing manner. Indeed, these two authors conducted their research by processing a primary database collected through questionnaires sent by mail to 600 coordinators of international development projects in Sub-Saharan Africa. They thus proposed a decagon of success dimensions clearly summarized as follows: project management success (achievement of objectives; timeliness; adherence to budget), project success or impact (beneficiary satisfaction with project goods and services; impact on beneficiaries; institutional capacity for the country), and visibility (compliance of goods and services; national visibility of the project; reputation of the project with the funder; likelihood of additional funding) [9, 39]. Moreover, the results of Diallo and Thuillier [28] study show that international development project coordinators seem to place more importance on management success and neglect the impact of success on beneficiaries. In this study, we draw on the project success criteria developed by Diallo and Thuillier [28].

#### **2.3 Project manager competencies in project management literature**

The term "competence" is not uniformly defined around the world. Nevertheless, the International Project Management Association (IPMA) uses an easy-to-understand definition that is recognized by most experts and provides valuable recognition in the project world. According to this definition, "individual competencies consist of applying knowledge, skills, and abilities to achieve desired results." Several schools of thought refer to the competencies of project managers: the trait school; the behavioral or style school; the contingency school; the visionary or charismatic school; the emotional intelligence school [40–42]. They suggest that project managers need a range of competencies to be effective and thereby contribute to project success. Some studies address the leadership style of project leaders in relation to project success [43, 44], while others focus on specific contexts [20, 23, 45–47]. Among these skills, several show the importance of human skills [13, 21, 48, 49] or soft skills [14, 47, 50, 51]. Studies conducted on international development project management have identified competencies as one of the key factors for project success and have also identified competencies specific to international development project managers [14, 18, 28].

In addition, several international standards for competences are available [16]. For example, the International Project Management Association develops *IPMA Competence Baseline (ICB)* – [52], which describes the technical competencies (20 competence elements; e.g., project management success, communication, problem resolution), behavioral competences (15 competence elements; e.g., leadership, engagement and motivation, creativity, self-control, reliability, values appreciation, ethics) and contextual competences (11 competence elements; e.g., project orientation, personnel management, finance, legal). Afterwards, it defines also the *Individual Competence Baseline (ICB)*, articulated around 29 competence elements in the areas of people, practice, and perspective [53]. People elements include 10 personal and interpersonal competences (e.g., self-reflection and self-management, personal integrity and reliability, leadership, teamwork, and conflict and crisis). Practice elements define 14 technical aspects of managing projects, (e.g., design, quality, finance, plan and control, procurement, and stakeholders). And perspective elements include five contextual competences (i.e., strategy, governance, structures and processes, and culture and values). Similarly, the Australian Institute of Project Management has also developed a competence standard model, which defines performance competencies in

eight units, according to knowledge areas, differentiating them into three professional levels: project practitioner, manager and director [54].

Moreover, based on existing competence frameworks, Alvarenga et al. [13] surveyed project managers on the importance of 28 project manager competencies to project success. Based on multivariate analysis, they identified seven groups of competencies, such as leadership, self-management, interpersonal, communication, technical, productivity and managerial. Leadership competencies include leadership, decision making, initiative, commitment, management and achievement orientation manager competencies to project success. Self-management competencies include vision, cognition, emotional resilience, self-awareness and political and cultural awareness. Interpersonal competencies include teamwork, perseverance, flexibility and interpersonal relationship. Communication competencies are exclusively soft skills related to the ability to communicate in different contexts: negotiation, communication, customer relationship and conflict management. Technical competencies include experience, authority and technical expertise. Productivity competencies include organization, training and use of technology. Managerial competencies include trouble shooting, delegation and time management. The authors findings' reveal that communication, commitment and leadership appear as the three most relevant aspects. In addition, based on existing standards, Crawford [55] proposed an integrated model of project management competence, which includes input competencies (knowledge, qualifications, skills, and experience), personal competencies (attitudes and behaviors), and output competencies (demonstrable performance). Indeed, input competences mean a person's knowledge and skills, whereas personal competencies are core personality characteristics that a person needs to do a job, while output competences are related to performance and the individual's ability to perform activities in relation to expected performance.

Furthermore, through the analysis of documentation, behavioral event interviews, self-assessment surveys and statistical analyses, Takey and de Carvalho [54] established a project management competence map in an engineering company, and identified four dimensions of project manager competencies, including project management process, technical, personal, and context and business. In the context of construction projects, Cheng et al. [56] adopted a holistic approach, focusing on behavioral competencies, which are associated with the manager's personal characteristics and job-task competences, which are linked to project management function. For his part, El-Saaba [21] identified three main project manager competencies: human skill, conceptual and organizational skill, and technical skill. Human skill represented the most essential project manager skill, and included mobilization, communication, coping with situations, delegation of authority, political sensitivity, high-self esteem and enthusiasm. Conceptual and organizational skill represented a second essential project manager skill, and included skills of planning, organizing, having strong goal orientation, ability to see the project as a whole, ability to visualize the relationship of the individual project to the industry and the community, and strong problem orientation. Technical skill represented, relatively, the least essential project manager skill, and included specialized knowledge in the use of tools and techniques, project knowledge, understanding methods, process and procedures, the technology required, and skill in the use of computers. Dziekoński [20] created a model of construction project managers' competencies in Poland, which includes factors related to the project manager's attributes. The authors identified four factors affecting the construction project managers' competency: basic managerial skills (e.g., intelligence, creativity, ability to deal with a stress, ability to communicate, to

#### *Project Coordinator Competence and the Success of International Development (ID) Projects… DOI: http://dx.doi.org/10.5772/intechopen.110058*

motivate team members and to work in a team), interpersonal abilities supporting managerial skills (e.g., focus on the goals, ability to resolve conflicts, ability to negotiate), emotional intelligence (e.g., empathy, expressing confidence, aspiration), and formal skills (e.g., flexible management style, experience in managing projects) based on clustering method.

Finally, there is very little consensus about specific competencies in project management, but a majority of authors present a list of competencies with typologies that can generally be grouped into three categories: organizational and management competencies, project management or technical competencies, and human skills, soft skills or behaviors competencies [14, 21, 55]. Similarly, previous studies, mostly propose the categories based on qualitative discussions. Quantitative empirical evidence should also be provided to explore the project manager competences importance to project success [16].

#### **2.4 Project manager competencies in the context of international development projects**

International cooperation for development organizations have specific characteristics that differentiate them from organizations in other sectors [57]. Unfortunately, the literature tends to ignore this specificity. Moreover, only a few studies have investigated project coordinators competences in the context of ID projects [16]. Thus, considering the characteristics of ID projects, such as high complexity, uncertainty, and institutional distances among stakeholders, it is necessary to explore what competencies are most important for ID project success. In this way, through a questionnaire survey, Ortiz-Marcos et al. [57] identified 15 specific competencies for managing international cooperation engineering projects and rank these competences in terms of importance. These are divided into two main categories: Performance/ Knowledge competences (e.g., integration management, scope and time and cost management, quality management, risk management, human resource management, communication management) and personal competences (e.g., orientation toward achieving results, initiative and problem solving, leadership, cooperative teamwork, organizational awareness and commitment, interpersonal relations, negotiation and conflict management). Similarly, based on in-depth interviews, Brière et al. [14] identified 11 most frequently mentioned competences of international development project managers, of which ten are related to human aspects, i.e. adaptability, set of knowledge (general, international development, intercultural), communication, personal qualities, interpersonal skills, leadership, ethics, local network and knowledge, capacity building, and change management. In a recent study, Li et al. [16] explored international project manager competences in emerging and developing countries. They identified 26 competence variables through qualitative content analysis, and then categorize these competences in a structured way by using the quantitative MDS (multidimensional scaling) method. In addition, in the sphere of international cooperation, it was Diallo and Thuillier [1, 28] who conducted the first empirical development project-focused research [57]. These authors explored the relationship between trust and communication and tests the influence of these factors upon project success and success criteria for ID projects financed by multilateral institutions in sub-Saharan Africa. They confirmed the impact of trust and communication on the success of international development projects. Ochieng and Price [58] also confirmed the significance of communication in multicultural construction projects based on case study research. However, these authors' results do not fully account for the

coordinators required competencies effects on the success of international projects. Moreover, trust, commitment, and communication are merely three elements of interpersonal skills of project managers [16]. Overall, prior studies, mostly aimed at sorting the competences in order of importance for international development project managers [16]. Therefore, empirical investigation is necessary to evaluate manager competences effects on international project success based on correlational approach.

### **3. Research methodology**

#### **3.1 Data collection and sample**

The primary data collection method was implemented for this research study. Survey questionnaires were administered by personal visits by the researcher as well as use of Google Forms, personal emails with attachments and direct links to the questionnaire. A total of 150 surveys was distributed, of which 45 (response rate of 30%), were returned and useable. The privileged positions, in relation to the African context, that the coordinators occupy mean that they are wary of any investigation into the activities they are piloting. For example, a study examining critical success factors and project success in the context of international development projects in Maldives among project teams reported a modest response rate of 20.5 percent (41 respondents) [10]. Likewise, a study exploring World Bank project success factors and specifically the relationship between critical success factors (CSFs) and project success as perceived by World Bank Task Team Leaders (project supervisors) reported a modest response rate of 12.5 percent (178 respondents) [59], while a similar rate of response (15 percent; 93 respondents) was reported by another study investigating the success of ID projects among project coordinators [1]. Considering that these studies employed convenience sampling and the fact that this study was comparatively small, we believe that the samples collected are adequate for the purpose of this study [10]. The majority of the sample was male (89%) while females constituted 11% of the sample.

#### **3.2 Measure**

In a bid to improve the credibility of the questionnaires, we pilot tested them using selected experienced project managers before distributing to respondents. This helped much to refine the questionnaire [38].

*Success of ID projects:* the instrument developed by Diallo and Thuillier [1, 28] was used. Many researchers (such as [33, 39]) have already empirically validated this instrument. It comprises of 10 items. Sample items include: "the beneficiaries are satisfied with the goods or services generated; the project operated within budget; and the project has a good reputation amongst the principal donors". In addition, the tool was tested in similar donor funded projects and was perceived to be robust enough (α = 0,84) to be a cross-cultural tool.

*Competencies of project manager*: we used a traditional set of competencies presented in the literature. In fact, we selected 46 competencies based on the ICB 3.0 model and on others works [13, 14, 20, 21, 52]. Ten project coordinators were first selected according to their seniority in project management and a master's or doctorate degree in related fields. They were invited to assess each competency as "essential," "useful, but not essential" or "not necessary" to project success. Thus, all competencies were considered essential by all coordinators.

*Project Coordinator Competence and the Success of International Development (ID) Projects… DOI: http://dx.doi.org/10.5772/intechopen.110058*

#### **3.3 Method of data analysis**

The study employed descriptive statistics, Spearman correlation and factor analysis answer the research questions. Indeed, data were submitted to parametric tests and a multivariate analysis (exploratory factor analysis). We first used Bartlett's test of sphericity and Kaiser-Meyer-Olkin (KMO) measure of sampling adequacy to verify if data was suitable for factor analysis. The exploratory factor analysis was performed using Varimax orthogonal rotation and Kaiser normalization for eigenvalues greater than unity [13]. Finally, the Pearson correlation coefficients of the relationships between competencies and project success were calculated.

#### **4. Results**

The study employed descriptive statistics, Spearman correlation and factor analysis answer the research questions. The analysis was performed using SPSS 25.0. We first performed ID project's success factor extraction using the main component's method from the correlation matrix analysis. The KMO index (KMO = 0.739) and the Bartlett's test of sphericity (129.374, degrees of freedom = 28, p < 0.0001) indicate factorability of the correlation matrix. In addition, to define the number of factors we considered eigenvalues, total variance explained and the variance explained by each factor. Thus, three dimensions of project success, i.e. "Management", "Impact" and "Visibility" were chosen. To be considered consistent, a factor must be theoretically consistent and have a Cronbach's α greater than 0.6 [13]. In fact, the minimum accepted value for Cronbach's α is usually 0.7 [60]. However, 0.6 is accepted in exploratory research [60]. After several simulations, the best solution was the extraction of three factors (management, visibility and impact) that explain 75.152 percent of the total variance. Varimax was the rotation method that best simplified the factor structure [13]. **Table 1** shows the initial eigenvalues and factors extraction before and after the Varimax rotation. **Table 2** shows the values of communalities. The communality of all items was greater than 0.7. Finally, **Table 3** shows the three underlying project success factors.

Furthermore, ranking of key competencies was done by computing the means. They are ranked according to their perceived importance to the success of the projects. Overall, the respondents all agree that the competencies listed were indeed important to ID project success: all the mean scores of the factors exceed 2.90 (refer **Table 4**). Accordingly, engagement, result orientation, conscientiousness, ability to deal with ambiguity and change, integrity and honesty, ability to work in a team project requirements and objectives, project knowledge, leadership, ability to deal with stress are ten first competencies, respectively ranked in order of their importance.

The second phase of our analysis consisted in examining the different correlations between our variables (project success; competencies). As the results in **Table 5** show, the significant correlations range from 0.294 to 0.611. We note that of the 46 competencies, only 33 are correlated with the success of ID projects in its aggregate form and that all significant correlations at p < .01 and p < .05 are positive. The first three competencies most strongly correlated with project success (Human resources management, Cultural awareness, Knowledge of the project location) relate to contextual competencies according to the configuration of the IPMA Competence Baseline (ICB 3.0). Surprisingly, however, certain competencies (*Engagement, Result Orientation, Ability to deal with ambiguity and change*), which are considered more important on the basis of the average criterion, have no connection with overall project success.



*Eigenvalues and variance.*

*Project Coordinator Competence and the Success of International Development (ID) Projects… DOI: http://dx.doi.org/10.5772/intechopen.110058*


#### **Table 2***.*

*Communalities.*


#### **Table 3***.*

*Underlined factors of project success.*



**Table 4***. Competencies ranked.*


*Project Coordinator Competence and the Success of International Development (ID) Projects… DOI: http://dx.doi.org/10.5772/intechopen.110058*

#### **Table 5***.*

*Correlation between competencies and ID projects success.*

In addition to the global analysis mentioned above, we considered it necessary to understand the level of correlation of competencies with the three dimensions of project success as represented by the principal component analysis. Thus, as the


#### **Table 6***.*

*Correlation between competencies and management dimension of ID projects success.*

results in **Table 6** show, 17 competences out of the 46 are positively correlated with the management dimension of project success (Project success-management). This dimension corresponds to the classical constraints of project management (time, costs, quality). These competencies, of which four of the first five are contextual competencies (Cultural awareness, Human resources management, Competence in the area in which project is implemented and Experience in managing project) according to the IPMA-Competence Baseline configuration (ICB 3.0), are therefore those necessary for the project coordinator to comply with what is generally expected of a project manager and to satisfy the lending institutions. We also note that the significant correlations are between 0.300 and 0.585 and that all the significant correlations at p < 0.01 and p < 0.05 are positive.

Similarly, in **Table 7**, the results of the correlational analysis show that 14 competencies are correlated with the Impact dimension (project success-impact) of development assistance project success. This dimension actually reflects a set of concerns related to the results and effects of the project in the medium or long term. These competencies (Openness, Ability to motivate team members, Special knowledge in the use of tools and techniques, Project management qualification, Creativity, Control and reports, etc.) are therefore crucial if sustainable effects are to be achieved through the implementation of ID projects. We note that the significant correlations are between 0.309 and 0.554 and that all these significant correlations at p < .01 and p < .05 are positive.

For its part, and as **Table 8** shows, the Visibility dimension of ID project success is correlated with 35 of the 46 competences. This is not surprising given that it is the *Project Coordinator Competence and the Success of International Development (ID) Projects… DOI: http://dx.doi.org/10.5772/intechopen.110058*


#### **Table 7***.*

*Correlation between competencies and impact dimension of ID projects success.*



**Table 8***.*

*Correlation between competencies and visibility dimension of ID projects success.*

one that project coordinators are sensitive to (average: 4.3037 out of 5). In fact, a good national visibility and a good reputation of the project with the aid institution are necessary, if not sufficient, to obtain possible additional funding that will allow the extension, once the initial phase of the project has come to an end [28]. It also stems from the valorisation of the project itself (rather than its management), the governmental action and the project manager. "Human resources management" was found to be the competence most strongly correlated with this dimension. Finally, we note that the significant correlations at p < 0.01 and p < 0.05 are all positive and ranges from 0.302 to 0.530.
