THE EFFECT OF PROJECT MANAGER’S COMPETENCES ON PROJECT

SUCCESS OF COMPANIES IN THE BUEA MUNICIPALITY

CHAPTER ONE

INTRODUCTION

1.1 Introduction

This study is structured into five main chapters. Chapter one is the introduction which

includes aspects such as the background of the study, statement of the problem, the main and

specific research questions, research objectives, the significance of the study (to academic

structure and management), and the organization of work. Chapter two is literature review

which deals with the conceptual, theoretical literature review and empirical literature review.

Chapter three looks at the research design, nature and sources of data, variables and their

measurement, model specification, justification of variables, techniques of estimation,

validation of results and the ethical consideration. Chapter four deals with the presentation of

findings (descriptive aspects, diagnostics test results and results of each specific objective)

and the discussion of findings. Lastly, chapter five which looks at the summary of findings,

recommendations, conclusions and suggestions for further research.

1.2 Background to the Study

In today’s world, massive changes are occurring in the execution of private and public

projects there by affecting the success of these projects. Based on these changes, it is assumed

that the competences of project managers impact how an organization achieves its objectives

which is a successful execution of projects. Project is a specific activity to be carried out and

which consumes resources and has a beginning and an end. Managing project is one of the

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oldest and most respected accomplishments of mankind. This is highlighted by the

achievement of the builders of pyramids, the architects of ancient cities, the mason and

craftsmen of Great Wall of China and other wonders of the World (Peter, 2001). The

accomplishment of project through the application and integration of the project management

processes of initiation, planning, executing, monitoring and controlling, and closing is known

as project management. Project management integrates these process groups progressively

through the project life cycle with the aim of satisfying the stakeholders and constituents

according to the project’s established requirements (project success).

Project management as well as its manager is playing an important role in changing business

landscapes. The purpose of project management is to bring about structure in the execution of

a project leading to project success. A project is used to create a unique service, product or

result (Snyder, 2014). The project as a whole, has its own objectives, measurable criteria and

a defined cost and time. Due to the limited timeframe for a project, the scope and resources

available are also limited. The time required to complete a project also becomes important.

The more time the project takes to complete, the more complex it becomes, raising the risk of

failure (Snyder, 2014). There is a vast increase in the application of project management in

organizations from 2002 to 2011(Fortune et al. 2011).

The project manager is the person who drives the project and sets the expectations of the

stakeholders involved in the project. It is the prerogative of the project manager to set the

standards of cost, time and quality for a project (Ireland, 1992). Each project manager adopts

a unique management and working style. However, the management and working style of the

project manager also depend on the industry in which the project manager is operating

(Ireland, 1992).

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The complex nature of projects in a competitive work environment needs efficient

competencies of project managers. The whole project management team must have a wide

variety of knowledge, skills, and abilities to deal with the day-to-day management challenges

and changes.

Competencies are often studied by individual attributes like skills, knowledge and attitudes,

that perform tasks (Rainsbury et al., 2002). The individual attributes can broadly be classified

as cognitive and behavioral attributes. The cognitive attributes include technical skills that

usually includes technical knowledge and expertise. Behavioral attributes include not only

personal characteristics that describe how one handles a situation, but also interpersonal skills

that describe how relationships are handled, and organizational skills that describe how to

secure organizational outcomes through organizational networks (Rainsbury et al. 2002).

Skills are hence considered one of the most important attributes of competencies.

Mahsa et al. (2016) considered competency as the "underlying characteristics of an individual

causally related to criterion-referenced effective and/or superior performance in a job or

situation" and the clusters of skills, knowledge, abilities, and behaviors required for success.

According to Andersen et al. (2006) it was approved that for a project to be considered

successful, it must be completed within the parameters of its performance goals, within its

slated budget and on schedule. The more traditional “hard” technical skills of project

managers have drawn much attention, little light has been shed on the “soft” skills, especially

social competencies in the construction context (Zhang, 2013).

Project manager’s knowledge areas play a vital role in the successes or failure of projects and

an experienced Project Manager will possess particular uniqueness that will enhance the team

performance and his planning based on his project management skills (Ehsan et al. 2010).

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Studies about PMs' competencies have found that there is a significant relationship between

Emotional Intelligence and a range of important behavioral skills, such as leadership,

teamwork, workgroup effectiveness, and managing conflicts (Sunindijo, Hadikusumo and

Ogunlana 2007). The overall success of project and reaching the set goals depends on

cooperation of a whole project team and the leadership of its project manager (Cech and

Chadt 2015).

Project managers seek challenging projects. Higher complexity in projects and fixed price

contracts increase awareness and importance of success factors. Project managers should not

be assigned to projects that are below their management capabilities. Project managers with

greater experience emphasize the importance of the most influential success criterion, team

satisfaction. That should be considered when assigning project managers to business-critical

projects (Ralf and Rodney 2007). Business competence refers to the set of business and

interpersonal knowledge and skills possessed by professional that enables him or her to

understand the business domain, speak the language of business, and interact with their

business partners (Zainuddin, Bassellier and Benbasat, 2012).

Competencies often help in project performance, but competencies are seldom used as leading

indicators to track the project performance (Fayek and Omar, 2016). Project performance has

been usually evaluated using numerous metrics like cost performance, quality performance

and schedule performance (Yun et al. 2016). Therefore, this study attempted to look and

assess Project Managers’ Competencies effect on Project’s success as the three components of

the project manager competencies, which are; skill, knowledge, and attitude competencies on

project success or failure based on the results of the iron triangle aspects (time, cost, and

quality).

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1.3 Statement of the Problem

With the vision of becoming an emergent economy by 2035, the Cameroon Government has

initiated a good number of Projects in the Cameroon territory to ease the achievement of the

2035 vision. The Buea Municipality as one of the Municipalities has a good number of

projects that are handled by contractors and companies but most of them are not always

successful. These are also a good number of private projects initiated and handled by some

companies in other to achieve high growth and sustainability. As per the anecdotal

information (way of doing things) in the company, a person who will be project manager is

selected from functi onal areas in the organization with functional expertise (a subject matter

expert–SME) with little or no consideration to the project management competency

dimension. However, there is no question that consideration of competency of a project

manager from different perspectives will play a huge role to the successful execution of

projects.

A project manager’s technical competencies are highly regarded; there is a need to go beyond

these competencies, developing ‘well rounded’ project managers that will also fulfil the

personal and contextual competencies (e.g. management competency, the soft skills). Failure

to recognize these competencies will only hamper an individual’s development and ultimately

have a damaging effect on organizational competitiveness (Cian, 2014).

Currently, to follow standards and procedures, organizations develop their personnel and

project managers to have skills needed to engage them in problem solving, decision making

and allow them to come up with new ideas in working groups (Omidvar, Jaryani and Abdul

2011). It is beneficial for a project manager to be equipped with problem-solving (technical

skill) and leadership skills (soft/management skill) for situations that would make him/her to

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think differently, in opportunities with curiosity increase, or feedbacks that bring challenges

to learning and changes in behavior (Pereira and Rabechini 2013). The efficient leadership

and project management abilities help in developing the ability of the workforce to manage

the diverse situations effectively (EL-Annan 2015).

In alignment with the business growth, there is a huge increase in the number of projects in

Cameroon. Together with this, much study that examines the role and influence of project

managers’ competencies on project success is needed in order to identify success rates for

optimal return on investment. Project management offices reported there are many active

projects currently handled by companies to realize the organizations’ strategic plan - Vision

2035 as well companies own ambition of sustainability. Project managers are required to

manage both internal and vendor related projects. However, sometimes there are noticeable

gaps in successfully executing project management activities, which can be attributed to gaps

in competency.

Most of vendor related projects engage project managers from both sides. In these scenarios

also, it is easy to observe competency gap between the respective project managers. From the

project management point of view, these issues/gaps will have implications for the success of

projects. According to the project manager competency development framework revised

edition published by PMI (2002), project success requires project manager competence. It is

believed that the results of the study will benefit the organization in aligning project

management capacity building with all other business strategic goals.

Provision of the organizational support for project success must be examined for

comprehensiveness; that is, in terms of equipping project managers both with technical and

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management skills required for a holistic approach for project success. Also, it is necessary to

measure competency of project managers scientifically instead of using traditional ways.

In this light, the aim of this study is to assess the effect of project manager’s competency on

project success based on the selected competency variables in the Buea Municipality.

1.4 Research Questions

1.4.1 Main Research Question

The main research question this study seeks to answer is what is the effect of project

manager’s competences on project success of companies in the Buea Municipality?

1.4.2 Specific Research Questions

1. To what extent does knowledge competency affect the project success of companies in the

Buea Municipality?

2. How does skill competency affect the project success of companies in the Buea

Municipality?

3. What is the effect of attitude competency on the project success of companies in the Buea

Municipality?

1.5 Research Objectives

1.5.1 Main Research Objective

The main research objective of this study is to examine the effect of project manager’s

competences on project success of companies in the Buea Municipality.

1.5.2 Specific Research Objectives

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1. To assess the effect of knowledge competency on project success of companies in the Buea

Municipality.

2. To investigate the effect of skill competency on project success of companies in the Buea

Municipality.

3. To evaluate the effect of attitude competency on project success of companies in the Buea

Municipality.

1.6 Research Hypothesis

H01: Knowledge competency has no significant effect on project success of companies in the

Buea Municipality.

H02: Skill competency has no significant effect on project success of companies in the Buea

Municipality.

H03: Attitude competency has no significant effect on project success of companies in the

Buea Municipality.

1.7 Scope of the Study

Thematic Scope: This section highlights the variables used in this study as the thematic

scope of the study. These variables are the independent variable which is project manager’s

competences and project success. Project manager’s competences was captured in terms of

three sub-variables in the likes of knowledge competences, skills competences and attitude

compatences.

Geographical Scope: In terms of the geographical scope, the focus is the South West Region

of Cameroon, the Fako Division and to be more precise, the Buea Municipality.

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Time Scope: In terms of time scope, this study was conducted for a period of one year which

was from the 1st of January to the 31st of December 2023.

1.8 Significance of the Study

1.8.1 To the Researcher: This study will enable the researcher obtain a Masters of Business

Administration (MBA) in Project Management as it fulfils the requirements for the award of

such a Degree in the University of Buea. The findings of this study will help the researcher

take a stand in the confusion of the effect of project manager’s competences on project

success.

1.8.2 To Other Researchers/Academicians: The study findings will be used to introduce

positive reforms in project manager’s competences within the public sector and will also

assist in rationalizing the success of projects. This study will also assist academic researchers

do further studies on how to enhance project success by improving the competences of the

project managers and effectiveness.

1.8.3 To the Management of Contracting Companies: The results of this study will help

the managers of public contracting companies (contractors) in knowing the best blend of

manager’s competences to put in place. This is to permit the end users benefit from the variety

of products and services offered that satisfy their needs and also from the enhanced

consistency as a result of the quality of manager’s competences. It will also be easy to detect

project failures as a result of unfit competences of project managers.

1.8.4 To the Government of Cameroon: The government of Cameroon being a strong and

main initiator of public contracts in Cameroon will benefits in terms of increased public

project success. The results and proposals of the research will create value in contracts award

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decision making and the management department of projects will gain insight on how to

identify hindrances and loop holes to the achievement of their objectives.

1.9 Definition of Terms

Project: A temporary endeavor undertaken to create a unique product or service, temporary

means that the project has a definite ending point, and unique means that the product or

service differs in some distinguishing way from all similar products, service, or result.

Project manager (PM): He is a person who has the overall responsibility for the successful

initiation, planning, design, execution, and monitoring, controlling and successful conclusion

of a project.

Project Manager Competencies: These are a cluster of related knowledge, attitudes, skills,

experience and other personal characteristics that affects a major part of one's job such as:

Ability to control processes and activities in a result-oriented manner, Ensures project

progress, and Stress tolerance.

Skill Competency: These are the skills that a person uses to properly interact with other

people (soft skill). These are skills such as effective communication, assertive

communication, anger management, leadership, conflict resolution and/or teamwork.

Knowledge Competency: These are the identified professional practice gap of the learner

that can be based on a range of needs. One of such need includes project management

knowledge areas that is the range of one’s information or understanding, the sum of what is

known.

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Project Failure: This is not achieving all project objectives in scope, on time and within

budget in an effective and efficient manner.

Project Success: This has to do with effectively and efficiently achieving all project

objectives in scope, on time, within budget and performance standards.

CHAPTER TWO

LITERATURE REVIEW

2.1 Introduction

The chapter two of this research is divided into three sections. The first is the Conceptual

review that deals with the concept of project managers and their various competences. The

Theoretical frame work which comprises of reviewing the different theories related to this

work. The Empirical framework which comprises of reviewing the work done by other

authors which will be by the specific objectives. Lastly, the Gap that analyzes the difference

between the work identified and the present research being carried out.

2.2 Conceptual Literature

2.2.1 Project Management Competences

2.2.1.1 Project and Project Management

In doing business on a day- to- day basis, strategic plans such as development of a new

product, adoption of new technology, customers growth, product innovation will emerge

projects implementing. Projects serve as catalysts for new strategy development, in doing so

they drive competitive advantage and business success (Koh and Crawford, 2013). But

projects themselves may not be the final goal, they are instrumental in moving organizations

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from their present state to the desired future state. As per the study by Serra and Kunc (2015)

they agreed and indicated that projects are essential in converting corporate vision into reality.

PMI (1996) defined project as a temporary endeavor undertaken to create a unique product or

service. Project managers should possess certain competencies during the project’s life cycle

of; initiating a project, planning a project, executing a project, monitoring and controlling a

project and closing a project (PMBoK Guide).

Among the phases of projects, project initiation is the one which will be done as a first task.

Once a project is initiated, it moves through the lifecycle of the project progressing at a pace

established by the project manager operating within the constraints of available resources and

environmental factors towards the attainment of established objectives of the project. Project

manager selection procedure is critical success factor for projects (Parker and Skitmore,

2005). Therefore, the process of selecting a project manager is integral to successful

completion of all other project processes from planning through closure. The reality is that

only a small percentage of project managers, or those technical specialists available to assume

the project management role are capable of handling the larger more complex projects that are

critical to the enterprise (Hauschildt, Keim, and Medcof, 2000).

As per the definition on PMBOK (2021), Project Management is the application of

knowledge skills, tools and techniques to project activities in order to meet project

requirements. Project management refers to guiding the project work to deliver the intended

outcome through different approaches (predictive, adaptive and hybrid). With the use of the

right tools and techniques, it will be possible to achieve the objectives of the project, and this

is where the competency concept emerges. Thus, organizations are wise to put those

outstanding project managers with strongest set of project management competences on most

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key projects. However, most individuals inherently have some basic levels of project

management competency and that competency is increased through training and experience

over time (PM Bok, 2006). Therefore, it is necessary for the organizations to understand the

level of their staff's skills and match them to projects that they can handle. This will develop

project management competencies by learning through experience as a continuous skill.

Depending on the project scenario and interpersonal dynamics of the project team, often the

manner and personality of the person being assigned as a project manager is more important

than their specific project management skills (Muller and Turner, 2009).

As per Cooke-Davies (2002), for the larger more complex projects a key skill required for the

project manager is the ability to anticipate, recognize, assess, and address risk areas that arise

throughout the project cycle, particularly those inherited from the initiation phase. Aiming at

projects of any significance, the project manager is not doing the work of the project but

rather coordinating others in performing the tasks that will produce the short-term

deliverables and ultimate project outcome. The most effective way for the project manager to

oversee many diverse activities is not to focus on the activity but to focus on risks that will

affect that activity. By identifying risk areas early, measures can be taken to avoid, prepare

for, or otherwise mitigate the potential damage of the risk event (PMI, 2004). The effective

project manager will focus on the cost, quality, and time triangle as their primary metric for

self-assessment throughout the duration of a project. By constantly looking for risk potential

in terms of these three factors, the project manager will optimize their performance that

should lead to project outcome success.

2.2.1.2 Project Managers competency

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Ireland (1992) described that project manager is the person, who sets the expectations for a

project. The project manager sets the expected output in terms of cost, quality and time and

makes sure they are not totally conflicted. Often, he showed project manager is the person

blamed when various dissatisfaction arises amongst team members and customers,

irrespective of industry. PM Bok (2021) defined a project manager as the person assigned by

the performing organization to lead the team that is responsible for achieving the project

objective. He is in charge of identifying requirements, establishing clear and achievable

objectives, balancing the competing demands for quality, scope, time and cost and finally

adapting the specifications, plans, and approach to the different concerns and expectations of

the various stakeholders.

However, they need to rely on others to get the scope of work complete, and if it is a large

complex project, they rely on others to complete parts of the project management activity as

well. A project manager is entirely different from a functional or operations manager. The

project manager is considered responsible for project completion, but final decision-making is

in the hands of the project executives and sponsors. Furthermore, the project manager has to

direct and control the performing organization, which in a more functional based organization

or with external performers can affect the ability of the project manager to drive task

completion (Feeny and Willcocks, 1998). Alexander and Robertson (2004) further explained

that, regardless of the project structure an organization adopts, the stakeholder’s group is often

not within the project manager's range of contacts, although those stakeholders will still be in

place after the project completes, where the project manager will most likely to be assigned to

another project.

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Competencies is defined as the ability to mobilize, integrate and transfer knowledge, skills

and resources to reach or surpass the configured performance in work assignments, adding

economic and social value to the organization and the individual (Takey and Carvalho, 2015).

Also, Bredillet et al. (2015) extensively evaluated the competency dimensions and assert that

there are three key dimensions: skills, knowledge and core personality characteristics.

Competencies have a wide range of uses that includes training and development, selection of

candidates, performance management, motivation and rewarding (Mulder, 2001). The

performance and the job roles are clearly defined based on the competency of an individual,

so that the human resource can function more efficiently (Wesselink et al., 2005). Project

management competency continuously emerges as a key factor influencing project success

(Joseph, Erasmus and Marnewick 2014).

The Project Management Competency Development (PMCD) Framework describes project

manager's competency as the process by which the project manager continuously applies his

knowledge, skills and personal behaviors with the intention of delivering projects that will

meet the requirements of the different stakeholders (PMI, 2006). Competencies of project

management are of a common consensus that there are competencies that should be possessed

by project managers to ensure success on projects. According to research, competence is a

combination of skills, knowledge and individual characteristics (Crawford, 2005) Muller and

Turner (2010) have indicated there was a positive correlation between project success and

leadership competence of a project manager. This competence focuses on how the project

manager guides, inspires and motivates team members and other project stakeholders to

manage and overcome issues to effectively achieve project objectives.

2.2.1.3 Dimensions of Project Manager’s Competencies

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Knowledge Competency

PMI (2006) expresses knowledge as knowing something with the familiarity gained through

experience, education, observation, or investigation, it is understanding a process, practice, or

technique, or how to use a tool. The proper measure of learned knowledge and practice leads

to increasing levels of competence and expertise. According to Mnkandla and Marnewick

(2011) There are two forms of knowledge, namely, explicit and tacit knowledge. Education is

the primary means for acquiring explicit knowledge. This knowledge focuses on hard skills

that are teachable abilities or skill sets that are easy to quantify the technical information.

Explicit knowledge can be articulated as words and numbers making it easier to communicate

and share.

PMBOK Guide (2006) defined explicit knowledge is within the 10 knowledge areas which

provides explicit knowledge regarding managing projects. Tacit knowledge is the kind of

knowledge that is difficult to transfer to another person by means of writing it down or

verbalizing it but is primarily attained through experience (Nonaka and Takeuchi 1995;

Nonaka and Toyama 2015; Pant and Baroudi 2008). This knowledge is extremely difficult to

communicate and share as it is imbedded in a person’s experience, revolving around beliefs,

perceptions and values. Alternatively, there is knowledge pertaining to the organization,

industry and project type, such as engineering, information systems and finance (Bredillet et

al. 2013). Industry, organizational and project type knowledge is both explicit and tacit as

both knowledge types inform the various phases and processes during a project (Holzmann

2013). It could be argued that explicit knowledge is similar to technical skills whilst tacit is to

soft skills. Specific project and industry knowledge are required to apply the various skills

accordingly.

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Skill Competency

According to Peter and Randolph (2009), Project management skills are often classified as

technical or soft skills. Technical skills refer to the abilities and knowledge needed to perform

specific tasks to understand and apply various tools and techniques pertaining to projects in

general as well as specific projects such as information systems projects (Keil, Lee and Deng

2013). They are practical, and often relate to mechanical, information technology,

mathematical, or scientific tasks. Also, El-Sabaa (2001) showed that these skills are primarily

developed through training and experience. Conversely, soft skills include, amongst others,

decision making, delegation and teamwork (Stevenson and Starkweather 2010). Leybourne

(2007) states that there is a movement away from technical to soft skills (project manager

behaviors). This coincides with the notion that organizations are focusing more on soft skills

when hiring project managers rather than technical skills (Stevenson and Starkweather 2010).

soft skills primarily focus on communication and people management, which is comparable to

the research of (Fisher 2011). These skills are a cluster of productive personality traits that

characterize one's relationships in a milieu. Also, it can include social graces, communication

abilities, language skills, personal habits, cognitive or emotional empathy, time management,

teamwork and leadership traits. Verbal skills are paramount to any project manager as they

are responsible for managing and directing the various project members as well as liaising

with the various stakeholders. Furthermore, verbal skills become even more important when

projects are multinational as there are various languages and cultures involved, thus making

communication that much more difficult. Projects exhibit change on a continuous basis and

have elements of ambiguity where the various stakeholders have varying interpretations of

project information. This requires project managers to be able to manage ambiguity and

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change on an ad hoc basis to ensure the project delivers the required business benefits as

stipulated during the project initiation and planning phase.

Attitude Competency

Boyatzi (1982) described attitude as, a capacity that exists in a person that leads to behavior

that meets the job demands within parameters of organizational environment, and that, in turn

brings about desired results. Attitude Competency is a capacity that exists in a person that

leads to behavior that meets the job demands which brings in desired results beyond

knowledge and skill. It is the sum total of a person’s disposition towards the job seen in his

behavior of job involvement, organizational commitment and overall satisfaction to meet the

job requirements and the ability to bring in desired result. The personal characteristics of

project managers play a more pivotal role in project management than previously believed

(Bakhsheshi and Nejad 2011). The attitude of a project manager directly impacts their ability

to manage a project effectively and efficiently. Furthermore, their personal characteristics are

fundamentally linked to their personality. Characteristics relating to people’s interactions are

the most prevalent, which correspond to the notion that project management is primarily

people management. Delivering successful projects requires a project manager to be firm

whilst being able to negotiate, as these are key to effective leadership and ensuring project

team members fulfil their responsibilities. Cohen, Ornoy and Keren (2013) expanded their

study and discovered more about project managers’ personalities. They discovered that

project managers have intuitive and thinking characteristics which primarily align to the soft

skills required. As per the study by Bakhsheshi and Nejad (2011) on the relationship between

project types and project manager’s Attitude, Projects were classified as: urgent, complex,

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novel and normal. Honesty and being reliable is prevalent in all project types for effective

attitude development.

2.2.2 Project Success

2.2.2.1 Meaning of Project Success

Project success was initially defined as whether the final output of the project functioned or

not. It then evolved into the triple constraint of time, cost and quality. PMBOK (PMI, 2006)

instructs that success criteria should be established at the very beginning of the project or

before starting a new phase of the project. Doing so can improve deliverable acceptance,

customer and stakeholder satisfaction (PMI, 2006). Wateridge (1998) adds that unless the

project team agrees on the success criteria before the project starts, the individuals involved

will travel in different directions and some will see the project as a failure.

Projects will use as a means to achieve business objectives that has increased over the past

decades (Papke-Shields et al., 2010; Todorovic et al., 2015). Along with increased business

practice and growth in membership of project management professional bodies the subject of

project management has received large interest from scholars (Cooke-Davies, 2002).

However, despite column-miles of studies and publications the academia fails to present a

consistent interpretation of the term "project success" (Baccarini, 1999; Thomas and

Fernández, 2008). In an extensive review of literature on project success Müller and Jugdev

(2012) concludes that no clear definition exists and stresses the need for measurable

constructs of project success. PMI (2006) describes the fundamental success criteria of

delivering project scope on time and on budget. Project success is measured against the

overall objectives of the project whereas project management success is measured against the

traditional measures of performance such as completing project within time, cost, and meeting

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scope and quality (Cooke-Davies, 2002). Project success is among the most researched topics

in project management because of the importance in understanding how to define success and

what factors contribute to achieving it.

Despite this the term project success still remains diffuse and often in the eye of the beholder

(Judgev & Müller, 2005). The measures used to judge the success or failure of a project,

called success criteria, and are the dependent variables that measure success per Morris and

Hough (1987). Defining and agreeing upon project success criteria to make project success

measurable is a way to overcome the subjective interpretation of project success (Muller &

Turner, 2007). Among the duty of project manager, determining the success of ongoing

project in terms of cost, time and expectation of stakeholders are the major once. As stated by

Scott, (2013) the main indicator of success of the project is comprised of on time completion

of work, not face cost overrun and finish the work under budget, and most significantly meet

the minimum expected quality standard for the desire of customers. As found in several

literature works that ultimate success of a project lies in the accomplishment of the proposed

reason. One significant part to ensure the success of the project is associated with expressing

deliverables of the project. Another view from other relevant researcher has provided the

concept that consideration of time and spending of money on the objective of project purpose

usually define success. The assurance of project success is associated with administrators of

organization that connects all assets, abilities and unpredictable parameters of project (Scott,

2013).

The Iron Triangle was originally conceived as a framework to enable project managers to

evaluate and balance the competing demands of Cost, Time and Quality within their projects

(Atkinson, 1999). Subsequently it has become the de-facto method to define and measure

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project success, with the general perception amongst project managers that a successful

project is based upon these three criteria alone (Shenhar and Dvir, 2007). Any attempt to

deviate from, or supplement the three criteria that make up the Iron Triangle is often

considered a problem that must be either corrected or prevented in the first place (Shenhar and

Dvir, 2007; Turner and Bredillet, 2009). The Iron Triangle Centre to the concept of the Iron

Triangle is the mutual dependency between the three constraints: increasing quality will

increase the amount of time needed, which also will lead to an increase in cost. A tight time

schedule could lead to a decrease in quality and subsequent increase in cost (Morris and

Sember, 2008). However, the validity of the iron triangle and the traditional triple constraints

of time, cost and quality, have been debated throughout the academic and industry literature

on project management. Shenhar and Dvir (2007) questions the validity of the Iron Triangle.

Furthermore, Garrett (2008) quoting Shenhar at a PMI meeting, suggests that the three

traditional time, cost, quality factors are strictly efficiency based, whereas the focus should be

shifted to more business - oriented results and customer satisfaction. This opens for the

question whether sustainability can be seen as a new concept to consider in connection with

the Iron Triangle as a planning tool since with project management comes changes. Research

suggests that current standards for project management fail to seriously address the

sustainability issues, or equip project managers with the tools necessary for them to integrate

sustainability principles into the project planning, and operation (Silvius and Schipper 2011).

2.2.2.2 Measures of Project Success

Time: All projects are constrained to a time frame during which they are to be completed. No

projects are intended to continue forever. Thus, one of the basic requirements that control

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project management and determine its success is whether it is completed on established

schedule (Pinto, 2013).

Cost: All projects are constrained to a limited budget; no company has unlimited resources to

spend on projects. Projects also compete for resources between each other. In order to use

resources efficiently projects must adhere to approved budget. Thus, the second requirement

that control project management is whether it is completed within budget guidelines or not

(Pinto, 2013).

Quality: All projects are produced to meet some form of technical specification determined at

project initiation. Thus, measuring success equals determining to what extent the project

fulfills the specification (Pinto, 2013).

2.2.2.3 Conceptual Framework of the Study

The study is designed to research the effect of Project Manager’s competencies on project

success. The model was adapted from Araujo and Pedron (2015) on their study “The IT

project manager competencies that impact project success – A qualitative research”. The

definition of competence has been the object of continuing debate and remains a contentious

topic in the organizational literature (Crawford 2005). The research defined competence as a

combined set of an individual’s knowledge, skill, personal characteristics (Attitude) used to

perform a specific task or activity ((Capin et al. 2006); Crawford 2005; Müller and Turner

(2009)). Project manager competencies are divided into three groups: technical, behavioral

and contextual (Capin et al. 2006). The technical competencies refer to competencies related

to project management itself, for example, project planning, time management, etc.

Behavioral competencies are to do with the personal abilities and skills of the project manager

22
such as leadership, creativity and commitment. The contextual competencies range involves

the competencies related strictly to the context of a specific project, such as development and

programming skills, business knowledge, knowledge of legal issues, and others (Capin et al.

2006).

Independent Variable Dependent Variable

Project Manager’s Competences

Knowledge Competence

Project
Skill Competence Success

Attitude Competence

Figure 2.1: Conceptual Framework

Source: Derived from Cristina, C. and Drebes, C. (2015)

23
Based on Figure 2.1, this study considered Attitude, knowledge and skill as an independent

variable where personal characteristics is included as a part of attitude. In addition, project

success is considered as a dependent variable (based on the aspects of iron triangle).

2.3 Theoretical Literature

2.3.1 Human Capital Theory: The concept of human capital was fully developed in the

1960s and states that there is no substitute for knowledge and learning, creativity and

innovation, competencies and capabilities; and that they need to be relentlessly pursued and

focused on the firm’s environmental context and competitive logic (Rastogi, 2000). Such a

consideration leads to the conclusion that the accumulation of exceptionally talented

individuals is not enough for the organization, there must also be a desire on the part of

individuals to invest their skills and expertise in the organization and their position.

Human capital is generally understood to consist of the individual’s capabilities, knowledge,

skills and experience of the company’s employees and managers (Dess & Picken, 2000).

Investment in human capital includes formal education, off-the-job training and on-the-job

training (Becker, 1962). According to Becker (1962), skills can be acquired through education

and (formal) training but also (and mainly) through the course of people’s activities at work

(learning-by-doing). Rosen (1986) points to the fact that most specific job skills are learned

from performing the work activities themselves. He goes on to argue that there is no perfect

substitute for apprenticeship and for work experience itself. Learning potential is viewed as a

by-product of the work environment, tied to a specific work activity, but varying from activity

to activity and from job to job. The knowledge and skills a worker has which come from

education and training, including the learning that experience yields, generate a certain stock

of productive capital. Job search and migration are activities that increase the value of one’s

24
human capital by increasing the price received for a given stock of skills. A manager’s

experience is measured in terms of time in years, past involvement and should reflect in the

quality of his work (Rodrigues & Lopes, 1997).

2.4 Empirical Literature

Ehsan. Et. al. (2010) with a study titled “Effects of Project Manager’s Competency on Project

Success” expressed project manager’s knowledge areas play a vital role in the successes or

failure of projects and an experienced Project Manager will possess particular uniqueness that

will enhance the team performance and his planning based on his project management skills

that include integration, scope, time, cost, quality, human resource, communication

management, risk and procurement management. All these areas contribute positively and

significantly in project success.

Muller and Jugdev (2012) study titled: “Critical success factors in projects Pinto, Slevin, and

Prescott - the elucidation of project success”, aimed to discuss the reasons for the impact of

these seminal contributions and how the topic of project success continues to evolve. This

paper analyzes the popularity of Pinto and his colleagues' contributions to project success and

reviews the development of this field of research since then. The findings stated that project

success remains a vibrant school of thought as do the earlier definitions, measurement scales

and dimensions, and assessment techniques that Pinto and his colleagues developed. The

authors view success more broadly and think of it strategically because they consider longer-

term business objectives.

Narh (2013) study titled: “Competencies of an Effective Project Manager”. The paper

proposed a possible relation amongst the elements of these leadership competencies.

25
Technical competencies, in conjunction with the Project Management Book of Knowledge

(PMBoK), knowledge areas include scope, scheduling, risk, health and safety,

communication, information, procurement management, value addition, and the management

of the iron triangle of cost time and quality. This study used the interviewing methodology

with hundreds of project managers. From these analyses, the paper summed up the key

competencies of an effective project manager and briefly explains the relevance of each

competence in project management.

Wiangnak and Lekcharoen (2014) a study titled: “The Causal Relationship Model of Project

Managers’ Competencies Influences: Efficiency of ICT Project Management”. The objective

was to develop and validate a causal relationship between project managers’ competencies

and efficiency of project management. They found that many papers have discussed the

competency of project managers, but they could not find any studies said about the causal

relationship model between project managers’ competencies and efficiency of project

management in Thailand. The model consisted of four latent variables: knowledge areas,

technical and managerial skill, personal attributes, and efficiency of project management. The

survey sample consisted of 218 project managers in companies under the ICT (Thailand)

industry. Thus, the result showed that knowledge areas, technical and managerial skill and

personal attributes has direct influence on the efficiency of project management. Therefore,

project managers’ competencies were positively correlated and affected efficiency of project

success.

Cech and Chadt (2015) with study titled: "Project Manager and his/hers Competencies"

discussed that competencies of a project manager are formed by a set of knowledge, skills,

ways of behavior and attitudes and related experience. It is a way by which a project manager

26
asserts his/her own professional knowledge to terminate a project successfully. The

methodology was by using a survey that distributed to around 200 project managers. The

result showed that high performance competencies enable the project managers to manage

their projects efficiently.

Briere, et. al. (2015) study titled: “Competencies of project managers in international NGOs:

Perceptions of practitioners”, aimed at identifying competencies of international development

project managers and how these competencies are used in projects. In this study, 28 project

managers were interviewed. The study results identified 11 competencies, of which ten are

related to human aspects; adaptability, set of knowledge (general, international development,

intercultural), communication, personal qualities, interpersonal skills, leadership, ethics, local

22 network and knowledge, capacity building, and change management. The study also

pointed the importance of human skills and behavioral competencies in project management.

Abebaw (2016) with a study titled “Assessment of the Roles and Competencies of the Project

Managers as Success Factors in Development Projects of Addis Ababa/Ethiopia” showed

Some of the project manager’s competencies demonstrate a positively significant relationship

with certain project success variables in the context of Ethiopian development projects.

Project requirement and objective, decision making in procurement and Information and

communication among the technical competencies; leadership and communication among

behavioral competencies and stakeholder analysis and management and power and authority

among contextual competencies appeared as significant predictor of success.

Abebe (2017) with a study titled “An Assessment of Project Managers competency in

Tekeleberhan Ambaye Construction PLC” expressed among factors contributing to project

success, one of the most important is the effectiveness of the project manager. The

27
investigation discussed in this paper reveals that a static list of project manager skills and

competencies may not most effectively reflect the skills and competencies that will be most

important for them on projects. This is particularly relevant because projects have differing

characteristics and are delivered in a changing business environment, and different

combinations of skills and competencies may be most important.

CHAPTER THREE

METHODOLOGY

3.1 Research Design

This study adopted the cross-sectional survey research design in order to investigate the effect

of project manager’s competences on the success of projects in companies in the Buea

Municipality. The researcher selected this research design for this study due to the fact that it

28
helps to gather data from a sample of the population of companies in the Buea Municipality at

the time of this research. Also, this cross-sectional survey research design was adopted for

this study due to the fact that it helps this study to find out the opinions of cross- section of the

population (managers). Furthermore, this survey was adopted in this study in order to obtain

information using questionnaires about the preferences, the thoughts and feelings of managers

of Companies in Buea.

This research design provides an avenue for the results of this study to be extrapolated to the

entire population (all companies operating in the Cameroon territory). To continue with, the

cross-sectional survey research design was adopted in this work because it is suitable for the

collection of data using questionnaires designed by the researcher capturing project

competences and project success. In this light, this research design enables the researcher to

understand the characteristics, attitudes or behavior of the respondents from companies

operating in Buea. Finally, the survey design adopted for this study was the one that did not

just provide simple frequency counts but that which presented relational and multi-level

analysis for the study.

3.2 Area of the Study

Buea is the capital of the Southern Region of Cameroon. The town is located on the eastern

slopes of mount Cameroon and has a population of 90, 088 according to the 2005 census. The

town has great touristic potential inherent not only from the mountain, but also due to its rich

colonial and post-colonial history, being the colonial capital of German Kamerun from 1901

to 1919 and the capital of southern Cameroon from 1949 to 1961. The city also hosts the

University of Buea which is the first Anglo-Saxon University in the country, the second being

the University of Bamenda. Buea is today an important educational and trade center,

29
represented by the ever-increasing number of higher institutions as well as Commercial Banks

branch offices. Because of its location at the foot of Mount Cameroon, the climate in Buea

tends to be humid, with the neighborhoods at higher elevations enjoying cooler temperatures

while the lower neighborhoods experience a hotter climate, extended periods of rainfall,

characterized by incessant drizzle which can last for days. Are common during the rainy

season are damp fogs, rolling off the mountain into the town.

Agriculture is the main economic activity of the inhabitants of Buea Municipality. The

agriculture practice is subsistence farming and plantation agriculture dominated by the

Cameroon Development Corporation (CDC). The urban nature of Buea Municipality is seen

by the proliferation of higher institutions both public and lay private. Some of these

institutions include; with most prominent being the University of Buea (UB), Local

Government Training Center (CEFAM), National Advanced School Of Public Works, Post

and Telecommunication school, CHITECHMA University, HIBMAT, etc, the growing

nature of the population that has attracted the proliferation of business activities in the

Municipality, banks and microfinance Institutions have for the last decade extended most of

their branches in the Buea Municipality, many of which are concentrated in the Molyko

neighborhood.

There are a good number of companies operating in the Buea Municipality that boast out the

Municipality’s economic activities. These companies are responsible for the up growth of the

Municpality. Thses companies are operated in three main sectors in the likes of the agric

sector, the construction sector and the service sector. Some of these companies include the

likes of Shareg Co Ltd, NADEV Ltd, Cam Agric, Hadaltd, United Action26, Agrohouse Ltd,

Ets Diamand, Soloybosscoltd, Hoptec Industry, Nwa Global Ltd, Dikote Ltd etc.

30
3.3 Population of the Study

The population of this study consists of all companies that operate in the Buea Municipality

and that execute projects. The target population comprises of all the project managers,

marketing managers and general managers of these companies because they are better placed

to give information on the success of projects in their companies. These consisted of 20

companies and with three respondents from each of the companies, a total population of 60

respondents were obtained.

Table 3.1: Population of the Study

Target Population Population

Agric Companies 35

Construction 15

Service 10

Total 60

Table 3.1 illustrates the target population of this study. Based on this stable, the total

population constitute a total of 60 managers from different companies in different economic

sectors in the Buea Municpality.

3.4 Sampling Procedures and Sample Size

The sampling technique that was used in this study was the stratified sampling technique

which is one of the probability sampling techniques. This study adopted the stratified random

31
technique because the population of the study which is the managers of companies in Buea is

heterogeneous in nature. That is, all the institutions under investigation are different in terms

of domains (sectors). So, the population was sub-divided in to three sub groups called strata of

which each group is now homogenous in nature. The first stratum is made up of all the agric

sector, construction and service sector. In this light, it will enable the researcher to obtain a

sample population that best represent the entire population being studied and make sure that

each sub-group of interest is represented. This stratified random method has sample error

which is overlapping when some subjects fall into multiple sub group and are likely chosen.

Table 3.1: Population of the Study

32
 Target Population Population Sample Size

Agric Companies 35 31

Construction 15 13

Service 10 8

Total 60 52

Based on Table 3.2, with the stratified sampling applied, the various stratum now has a

population where all the elements have similar characteristics. In this light, a proportion of 31

managers were selected from the agric sector, 13 selected from the construction sector, 8

selected from the service sector from a total of 60 managers of companies in Buea randomly.

This jointly constituted a sample size of 52 officials as respondents of the study. These 52

managers of companies in Buea as sample size from 60 was obtained using the sample size

determination table by Morgan (1970).

3.5 Instruments

The research instruments used for data collection in this study was the questionnaire. The

researcher used the closed ended, structured questions which were Likert-scale type,

consisting of five scale response options: Strongly Disagreed (SD), Disagree (D), Neutral (N),

Agree (A) and Strongly Agree (SA). The questionnaire were arranged so as to make them fit

well the specific objectives of this study. It contained items on all the specific research

objectives and respondents were expected to choose only one answer. The questionnaire

consisted of a cover letter (stating the objective and purpose of the research and other issues

related to the ethics of research). Demographic information were elicited in the first section of

33
the questionnaire and the information needed to answer the research questions under each

specific research objective on the other sections of the questionnaire. The questionnaire were

administered to managers of companies in the Buea Municipality.

Validation of the Instrument

The instrument were validated face validity and content validity. After constructing the

questionnaire, the instruments were presented to the supervisor of the thesis for scrutiny and

cross checking. Adjustments were further made following the supervisors’ remarks and

corrections to make the questionnaire appropriate for the study.

Also, the questionnaire, after construction was presented to the supervisor of the dissertation

to check the content validity of the items by evaluating them in terms of their relevance to the

variables, research questions and the objectives of the study. Adjustments were further made

following the supervisor’s remarks and observations. Content validity of the questionnaire

was further ensured through providing the questionnaire to four other persons who are experts

to judge the content of the research instrument as well as comparing it to that of other

previous studies related to this study.

Reliability of Instrument

A pilot study was carried out on 15 managers selected from the 15 companies in the Buea

Municipality with one being selected from each of the companies to check the reliability and

suitability of the instrument used. After the pilot-study the reliability of the instruments was

calculated using the Cronbach’s alpha coefficient (α). An anxiety for reliability was important

in this study because reliability is a necessary condition for validity and consequently without

reliability there can be no valid results (McMillan & Schumacher 2001). The Cronbach Alpha

34
reliability coefficients ranged from 0.70 to 0.90 which was valued as being very satisfactory

for the study.

3.6 Data Collection

3.6.1 Sources Data Collection

This study used the primary source in collecting the data for this study on project manager’s

competences and the project success of companies operating in the Buea Municipality. This

particular source of data was selected for this study due to the fact that the primary data for

this study can be divided in two main groups which are the quantitative and qualitative data.

The quantitative data method is based on mathematical calculations in various formats and it

makes use of closed ended questionnaires which are suitable for this study. The qualitative

data method on its side are cheaper to apply and can be applied on a short period of time

compared to the quantitative method and it is easier to make comparisons. Finally, the

primary source of data was selected due to the fact that in the primary source of data, the data

collected from state-owned enterprises is in the form required and it is collected by the

researcher himself at the time he needs it. Also, it makes use of questionnaires as this work

use questionnaires to collect data from selected managers of companies in Buea.

3.6.2 Nature of Data Collected

This study used the cross-sectional data which was collected by observing various economic

entities (the different companies in Baua) at the same point in time (2023). This cross-

sectional data was analyzed by comparing the differences within the subjects (general

managers, project managers and marketing managers of companies). Basically, this cross-

35
sectional data was collected from all the participants (related managers of companies) at the

same time.

This nature of data was selected because firstly, time is not considered as a study variable

during cross sectional research and cross-sectional data is collected from the participants

within a shorter time frame which is also known as field period. Secondly, the choice of this

nature of data is due to the fact that cross-sectional data study can be conducted in less time.

Finally, its choice is due to the fact that all the variables of this study are collected at the same

point in time.

3.7 Data Analysis

The qualitative data that was collected from the field, both the demographic items were coded

with numbers and each of the questionnaires were coded with a serial number as well in order

to transform the qualitative data to quantitative data. The essence of this coding of each

questionnaire before data entering was to ensure easy cross verification of the data set based

on the individual responses of the respondents. The quantitative data further obtained from

coding was then analysed using both the descriptive and inferential statistics.

The descriptive statistics was considered for this study through the use of; tables, percentages,

bar charts, pie charts, frequency distribution tables, mean and standard deviation in order to

give more meaning to this study. The descriptive statistics as an instrument of data analysis

which is descriptive in nature helped in the clear presentation of the data in a way that the

readers of the work can easily understand and interpret the results.

The Inferential statistics for this study made use of the regression technique of estimation for

the study which focused on examining the effect of project manager’s competences on the

project success of companies in Buea. This regression model used in this study basically

36
specified the relation of project success (dependent variable) to the function combination of

the role of manager’s competences (independent variable) and unknown parameters to be

estimated by the study.

Model Specification

Dependent Variable (Y) = Project Success

Independent Variable (X) = Project Manger’s Competences (Knowledge Competency (KC),

Skill Competency (SC) and Attitude Competency (AC))

Project Success (Y) = f(KC, SC and AC)……………… (1)

Y = β0 + β1KC + β2SC +β3AC + µ………………………………………...(2)

Where β0,β1,β2 andβ3 are the parameters to be estimated and µ is the error term or stochastic

term.

3.8 Ethical Considerations

The researcher of this study respected the aspect of inform consent. That is the research

informed the respondents what was expected from them in this study in terms of manager’s

competences rather than surprising them on things they were not aware of in the study.

The researcher showed concern over the welfare of the respondents of the study. This had to

do with the mental and physical welfare of the respondents and there was a disclosure of what

compensation and medical treatment were available in case of a research related injury in the

course of the work.

37
More, the research was honest during the reporting of the data collected on manger’s

competences and project success for this study. That is, the data reported was the exact data

collected from the respondents who were managers in the field and not fabricated data by the

researcher to suit his requirement of the study.

Furthermore, the aspect of confidentiality was deeply considered by the researcher. The

researcher showed respect for the respondent’s privacy which is very important. There were

clear agreements between the researcher and the respondents where the research promised to

not leak out to the general public the given private information of the respondents of the study

for those were vital information for the respondents of the study.

Finally, there was not any form of deception by the researcher. That is, researcher avoided

deceiving the respondents by creating false impressions about the study in the minds of the

respondents so as to collect information on manger’s competences and project success from

them easily and in the form they required.

38
 CHAPTER FOUR

PRESENTATION AND DISCUSSION OF RESULTS

4.1 Presentation of Results

4.1.1 Response Rate

Table 4.1: Response Rate of Respondents

Questionnaires Frequency Percentages

Number Distributed 52 100%

Number Collected 50 96.1%

Number Missing 2 3.9%

Total 52 100%

Source: Field Survey (2023)

Based on the results presented on Table 4.1, 52 questionnaires were distributed to be filled by

respondents who were managers of companies in the Buea Municipality. Out of this number

of questionnaires, 50 were returned while 2 were missing there by making a response rate of

96.1%.

39
4.1.2 Gender of Respondents

Figure 4.1: Gender of Respondents

Source: Field Survey (2023)

Based on the results presented on Figure 4.1, an unequal proportion of the respondents (60%)

were males while 40% of the respondents were females. This implies a greater proportion of

managers of companies in the Buea Municipality are males as compared to females.

4.1.3 Age Group of Respondents

Figure 4.2: Age Group of Respondents

Source: Field Survey (2023)

40
Based on the results presented on Figure 4.2, a greater proportion of the respondents (44%)

were in the interval 20 to 30 years old, 32.5% were above 40 years old while 23.5% were in

the interval 31 to 40 years. This implies more managers of companies in the Buea

Municipality in this study were below 40 years.

4.1.4 Educational Qualification of Respondents

Figure 4.4: Educational Qualification of Respondents

Source: Field Survey (2023)

Based on the results presented on Figure 4.4, a greater proportion of the respondents (52%)

had postgraduate degrees while 48% of them had undergraduate degrees. This implies more

than 50% of managers of companies in the Buea Municipality had post graduate degrees in

relation to educational qualification with none of them ending school at primary or secondary

levels.

41
4.1.5 Work Experience or Longevity

Figure 4.5: Work Experience or Longevity of Respondents

Source: Field Survey (2023)

Based on the results presented on Figure 4.5, a greater proportion of the respondents (57%)

had been working for a period of 10 years and above, 27% of them had been working between

5 to 10 years, 9.5% of them for 2 to 4 years while 6.5% of them for a period of 2 years and

lesser. This implies more than 50% managers of companies in the Buea Municipality had

work experience of 5 years and above.

4.2 Presentation of Descriptive Results

4.2.1 Knowledge Competency

Table 4.2: Knowledge Competency

42
 Indicators SD D N A SA

The project manager makes judgments based 10.1% 24.5% 0.0% 44.6% 20.9%

on reasonable assumptions, and is aware of the

impact of such assumptions

The project manager identifies opportunities 14.4% 17.3% 8.6% 45.3% 14.4%

and threats, and is sensitive to stakeholder's

needs

The project manager has a clear vision and 5.8% 0.0% 4.3% 72.7% 17.3%

imagination for the future direction of the

organization

The project manager Investigates facts 18.2% 13.3% 6.1% 45.1% 17.3%

Source: Field Survey (2023)

Based on the results presented on Table 4.2, 65.5% of the respondents agreed and strongly

agreed to the statement that the project manager makes judgments based on reasonable

assumptions, and is aware of the impact of such assumptions, 34.6% disagreed to this

statement while 0% were neutral. Also, 59.7% of the respondents agreed and strongly agreed

to the statement that the project manager identifies opportunities and threats, and is sensitive

to stakeholder's needs, 31.7% disagreed to this statement while 8.6% were neutral. Also, 90%

of the respondents agreed and strongly agreed to the statement that the project manager has a

clear vision and imagination for the future direction of the organization, 5.8% disagreed to

this statement while 4.3% were neutral. Finally, 65.5% of the respondents agreed and strongly
43
agreed to the statement that the project manager Investigates facts while 34.5% disagreed to

this statement with 0.0% were neutral.

4.2.3 Skill Competency

Table 4.3: Skill Competency

Indicators SD D N A SA

Uses creative thinking process to solve 20.1% 32.7% 4.3% 32.7% 10.1%

problems

The project manager communicates with their 5.8% 4.3% 10.1% 23.0% 56.8%

teams frequently

Shows personal commitment to pursuing an 53.2% 35.3% 10.1% 1.4% 0.0%

ethical solution to a difficult business issue or

problem

Encourages creative ideas 17.1% 30.7% 6.3% 34.7% 11.1%

Source: Field Survey (2023)

Based on the results presented on Table 4.3, 42.8% of the respondents agreed and strongly

agreed to the statement that Uses creative thinking process to solve problems, 52.8%

disagreed to this statement while 4.3% were neutral. Also, 79.8% of the respondents agreed

and strongly agreed to the statement that the project manager communicates with their teams

frequently, 10.1% disagreed to this statement while 10.1% were neutral. Also, 1.4% of the

respondents agreed and strongly agreed to the statement that Shows personal commitment to

pursuing an ethical solution to a difficult business issue or problem, 88.5% disagreed to this

44
statement while 47.8% were neutral. Finally, 45.8% of the respondents agreed and strongly

agreed to the statement that Encourages creative ideas, 88.5% disagreed to this statement

while 6.3% were neutral.

4.2.4 Attitude Competency

Table 4.4: Attitude Competency

Indicators SD D N A SA

The project manager Shows organizational 17.3% 52.9% 4.3% 20.1% 5.4%

Commitment in Sense of pride and obligation for

project success

The project manager Invests time in developing 18.7% 18.7% 4.3% 52.9% 5.4%

others' competencies, and effort in coaching

them

The project manager Showing Job satisfaction by 4.3% 14.4% 4.3% 68.3% 8.6%

developing and growing to utilize the expertise

and get personal gains

Enthusiastic in Job involvement on identifying 2.4% 16.3% 7.4% 70.2% 9.6%

with one’s job and know team members’

strengths and weaknesses

Source: Field Survey (2023)

Based on the results presented on Table 4.4, 25.5% of the respondents agreed and strongly

agreed to the statement that The project manager Shows organizational Commitment in Sense

45
of pride and obligation for project success, 70.2% disagreed to this statement while 4.3% were

neutral. Also, 58.3% of the respondents agreed and strongly agreed to the statement that The

project manager Invests time in developing others' competencies, and effort in coaching them

37.4% disagreed to this statement while 4.3% were neutral. Also, 76.9% of the respondents

agreed and strongly agreed to the statement that The project manager Showing Job

satisfaction by developing and growing to utilize the expertise and get personal gains, 18.7%

disagreed to this statement while 4.3% were neutral. Finally, 76.9% of the respondents agreed

and strongly agreed to the statement that Enthusiastic in Job involvement on identifying with

one’s job and know team members’ strengths and weaknesses, 18.7% disagreed to this

statement while 4.3% were neutral.

4.2.5 Project Success

Table 4.5: Project Success

Indicators SD D N A SA

The project was finished on time 0.0% 20.1% 15.5% 54.3% 10.1%

The project met most of the scheduled 5.8% 19.8% 0.0% 45.7% 28.8%

milestones

The project was finished on or under budget 0.0% 4.3% 0.0% 68.3% 27.3%

The Project decreased the cost of some 10.8% 20.1% 0.0% 60.4% 8.6%

activities with no effect on quality

The Project was handed upon the company’s 10.1% 16.9% 4.3% 60.1% 8.6%

overall standards

46
 The project deliverables always fulfil the 0.0% 0.0% 0.0% 23.0% 77.0%

customer requirements

Source: Field Survey (2023)

Based on the results presented on Table 4.5, 64.4% of the respondents agreed and strongly

agreed to the statement that the project was finished on time, where and why, 20.1%

disagreed to this statement while 0% were neutral. Also, 74.5% of the respondents agreed and

strongly agreed to the statement that The project met most of the scheduled milestones, 25.6%

disagreed to this statement while 0% were neutral. In this light, 95.6% of the respondents

agreed and strongly agreed to the statement that the project was finished on or under budget,

4.3% disagreed to this statement while 0% were neutral.

To continue with, 69% of the respondents agreed and strongly agreed to the statement that the

Project decreased the cost of some activities with no effect on quality, 30.9% disagreed to this

statement while 0% were neutral. More, 68.7% of the respondents agreed and strongly agreed

to the statement that standards are followed to ensure good service delivery, 27% disagreed to

this statement while 4.3% were neutral. Finally, 100% of the respondents agreed and strongly

agreed to the statement that the project deliverables always fulfil the customer requirements,

0% disagreed to this statement while 0% were neutral

4.3 Presentation of Inferential Results

4.3.1 Presentation of Reliability Results

Table 4.6: Cronbach Alpha

47
 Variables Number of Items Cronbach Value

Knowledge Competency 4 0.739

Skill Competency 4 0.818

Attitude Competency 4 0.917

Project Success 6 0.855

Source: Author’s Computation (2023)

Based on the results of reliability presented on Table 4.6, it can be observed that all the values

of the alpha of Cronbach are satisfactory as predetermined as to range from 0.7 to 0.9. The

value of knowledge competency is 0.739 which is excellent, that of skill competency which is

0.818 is good, the value of attitude competency which is 0.917 is very good while the value of

project success is 0.855 which is very good.

4.3.2 Presentation of Model Summary

Table 4.7: Model Summary

Model Summary

Std. Error of the

Model R R Square Adjusted R Square Estimate

1 0.530a 0.378 0.490 2.67362

a. Predictors: (Constant), KC, SC, AC

Source: Field Survey (2023)

48
Based on Table 4.7, the value of Adjusted R-square is 0.490. This value of Adjusted R-square

illustrates the fact that only 49% changes in the dependent variable (project success) is

accounted for by the inclusive variables (knowledge competency, skill competency and

attitude competency) while up to 65.2% of the changes in project success is accounted for by

the error term. These results are problematic illustrating the fact that the responses given by

the respondents indicate that various aspect of manager’s competences were not well drilled

to affect project success or the model was mis specified.

4.3.2 Presentation of Pairwise Correlation Results

Table 4.8: Correlation Results

Correlations

PS KC SC AC

Pearson Correlation PS 1.000 0.493 0.531 0.370

KC 0.493 1.000 0.622 0.370

SC 0.531 0.622 1.000 0.353

AC 0.370 0.370 0.353 1.000

Source: Field Survey (2023)

Based on the results presented on Table 4.8, it could be observed that the series of one (1)

forming a diagonal represent the fact that each variable perfectly correlates with itself, which

is very good. At the same time these same results also illustrate the fact that the independent

variables positively and strongly correlate with the dependent variable (skill competency with

corresponding coefficient as 0.531) while others such as supplier selection and ethical

49
 practices are positive but not strong. These results also illustrate the presence of multi-

collinearity of between variables (knowledge competency and attitude competency with a

value of 0.622) because the two independent variables positively and strongly correlate with

one another.

4.3.3 Presentation of Regression Results

Table 4.9: Regression Results

Standardized

Unstandardized Coefficients Coefficients

Model B Std. Error Beta t Sig.

(Constant) 9.653 0.721 13.778 0.000

KC 0.273 0.093 0.213 3.004 0.003

SC 0.522 0.113 0.318 5.029 0.000

AC 0.281 0.082 0.139 3.296 0.001

Source: Field Survey (2023)

Based on the results of the regression presented on Table 4.9, it is noted that the coefficient of

knowledge competency is positive (0.273). This implies that an increase in supplier selection

will lead to a corresponding increase in project success. Specifically, a one unit increase in

knowledge competency in companies in Buea will lead to a 0.273 units increase in the level of

50
project success. The results of overview are significant at 1% level of significance because the

P-value is less than 0. 01 (p < 0.01).

Also, the results of the regression presented on Table 4.9, it is noted that the coefficient of

skill competency is positive (0.522). This implies that an increase in skill competency will

lead to a corresponding increase in project success. Specifically, a one unit increase in skill

competency in companies in Cameroon will lead to a 0.522 unit increase in the level of

project success. The results of skill competency are significant at 1% level of significance

because the P-value is less than 0. 01 (p < 0.01).

Finally, the results of the regression presented on Table 4.9 show that the coefficient of

attitude competency is positive (0.281). This implies that an increase in attitude competency

will lead to a corresponding increase in project success. Specifically, a one unit increase in

attitude competency in companies in Buea will lead to a 0.281 units increase in the level of

project success. The results of attitude competency are significant at 1% level of significance

because the P-value is less than 0. 01 (p < 0.01).

51
 CHAPTER FIVE

SUMMARY OF MAJOR FINDINGS, CONCLUSION AND RECOMMENDATION

This chapter is divided into four main sections namely; discussion of results, summary of

major findings, conclusion and recommendations made by the researcher. Each of these

sections is clearly presented below with each having its specificities for the study.

5.1 Discussion of Results

There is a positive and significant effect of project manager’s competences on project success

of companies in the Buea Municipality (Table 4.9). Specifically, there is a positive and

significant effect of knowledge competency, skill competency and attitude competency on

project success. This significance of the results are accounted for by the fact that the

respondents who were managers of companies in Buea indicated clearly that the aspect of

manager’s competences consideration was fully practiced at their work place. For example,

the project manager makes judgments based on reasonable assumptions, and is aware of the

impact of such assumptions. Secondly, the project manager identifies opportunities and

threats, and is sensitive to stakeholder's needs. Thirdly, the project manager communicates

with their teams frequently. Finally, the project manager Invests time in developing others'

competencies, and effort in coaching them

The results of this study are in line with the work of Cech and Chadt (2015) with study titled:

"Project Manager and his/hers Competencies" discussed that competencies of a project

manager are formed by a set of knowledge, skills, ways of behavior and attitudes and related

experience. It is a way by which a project manager asserts his/her own professional

knowledge to terminate a project successfully. The result showed that high performance

competencies enable the project managers to manage their projects efficiently.

52
Also, the results of this study is in line with Briere, et. al. (2015) study titled: “Competencies

of project managers in international NGOs: Perceptions of practitioners”, aimed at identifying

competencies of international development project managers and how these competencies are

used in projects. The study results identified 11 competencies, of which ten are related to

human aspects; adaptability, set of knowledge (general, international development,

intercultural), communication, personal qualities, interpersonal skills, leadership, ethics, local

22 network and knowledge, capacity building, and change management. The study also

pointed the importance of human skills and behavioral competencies in project management

In this light, Abebaw (2016) with a study titled “Assessment of the Roles and Competencies

of the Project Managers as Success Factors in Development Projects of Addis

Ababa/Ethiopia” showed Some of the project manager’s competencies demonstrate a

positively significant relationship with certain project success variables in the context of

Ethiopian development projects. Project requirement and objective, decision making in

procurement and Information and communication among the technical competencies;

leadership and communication among behavioral competencies and stakeholder analysis and

management and power and authority among contextual competencies appeared as significant

predictor of success.

Finally, Abebe (2017) with a study titled “An Assessment of Project Managers competency in

Tekeleberhan Ambaye Construction PLC” expressed among factors contributing to project

success, one of the most important is the effectiveness of the project manager. The

investigation discussed in this paper reveals that a static list of project manager skills and

competencies may not most effectively reflect the skills and competencies that will be most

important for them on projects. This is particularly relevant because projects have differing

53
characteristics and are delivered in a changing business environment, and different

combinations of skills and competencies may be most important.

5.2 Summary of Major Findings

Table 5.1: Summary Table

Objectives Findings Decisions

To assess the effect of knowledge Knowledge Competency Reject H01

competency on project success of Positively and Significantly

companies in the Buea Municipality. affect Project Success

To investigate the effect of skill Skill Competency Positively Reject H02

competency on project success of and Significantly affect

companies in the Buea Municipality. Project Success

To evaluate the effect of attitude Attitude Competency Reject H03

competency on project success of Positively and Significantly

companies in the Buea Municipality. affect Project Success

Source: Author (2023)

Based on the regression analyses on the effect of project manager’s competences on project

success of companies in the Buea Municipality, the dependent variable (project success) was

regressed on the independent variable (project manager’s competences). The results of the

study showed that; knowledge competency, skill competency and attitude competency all had

positive coefficients and had p-values less than the expected 0.01 level of significance (Table

4.9). These results demonstrated the fact that project manager’s competences in terms of

54
knowledge competency, skill competency and attitude competency are predictors of project

success (significant effect).

5.3 Conclusion

This study was out to examine the effect of project manager’s competences on project success

of companies in the Buea Municipality. Specifically, to investigate the effect of knowledge

competency on project success of companies in the Buea Municipality. Also, this study was

out to assess the effect of buyer-supplier relationship on project success of companies in the

Buea Municipality. Finally, to examine the effect of ethical practices on project success of

companies in the Buea Municipality. Based on the results, the following conclusions were

drawn;

Firstly, the results of the regression on effect of knowledge competency on project success of

companies in the Buea Municipality. To this effect, the results illustrated the fact knowledge

competency has a positive and significant effect on project success of companies in the Buea

Municipality.

Secondly, the results of the regression on effect of skill competency on project success of

companies in the Buea Municipality. To this effect, the results illustrated the fact that skill

competency has a positive and significant effect on project success of companies in the Buea

Municipality.

Finally, the results of the regression on effect of attitude competency on project success of

companies in the Buea Municipality. To this effect, the results illustrated the fact attitude

competency has a positive and significant effect on project success of companies in the Buea

Municipality.

55
5.4 Recommendations

Based on the conclusion, this study recommends the following three points;

1. The management of companies in the Buea Municipality are called upon to improving

knowledge competency as it was found to have positive effect on project success of

companies in the Buea Municipality. This implies project managers of these enterprises

should be given the opportunities to improve on their knowledge more and more.

2. The management of companies in the Buea Municipality are called upon to improving skill

competency. This is as a result of the proven facts in the results that increase in skill

competency leads to increase in project success of companies in the Buea Municipality. This

also applies to all managers and project managers of companies.

3. Finally, based on the findings and conclusions of this study, the management of companies

in the Buea Municipality are recommended to improving on their attitude competency

practices. This is due to the fact attitude competency was found to have a positive and

significant effect on project success of companies in the Buea Municipality.

56
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 APPENDIX
RESEARCH QUESTIONNAIRE
I am Akum Oben an MBA student at the University of Buea undertaking an
Masters of Business Administration (MBA) Degree in Project Management. Kindly spare
some your time to fill the attached questionnaire for which I will be very grateful. This
research questionnaire is for the purpose of collecting information on the Effect of
Project Manager’s Competences on the Project Success of Companies in the Buea
Municiplaity.

The response from this questionnaire will be used purely for academic purposes. You need
not include your name. Any additional information that you might feel is necessary for this
study is welcome.

Section A: General Information

Please tick (√) the box that matches your answer to the questions and give the answers in the
spaces provided as appropriate.

1. Gender of respondent Female [ ] Male [ ]

2. Respondent’s age

Below 20 years [ ] 20 to 30 years [ ] 31 to 40 years [ ] 41 and Above [ ]

3. Highest level of qualification

Certificate [ ] Diploma [ ] Undergraduate [ ] Postgraduate [ ]

4. Number of years worked in the Organisation

Below 3 years [ ] 3 to 6 years [ ] 7 to 10 years [ ] Above 10 years[ ]

Section A: Manager’s Competences

61
Please tick (√) the box that matches your answer to the questions and give the answers in the
spaces provided as appropriate. The responses range from Strongly Disagree to Strongly
Agree.

Knowledge Competency

S/ Items 1 2 3 4 5
N
SD D N A SA

5 The project manager makes judgments based on

reasonable assumptions, and is aware of the impact of
such assumptions

6 The project manager identifies opportunities and

threats, and is sensitive to stakeholder's needs

7 The project manager has a clear vision and

imagination for the future direction of the
organization

8 The project manager Investigates facts

Skill Competency

S/ Items 1 2 3 4 5
N
SD D N A SA

9 Uses creative thinking process to solve problems.

10 The project manager communicates with their teams

frequently

11 Shows personal commitment to pursuing an ethical

solution to a difficult business issue or problem

12 Encourages creative ideas

62
Attitude Competency

S/ Items 1 2 3 4 5
N
SD D N A SA

13 The project manager Shows organizational

Commitment in Sense of pride and obligation for
project success

14 The project manager Invests time in developing

others' competencies, and effort in coaching them

15 The project manager Showing Job satisfaction by

developing and growing to utilize the expertise and
get personal gains

16 Enthusiastic in Job involvement on identifying with

one’s

job and know team members’ strengths and

weaknesses

Section C: Project Success

Kindly indicate the level to which you approve the following assertions on Project Success

S/ Items 1 2 3 4 5
N
SD D N A SA

17 The project was finished on time

18 The project met most of the scheduled milestones

19 The project was finished on or under budget

20 The Project decreased the cost of some activities with

63
 no effect on quality

21 The Project was handed upon the company’s overall

standards.

22 The project deliverables always fulfil the customer

requirements

The End

Thank You for Your Support

64