Procurcompeu-Ecf For PP en

ProcurComp EU
European Competency Framework

for Public Procurement Professionals
Internal Market,
Industry,
Entrepreneurship
and SMEs
ProcurCompEU - European Competency Framework for Public Procurement Professionals
EUROPEAN COMMISSION
Directorate-General for Internal Market, Industry, Entrepreneurship and SMEs
Directorate DDG2.G — Public Procurement
Unit G.1— Public Procurement Strategy
European Commission
B-1049 Brussels
Contact: Katharina Knapton-Vierlich, Justyne Balasinska

Email : GROW-G1@ec.europa.eu
Website : https://ec.europa.eu/info/policies/public-procurement/support-tools-public-buyers_en
2
ProcurComp EU
-
European
Competency Framework
for Public Procurement
Professionals
3
Manuscript completed in June 2020
This document has been prepared for the European Commission by PwC; however it reflects the views only of the
authors, and the Commission cannot be held responsible for any use which may be made of this publication.
Luxembourg: Publications Office of the European Union, 2020
© European Union, 2020

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Print ISBN 978-92-76-17947-4 doi: 10.2873/60730 ET-01-20-242-EN-C

PDF ISBN 978-92-76-17948-1 doi: 10.2873/404377 ET-01-20-242-EN-N
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TABLE OF CONTENTS
ProcurCompEU - European Competency Framework for Public Procurement Professionals ......................................................... 3
GLOSSARY OF TERMS ................................................................................................................................................................................................ 6
EXECUTIVE SUMMARY ............................................................................................................................................................................................... 8
OVERVIEW. ProcurCompEU - A European Competency Framework For Public Procurement Professionals ............... 12
1. Why a European professionalisation tool for public procurement? ................................................................................... 12
2. What is ProcurCompEU ? ......................................................................................................................................................................... 17
3. What can ProcurCompEU be used for?............................................................................................................................................. 20
PART I. The ProcurCompEU Competency Matrix ..................................................................................................................................... 28
1. How to read the ProcurCompEU Competency Matrix? ............................................................................................................... 28
2. The ProcurCompEU Competency Matrix .......................................................................................................................................... 31
PART II. The ProcurCompEU Self-Assessment Tool................................................................................................................................ 68
1. The self-assessment process ............................................................................................................................................................ 68
2. The ProcurCompEU Job profiles .......................................................................................................................................................... 70
3. The self-assessment questionnaire ................................................................................................................................................ 75
4. The assessment results........................................................................................................................................................................ 80
PART III. The ProcurCompEU Generic Training Curriculum.................................................................................................................... 84
1. What is the Generic Training Curriculum?..................................................................................................................................... 84
2. The ProcurCompEU Generic Training Modules .............................................................................................................................. 86
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GLOSSARY OF TERMS
Term Definition 1
Competency framework A model that acts as a frame of reference for individuals and organisations and provides
them with tools to define, assess, and enhance their competences.
Competency Matrix A structure that outlines and describes a set of competences that can be applied to
several job profiles.
Competency/Competence The knowledge, skills and attitudes that enable individuals and organisations to act
effectively in a job or situation.
Knowledge Factual, theoretical or practical information about a subject that an individual can acquire
through education or training.
Skills The ability to carry out a specific activity or task acquired through professional
experience or practical training.
Proficiency levels Different levels of knowledge, skills and responsibilities procurement professionals are
expected to demonstrate at a specific level. Each competence is described along four
proficiency levels: 1. Basic, 2. Intermediate, 3. Advanced, 4. Expert.
Target proficiency levels Desired level of knowledge and skills expected from public procurement professionals for
a specific competence.
Job profiles A set of competences that reflect the tasks and responsibilities of an actual public
procurement practitioner and corresponding target proficiency levels.
Self-assessment tool A questionnaire which helps assess individuals’ and organisations’ knowledge and skills
against target levels to identify competence strengths and gaps.
Generic training A structured document that describes the standard training content and learning
curriculum outcomes expected for a set of competences.
Learning outcomes Descriptions of what individuals should know and be able to do after they complete a
training.
Procurement specific A category of competences specific to the management of the public procurement
competences procedures.
Soft competences A category of competences related to behavioural skills that are by nature transversal.
Horizontal procurement A cluster of procurement competences applicable to all stages of the public procurement
competences lifecycle.
Pre-award competences A cluster of procurement competences related to the tasks and activities taking place
before the award of a public contract.
Post-award A cluster of procurement competences necessary after the award of a public contract,
competences including contract management.
Personal competences A cluster of soft competences related to the behaviour and attributes public procurement
professionals should possess, as well as the mind-set they should demonstrate.
People competences A cluster of soft competences enabling public procurement professionals to interact and
cooperate with other practitioners.
Performance A cluster of soft competences related to increasing value for money in public
competences procurement procedures.
1 Cf also https://europass.cedefop.europa.eu/education-and-training-glossary/
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Term Definition 1
Procurement A structured procedure designed to find and agree to terms, and acquire for the purchase
of works, goods and services on the market, often via a tendering or competitive bidding
process.
Public Procurement Acquisition by means of a public contract of works, supplies or services by one or more
contracting authorities from economic operators.
European Public Directives establishing the rules on the procedures for procurement by contracting
Procurement Directives authorities with respect to public contracts as well as design contests within the
European Union.
Strategic approach to Use of sustainable and innovation public procurement as a powerful tool for a more
public procurement responsible and strategic way of spending public money to respond to societal,
environmental, and economic challenges and to support genuine competition, SMEs
participation, and innovation.
Contracting Authority State, regional or local authorities, bodies governed by public law or associations formed
by one or more such authorities or one or more such bodies governed by public law.
Public procurement Any individual working in a contracting authority and is responsible for and/ or is taking
professionals part in one or several procurement stages.
Economic operator Any natural or legal person or public entity which offers the execution of works, the
supply of products or the provision of services on the market.
Procurement document Any document produced or referred to by the contracting authority to describe or determine
elements of the procurement or the procedure.
Central purchasing body A central purchasing body is a contracting authority that acquires goods or services, awards
public contracts and concludes framework agreements for works, goods or services
intended for one or more contracting authorities.
Aggregation The process of combining several procurement procedures together in order to achieve
greater value and savings.
e-procurement The process of carrying out a public procurement procedure by electronic means.
Value for money The most advantageous combination of cost, quality and sustainability to meet a
contracting authority’s procurement requirements.
Life-cycle costing All costs over the life cycle of works, supplies or services.
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EXECUTIVE SUMMARY
Professionalisation of the public procurement workforce is essential to ensure that public buyers have the skills,
knowledge and integrity needed to perform their jobs and tasks in compliance with the law, and in an efficient, effective
and strategic manner to deliver best value for money for the citizens.
In 2017, the European Commission (EC) issued a ‘Recommendation on the professionalisation of public procurement’ 2
to encourage EU Member States to develop professionalisation policies and initiatives at national level aimed at
increasing the professionalisation of public procurement. This Recommendation is part of the Public Procurement
Strategy 3, which outlines the priorities for EU procurement policy. The European Commission supports the Member
States in their efforts by providing guidance to practitioners, training, technical assistance and facilitating the exchange
of good practices and innovative approaches. 4
As part of this support, the European Competency Framework for public procurement professionals (ProcurCompEU ) aims
to valorise the procurement profession as a strategic function and to make it fit for future challenges. It is a voluntary
tool developed and provided by the European Commission (DG Internal Market, Industry, Entrepreneurship and S MEs) to
help contracting authorities, public procurement authorities and training organisations to identify and address
competences that require strengthening.
Professionalisation and human resource management in public procurement face a number of challenges. For instance,
procurement is often not a clearly defined organisational function with a corresponding training, recruitment and career
path. It is frequently conducted as an additional task by civil servants that may lack specific procurement -related skills.
Furthermore, business-related skills are often underrated in the public administration resulting in an overly legalistic,
compliance-focused approach.
Competency frameworks are a human resource tool that define the set of knowledge and skills individuals need to
possess in order to perform their job and tasks effectively and efficiently. Applied to public procurement, a competency
framework can support multiple objectives. For individuals, it can help self-assess individuals’ skills and strengths,
identify gaps and training needs, design and plan a personal development and career path, and improve performance.
At the organisational level, a competency framework can be used to assess and enhance organisational and personnel
performance and to ensure a highly capable procurement function able to respond to the organisation’s policy priorities.
ProcurCompEU is not intended to impose any particular solution on the Member States or on the organisations. It does
not intend to create any restrictions or minimum requirements for the access to the procurement functions. On the
contrary, it should be perceived as a voluntary and fully customizable tool aiming to:
 facilitate the recruitment, training and career development of all the professionals concerned,
 allow the organisations to steer their human resource management to fit their goals,
 improve the level of competence of the public procurement workforce as a whole, and
 make the procurement function more valued for its multidisciplinary and strategic dimension and therefore more
attractive.
The process for developing ProcurComp EU for public procurement professionals involved both reviewing existing
procurement competency frameworks and an extensive consultation process with stakeholders from international and
professional organisations, central purchasing bodies, EU-level public procurement experts, and EU Member States
representatives. We are very grateful to the more than 300 professionals and stakeholders who took the time to share
their views with us through the Advisory Committee, interviews, workshops, focus groups and expert group meetings,
and who participated in the pilot exercise which covered 30 organisations in 15 countries.
The complete ProcurCompEU package for Public Procurement Professionals consists of a number of elements, including:
 A Competency Matrix, which outlines the competences and skills public procurement professionals should have
depending on the role they perform.
 A Self-Assessment Tool, which public procurement professionals and organisations can use to assess their levels
of proficiency and organisational maturity in the different competences identified in the Competency Matrix; and
2 Commission Recommendation (EU) 2017/1805 of 3 October 2017 on the professionalisation of public procurement – Building an architecture for
the professionalisation of public procurement: https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:32017H1805
3 https://ec.europa.eu/growth/content/increasing-impact-public-investment-through-efficient-and-professional-procurement-0_en
4 https://ec.europa.eu/info/policies/public-procurement/support-tools-public-buyers_en
8
 A Generic Training Curriculum that shows how public administrations can upskill their procurement professionals;
 A Study on professionalisation of public procurement in the EU and beyond providing an overview of
professionalisation policies in public procurement related to competency-based human resource management in
the Member States and selected third countries.
9
10
ProcurCompEU
European
Professionals
OVERVIEW
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OVERVIEW. PROCURCOMPEU - A EUROPEAN

COMPETENCY FRAMEWORK FOR PUBLIC
PROCUREMENT PROFESSIONALS
1. WHY A EUROPEAN PROFESSIONALISATION TOOL FOR PUBLIC

PROCUREMENT ?
1.1. Why ProcurCompEU?

Professionalisation of the public procurement workforce is essential to ensure that public buyers have the skills,
knowledge and integrity needed to perform their jobs and tasks in compliance with the law, and in an efficient, effective
and strategic manner to deliver best value for money for the citizens.
In 2017, the European Commission (EC) issued a ‘Recommendation on the professionalisation of public procurement’ 5
to encourage EU Member States to develop professionalisation policies and initiatives at n ational level aimed at
increasing the professionalisation of public procurement. This Recommendation is part of the Public Procurement
Strategy 6, which recognised the importance of a strategic approach to public procurement as a powerful tool for
spending public money to respond to societal, environmental and economic challenges and to support genuine
competition and innovation. The European Commission supports the Member States in their efforts by providing guidance
to practitioners, training, technical assistance and facilitating the exchange of good practices and innovative approaches. 7
As part of this support, the European Competency Framework (ProcurCompEU ) for public procurement professionals aims
to valorise the procurement profession as a strategic function and to make it fit for future challenges. It is a voluntary
tool developed and provided by the European Commission (DG Internal Market, Industry, Entrepreneurship and SMEs) to
help contracting authorities, public procurement authorities and training organisations to identify and address
competences that require strengthening.
Professionalisation and human resource management in public procurement face a number of challenges. For instance,
procurement is often not a clearly defined organisational function with a corresponding training, recruitment and career
path. It is frequently conducted as an additional task by civil servants that may lack specific procurement-related skills.
Furthermore, business-related skills are often underrated in the public administration resulting in an overly legalistic,
compliance-focused approach.
A competency based approach to human resources management allows organisations to manage performance, training
and career development in line with the overall strategic plan of the organisation. Competency frameworks are a human
resource tool that define the set of knowledge and skills individuals need to possess in order to perform their job and
tasks effectively and efficiently. Applied to public procurement, a competency framework can support multiple objectives.
For individuals, it can help self-assess individuals’ skills and strengths, identify gaps and training needs, design and plan
a personal development and career path, and improve performance. At the organisational level, a competency framework
can be used to assess and enhance organisational and personnel performance and to ensure a highly capabl e
procurement function able to respond to the organisation’s policy priorities.
The 2016 New Skills Agenda for Europe 8 highlighted the strategic importance of skills for sustaining jobs, growth and
competitiveness. Furthermore, the 2018 Council Recommendation on key competences for lifelong learning 9 sets out a
core set of skills necessary to work and live in the 21st century and identifies the use of the European reference
5 Commission Recommendation (EU) 2017/1805 of 3 October 2017 on the professionalisation of public procurement – Building an architecture for
the professionalisation of public procurement: https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:32017H1805
6 https://ec.europa.eu/growth/content/increasing-impact-public-investment-through-efficient-and-professional-procurement-0_en
7 https://ec.europa.eu/info/policies/public-procurement/support-tools-public-buyers_en
8 https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52016DC0381
9 https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:32018H0604%2801%29
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frameworks, including competence frameworks, as a means of facilitating the development and assessment of
competences and supporting learning goals.
ProcurCompEU should be considered as a tool and enabler for making procurement professionals’ skills and qualifications
easier to understand and compare, rather than being constraining and restrictive. It is intended to act as central reference
framework which national procurement professionalisation frameworks can link into, whether they are newly developed
based on ProcurCompEU , or existing frameworks embedded in their specific environment. By using a common language
for competences, skills and capabilities that can be understood across Europe, ProcurComp EU can provide a reference
that can be directly adopted or adaptable to meet specific contexts and needs. The European dimension will impro ve
transparency, comparability and has the potential to facilitate European training initiatives.
Sound administrative capacity of public administrations and more professional and strategic public procurement
professionals are key determinants for making procurement organisations, functions and departments more strategic.
Hence, ProcurCompEU exists to help shape sound administrative capacities and help individuals and organisations think
and act beyond the baseline of legal compliance and procedural approach to procurement. It also seeks to help
individuals and organisations achieve better implementation of their procurement activities for higher value for money
and better functioning of the single market. If public procurement professionals have better business skills and a
strategic approach to procurement, they can enhance their market knowledge, improve the design of overall procurement
documents and include aspects like green, social and innovation procurement.
ProcurCompEU is not intended to impose any particular solution on the Member States or on the organisations. It does
not intend to create any restrictions or minimum requirements for the access to the procurement functions. On the
contrary, it should be perceived as a voluntary and fully customizable tool aiming to:
 facilitate the recruitment, training and career development of all the professionals concerned,
 allow the organisations to steer their human resource management to fit their goals,
 improve the level of competence of the public procurement workforce as a whole, and
 make the procurement function more valued for its multidisciplinary and strategic dimension and therefore more
attractive.
The complete ProcurCompEU package for Public Procurement Professionals consists of a number of elements, including:
 A Competency Matrix, which outlines the competences and skills public procurement professionals should have
depending on the role they perform.
 A Self-Assessment Tool, which public procurement professionals and organisations can use to assess their levels
of proficiency and organisational maturity in the different competences identified in the Competency Matrix 10; and
 A Generic Training Curriculum that shows how public administrations can upskill their procurement professionals.
 A Study on professionalisation of public procurement in the EU and beyond providing an overview of
professionalisation policies in public procurement related to competency-based human resource management in
the Member States and selected third countries.
1.2. Who is ProcurCompEU for?

ProcurCompEU is a reference framework of procurement competences that a variety of procurement stakeholders can
use.
ProcurCompEU is primarily targeted at public procurement practitioners and managers, and all types of contracting
authorities and organisations that vary in terms of their size, capacity, practices and cultures. Therefore, ProcurCompEU
can be used according to the goal sought by the organisation, region or government. It does not aim to provide a one-
size-fit all approach. Rather, it can be adapted to the various contexts, environments and organisational structures in
which procurement practitioners operate.
10A Self-Assessment user guide, explaining the technical steps to perform a self-assessment at individual or organisation level using the Self-
Assessment Tool, is available as a separate document.
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In addition, ProcurCompEU can also benefit other type of stakeholders that play a key role in the professionalisation of
public procurement, namely: national governments and policy makers, education and training institutes, certification
bodies.
Individuals and professional bodies

Individuals refer to any public procurement professionals taking part in any phase or process of public procurement
procedures. This include practitioners with many different job profiles ranging from clerks, procurement lawyers,
procurement specialists, junior and senior buyers, category specialists, strategic procurement officers, procurement
managers and heads of procurement functions or departments in contracting authorities.
Procurement-oriented professional bodies are sectoral, regional, national or international associations operating as
networks sharing expertise, tips and good practices among their members. Such networks of organisations support their
private and public members in becoming more strategic and professional. They promote the development of the
profession by defining standards and common understanding of new practices in the field, creating environmental and
societal values, and fostering digitalisation and innovation. Often they run their own assessment, training and
certification programmes.
Organisations and Contracting Authorities

Small organisations refer to contracting authorities where only a small set of individuals perform procurement
procedures from A to Z. These organisations may not have a dedicated human resources practice responsible for the
recruitment and management of their procurement workforce. In many cases, those responsible for public procurement
in small organisations do so only on a part-time basis, in addition to other responsibilities. They work in municipalities,
small cities and small public bodies. Small organisations tend to contract consultants to perform specific tasks and
activities deemed technical and for which the desired level of expertise is not present.
Large organisations are contracting authorities that have a dedicated public procurement function and well-defined
HR management practices. They can be ministries, regions or cities, central purchasing bodies, or large institutions like
hospitals or universities. Tasks and responsibilities are split among different job profiles, meaning that there is a greater
degree of specialisation in roles, for example in the different steps and phases of a procurement procedure in which
different profiles intervene. There is also a greater hierarchy among the procurement workforce, with the presence of
line managers, team leaders and category managers in charge of specific work streams related to public procurement.
Larger organisations may also include a dedicated legal expert or departmen t.
Authorities and policy makers

Member States public procurement authorities and policy makers define the rules and policies regarding public
procurement supporting an effective public spending by contracting authorities and entities to the benefit of the society.
They have development, coordinating and supervisory roles as they ensure that rules and procedures are correctly
interpreted and understood and that public procurement is performed in compliance with the law, while ensuring the
greatest possible value for money. Such authorities may be dedicated public procurement offices or agencies, or a
specific directorate or department within a Ministry. They are also responsible for the professionalisation of public
procurement by providing analysis and legal and technical advice through telephone hotlines, guidance and template
documents, as well as practical capacity-building tools including training and seminars.
Training organisations and certifying bodies

Training organisations (public or private training providers, institutes, associations, public administration schools and
universities) refer to public and private training organisations at national, European and international level delivering
procurement-oriented courses. They contribute to the professionalisation of public procurement professionals by
providing training courses on the legal, procedural, technical and commercial aspects of public procurement.
In some Member States, certifying bodies also offer mandatory or voluntary certification and accreditation schemes
in public procurement. Certification schemes can be mandatory (sometimes regulated by law) and non-mandatory and
define a specific set of skills and knowledge for individuals in order to be able to perform a specific role in public
procurement procedures. They can be primarily focused on the knowledge/skills necessary for the tendering phase or
target a wider skillset, including commercial and professional skills necessary to carry out the pre-award and post-award
phases of the procurement cycle.
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1.3. How was ProcurCompEU developed?

The process for developing ProcurComp EU for public procurement professionals involved both reviewing existing
procurement competency frameworks and an extensive consultation process with stakeholders from international and
professional organisations, central purchasing bodies, EU-level public procurement experts, and EU Member States
representatives.
Benchmarking of existing policies and tools

In the process of developing ProcurCompEU , we have reviewed a number of other competency frameworks from the
public procurement field and beyond. Many of these were used as inspiration in developing the structure and content of
ProcurCompEU. In addition to available public sector materials, competency frameworks developed and implemented for
the private sector were also used as inspiration.
A stock-taking study in the EU Member States and beyond was carried out with the objective to investigate the state of
play of public procurement professionalisation in the EU Member States and third countries and identify
professionalisation good practices. It includes country fact sheets for each EU Member State, and case studies of good
practice initiatives. The findings from the study were a key input to the design of ProcurCompEU and helped to ensure all
its elements are tailored to the current practices, challenges and priorities in public procurement in specific national
contexts.
Input form stakeholder consultations

The content of ProcurCompEU reflects input from a broad range of consultations and interactions carried out with public
procurement stakeholders, which have been in contact with ProcurCompEU or other competency frameworks and can
therefore provide advice and tips on what works and what does not in specific procurement professional contexts. More
than 100 qualitative interviews were conducted with public procurement stakeholders including public procurement
authorities, supervisory bodies, large and small contracting authorities, central purchasing bodies, professional
procurement associations and training and certifications bodies, based within and outside the EU.
The inputs gathered during these interviews contributed to the development of a balanced and comprehensive
understanding of the key issues around the professionalisation of public procurement within the EU Member States.
Practitioners’ feedback on recent initiatives and priorities in the professionalisation of public procurement at national
and international level helped ensure that ProcurCompEU takes account of the latest developments and provides relevant
solutions.
Interactions with public procurement stakeholders of many kinds and from many backgrounds were also carried out via
several roundtable discussions and participatory workshops. Comments, ideas and suggestions raised during these
interactions were incorporated to ensure that ProcurCompEU speaks to the concerns of the target audience: public
procurement practitioners.
User feedback from a pilot exercise

ProcurCompEU intends to be practical and, as much as possible, based on real-life situations. Some of the most important
input comes from those who have first-hand experience using ProcurCompEU , through their participation in the pilot
exercise. Special thanks should be made to the 151 practitioners from a total of 33 organisations including
municipalities, regional authorities, executive agencies, government ministries, central purchasing bodies across 14
countries including Austria, Denmark, Finland, France, Germany, Greece, Italy, Luxembourg, Malta, the Netherlands,
Norway, Slovakia, Slovenia and Spain and the European Investment Bank.
Coordination of the project

ProcurCompEU has been developed through a collaborative process involving a broad range of international stakeholders.
A dedicated Advisory Committee was set up to provide technical input and expert review for each of the ProcurCompEU
components through regular meetings, as well as valuable indication of relevant stakeholders to consult with at national
or regional level. Members of the Advisory Committee included representatives of the following organisations: the OECD,
Organisation for Economic Co-operation and Development; CIPS, Chartered Institute of Procurement and Supply; IFPSM,
International Federation of Purchasing and Supply Management; LOGY, Finnish Association of Purchasing and Logistics;
BBG, Austrian Federal Procurement Agency; Ministry of Economy, Entrepreneurship and Crafts, Croatia; Competition and
15
Consumer Authority, Denmark; HSPPA, Hellenic Single Public Procurement Authority, Greece; Ministry of Finance, Finland;
Ministry of Economy Finance, Action and Public Accounts, France; Prime Minister’s Office, Hungary; Office of Government
Procurement, Ireland; Consip, Italian Central Purchasing Body; Ministry for Finance and Financial Services, Malta; eSPap,
Government Shared Services Entity, Portugal; Difi, Norwegian Agency for Public Management and e-Government; ANAP,
National Agency for Public Procurement Romania; Ministry of Finance, Spain; and private experts.
The project was also presented and discussed in several European Commission expert groups and events and to various
stakeholder audiences, including the Expert Group on Public Procurement (EXPP), the Stakeholder Expert Group on Public
Procurement (SEGPP), the European Network of Central Purchasing Bodies, as well as numerous conferences and events
such as, in 2019, the meeting of the public procurement experts in the health sector and a workshop dedicated to the
project during the European Week of Regions and Cities (EWRC).
The work on ProcurCompEU was coordinated by the Professionalisation of Public Procurement Team of the European
Commission’s Directorate General for Internal Market, Industry, Entrepreneurship and SMEs (DG GROW -G1). The project
was overseen by a Commission internal Steering Group composed of DG GROW, DG REGIO, DG TAXUD and DG EMPL.
Technical assistance to produce the Competency Framework was provided by PwC.
We are very grateful to the more than 300 professionals and stakeholders who took the time to share their views with
us through the Advisory Committee, interviews, workshops, round-table discussion and expert group meetings, and who
participated in the pilot exercise.
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2. WHAT IS PROCURCOMPEU?
2.1. The main components of ProcurCompEU

The ProcurCompEU Package is a set of three tools that can be used all together or independently. The ProcurCompEU
components have been developed to complement and build on each other, as well as to be standalone tools that can be
used independently.
PART I. The ProcurCompEU Competency Matrix

The ProcurCompEU Competency Matrix outlines the core competences (knowledge, skills and attitudes) public
procurement professionals should demonstrate in order to perform their job effectively and efficiently and carry out
public procurement procedures that bring value for money.
The core activities, tasks and responsibilities public procurement professionals usually perform are descr ibed and
structure around 30 competences.
The competences are grouped in two main categories: procurement specific competences, and soft competences. The
categories are then divided into six clusters, three per category:
 Procurement-specific competences:
o Horizontal
o Pre-award
o Post-award
 Soft competences:
o Personal
o People
o Performance
Each competence is described along four proficiency levels: 1. Basic, 2. Intermediate, 3. Advanced, 4. Expert.
The Competency matrix can be used primarily to assess individuals’ and organisations’ competences against pre-defined
targets. Based on that, it can be used to support the professional development of the staff or the achievement of the
organisation’s procurement objectives.
In conjunction with the rest of the ProcurCompEU tools, the matrix can help to:
 Identify and structure the various procurement roles that are needed in a procurement team and in an
organisation, together with the tasks that need to be performed within a specific role;
 Perform individual gap analysis, to assess an individual’s actual proficiency level in relevant competences
against the pre-defined target levels; and
 Perform organisational gap analysis, to identify strengths and weaknesses in terms of available competences
within an organisation.
 Define measures to align competences with the required targets for the job profiles, for example via training or
recruitment, and support the policy orientations of the organisation as a whole.
17
PART II. The ProcurCompEU Self-Assessment Tool

The ProcurCompEU Self-Assessment Tool is composed of several key elements:
 A self-assessment questionnaire
 Templates for job profiles
 A calculation tool for computing individual and organisational assessment results.
The matrix supports individuals taking the Self-Assessment Tool to correctly assess their knowledge and skills in each
of the competences tested in the tool. The competence descriptions in the Competency matrix refer to the knowledge
that individuals should have and are thus the basis for responding to knowledge questions. The proficiency levels defined
for each competence are the basis for responding to the skills questions. Individuals can use the Self-Assessment Tool
to test their current proficiency level against the corresponding job profile.
The organisation should define the desired level of knowledge and skills expected from public procurement professionals,
by setting target proficiency levels for all the job profiles existing within the organisation. Examples of job profiles are:
public buyer, procurement clerk, procurement specialist, legal advisor, category specialist, purchasing agent, procurement
technician, etc. They are always specific to each organisation and can change over time. To do this, organisations can
use or adapt the common job profiles proposed in the ProcurCompEU Self-Assessment tool or create new ones, referring
to the descriptions of competences and proficiency levels in the Competency matrix.
Based on the individual assessment results, individuals are able to quickly identify areas where their current proficiency
level meets the target, exceeds the target, or falls short of the target level for their job profile.
Organisations can compile and aggregate individual results and obtain an organisational level assessment in dicating
competency gaps at job profile and organisational level.
PART III. The ProcurCompEU Reference Training Curriculum

The ProcurCompEU Reference Training Curriculum lists all learning outcomes public procurement professionals should
know and be able to demonstrate after having attended a training for a certain proficiency level.
Based on the competency gaps identified at individual, profile and organisation level, the organisation can use the
Competency matrix and specifically the Generic Training Curriculum to decide how to address them best, including via:
learning and development (training, eLearning, capacity building measures, etc.), recruitment hiring external expertise,
or changes to organisation policy or strategy such as cooperating with other contracting authorities through exchange
of good practice, joint procurement or delegating to central purchasing bodies.
The organisation can also, based on the overview of existing competences, plan the strategic development of the
organisation as a whole, according to its future policy priorities. For example, if the organisation wants to develop
sustainable or innovation procurement or if it wants to put in place state-of-the-art eProcurement processes, it may
orient its training and recruitment strategy in a way to obtain the right competency mix.
2.2. The ProcurCompEU mission statement

To support the users of ProcurComp EU and guide developers in charge of implementing the ProcurComp EU tools at
national, regional and organisational levels, the following mission statement provides an overview of the underlying
philosophy and principles adopted during their elaboration and subsequent revisions of the ProcurComp EU tools.
ProcurCompEU is a voluntary and free to use tool

ProcurCompEU is a key component of the European Commission’s professionalisation policy. It provides a structure and
content for application by many types of users from national governments, public procurement authorities, educational
and training institutions including higher education and certification providers, and practitioners. In this broad application
context, ProcurCompEU is designed to support initiatives and policies for public procurement professionalisation. Any
individual and organisation engaged in procurement professionalisation efforts, procurement human resource planning
and competency-based management is invited to use it in the way that can most conducive to achieving their own
professionalisation goals.
18
ProcurCompEU is an enabler
ProcurCompEU is designed to be a framework to empower and valorise users, not to restrict them. Applying ProcurComp EU
should not lead to any restriction in the hiring process based on nationality or residence. It should also not create any
disproportionate requirements. 11 The competences are understood as the “desired” or “optimal” competences, but in no
case do they mean “minimal requirements” in a sense that would restrict the access to the procurement functions.
Similarly, the self-assessment tool is not only intended to provide a view of its users’ current capacity and skills level
and organisational maturity, but also to trigger interest from them to acquire new knowledge and skills and to
consciously build the progress in their role and to steer the organisation’s capacity as a whole towards achieving its
strategic goals.
ProcurCompEU is customisable
ProcurCompEU provides a common set of competences, knowledge, and skills public procurement individuals and
organisations need to do their jobs well. However, because every procurement professional and organisation is different,
ProcurCompEU can be tailored to a wide variety of organisational contexts and needs. Getting value from ProcurComp EU
does not require using each and every component of the framework, nor does it require the use of each and every
competence defined in the ProcurCompEU Competency Matrix. As such, the way of implementing ProcurComp EU in a given
context should be clearly defined to ensure the tools correspond to the needs and objectives of the organisation.
ProcurCompEU is a common reference for the EU – and beyond

ProcurCompEU was established as a framework to support mutual understanding and harmonisation of procurement
knowledge and skills through the articulation of competences required and demonstrated by public procurement
professionals. It intends to provide a common reference for competency-based human resource management allowing
organisations to manage performance, training and career development in line with the overall strategic plan of an
organisation. By using a common language for competences, skills and capabilities that can be understood across Europe
and beyond, ProcurCompEU can be directly adopted or adapted to meet specific contexts and needs. The European
dimension will improve transparency, comparability and has the potential to facilitate European-level training initiatives
as well as exchange of good practices with other regions beyond the European Union.
11Directive (EU) 2018/958 of the European Parliament and of the Council of 28 June 2018 on a proportionality test before adoption of new regulation
of professions, OJ L 173, 9.7.2018; https://eur-lex.europa.eu/eli/dir/2018/958/oj
19
3. WHAT CAN PROCURCOMPEU BE USED FOR?
3.1. Individual competency analysis and development

While ProcurCompEU is designed to operate also at the organisational level, it is first implemented at the individual level.
This means that any individual can make use of the ProcurComp EU tools for their professional development, whether as
a member of a large team of specialised practitioners, or as a staff member of a small contracting authority for whom
public procurement is not a primary responsibility, or external experts and consultants. Indeed, it could even be used by
individuals who are not currently working in public procurement, such as students or other officials envisaging to work
in public procurement.
Individuals can use the Competency Matrix and the Self-Assessment Tool to explore their current public procurement
capacity, knowledge and skills, their future professional goals and the priority gaps between them. This can be facilitated
by using one of the pre-defined ProcurCompEU job profiles, a profile adapted by a manager or HR professional in their
organisation, or a profile they have tailored to their personal goals.
Individuals can use the results of their competency analysis to identify areas in which they can upskill themselves to
reach their desired level of proficiency, or to identify the competences they would need to develop in order to specialise
within a certain job profile (e.g. category manager). The Generic Training Curriculum can support such individuals in
identifying training activities that are relevant for supporting their professionalisation goals.
As an example, the Chartered Institute of Procurement and Supply (CIPS) established the Global Standard for
Procurement and Supply 12 which is a comprehensive procurement competency framework used by public and private
practitioners and organisations. It is structured around four pillars (infrastructure, process, performance and people
development) and 11 themes such as spend management, metrics and measurements, ethics, and technology, further
divided into individual segments such as logistics control, contract administration, delivering value for money, team in
procurement. Each segment is described in terms of knowledge and capability required at five proficiency levels namely:
tactical, operational, managerial, professional, and advanced professional. At the individual level, the Global Standard
can help to identify current competency levels and the knowledge and capabilities needed to move onto the next career
stage. It can also help individuals to develop a personal development plan to address the knowledge and skills gaps
identified though training courses developed by CIPS for each of the segments covered in the Global Standard and
monitor their progress by referring to other proficiency levels.
Inspired by the CIPS standard, the Scottish Government established a national procurement development framework 13
composed of a competency matrix that sets out the skills and competency levels required by public sector staff involved
in the procurement process, and a self-assessment tool to self-assess their skills, identify training and development
needs and help with career planning and personal development.
3.2. Organisational competency gap analysis

Procurement organisations, functions and teams can use the ProcurComp EU tools to assess whether their staff members
possess the right level of knowledge and skills to achieve their current policy, business and organisational goals. In other
words, the ProcurCompEU tools can be used to conduct an organisational competency gap analysis comparing staff
members’ current competency levels with pre-defined targets.
Similar to the first use case, the Competency Matrix can be used to determine the set of competences that are relevant
to each of the job profiles present within the organisation, function or team, and to set the appropriate target proficiency
level for those competences.
The Self-Assessment Tool can be used to identify gaps between the target level and the actual level of knowledge and
skills of individuals that belong to the targeted job profile. All staff members’ assessment results can further be
aggregated to get a helicopter view of the competency strengths and competency gaps.
12 CIPS Global Standard for Procurement and Supply: https://www.cips.org/en/knowledge/global-standard-for-procurement-and-supply/

13 Scottish Government’s national procurement development framework: https://www.gov.scot/publications/scottish-procurement-competency-
framework/
20
Procurement organisations, functions or teams that identify competency gaps can further decide the best way to go
about addressing those gaps. This may involve attending training, recruiting new profiles with the missing knowledge
and skills, or by collaborating with other individual experts in some respects and help others enhance their knowledge
and skills.
The Scottish national procurement development framework is also used by organisations of different types and in sizes
including ministries, municipalities, schools, universities, or the police force. Such organisations use it to carry out regular
organisational competency gap analysis exercises which allow them to ensure that they have the right people with the
right skills and experience in the right place at the right time to deliver to the best procurement outcome.
Another example is the Best in Class Procurement tool 14 developed by the Finnish Association of Purchasing and Logistics
(LOGY) launched in 2015 with the goal to support member organisations from the private and public sector in developing
their procurement function. The tool works as an organisational self-assessment tool that provides organisations with
a description of their procurement function, allows them to benchmark themselves against other member organisations,
and points out areas where the organisation could improve the performance of its procurement activities. The tool
requires the organisation to provide background information on its activities (e.g. branch of business, procurement
spending, etc.) and answer a set of 14 questions related to its procurement performance and use of good practices in
different categories (e.g. about whether the procurement function has and uses a documented model to evaluate its
competences). The assessment results indicate the organisation’s average score (on a scale of 1 -5) in the different
categories assessed, the average score of other organisations of similar size and sector, the gap (if any) between these
two scores, and an indication of the top quarter average scores.
When competency gaps are identified and needs for development or recruitments are targeted, organisations can use
the framework to ensure that they attract, develop and retain talent, and enable a learning culture and environment
where staff members are offered the opportunity to develop and improve in line with their own professional goals.
3.3. Performing a maturity assessment for future goals

Whereas a competency gap analysis can be used to assess an individual or organisation’s capacity to meet current
needs, a maturity assessment is used to assess suitability for future growth or specialisation. In this context, the
approach that the organisation should take to define job profiles for its staff members should shift from an “as is”
situation to reflect a desired “to be” situation, in order to support the development of an action plan to achieve growth,
improvement or specialisation objectives.
The Competency Matrix and the Self-Assessment Tool can help define the new competences necessary for an
organisation to achieve new procurement policy objectives, and the ways to achieve them. By mapping ex isting
competences, procurement organisations, functions or teams can realistically set future goals, and identify the relevant
knowledge and skills that will serve to achieve them. In particular, it can help identify new procurement job profiles that
can be filled through recruitment or identify which of its staff members have skills and expertise they can leverage to
help others grow and develop new skills.
For example, the administration of the Dutch city of Haarlem was looking to expand their use of environmentally
sustainable public procurement and innovation procurement and shift to circular procurement. As part of this process,
they mapped out the relevant competences and the target levels for each of their key procurement job profiles, and
then used these targets to define the organisation’s learning and development strategy.
Similarly, the Norwegian Agency for Public Management and eGovernment (Difi) developed a procurement strategy
tool15 which provides support to contracting authorities looking to define and adjust their procurement strategy in the
long term. The strategy tool is complementary to the organisational self-assessment tool provided by Difi and helps the
contracting authorities to analyse the current state of their procurement strategy, plan activities for the upcoming year
and measure developments by comparing to earlier results. In addition, Difi regularly conducts a maturity survey of
contracting authorities. The results provide a knowledge base on the state of maturity of procurement functions in the
public sector and are used to develop and improve work in the field.
ProcurCompEU can be used for this purpose, providing a framework for assessing needs and priorities and tools for
addressing identified maturity gaps via training or recruitment.
14 Finnish Association of Purchasing and Logistics’ Best in Class Procurement tool: https://www.logy.fi/tietoa/best-in-class-tyokalut.html
15 Norwegian Agency for Public Management and eGovernment’s procurement strategy tool:
https://www.anskaffelser.no/verktoy/analyseverktoy/selvevalueringsverktoy&usg=ALkJrhiA628FDoDAnxnjBiJXndX-ydwSXA
21
3.4. Joint competency assessment by multiple

procurement organisations
Multiple procurement organisations, functions or teams from a same geographical region, or organisations with a similar
function (central purchasing bodies, professional associations) or scope (working in the same sector of activity like health
or innovation) may want to coordinate their efforts in carrying out organisational gap analyses and use the results as a
basis for achieving common benefits. The results of a joint competency assessment, for example of municipalities in
the same region, could be used to support requests for policy response or investment in procurement professionalisation
by the regional authorities.
Some procurement organisations may want to identify areas for cooperation in order to complement each other’s skills
and/or support each other in addressing competency gaps. This is particularly relevant for small contracting authorities
that may not have the capacity and resources to employ full-time procurement specialists. Conducting a joint
competency assessment using the Competency Matrix and Self-Assessment Tool in comparable ways (e.g. using the
same job profiles), may inform such organisations about their respective strengths and weaknesses and bett er support
the implementation of joint actions to achieve synergies.
Procurement organisations may also be interested in benchmarking their performance against each other and identifying
areas for improvement, which could be addressed, for example, by exchanging experiences and cooperating in the
development of a joint training offering in response to identified common competency gaps based on the Generic
Training Curriculum.
Such cooperation can be illustrated by the Global Standard in Purchasing and Supply Management 16 developed by the
International Federation of Purchasing and Supply Management (IFPSM) for its 48 members across the world. With a
view to serve purchasing and supply management professionals and the organisations for which they work worldwide,
IFPSM created the Global Standard that reflects a mix of knowledge, learning and skills appropriate to the profession
and against which education programmes (typically with a duration of three to four years such as Bachelor’s degree
programmes) can be assessed or accredited. The Global Standard provides generic statements/ descriptors of attributes
that a professional in the field should demonstrate, such as having comprehensive knowledge, understanding and
acumen across the fields of strategic supply chain management or knowledge and understanding of the different tools,
techniques, models and methodologies of purchasing and supply management. The Global Standard aims to assure
employers that prospective employees who have graduated from an accredited programme have the required minimum
level of knowledge and skills in the field. At the same time, it assures students that the educational programme they
are enrolling in will provide them with knowledge relevant to employers’ needs and with a qualification recognised
around the world.
3.5. Designing official job profiles

As part of the overall human resources management of the public administration, some Member States maintain a
database or register of civil service job profiles, including public procurement job profiles. Individual entries include job
descriptions of the kinds of competences public procurement professionals should have and the kinds of tasks they
should be able to perform. The Competency Matrix can be a valuable support tool in this regard, as it ensures
harmonisation of job profiles titles, and supports the content definition of job profiles based on the same reference
point.
Job profiles are also used to prepare job descriptions for recruitment (see use case 6). When organisations, regions, and
governments use ProcurCompEU as a reference for defining their job profiles, they will also contribute to the recognition
of the public procurement function as a profession.
Procurement organisations and teams willing to use the ProcurComp EU tools should invest some time upfront to carefully
map and develop their job profiles, as it makes it easier for staff members to use them later. All staff members (full-
time and part-time) involved in at least one procurement activity should have a job profile tailored to their role and
16 International Federation of Procurement and Supply Management’s Global Standard: https://www.ifpsm.org/global-standard
22
reflecting their tasks and responsibilities. Such job profiles allow staff members to do their specific job in their specific
organisation and assess only those competences that are required to do their job.
An example of the use of job profiles can be found in the official registry of State civil service job profiles (RIME 17)
established by the French State Procurement Directorate. The registry defines a purchasing job family which contains
five job profiles that the French State administration uses for recruitment and performance assessment purpo ses. Each
job profile includes a specific ‘know-what’ and ‘know-how’ elements similar in content to the proficiency levels in the
Competency Matrix.
Another example is the database of procurement job roles developed by the Scottish contracting authorities using the
national procurement competency development framework. 18 The roles included range from buyer, contract manager,
team leader, administrator, category manager, corporate procurement officer, head of procurement, lead procurement
officer, assistant procurement officer, to eProcurement manager, senior procurement specialist, procurement co-
ordinator, and procurement business partner.
3.6. Recruitment of procurement staff

Recruitment may be the preferred approach when competency gaps identified in the organisational competency gap
assessment (see use case 2) are more substantial and cannot be met by upskilling profiles already present in the
organisation.
Using the Competency Matrix and job profiles in the recruitment process can lead to a faster, targeted, and more efficient
hiring process. Defining job profiles on the basis of the Competency Matrix will bring consistency and comprehensiveness
across the job descriptions. It will also ensure that the individuals recruited using the same reference have the right
competency and the right level of knowledge and skills, thereby ensuring a better fit with the job position filled. It can
also help to better align recruitment with organisational goals.
The content of the Competency Matrix and Self-Assessment Tool can also be used to conduct competency-based
interviews that evaluate the needed knowledge and skills.
For example, the Federal Procurement Agency (BBG), which is the main central purchasing body in Austria, developed an
internal procurement competency framework and a comprehensive training curriculum for the professionalisation of its
staff and for the recruitment and onboarding of new employees. First, the job description is elaborated using the
competences listed in their framework. During the recruitment process, the competency framework is used to assess
whether the applicant actually possess the knowledge and skills in the competences BBG needs to obtain or reinforce.
Once the position is filled, the new employee takes part in the BBG onboarding programme and follows a series of
training courses that BBG considers to provide the minimum knowledge and skills a new joiner should have to be able
to start working.
3.7. Outsourcing of procurement activities

Many contracting authorities address short-term needs for support in their procurement activities by outsourcing certain
roles or tasks to staff from other departments in their organisation or external experts. This process can be facilitated
through the use of the ProcurCompEU tools.
The results of the organisational competency gap analysis can be used to identify the areas where additional expertise
is needed based on the procurement plan of the organisation while the ProcurCompEU job profiles and the Competency
Matrix can be used to define the levels of knowl edge and skills that are sought by the organisation and to assess the
suitability of candidates (similar to use case 6).
Concretely, procurement organisations may, for instance, want to involve external experts in the tender evaluation
committee in order to benefit from their business or sectoral expertise and knowledge when analysing the bids received.
The Competency Matrix can be used to define the skills and knowledge needed from such individuals in order to perform
this task.
17 https://www.fonction-publique.gouv.fr/biep/repertoire-interministeriel-des-metiers-de-letat
18 https://www.gov.scot/publications/scottish-procurement-competency-framework/
23
3.8. Developing procurement training curriculum and

content
When the competency gaps identified based on the use of the Self-Assessment Tool for an organisational competency
gap analysis are limited, training may be the preferred approach for upskilling the procurement team members to their
targeted level of proficiency.
Governments and procurement organisations can use the Generic Training Curriculum as the basis for establishing a
comprehensive education curriculum for the development of procurement, for targeted training courses or for the
development of a Procurement Academy.
Similarly, large procurement organisations can use the Curriculum to make a structured evaluation of how their existing
training offer can address the competency gaps identified. Based on this review, they may want to update the content
of existing courses to ensure their comprehensiveness and alignment with the Generic Training Curriculum or to create
new training modules.
Small organisations which do not have the capacity and resources to build their own training courses may want to use
the Generic Training Curriculum to identify available training courses on the market that would be relevant for addressing
the competency gaps identified. Existing training providers (e.g. universities and private sector providers) can use the
Curriculum to ensure that their training offer is comprehensive and includes the content relevant for procurement
organisations’ training needs.
An example of the development of a procurement training curriculum can be found in Norway, where in 2017 the
Norwegian Agency for Public Management and eGovernment (Difi) founded the Public Procurement Academy 19. The
Academy was set up with the goal to increase the overall professionalisation of procurement staff in Norway and
strengthen the recruitment of procurement professionals to meet the future needs of contracting authorities. The
Academy offers Research and Education programmes. The education curriculum covers various domains related to
procurement, including economy and law, project management, market dialogue, market analysis, negotiation skills,
organisational psychology, innovation and corporate social responsibility.
The Federal Procurement Agency of Austria (BBG) has also recently developed a comprehensive trainin g curriculum for
its staff. The curriculum is also offered to other central purchasing bodies (CPBs). The design of the curriculum started
by identifying the key competences and learning outcomes needed by the organisation’s procurement professionals. On
this basis, BBG developed coursework that would get staff with different levels of knowledge and skills to their target
proficiency level.
3.9. Developing certification schemes

A growing trend in procurement professionalisation is the introduction of official certifications for procurement experts.
The certification scheme delineates a list of subjects that a candidate has to master in order to obtain the certificate. In
order to ensure that they do, the certification scheme can be accompanied by a recommended training curriculum and
requires passing a written exam.
Certifications schemes promote professionalisation by valorising the broader set of skills a procurement practitioner
needs to have to do the job well, and by requiring that qualified professionals are involved in procurement procedures,
especially those above a given minimum value.
Such a certification scheme was established in Croatia as part of their accession to the EU. It requires candidates to
attend 50 hours of training and to pass a written examination in order to become certified public procurement experts.
The certification is valid for 3 years and can be renewed after completing a 32-hour refresher course. The certification
curriculum covers a number of topics, including legislation, implementation strategies, evaluation, and prevention of
fraud and corruption. The scheme does not, however, impose the certification on all public buyers to ensure that their
staff is certified. Rather, it requires that each procurement procedure is verified by a certified buyer, whereby the certified
buyer can be staff of the organisation, staff of another organisation, or a private service provider such as a consultant
or a lawyer.
19 Norway’s Public Procurement Academy: https://anskaffelsesakademiet.no/om-anskaffelsesakademiet/
24
The ProcurCompEU tools could be used to support the development of a certification scheme, in particular to ensure the
comprehensiveness of the curriculum and to target the right proficiency levels for different competences. The
Competency Matrix can be used to support the definition of the competences, knowledge and skills required by the
certification scheme, while the Generic Training Curriculum can help create the content of the training modules that will
be required to attend as part of the certification scheme. It should be made clear however that any certification scheme
should not lead to any restriction in the hiring process based on nationality or residence. It should also not create any
disproportionate requirements. 20
20 See Directive (EU) 2018/958 of the European Parliament and of the Council of 28 June 2018 on a proportionality test before ad option of new
regulation of professions, OJ L 173, 9.7.2018. Available on: https://eur-lex.europa.eu/eli/dir/2018/958/oj
25
26
ProcurComp EU
European
Professionals
PART I. THE COMPETENCY

MATRIX
27
PART I. THE PROCURCOMPEU COMPETENCY MATRIX
1. HOW TO READ THE PROCURCOMPEU COMPETENCY MATRIX?
1.1. Structure of the Competency Matrix

The Competency Matrix outlines the core competences public procurement professionals should demonstrate in order
to perform their job effectively and efficiently and carry out public procurement procedures that bring value for money.
There are 30 competences in the Competency Matrix grouped in two categories:
 Procurement-specific competences, which encompass the competences necessary at each stage of the public
procurement lifecycle. They are derived from the knowledge and skills required to perform the main tasks and
activities of a procurement stage.
 Soft competences, which represent the soft skills public procurement professionals should have in order to master
procurement specific competences. Hence soft competences complement procurement specific competences. By
nature, soft competences are transversal competences.
Within each category, competences are further grouped into competence clusters, as described in the Figure below.
Figure 1: Clusters of competences
Horizontal
01
Pre- Post-
Award 02 03 Award
Procurement
Specific
----------------------------
04 Soft 05
Personal People
06
Performance
Procurement specific competences:

 The “horizontal” cluster encompasses competences applicable to all stages of the public procurement
lifecycle;
 The “pre-award” cluster includes all competences required to perform all the tasks and activities taking
place before the award of a public contract;
 The “post-award” cluster contains competences necessary for the contract management after the award of
a public contract.
28
Soft competences:
 The “personal” cluster captures the behaviours, skills and attributes, public procurement professionals should
possess, as well as the mind-set they should display according to their job profile;
 The “people” cluster comprises those competences enabling public procurement professionals to interact and
cooperate with other professionals, and to do so in the most professional manner;
 The “performance” cluster includes all competences public procurement professionals need to have in order
to increase value for money in public procurement procedures.
1.2. Overview of the 30 ProcurCompEU competences

An overview of the 30 competences contained in the Competency Matrix is available in the table below.
Table 1: Overview of competences
Category of Cluster of
Competence
competence competences
1. Planning
2. Lifecycle
3. Legislation
4. e-Procurement and other IT tools
Horizontal 5. Sustainable procurement
6. Innovation procurement
7. Category specific
8. Supplier management
9. Negotiations
Procurement
10. Needs assessment
specific
11. Market analysis and engagement
12. Procurement strategy
Pre-award
13. Technical specifications
14. Tender documentation
15. Tender evaluation
16. Contract management
17. Certification and payment
Post-award
18. Reporting and evaluation
19. Conflict resolution and mediation
20. Adaptability and modernisation
21. Analytical and critical thinking
Personal
22. Communication
23. Ethics and compliance
24. Collaboration
Soft People 25. Stakeholder relationship management
26. Team management and Leadership
27. Organisational awareness
28. Project management
Performance
29. Business and performance orientation
30. Risk management and internal control
29
1.3. Structure of the proficiency levels

The Competency Matrix is structured around competence descriptions and proficiency level descriptions. 21
Competence descriptions provide a detailed explanation of each competence, its underlying concepts and policies.
Where relevant, competence descriptions also indicate the knowledge required to master this competence, namely the
factual information about each competence that procurement professionals can acquire through education or training.
While the type of knowledge for a given competence remains the same, the breadth of knowledge and skills increases
across four proficiency levels: 1. Basic, 2. Intermediate, 3. Advanced, 4. Expert.
Proficiency level descriptions define the skills and responsibilities procurement professionals should be able to
demonstrate at a specific level. As a general rule, the mastery of the skills required at a specific level implies the master y
of the skills required at all preceding proficiency levels.
The four proficiency levels are explained in the table below.
Table 2: Proficiency level descriptions
ProcurComp EU
Description of the proficiency levels
proficiency levels
 You demonstrate basic factual knowledge/ awareness of the procurement field;
 You have basic practical skills, required to use relevant information in order to carry out simple
1. Basic tasks and activities of public procurement processes;
 You perform quality work and acquire new skills under direct supervision and within a
structured context.
 You demonstrate factual and theoretical knowledge of public procurement and related fields;
 You have a range of cognitive and practic al skills required to use relevant information in
2. Intermediate
order to carry out recurring procurement tasks and solve simple problems;
 You are able to carry out public procurement processes and tasks with little supervision.
 You demonstrate advanced practical and theoretical knowledge of the public procurement
field;
 You display a range of advanced practical skills required to tackle complex and less
frequent tasks and problems using innovative methods and approaches;
3. Advanced
 You take responsibility and ownership for completion of public procurement tasks, manage
inputs by other procurement specialists and take key decision at different stages of public
procurement procures. You know to quickly adapt your behaviour to others’ and specific
circumstances.
 You demonstrate comprehensive, specialised, practical and theoretical knowledge of the
public procurement field at expert level;
 You possess an extensive range of techniques, methods and skills required to address
complex issues, develop innovative solutions, and contribute to expand the public procurement
4. Expert
knowledge of your organisation;
 You exercise leadership and keep abreast of latest developments in the field of public
procurement by attending and participating in key procurement related events with both expert
and non-expert audiences, based on which you shape your organisation’s policy and vision.
21
See also https://europa.eu/europass/en/european-qualifications-framework-eqf
30
2. THE PROCURCOMPEU COMPETENCY MATRIX
2.1. Procurement specific competences
Cluster of horizontal competences
COMPETENCE 1: PLANNING
Description
The formulation, development and implementation of procurement planning translate the policy choices of the
organisation into where and how public procurement should be used to cost-effectively purchase the required supplies,
services or works in line with the desired policy impact. The planning should take into account:
 The political and policy priorities of the organisation;
 The relevant policies at national level;
 The adopted budget plans and available resources;
 Whether procurement is the right option to meet the identified need;
 The need to prioritise and manage timelines;
 Potential opportunities and risks in the implementation process.
KNOWLEDGE OF: the procurement planning and policy priorities of the organisation, including budget plans
and options for implementation, as well as relevant policies at national level.
Basic
Is able to:
 Perform basic procurement planning tasks, such as collecting and consolidating contributions from various
departments;
 Implement the procurement planning in their daily work.
Intermediate
Is able to:
 Provide research and gather input for the procurement planning in line with the policy and political goals of the
organisation;
 Help implement the organisation’s procurement planning in line with the budget and timeline;
 Ensure their daily work aligns with and contributes to the procurement planning in line with political and policy
priorities.
Advanced
Is able to:
 Coordinate the preparation of the organisation's procurement plan, and make recommendations for the final
planning and timeline;
 Anticipate potential opportunities and challenges and mitigate risks in the implementation process;
 Monitor implementation of the plan to ensure the success of the policy;
 Provide feedback to policymakers on the implementation of the plan
31
Expert
Is able to:
 Set the vision for the organisation’s procurement and adjacent policies;
 Establish the procurement plan and budget focusing on policy outcomes and benefits;
 Act as a reference point for high level policymakers on procurement issues, including giving feedback to the political
level;
 Promote the procurement function in the overall strategy of the organisation.
32
COMPETENCE 2: LIFECYCLE
Description
The procurement lifecycle includes the various phases from planning and pre-publication to post-award and contract
management. Each step affects the nature of subsequent steps. Understanding the overall lifecycle and the interactions
between the steps, over a number of procedures, is necessary for the design and implementation of robust procurement
procedures. It allows to anticipate risks and opportunities, thus improving efficiency and value for money.
KNOWLEDGE OF: the procurement lifecycle from pre-publication to post-award, and how the different
phases interact with each other.
Basic
Is able to:
 Help monitor the implementation of the different steps of the procurement lifecycle, with an understanding of the
interactions between the phases, and the risks.
Intermediate
Is able to:
 Implement the different phases of the procurement lifecycle, with an understanding of the interactions between the
phases, the risks and opportunities they present.
Advanced
Is able to:
 Manage the implementation of all phases of the procurement lifecycle, understanding how each interacts with the
others;
 Consistently apply their procurement lifecycle knowledge to maximise efficiency and value for money;
 Anticipate potential challenges, risks and impacts of the various phases of the procurement lifecyc le;
 Guide others in implementing procedures to capitalise on links between phases.
Expert
Is able to:
 Oversee all phases of the procurement lifecycle across multiple contract types;
 Shape internal policies and tools to exploit links between procurement phases to maximise efficiency and value for
money;
 Act as a reference point on procurement lifecycle management for those within and outside the organisation .
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COMPETENCE 3: LEGISLATION
Description
Public procurement professionals need to understand and be able to apply the relevant national and EU level legal
frameworks and the principles of non-discrimination, equal treatment, transparency, proportionality and sound
financial management. This includes adjacent areas of law and policy, e.g.:
 Competition, administrative, contract, environmental, social and labour laws, accessibility obligations and Intellectual
Property Rights;
 EU funding, budgetary and accounting rules;
 Remedies;
 Anti-corruption and anti-fraud measures;
 Any relevant international obligations.
Knowledge of the legislation is also essential to understand and ensure the desired impact on the procurement system
and on the supply chains.
KNOWLEDGE OF: The procurement legislation at national and EU level, as well as adjacent areas of law and
their implications for public procurement.
Basic
Is able to:
 Monitor developments in national legislation to support the organisation’s procurement decisions;
 Apply procurement procedures in line with the legal framework and best practices.
Intermediate
Is able to:
 Understand the implications and impacts of procurement law on the procurement system and the supply chain;
 Make procurement decisions in line with policy requirements and provide clear advice and solutions;
 Perform research and analysis of the impact of EU or national regulation on procurement.
Advanced
Is able to:
 Apply diverse aspects of the procurement legislation, as well as other legal frameworks impacting procurement;
 Take deliberate steps to ensure specific impact of procurement law on supply chains;
 Help develop the organisation's procurement practices in line with key issues and the broader procurement policy
context.
Expert
Is able to:
 Contribute to the creation of public procurement policy of the organisation;
 Act as a knowledge sharing agent on EU and national procurement law;
 Promote the adoption of non-binding and innovative legal provisions that represent new opportunities;
 Take part in expert working groups on procurement law.
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COMPETENCE 4: E-PROCUREMENT & OTHER IT TOOLS

Description
e-Procurement and other IT systems and tools support the procurement lifecycle, from the publication of tender
opportunities to the final payment. They reduce administrative burden, improve efficiency, and strengthen transparency
and accountability of procurement procedures. Key tools include:
 Preparatory phase tools, e.g. TED and national procurement platforms, e-notification, standardised tender documents
and templates;
 Submission phase tools, e.g. e-submission, the European Single Procurement Document, e-Certis;
 Tendering phase tools, e.g. e-catalogues, electronic procurement platforms, dynamic purchasing systems, auction
systems, and e-invoicing;
 Other IT tools for data transparency, anti-fraud and anti-corruption, such as business and public contract registers.
The digital transformation of public procurement requires a continuous proactive approach to take advantage of the
best available tools. It also requires continuous training.
KNOWLEDGE OF: eProcurement platforms and functionalities used within the organisation, including
national and EU procurement systems, as well as other relevant IT systems and tools.
Basic
Is able to:
 Perform basic operations using the available procurement systems and tools, such as uploading data;
 Collect and centralise required template documents to prepare tender documentation.
Intermediate
Is able to:
 Use the systems and tools available for supporting procurement procedures and perform the main e-procurement
procedures;
 Use template documents, the national e-procurement platform and public contract registers;
 Use relevant procurement systems and tools in order to ensure the transparency of the procurement process;
 Use available data from the systems in order to assess the risk of anti-competitive practices by suppliers (such as
collusion).
Advanced
Is able to:
 Implement the use of a wide range of procurement systems and tools;
 Analyse procurement data for budget monitoring and forecasting upcoming procurements;
 Identify inefficiencies in the organisation's use of systems and tools and make suggestion s for improvements;
 Ensure that all users have the appropriate access and training and act as a change management agent during
implementation of a newly adopted system or tool.
Expert
Is able to:
 Promote procurement systems and tools and encourage a professionalisation culture within the organisation;
 Use procurement data to identify procurement trends and to improve the organisation’s procurement procedures;
 Contribute to the introduction and/or development of new procurement systems and tools, or to the improvement of
existing ones, as well as advocate at the political level for the uptake of the latest systems and tools available;
 Take part in expert working groups aimed at developing and fostering the uptake of the procurement systems and
tools nationally and internationally.
t
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COMPETENCE 5: SUSTAINABLE PROCUREMENT

Description
Sustainable public procurement incorporates strategic public policy goals into procurement procedures, such as green
public procurement (GPP), socially responsible public procurement (SRPP), and ensuring genuine competition and SME
participation. It contributes to reducing the environmental impact of procurement, to achieving social goals, and to
improving value for money for the organisation and for society at large.
Sustainable objectives can be implemented in many ways:
 Exclusion criteria that require a minimum level of compliance with environmental and social law by contractors and
sub-contractors;
 Selection criteria that verify the bidder’s qualifications to achieve environmental and social goals; Technical
specifications that include social and environmental considerations such as label requirements or sustainable
production processes;
 Evaluation techniques such as life-cycle costing and use of environmental or social award criteria;
 Contract performance clauses in order to monitor and enforce high sustainability standards;
 Sector specific legislation requiring, for example, minimum energy-efficiency standards, as well as horizontal rules
such as accessibility obligations;
 Member State level green or social action plans outlining support measures or setting targets.
KNOWLEDGE OF: The sustainability objectives of the organisation (environmental and social) and related
national policies, as well as of the available tools, standards and techniques for incorporating these into
the procurement process.
Basic
Is able to:
 Understand the scope and benefits of sustainable procurement for achieving the organisation’s sustainability
objectives;
 Understand how sustainable procurement aspects are implemented and the resources available to implement them;
Support the implementation of sustainable procurement approaches within the organisation;
 Gather data to monitor the performance of sustainable procurement projects.
Intermediate
Is able to:
 Implement sustainable procurement aspects in technical specifications, selection and award criteria, contract clauses
and key performance indicators;
 Use sustainable procurement tools and methods, such us standards, life-cycle costing and labels;
 Carry out research, analysis and networking activities that support sustainable procurement decisions;
 Monitor the sustainability impact and performance of the project, including commitments made by contractors and
subcontractors.
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Advanced
Is able to:
 Implement the organisation’s sustainable procurement strategy in terms of the targets, priorities and timeframes to
achieve the organisation’s sustainability objectives;
 Make decisions about integrating sustainable procurement aspects into e.g. technical specifications, selection and
award criteria, contract clauses and key performance indicators;
 Promote and encourage the use of sustainable procurement tools and techniques, such as standards, life-cycle
costing techniques and labels;
 Get an overview of the products and services available on the market by engaging suppliers and make a business
case for sustainable procurement based on life-cycle costing and social impact;
 Reach out to stakeholders who are conducive to developing sustainable procurement markets and opportunities;
 Ensure there is a system for monitoring the sustainability impact of contracts, including commitments made by
contractors and subcontractors.
Expert
Is able to:
 Master the concepts and application of sustainable procurement aspects and prioritise based on impact, budgetary
importance and influence on the market;
 Secure political support and promote the organisation's sustainable procurement strategy and priorities;
 Design the organisation's sustainable procurement strategy, setting clear scope, targets, priorities and timeframes,
and ensure it is implemented effectively;
 Define priority sectors with high-impact and identify approaches to tendering in the selected sectors such as
construction, food and catering, vehicles, and ICT;
 Integrate sustainable procurement good practices to the organisation and among peer organisations;
 Advocate for the development and widespread use of sustainable procurement within and beyond the organisation,
take part in expert groups and networks and create partnerships with other public authorities and stakeholders (e.g.
civil society and NGOs) to promote and improve implementation of sustainable public procurement.
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COMPETENCE 6: INNOVATION PROCUREMENT

Description
Innovation procurement refers to a public procurement that involves either:

 Buying the process of innovation (e.g. buying research and development services), or
 Buying the outcomes of innovation created by others (i.e. buying innovative solutions).
Innovation procurement helps modernise public services while creating opportunities for companies to develop new
markets. By developing a forward-looking innovation procurement strategy and considering alternative competing
solutions, contracting authorities can drive innovation from the demand side to meet short term as well as medium to
long term needs. A well-designed innovation procurement strategy will reduce the risk of low- or non-performance of
the purchased innovations by providing a step-by-step approach from solution design, prototyping, and development to
development and product testing.
KNOWLEDGE OF: The innovation objectives of the organisation and related national policies, as well as the
available tools and techniques for incorporating these into the procurement process.
Basic
Is able to:
 Understand why and how innovation procurement aspects are implemented and how they can add value to the
procurement process for the organisation.
 Support the implementation process of innovation procurement within an organisation;
 Perform basic tasks for conducting innovation procurements using available tools (e.g. template documents);
 Gather data for monitoring the expenditure level and the impact of innovation procurement.
Intermediate
Is able to:
 Prepare a business case for starting an innovation procurement (incl. cost/benefit analysis);
 Understand how innovation procurement aspects, including key emerging technologies, are implemented and how
they can add value to the objectives of the organisation;
 Carry out preliminary market consultations in order to assess the gap between the procurement need and ongoing
market developments and networking activities that support innovation procurement solutions;
 Set the public procurement procedure parameters (e.g. by using functional or performance based requirements
instead of prescriptive requirements, examining the use of variants, innovation-friendly selection and award criteria,
standards, certifications, quality labels, key performance indicators and innovation-friendly IPR conditions) to enable
innovative solutions to compete with established ones;
 Monitor the innovation impact and the performance of the project.
Advanced
Is able to:
 Implement the organisation’s innovation procurement strategy in line with the organisation’s objectives;
 Make decisions about key performance indicators to integrate within tender specifications and contracts;
 Ensure there is a system for monitoring the expenditure on innovation procurements and the impacts achieved;
 Maintain a good overview of the products and services available on the market by engaging with suppliers and
stakeholder groups involved in innovation;
 Incentivise the industry to invest in research and development and expand commercialisation to bring innovative
solutions, including key emerging technologies, to the market with the quality and price needed for mass-market
deployment;
 Promote and encourage the use of innovation procurement tools and techniques.
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Expert
Is able to:
 Master the concepts and application of innovation procurement and prioritise based on innovation impact, budgetary
importance and potential influence on the market;
 Design and implement a forward-looking strategy for innovation procurement for the organisation based on high-
impact opportunities (e.g. ICTs and key enabling technologies) and on the impacts achieved by completed innovation
procurements;
 Drive the organisation and others to adopt good practices in line with national and EU public sector modernisation
and sectorial emerging technology action plans;
 Advocate for the development and widespread use of innovation procurement within and beyond the organisation,
take part in key innovation procurement related events, expert groups and networks to promote and improve the
implementation of innovation procurement;
 Establish strategic agreements and cooperation structures with other buyers that enable regular coordinated or joint
procurements.
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COMPETENCE 7: CATEGORY SPECIFIC

Description
Category specific expertise is at the core of the procurement procedure. The characteristics of the category of
supplies, services or works to be acquired need to be well understood, including by involving experts and stakeholders
(professionals and end-users). The procurement strategy and documents have to be tailored to fulfil the identified need
and maximise value for money.
KNOWLEDGE OF: The features and specificities relevant to one or more categories of supplies, services or
works, including suppliers, technical parameters and market conditions.
Basic
Is able to:
 Perform research and provide relevant information on a category of supplies, services or works to make informed
purchasing decisions.
Intermediate
Is able to:
 Check if any legal and regulatory requirements apply to their category of supplies, services or works (e.g. ensuring a
minimum stock level for healthcare supplies, transport and storage requirements for hazardous materials);
 Contribute to the definition of product technical requirements in preparing technical specifications.
Advanced
Is able to:
 Arrange or categorise planned spending according to markets trends, keeping in mind quality, service, risk and cost.
Expert
Is able to:
 Act as a reference point for procurement professionals and users at organisational and even national level;
 Shape organisational or national policy for procurement or use of the supplies, services or works in their category;
 Prepare targeted thematic guidance and disseminate best practices developed by similar org anisations.
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COMPETENCE 8: SUPPLIER MANAGEMENT

Description
Supplier management involves building and maintaining effective relationships with current and potential future
suppliers. It is essential to ensuring the successful delivery of current contracts and of future calls for tender. In addition,
increased understanding of suppliers can help procurement professionals drive more robust, ethical, responsible and
economically advantageous supply chains through open channels of communication with suppliers, especially SMEs.
Providing information, guidance and potentially support and tr aining to suppliers (e.g. on the use of e-procurement) are
efficient ways to achieve these objectives, while ensuring that communication with economic operators during the
tendering phase is in accordance with public procurement principles (i.e. non -discrimination, transparency, and equal
treatment) and ethical standards.
KNOWLEDGE OF: strategies and processes to develop and manage relationships with suppliers in
accordance with public procurement principles.
Basic
Is able to:
 Reply to simple queries from suppliers;
 Support the work of other procurement professionals in meetings and other communication with suppliers.
Intermediate
Is able to:
 Interact directly with suppliers on low-complexity contracts;
 Advise economic operators and suppliers on the conduct of e-procurement procedures;
 Monitor supplier performance, identify trends and take necessary actions;
 Develop sound working relationships with suppliers based on trust, commitment, integrity and an awareness of
mutual obligations.
Advanced
Is able to:
 Maintain structured and strategic relationships with suppliers and potential suppliers based on trust, commitment,
integrity and an awareness of mutual obligations;
 Provide support to suppliers in particular on the use of the e-procurement system;
 Analyse supplier trends and draw conclusions in terms of opportunities for improvement;
 Handle cases of disputes with suppliers;
 Identify and foster ethical and economically advantageous supply chains.
Expert
Is able to:
 Maintain high level relationships with strategic suppliers;
 Explore opportunities for increased value added in complex projects with political implications;
 Define topics and design the content of support to suppliers;
 Shape and exploit ethical and economically advantageous supply chains.
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COMPETENCE 9: NEGOTIATIONS
Description
Negotiations can be used to secure and advance the interests of the organisation, and ultimately of the final
beneficiary, in achieving best value for money. They aim at reaching a mutual agreement between the contracting
authority and the supplier, despite potentially opposing interests, on how to improve the submitted tenders to better
satisfy the terms and conditions stated in the procurement documents. Negotiations must respect the general
procurement principles (i.e. non-discrimination, transparency and equal treatment), as well as ethical and integrity
standards.
KNOWLEDGE OF: negotiation strategies during the procurement phases and contract management, in
Basic
Is able to:
 Perform basic tasks related to the negotiation process;
 Support the negotiation process with data and input gathering, and data analysis.
Intermediate
Is able to:
 Collect input, data and information, including from internal experts, to help prepare negotiation strategies;
 Attend and actively participate in negotiation meetings;
 Run negotiations and solve straightforward issues for routine, low-complexity projects;
 Provide support in negotiations for higher complexity projects.
Advanced
Is able to:
 Prepare negotiation strategies and elaborate negotiation positions based on research and analysis, and input from
internal stakeholders;
 Attend negotiations and solve complex issues that arise for different types of procurements and contracts;
 Run the majority of negotiations of high complexity projects (in terms of risk, technicality, and/or procedural aspects).
Expert
Is able to:
 Lead complex operational and strategic negotiations across a wide range of contract types, issues and stakeholders;
 Lead complex negotiations for high-complexity and high-risk, politically-sensitive procurements;
 Obtain the best value for money and best solution in terms of contributing to the achievement of the policy
objectives.
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Cluster of Pre-award competences
COMPETENCE 10: NEEDS ASSESSMENT

Description
The needs assessment is the process of determining the needs, including possible impacts in terms of value for money
or environmental impacts, regarding the subject matter of the procurement by various means, including:
 Liaising with internal and external stakeholders, within the organisation itself or third parties to identify their needs;
 Translating identified needs into procurement planning of supplies, services, or in line with the organisation’s budget
plan;
 Considering aggregation of needs related to the same subject matter.
KNOWLEDGE OF: Needs assessment techniques and tools for determining the underlying needs of the
organisation and of the end-users regarding the subject matter of the procurement.
Basic
Is able to:
 Gather relevant information from multiple sources in a structured manner (e.g. using templates);
 Interact with internal and external stakeholders to understand organisational needs;
 Draft the first needs assessment.
Intermediate
Is able to:
 Interact with internal and external stakeholders to understand the range of current and foreseeable needs;
 Analyse and interpret collected data, and draw conclusions in the identification of potential needs;
 Identify similar cases and make suggestions for needs aggregation to generate savings;
 Act autonomously in identifying the need for and running standard procurement procedures.
Advanced
Is able to:
 Manage the full process of needs analysis and data interpretation;
 Bring in technical expertise as required for complex procurement procedures;
 Liaise with colleagues to gather advanced technological knowledge for drafting technical specifications;
 Propose alternative options and solutions to better address the underlying needs and priorities and makes
recommendations;
 Put in place solutions and strategies that help anticipate and create innovative ways to meet internal and externals
needs (e.g. needs aggregation);
 Communicate convincingly to internal and external stakeholders on the recommended approach.
Expert
Is able to:
 Oversee the full process of needs assessment with an eye for opportunities to increase value for money and impact
on policy objectives across the organisation;
 Advise on possible distinctions between investment costs and current expenditure for a specific budget;
 Influence key stakeholders to implement the broader procurement strategy of the organisation including the
identification of synergies across organisations;
 Drive and challenge the organisation’s needs identification strategy and creates a culture of performance and
innovation.
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COMPETENCE 11: MARKET ANALYSIS & MARKET ENGAGEMENT

Description
Market analysis provides an in-depth view of which supplies and services can or cannot be provided by the market,
and under what conditions. It involves collecting information on key market drivers (e.g. political, environmental,
technological, and social) and on the potential bidders. This information can be used to define the procurement strategy
(e.g. division into lots), the reference price, and selection and award criteria to better advance the organisation’s
objectives.
Market engagement is a consultation process that helps identify potential bidders and solutions, identify the gap
between the procurement need and what the market is able to offer or inform the market about an upcoming
procurement. Different market engagement techniques, such as questionnaires, technical dialogue, open days, and direct
emails to suppliers, can be used as long as they are conducted in accordance with the public procurement principles (i.e.
non-discrimination, transparency and equal treatment,), and ethical, privacy, confidentiality and integrity standards, in
order to ensure genuine and fair competition.
KNOWLEDGE OF: Market analysis and market engagement techniques and tools that can be used to
understand the characteristics of the supplier market as well as the market conditions and trends, in order
to define the procurement strategy.
Basic
Is able to:
 Apply the principles of transparency, non-discrimination and equal treatment, as well as ethical, privacy,
confidentiality and integrity standards to market consultations;
 Collect information from available sources without engaging suppliers, to support market assessment on
straightforward requirements;
 Prepare supporting documentation.
Intermediate
Is able to:
 Apply the principles of non-discrimination, transparency and equal treatment as well as ethical and integrity
standards to market consultations;
 Analyse and interpret market research to estimate cost and forecast budgets;
 Evaluate the potential impact of market factors using relevant tools.
Advanced
Is able to:
 Review market analysis and ensure completeness; undertake market research on complex organisational needs in
line with principles;
 Identify market opportunities and propose mitigation measures to any risk identified;
 Set up processes for enabling a relevant number of suppliers to take part in market consultations and competitive
dialogue procedures;
 Ensure that procurement strategies are designed to reflect market conditions, policy goals, and opportunities
identified;
 Identify risks to genuine competition in the case of limited market offer, either due to the number of active suppliers
or the nature of the service or supply.
44
Expert
Is able to:
 Take advantage of the market conditions and opportunities to align the procurement strategy to emerging market
trends and shape it to best meet the policy goals of the organisation;
 Advise on best market engagement techniques and propose ways to mitigate risks associated to them;
 Supervise the market analysis process and take relevant decisions based on the assessment;
 Anticipate future developments and potential risks in the supply chain;
 Promote a culture of meeting and exceeding internal needs and maximising value for money at the organisational
level;
 Understand and open up markets by influencing supply chains (e.g. consulting with SMEs) through market
engagement.
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COMPETENCE 12: PROCUREMENT STRATEGY

Description
The design of the procurement strategy is the deliberate use of different elements in the procurement lifecycle to
reflect and exploit the conditions of the subject matter of the procurement and define the most appropriate and
impactful process in order to reach the organisation’s objectives and ensure genuine competition. It includes the
identification of the most appropriate option between:
 Types of procurement procedures;
 Standalone or joint procurement;
 Features of the procedure, such as scope, duration, and division into lots;
 Techniques and instruments for electronic submission (electronic auctions and catalogues, and dynamic purchasing
systems);
 Types of contract (e.g. direct or framework agreement) and contract performance clauses.
KNOWLEDGE OF: The range of available procurement strategies and their components (e.g. in terms of
choice and features of the procedures, instruments for submission, types of contracts) in order to reach
the organisation’s objectives.
Basic
Is able to:
 Understand commonly used procurement procedures, techniques for electronic submission and contract types;
 Support research on the procurement procedures, techniques and instruments for the procurement strategy;
 Provide input to support the procurement strategy decision-making process; e.g. summarise and report information
gathered on procurement options.
Intermediate
Is able to:
 Understand the different steps of the procurement strategy;
 Gather the information necessary to make data driven procurement strategy decisions and recommendations;
 Make effective use of the whole range of procurement procedures, techniques for electronic submission, contract
types and contract performance clauses where appropriate.
Advanced
Is able to:
 Make suggestions for the use of various procurement procedures and techniques in order to design the procurement
strategy;
 Oversee the research and analysis process and make the final decision on the most appropriate procurement process;
 Ensure that the right resources are available for the research and analysis process;
 Using the results of the market analysis, assess and take action to mitigate any risk of anti -competitive behaviours
by suppliers linked to various options;
 Decide on the design of the procurement strategy using the full range of procurement procedures and techniques.
Expert
Is able to:
 Provide expert advice to practitioners on the procurement design process and support the use of alternative
procurement procedures;
 Help shape organisational and national policy to support good procurement strategy;
Analyse and implement the findings of market analysis and market engagement to shape the procurement strategy.
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COMPETENCE 13: TECHNICAL SPECIFICATIONS

Description
Drafting technical specifications involves transforming the findings of the needs assessment and market analysis
into concrete specifications and evaluation criteria that can be used in assessing bids and awarding the contract. This
includes setting objective and not over-prescriptive minimum requirements for the subject matter to avoid unnecessarily
limiting competition Ensuring that technical specifications are outcome-focused and future-proofed is key to enable
innovation and continuous improvement. When drafting the technical specifications, public buyers should already define
the exclusion, selection and award criteria which will be used to evaluate the offers in order to identify the Most
Economically Advantageous Tender (MEAT). Technical specifications can also contain references to standards in order to
ensure common understanding, transparency and equal treatment.
KNOWLEDGE OF: Drafting technical specifications that enable potential bidders to submit realistic offers
that directly address the underlying need of the organisation.
Basic
Is able to:
 Contribute to the preparation of clear technical specifications;
 Adapt standardised or previously used tender specifications to current needs.
Intermediate
Is able to:
 Collect information and analysis on technical content to support the specification development;
 Apply the selection and award criteria and understand their influence on the market;
 Ensure that the technical specifications are compliant with the principles of public procurement, horizontal
obligations such as accessibility as well as relevant sector specific legal requirements.
 Make use of non-price criteria for routine procurement procedures, including appropriate weighting to ensure best
price-quality balance;
 Make references to standards to increase common understanding of procurement documents between buyers and
suppliers;
 Engage with experts to understand technology roadmaps that will support the drafting of technical specifications
for innovation procurements.
Advanced
Is able to:
 Draft specifications that take advantage of evolving markets and keep pace with changing needs;
 Liaise with relevant colleagues and services to gather advanced technological knowledge for drafting technical
specifications;
 Define the selection and award criteria to deliver value for money with an understanding of the market implications
and legal requirements as well as for the potential use of standards;
 Provide guidance on drafting technical specifications to team members;
 Understand and incorporate technology roadmaps when drafting technical specifications.
Expert
Is able to:
 Provide advice or lead development of very complex specifications;
 Drive the development of innovative and forward-looking specifications with the relevant specialists and experts,
including the use of functional requirements;
 Review technical specifications for complex and high-profile procurements.
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COMPETENCE 14: TENDER DOCUMENTATION

Description
To launch a procurement procedure, tender documentation has to be prepared and the exclusion, selection and award
criteria that are the basis for the contract award decision must be defined. The tender documentation (in addition to the
technical specifications) explains the administrative requirements of the procedure, justifies the estimated value of the
contract, and specifies the terms and conditions under which tenders are to be submitted, evaluated and awarded. They
may include other elements such as draft contract provisions, cancellation conditions for the tender, as well as
modifications, performance and termination provisions, etc.
KNOWLEDGE OF: The content of the tender documentation, including the exclusion, selection and award
criteria that are the basis for the contract award decision, in order to run a successful procurement
procedure.
Basic
Is able to:
 Support the preparation of procurement documents such as instructions to tenderers, annexes to be completed, and
draft contracts, based on guidelines and templates;
 Ensure the quality of the tender documentation process by applying the right methodology and standards.
Intermediate
Is able to:
 Draft procurement documentation in line with the organisation policy and EU and national regulations;
 Publish tender announcements and respond to economic operators questions about tender documentation
requirements;
 Design both standard and non-standard contract terms in collaboration with legal advisors;
 Verify the compliance and completeness of procurement documentation prepared.
Advanced
Is able to:
 Design and complete tender documentation that reflects policy goals and helps maximise value for money;
 Make sure the correct methodology is applied to the issued public procurement tenders;
 Foresee and tackle risks linked to financial and legal aspects of concerned documents;
 Endorse final documentation and other management decisions related to process.
Expert
Is able to:
 Contribute to the policy of the organisation as regards tender documentation, and act as a reference point for
compliance review and verification for others;
 Design and implement transparent and appropriate tender documentation strategy for the organisation in full
compliance with the legal limitations and possibilities.
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COMPETENCE 15: TENDER EVALUATION

Description
The tender evaluation process must ensure that tenders are assessed in an objective and legally compliant way and
against exclusion, selection and award criteria defined in the call for tender, in order to identify the Most Economically
Advantageous Tender (MEAT). The evaluation committee should be led by experienced administrators who are well -
versed in their roles, responsibilities and procedural obligations, supported by relevant technical experts in the field of
the subject matter, including assessing standards and labels. The process should be documented to provide the evidence
and the rationale for the award.
KNOWLEDGE OF: The appropriate evaluation process depending on the type of procurement procedures,
including the role and responsibilities of the evaluation committee, in order to ensure that all tenders are
assessed in an objective and transparent way against pre-defined criteria.
Basic
Is able to:
 Support the evaluation process, including the preparation of documentation for the evaluation committee;
 Manage tender documentation, including receipt of offers and archiving;
 Participate in the assessment of tenders and ensure the process is documented.
Intermediate
Is able to:
 Perform evaluation against the defined criteria and make recommendations to support the award decision making;
 Participate as a voting member in evaluation committees for routine contracts;
 Detect possible cases of anti-competitive and corrupt behaviours, such as collusion among suppliers, based on the
tender;
 Prepare and provide feedback to tenderers;
 Document the evaluation process used to rank the offers in order to ensure proper reporting and audit trail.
Advanced
Is able to:
 Chair evaluation committees for most types of procedures;
 Ensure that the evaluation process is conducted in way that is consistent, transparent and fair;
 Ensure that the number, skills and knowledge of the evaluation panel members is appropriate, and that they are
free of conflict of interest;
 Communicate the outcomes of the evaluation panel to stakeholders.
Expert
Is able to:
 Facilitate the resolution of complex cases where the tenders are difficult to evaluate or where conflict of interest
arises;
 Provide suggestions for mobilising relevant experts to take part in the evaluation committees.
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Cluster of post-award competences
COMPETENCE 16: CONTRACT MANAGEMENT

Description
Contract management involves ensuring that the subject of the procurement is delivered according to the terms,
conditions in the technical specifications and the contract, and in compliance with all legal requirements and technical
specifications. This includes aspects related to governance, risk, performance (and Key Performance Indicators (KPIs)),
rules on modifications of contracts and financial management of contracts.
In the case of supply contracts, contract management also covers logistics and inventory management. This means
ensuring that goods are delivered on time and meet quality standards, and that the availability of stocks is consistently
and cost-effectively maintained.
KNOWLEDGE OF: Contract management principles to ensure proper delivery, in compliance with all legal
requirements and technical specifications, as well as logistics and inventory management considerations.
Basic
Is able to:
 Gather data for contract implementation monitoring;
 Update and maintain contract databases and registers;
 Support contract delivery functions in line with scope, quality, time and budget;
 Report on contractual milestones and outcomes;
 Support inventory management and inform when issues with the logistics or with the inventory arise.
Intermediate
Is able to:
 Define and implement the contract management plan;
 Monitor the performance of contracts against pre-defined KPIs;
 Perform regular risk assessments on procurement contracts;
 Apply the terms and conditions of contracts in varied circumstances;
 Advise on contract modifications;
 Prepare the ground for contract termination;
 Apply corrective measures in case of deviations from the contract terms;
 Apply first-hand experience with logistics and perform inventory management.
Advanced
Is able to:
 Manage a portfolio of contracts for the procurement of supplies, works and services;
 Anticipate the implementation of the contract already during the pre-award phase to minimise contract
modifications later;
 Adapt management practices in difficult situations;
 Make a decision on contract termination;
 Understand and provide advice on all aspects related to contract law and contract management strategies;
 Tailor the logistics and inventory management for the delivery of complex goods.
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Expert
Is able to:
 Supervise the management of complex contracts and provide advice on resolving contracts with challenging issues;
 Shape the contract management policy at organisational or national level;
 Ensure overall alignment with national policy or legal requirements in terms of logistics and inventory management;
 Steer the logistics and inventory policy across the organisation with efficiency and effectiveness.
.
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COMPETENCE 17: CERTIFICATION & PAYMENT

Description
Before proceeding with a payment to a contractor for the provision of supplies, works or services, the procuring
organisation needs to perform a verification check to ensure alignment with the specifications of the terms and
conditions of the contract and all applicable financial and accounting rules.
KNOWLEDGE OF: The verification principles and the financial control framework which ensure that the
relevant supplies, services or works are delivered in compliance with the terms and conditions of the
contract and all applicable financial and accounting rules in order to proceed to the payment.
Basic
Is able to:
 Collect invoices and other documents which support the procurement verification process;
 Help to ensure a clear audit trail for all payments made.
Intermediate
Is able to:
 Review the documentation required for the payment certification process;
 Use relevant techniques and tools to check for double payments;
 Assess the conformity of supplies, works or services with the terms and conditions of routine contracts;
 Prepare recommendations for approval or rejection of payment.
Advanced
Is able to:
 Assess the conformity of supplies, works or services with the terms and conditions of complex contracts;
 Develop mitigation measures to prevent and detect payment fraud, such as double payments;
 Sign off or reject payment requests.
Expert
Is able to:
 Create a culture of performing verification checks across the organisation;
 Solve payment issues related to the non-conformity of supplies, works or services of high-value contracts with the
terms and conditions of the contract.
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COMPETENCE 18: REPORTING & EVALUATION

Description
Reporting and evaluation is the ex-post assessment of the deliverables and outcomes of a procurement process to
assess the strengths and weaknesses and draw lessons for future calls for tender. It is done by collecting relevant data
in line with organisational and national reporting obligations.
KNOWLEDGE OF: Monitoring tools and techniques for the implementation and performance of the contracts
Basic
Is able to:
 Support the analysis of contract performance, including by collecting data from the procurement management
process;
 Ensure record keeping of all transactions and make sure an audit trail is kept;
 Collect relevant data that helps address national and organisational reporting obligations.
Intermediate
Is able to:
 Perform the contract reporting and evaluation process to ensure that the organisation is extracting lessons learnt
from their experience;
 Analyse performance data and formulate clear findings and recommendations;
 Conduct ex post verification and draft reports on standard cases of underperformance.
Advanced
Is able to:
 Analyse complex cases of underperformance to identify underlying causes and recommend mitigating measures;
 Ensure transparency of data and findings in line with organisational and national policies and standards;
 Implement the recommendations of audit and ex-post verification reports;
 Engage suppliers in performance improvement discussions.
Expert
Is able to:
 Analyse contract performance reporting to assess the contribution to organisation’s objectives;
 Review reports on complex cases of underperformance;
 Supervise the implementation of audit recommendations and ex-post verification reports;
 Develop a culture of supplier engagement within the organisation to create clear communication channels for
feedback and improvement.
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COMPETENCE 19: CONFLICT RESOLUTION & MEDIATION

Description
Conflict resolution or mediation refers to the process of:

 Preventing and solving points of difference, disagreements and conflicts between parties, during all phases of the
procurement process and contract management, in order to reach an agreement for the common interest of both
parties;
 Managing complaints filed against the organisation according to the national review system;
 Understanding of the national review system and remedies system, and conflict solving mechanisms at different
levels.
KNOWLEDGE OF: Conflict resolution and mediation processes, including managing complaints and
procedures in the context of the national review system.
Basic
Is able to:
 Identify potential conflicts and refer them to the hierarchy according to organisational policy;
 Gather information to support the management of the complaints.
Intermediate
Is able to:
 Anticipate and take steps to prevent potential conflicts;
 Objectively analyse the facts of a situation and present clear findings and recommendations for potential solutions;
 Participate in the conflict resolution process;
 Help address complaints, e.g. by drafting the appropriate response.
Advanced
Is able to:
 Manage procedural and contractual issues such as claims and disputes, etc.;
 Manage the conflict resolution process using different conflict resolution, arbitration and mediation techniques;
 Provide recommendations to improve organisational procedures for avoiding and resolving conflicts and complaints.
Expert
Is able to:
 Lead activities in case of conflict escalation;
 Provide final approval of the response to complaints;
 Implement lessons learnt from review cases at national and European level as well as from good practices and
cases that were solved without reaching the level of an official complaint;
 Create a culture of conflict resolution and mediation with the tenderers and suppliers.
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2.2. Soft competences
Cluster of personal competences
COMPETENCE 20: ADAPTABILITY & MODERNISATION

Description
Public procurement professionals need to respond and adapt to changing tasks and circumstances. Such changes can
occur in terms of working methods (e.g. digitalisation), citizens’ expectations (e.g. food safety), technological solutions
and challenges (e.g. big data and cybersecurity), emergency scenarios (e.g. pandemics, natural disasters) and policy
challenges (e.g. climate change).
Public procurement professionals must keep abreast of relevant changes in the regulatory, political, and technological
environment of public procurement. They must keep an open mind to changing conditions, new ideas and viewpoints
and working methods. They must adapt, be resilient to change, and even embrace change by looking for modern and
innovative solutions to overcome new procurement challenges. They should be capable of reassessing their approach in
emergency situations to ensure compliance while making full use of available flexibilities. They should identify learning
and development opportunities that support agile adaptation to change and new tools.
KNOWLEDGE OF: Change management techniques and tools.
Basic
Is able to:
 Accept new priorities positively and apply new tools and processes;
 Suggest ways to make a change work effectively and demonstrate a positive mind-set.
Intermediate
Is able to:
 Implement new procurement techniques and approaches in line with procurement modernisation strategies;
 Contribute to an environment that facilitates team and individual change and learning processes.
Advanced
Is able to:
 Manage innovation and change efforts to maximise effectiveness, speed of response and adaption;
 Adjust internal procedures and workflows according to implemented change initiatives;
 Prepare the procurement team and organisation for dealing with, responding and adapting to change;
 Foster an environment conducive to innovation, learning and development and ensure that learning and development
needs are addressed.
Expert
Is able to:
 Seek out innovative and effective ways to improve the organisation’s procurement processes, in line with innovation
trends in the public service;
 Identify future competences and expertise required by the organisation to quickly respond and adapt;
 Set up the organisational context for learning and development and professionalisation through upskilling of the
procurement staff;
 Encourage a culture of change and innovation in order to deliver better outcomes for citizens.
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COMPETENCE 21: ANALYTICAL & CRITICAL THINKING

Description
Procurement professionals need analytical and critical thinking to evaluate information with accuracy and
objectivity. In doing so, they use good judgment, anticipate opportunities and threats and solve problems in an efficient
and creative way.
KNOWLEDGE OF: Analytical and critical thinking approaches and tools.
Basic
Is able to:
 Gather and analyse relevant data while applying existing qualitative and quantitative approaches in a consistent
way;
 Identify and suggest alternative solutions when solving problems;
 Show awareness of opportunities and risks throughout the procurement cycle.
Intermediate
Is able to:
 Interpret trends and patterns when processing data;
 Review documents with a critical eye, ensuring that implications and risks are considered;
 Analyse and raise awareness among colleagues and stakeholders on potential risks and suggest adequate
approaches for mitigating risks.
Advanced
Is able to:
 Develop analytical processes to ensure all relevant factors are considered;
 Establish criteria to evaluate data, while taking into account both current and future needs;
 Adapt the procurement approach based on the situation and requirements.
Expert
Is able to:
 Determine the nature and scope of analysis;
 Interpret analysis outputs to support and motivate strategic decisions;
 Lead monitoring of emerging threats.
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COMPETENCE 22: COMMUNICATION

Description
Communication aims to ensure that the goals and processes of procurement policy in general, and individual
procurement procedures, are well understood by stakeholders. It relies on the use of appropriate communication
channels (oral, written, electronic) in order to deliver relevant and accurate information in line with the public
procurement principles of non-discrimination, transparency and equal treatment. In doing so, public procurement
professionals need to adapt the communication medium and message to the target audience.
KNOWLEDGE OF: Communication tools and techniques and how the public procurement principles apply to
various communication situations.
Basic
Is able to:
 Listen actively, speak and write clearly, logically and concisely;
 Ensure efficient release of information through various communication channels;
 Support the team in designing clear and sound communication deliverables.
Intermediate
Is able to:
 Use active listening and communication skills in conversations and meetings;
 Prepare detailed and accurate communication deliverables, to present procurement priorities through the
organisation communication strategy.
Advanced
Is able to:
 Deliver strategic, engaging and persuasive communication with a consistent message around values and objectives;
 Implement the communication strategy of the organisation in relation to specific procurement projects by defining
the relevant deliverables, overseeing their design and delivery, and creating a structure that ensures a good flow of
communication.
Expert
Is able to:
 Create and champion an open and transparent environment for communication within the organisation;
 Define a public procurement communication strategy for the organisation that promotes the organisation’s
procurement priorities;
 Promote creative, innovative and impactful communication methods;
 Deal with complex information requests and controversial communication issues both inside and outside of the
organisation.
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COMPETENCE 23: ETHICS & COMPLIANCE

Description
Public procurement stakeholders must ensure compliance with all applicable rules, codes of conducts and guidelines
and adherence to the principles of public procurement: equal treatment, non-discrimination, transparency and
proportionality.
All stakeholders involved in public procurement must ensure verification throughout the full range of concrete tasks,
making use of available tools to assess the risks of conflict of interest, corruption on the one hand, and anti -competitive
practices by suppliers such as collusion and bid-rigging, or potential problems with compliance in their work on the other
hand.
KNOWLEDGE OF: The applicable procedural rules and principles as well as tools, codes and guidance
documents which help ensure adherence thereto.
Basic
Is able to:
 Adopt ethical and professional behaviour in line with the organisation’s code of conduct and ethical standards;
 Demonstrate a compliance mind-set when preparing procurement deliverables.
Intermediate
Is able to:
 Understand and respect the organisation’s compliance policies, their scope and the requirements and risks related
to them;
 Understand and assess the impact and consequences of a violation of ethical standards and compliance policies;
 Consult with legal and relevant subject-matter experts when in doubt about compliance related practices.
Advanced
Is able to:
 Promote the organisation’s code of conduct and ethical standards among staff;
 Review and monitor procurement projects and ensure supply chain processes are compliant with national ethical
policies;
 Provides practical recommendations for improving adherence with the organisation’s compliance and regulatory
policies.
Expert
Is able to:
 Design the organisation’s code of conduct and ethics and create the conditions for its observance by the staff,
through guidance and training and leadership;
 Create the compliance culture of the organisation and align it with government regulations and policies;
 Monitor actions and plans that drive effective compliance and constant improvements;
 Analyse and identify compliance issues that may threaten the quality of work and organisational development.
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Cluster of people competences
COMPETENCE 24: COLLABORATION

Description
No public procurement professional works in isolation. To be successful, procurement professionals need to collaborate
with each other and their environment. This means working in teams and encouraging the sharing of ideas and strategies
and the gathering input and expertise. This is equally applicable for a small organisation where the public buyer will
have to rely on both internal and external stakeholders, as well as for larger organisations and central purchasing bodies,
where there is a conscious strategy for building multidisciplinary procurement teams for specific procurement
procedures (e.g. lawyer, economist, specialist or subject-matter expert).
KNOWLEDGE OF: Collaborative tools and techniques.
Basic
Is able to:
 Take accountability for their role and actively contribute to reach the objectives of the procurement team;
 Understand the importance of building relationships based on trust and reliability;
 Apply interpersonal skills when working with team members;
 Act honestly and fairly with others, showing consideration and respect.
Intermediate
Is able to:
 Contribute to the team dynamics to ensure cooperative and positive working relationships for the team’s success;
 Develop and enhance relationships within different departments, and with stakeholders, citizens, suppliers, etc.
Advanced
Is able to:
 Promote the importance and benefits of diversity and inclusion within procurement teams;
 Share your knowledge with others while acknowledging others’ experience and skills;
 Facilitate the sharing of expertise and resources with and between teams taking into consideration their structural,
functional and cultural dimensions;
 Build strong teams that capitalise on differences in expertise, competences and background.
Expert
Is able to:
 Develop team spirit and culture for effective team work and collaboration;
 Promote a conducive environment for team work to achieve results;
 Leverage the benefits of diverse teams and stakeholder collaboration to achieve organisational results;
 Act as a role model and show strong examples of cooperation in the organisation.
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COMPETENCE 25: STAKEHOLDER RELATIONSHIP MANAGEMENT

Description
Stakeholder relationship management means creating and maintaining solid internal and external relations based
on mutual trust and credibility. Public procurement professionals often need to engage with stakeholders to achieve
organisational goals and contribute to the sustainable development of stakeholder relationships.
KNOWLEDGE OF: Key concepts and methods of stakeholder relationship management.
Basic
Is able to:
 Identify internal and external stakeholders and understand their needs;
 Maintain good working relationships with internal and external stakeholders at an operational level;
 Consider all stakeholder points of view when analysing problems and opportunities;
 Seek solutions that balance the needs of various stakeholders and look for win-win solutions.
Intermediate
Is able to:
 Ensure stakeholders’ needs are heard and effectively addressed;
 Develop good working relationships and communication with internal and external stakeholders based on mutual
trust;
 Analyse potential positive and negatives consequences to select the most appropriate stakeholder management
methods;
 Build and manage relationships with subject matter stakeholders to ensure sustainability of stakeholder strategies.
Advanced
Is able to:
 Leverage sound working relationships based on trust, commitment and integrity;
 Motivate internal and external stakeholders in order to achieve the desired outcomes;
 Facilitate an environment where win-win solutions can be achieved;
 Work proactively to anticipate and mitigate potential stakeholder communication challenges;
 Develop and leverage strategic stakeholder relationships.
Expert
Is able to:
 Champion sound and effective working relationships at senior level;
 Create a culture of outstanding stakeholder relationship management within the organisation;
 Ensure organisational strategies incorporate strong stakeholder relationship management;
 Identify and prioritise strategic stakeholder relationships;
 Take responsibility for improving stakeholder orientation and engagement at organisational level.
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COMPETENCE 26: TEAM MANAGEMENT & LEADERSHIP

Description
Team management and leadership are key to setting a clear direction and achievable objectives for procurement
teams and functions. They should be used to promote a collaborative environment and work towards common goals.
This implies using methods and techniques that are tailored to the team to support its members, clearly defining roles
and responsibilities; setting individual and group performance expectations; and encouraging the team to work together
to achieve the set goals.
KNOWLEDGE OF: Key concepts and methods of team management.
Basic
Is able to:
 Understand and adapt to various leadership styles;
 Encourage open communication within the team;
 Give constructive feedback to ensure continuous improvement within team, organisation and service;
 Make constructive suggestions for improvement.
Intermediate
Is able to:
 Understand the necessity to align team work with the delivery of the organisation's goals and act accordingly;
 Give team members regular feedback on their strengths and weaknesses;
 Listen and value input from other team members.
Advanced
Is able to:
 Demonstrate assertiveness, confidence and emotional intelligence when managing a team;
 Plan, manage, prioritise and delegate responsibilities, in accordance with the team's capabilities;
 Encourage and support change initiatives and involve team members.
Expert
Is able to:
 Develop a culture of best practices and innovation within the procurement team and the organisation;
 Promote and support positive team management and leadership practices;
 Lead change initiatives to meet policy requirements.
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Cluster of performance competences
COMPETENCE 27: ORGANISATIONAL AWARENESS

Description
Organisational awareness is the understanding of the administrative structure, organisational culture, as well as the
legal and policy framework, that impacts the organisation. It allows one to understand the drivers and motivations of
different stakeholders, and to take appropriate actions leading to securing value for money and the best outcome for
the organisation.
KNOWLEDGE OF: The organisation’s administrative structure, procedures and processes, internal culture
and legal and policy framework.
Basic
Is able to:
 Operate according to the organisation’s vision, mission and values;
 Identify relevant training opportunities to support own professional development;
 Understand the organisation structure and processes, and how different departments influence procurement
decisions.
Intermediate
Is able to:
 Identify the interests and motivations of internal stakeholders and point out associated risks;
 Understand and respect the organisation’s legal environment;
 Seek guidance and advice from experts in the organisation to solve problems.
Advanced
Is able to:
 Design and deliver relevant trainings to convey the organisation’s values and working methods;
 Promote values and social aspects of the organisation to support successful team work;
 Provide the deepest level of knowledge of the organisation internal processes and procedures, and system and tools.
Expert
Is able to:
 Lead and shape high level internal policy discussions;
 Define clear career prospects and staff learning and development opportunities;
 Steer the organisation’s strategy towards the achievement of value for money.
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COMPETENCE 28: PROJECT MANAGEMENT

Description
The effective delivery of a procurement project requires the understanding and application of key concepts, practices
and tools to manage procurement procedures. These project management concepts can be used to ensure that
procurement projects are delivered in line with the expected timeline, budget, quality, stakeholder involvement and risk
mitigation.
KNOWLEDGE OF: The key concepts and tools of project management relevant for the public administration.
Basic
Is able to:
 Undertake simple tasks and support the preparation of deliverables;
 Respect the guidelines and timeline for deliverables and project activities.
Intermediate
Is able to:
 Make informed and appropriate decisions that support the advancement of the project;
 Organise and coordinate activities in line with project objectives and strategy;
 Report on project progress and results, including quality assessment;
 Successfully manage an individual project from the scoping phase to project closure;
 Identify tasks and delegate them using the right resources.
Advanced
Is able to:
 Ensure key project milestones and deliverables are met to deliver project’s objectives;
 Monitor and deliver multiple complex projects in an uncertain environment;
 Handle complex budget issues and stakeholder communication;
 Establish a framework and approach for the project, ensuring the right alignment of project objectives with the
overall strategy.
Expert
Is able to:
 Promote relevant project management system and tools for the organisation;
 Take accountability for project effectiveness and deployment of the selected approach;
 Govern the organisation’s project management strategy and anticipate high risks and unexpected situations and
mitigate them.
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COMPETENCE 29: PERFORMANCE ORIENTATION

Description
Public procurement professionals need to focus efforts and prioritise work to deliver value for money, in line with
public service guidelines and policies. Their role is to achieve cost savings and strategic and sustainable goals, proactively
identify inefficiencies, overcome obstacles and adapt their approach to consistently deliver sustainable and high-
performance procurement outcomes.
KNOWLEDGE OF: Performance management strategies and methods that help identify inefficiencies and
monitor the performance of procurement and the way it delivers value for money.
Basic
Is able to:
 Manage time effectively and prioritise work to meet deadlines;
 Review and improve own performance;
 Pursue individual goals with energy and persistence, setting high standards of performance;
 Develop a basic factual understanding of organisational drivers.
Intermediate
Is able to:
 Demonstrate perseverance and commitment to achieve team and organisational goals;
 Set team goals that support organisational goals and KPIs;
 Keep the team focused by setting short and long-term action plans;
 Effectively manage team performance to achieve value for money results;
 Measure the extent to which targets have been achieved.
Advanced
Is able to:
 Set goals that support performance and value for money targets;
 Drive the procurement team to achieve standards and results in line with the valu es and mission of the organisation;
 Monitor and analyse performance, including using statistical analysis techniques, for setting new goals.
Expert
Is able to:
 Show strategic awareness of the role of internal teams and external stakeholders in delivering successful
procurements;
 Drive motivation and shape stakeholders’ behaviours to achieve organisational objectives;
 Create a performance culture and shape an organisational structure that supports goals achievement;
 Sets high value for money and procurement performance goals.
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COMPETENCE 30: RISK MANAGEMENT & INTERNAL CONTROL

Description
Public procurement takes place at an intersection of public and private interests. It is subject to several layers of internal
and external oversight, even including media attention, and is widely identified as a key risk area for fraud and
corruption. As such, a big part of a procurement professional’s job is managing a number of overlapping risks. This
requires rigorous and thoughtful application of mitigation measures and controls, as well as a proactive approach to
protecting the interests of the organisation and the public good.
KNOWLEDGE OF: The different types of risk in public procurement processes and mitigation measures,
functions of internal control and audit from the procurement point of view.
Basic
Is able to:
 Understand that procurement is open to risks, such as fraud and corruption, and contribute to their identification;
 Implement risk management processes such as change management and version control.
Intermediate
Is able to:
 Effectively implement the different functions of internal control and audit;
 Apply and tailor internal control processes to procurement.
Advanced
Is able to:
 Proactively manage risks to add value to the procurement activities;
 Implement advanced risk management and control processes and tools, including IT-based ones;
 Integrate the inputs from risk assessment exercises as input for designing procurement strategies and policies;
 Suggest improvements to the internal control system of the procurement activity.
Expert
Is able to:
 Use advanced risk management and control activities both at operational and strategical level;
 Master all internal and external assurance functions and use them to add value to the procurement activity;
 Fully integrate control and risk management processes into governance and operational procurement systems, using
established channels of communication with competition and anti-corruption authorities;
 Use the benefits of procurement system and tools to enhance the design and the implementation of controls.
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66
ProcurCompEU
European
Professionals
PART II. THE SELF-ASSESSMENT

TOOL
67
PART II. THE PROCURCOMPEU SELF-ASSESSMENT TOOL

The Self-Assessment part of ProcurCompEU is divided into four sections, each corresponding to a step of the
ProcurCompEU Self-Assessment Tool process.
The first section outlines the entire sequence of steps to complete the ProcurCompEU Self-Assessment Tool, and how
at each step, the elements of the ProcurCompEU package come into play.
The second section explains the concept job profiles in the context of ProcurCompEU , the various options to define job
profiles, and their role in the self-assessment process.
The third section provides an overview of the ProcurCompEU Self-Assessment Questionnaire, explains the type of
questions included and the approach to answering the questionnaire.
The fourth section explains the output of the ProcurCompEU Self-Assessment Tool process, i.e. the type of
assessment results that can be obtained and how to understand and interpret them from an individual and
organisational perspective.
1. THE SELF-ASSESSMENT PROCESS

The ProcurCompEU Self-Assessment Tool is a professional organisational development tool that provides an
opportunity to public procurement professionals to assess their mastery of activities core to their role and job profile in
the organisation and to reflect on their future professional development. The SAT can be used both by organisations and
individuals, as many times as needed.
The ProcurCompEU Self-Assessment User Guide provides detailed step by step guidance on how to carry out the Self-
Assessment Tool process.
An indicative sequence of the steps to complete the self-assessment process is outlined below, although the sequence
can be adapted to the specific needs of each organisation or individual.
Figure 2: the self-assessment process
1.1. Step 1 – Adapt the Competency Matrix

The first step in performing the self-assessment process is to get familiar with the ProcurComp EU Competency Matrix
and assess how closely it fits the situation of the organisation. The ProcurComp EU Competency Matrix aims to provide a
European reference point for all public procurement professionals and organisations. However, organisations vary in
size, sectoral focus, and may function differently. Organisations should therefore be able to adapt the matrix to their
local context and needs.
68
The following changes to the Competency Matrix can be made:

 Adapting the content of the existing competences – Changes to the content of the existing competences can
be made by, for example, adapting the list of tasks in the different proficiency levels.
 Excluding some of the existing competences – Some competences can be excluded if they are not considered
relevant for organisation or if they are already covered by an existing competency framework, for example for
transversal or specialised skills.
 Adding new competences to the existing list – Organisations may wish to define competences additional to
those listed already.
The technical steps for adapting the Competency Matrix are described in the ProcurComp EU Self-Assessment User Guide.
1.2. Step 2 - Define the job profiles

The organisation (or the individual) can define, using the Competency Matrix, the desired level of knowledge and skills
expected from public procurement professionals, by setting target proficiency levels for all the job profiles existing
within the organisation. This is done by determining the proficiency level (1. Basic – 2. Intermediate – 3. Advanced – 4.
Expert) that an individual or all individuals in a given role or job profile should have. To do this, organisations can use or
adapt the template job profiles proposed in the tool or create new ones.
Job profiles are always specific to each organisation and can change over time with the evolution of procurement tasks
and the individuals available to perform those tasks. Therefore, the examples presented in Section 2 below are only an
illustration of common profiles for demonstration purposes. It is up to each organisation to define its own set of job
profiles, with corresponding competences and target proficiency levels.
If the organisation wants to simply take a snapshot of its current resources, it can also start the assessment from a
neutral profile, i.e. showing all the competences and without assigning them target proficiency levels.
See Section 2 below for the descriptions of the six ProcurComp EU example job profiles. The technical steps for defining
job profiles are described in the ProcurComp EU Self-Assessment User Guide.
1.3. Step 3 – Perform individual self-assessment

Next, procurement professionals should individually complete the ProcurCompEU Self-Assessment Questionnaire,
which starts with background information such as years of professional experience, training experience, etc., and further
invites individuals to answer a set of questions aimed at assessing their existing knowledge and skills in public
procurement.
See Section 3 below for the full Self-Assessment Questionnaire. The technical steps to answer the questionnaire are
described in the ProcurComp EU Self-Assessment User Guide.
1.4. Step 4 – Collect and analyse the results

Once all the individuals have completed their ProcurCompEU Self-Assessment Questionnaire, individual results should be
analysed using the appropriate calculation tools as described in the ProcurCompEU User Guide. This will provide results
at individual level, and at organisational level.
Individual results: Based on the individual answers to the ProcurCompEU Self-Assessment Questionnaire and on the
target proficiency levels corresponding to the job profiles, individual scores for all competences can be obtained. Using
these scores, individuals can identify their competency gaps, i.e. their strengths and weaknesses in some competences.
See Section 4 below for more information on the individual assessment results. The technical steps to collect and analyse
results are described in the ProcurComp EU Self-Assessment User Guide.
Organisational results: Organisations can compile and aggregate individual results and obtain an organisational level
assessment indicating competency gaps at job profile and organisational level.
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The aggregation of the results for all the individuals who occupy the same job profile, within a dep artment or a team,
or for the organisation as a whole, may lead to:
 Calculating the average performance for each competence which allows to identify the maturity and competence of the
organisation as a whole;
 Spotting the highest or lowest scores of individuals which allows to identify individual talent or weaknesses.
See Section 4 below for more information on organisational assessment results. The technical steps to collect and
analyse results are described in the ProcurComp EU Self-Assessment User Guide.
1.5. Step 5 – Address the gaps

Based on the competency gaps identified at individual, profile and organisation level, organisations can define targeted
actions to fill these gaps.
At individual level, individuals can receive a report on their assessment, and this can be further discussed with the
organisation in order to determine individual steps to take, such as training needs to fill gaps related to a present
post, or potential for career progression.
At organisational level, gaps can be addressed in several ways, such as:
 Providing training to procurement staff through internal or external training,
 Recruiting new procurement staff,

 Hiring external expertise,
 Cooperating with other contracting authorities through exchange of good practice or joint procurement,
 Delegating to central purchasing bodies.
The organisation can also, based on the overview of existing competences, plan the strategic development of the
organisation as a whole, according to its future policy priorities. For example, if the organisation wants to develop
sustainable or innovation procurement or if it wants to put in place state-of-the-art eProcurement processes, it may
orient its training and recruitment strategy in a way to obtain the right competency mix.
The ProcurCompEU Generic Training Curriculum can help organisations identify the right training programmes, or
design targeted training modules or training programmes.
The various uses of ProcurCompEU are described in the ProcurCompEU Overview.
2. THE PROCURCOMPEU JOB PROFILES
2.1. Defining job profiles

In the context of ProcurCompEU , the job profiles represent the desired levels of knowledge and skills sought by an
individual and expected by an organisation for a specific position.
Job profiles are always specific to each organisation and can change over time with the evolutions of procurement
tasks and available individuals performing those tasks. A variety of procurement job profiles exists across procurement
organisations, departments and teams across the EU Member States. Such job profiles include but are not limited to
public procurement expert, public procurer, procurement practitioner, junior buy er, senior buyer, category manager,
performance manager, procurement officer, procurement assistant, procurement officer, commercial specialist, and
head of procurement department. In addition, other organisational support functions such as legal and IT functions are
also often involved in public procurement processes.
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Therefore, the ProcurCompEU job profiles presented below are only an illustration of common profiles for demonstration
purposes. It is up to each organisation to define its own set of job profiles with corresponding competences and
target proficiency levels.
The objectives of defining job profiles is to help public procurement professionals and organisations to:
 Access the self-assessment tool;
 Focus on the required competences for the relevant job profile;
 Target a level of proficiency to support career progression; and
 Identify training and hiring needs.
The aim of this section is to outline examples of six broadly used procurement job profiles based on the most
common profiles observed in the public procurement area.
It should be clear that these six common job profiles are presented only with the goal to provide an illustration
and an example, which every organisation can adapt to its context or use as a starting point and inspiration to define
its own set of job profiles and target proficiency levels.
It is also possible to create a new job profile: start from the full list of competences and decide, for each profile or
individual, which are the relevant competences, and what proficiency levels to set as a target.
Finally, it is also possible to conduct the self-assessment without defining any profile or target level, for example if
the organisation wants to start from an overview of existing resources, assets and tal ent. Therefore, any organisation
may:
 Use the six examples of common job profiles presented here, as long as they fit the organisation;
 Adapt these profiles to the specific profiles of the organisation;
 Define its own set of job profiles based only on its own analysis; and
 Start from a neutral list of competences and observe the results without a point of comparison.
In the following paragraphs you will find:

 The description of the six example of common job profiles; and
 An indicative list of the competences and corresponding target proficiency levels for each job profile.
2.2. Examples of most common job profiles

Procurement support officer
“You support your team of procurement staff throughout the procurement processes and tasks the team is in charge of.”
As a procurement support officer, your job is to assist staff members throughout the entire public procurement cycle,
making sure all procurement documents are compliant with procedural, technical and legal requirements, and that
meetings and other contacts are well organised.
 You need to have a solid overview of the different steps in the procurement lifecycle, and proficiency with the
relevant Procurement and other IT tools needed.
 You also need to rely on good communication and collaboration, as well as strong organisational awareness to
move the process along efficiently.
 Your major added value is in helping the procurement team to ensure compliance, particularly in the preparation
of tender documentation.
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Standalone public buyer

“You are the go-to procurement person for your (small) organisation, which means you have to be able to do a bit of
everything.”
The standalone public buyer’s job is the most common. You are the person who has to manage all of the procurement
needs for a small contracting authority. As such, your job is to be a generalist who knows what needs to be done at each
stage of the process, and where to find the kinds of specialised knowledge you may not have.
 You need to have solid understanding of relevant EU and national legislation and be proficient with the relevant
IT systems and tools.
 You also need to be able to handle compliance and risk management responsibilities.
 As a public buyer, your internal clients and end users rely on you to bring strong business and performance
orientation, and to take care of outward-facing aspects such as supplier management.
 Your major added value is to be a generalist who has at least an intermediate understanding of all the steps in the
procurement lifecycle, from needs assessment and market consultation to drafting technical specifications
and leading the evaluation.
 You may also need to cover the post-award phase of the procurement process, including contract management
and certification and payment.
 Being able to incorporate sustainability and innovation objectives into the procurement process is an asset.
 Your role requires analytical and critical thinking to address problems independently, and organisational
awareness to get support when you need it.
Public procurement specialist

“You are a full-time public procurement practitioner, working as part of a team in a large organisation to translate needs
into contracts and deliver value for money for your organisation and the public.”
The public buyer’s job is to be a specialist in the public procurement for a larger contracting authority or central
purchasing body, as part of a larger team.
 You need to have solid understanding of relevant EU and national legislation, apply a consistent compliance
mindset, and be proficient with the relevant IT systems and tools.
 As a public procurement specialist, your internal clients and end users rely on you to bring strong business and
performance orientation, and to take care of outward-facing aspects such as supplier management.
 Your major added value is in the pre-award phase, translating the results of the needs assessment of internal
clients into clear and objective technical specifications, and taking an active role in the tender evaluation
committee.
 As a specialist, you need to bring strong understanding of how the work in your remit fits into the broader
procurement lifecycle, and to craft tailored procurement strategies.
 You are able to incorporate sustainability and innovation objectives into the procurement process.
 As a member of a larger team, collaboration and organisational awareness are essential to your success.
Category specialist
“Your role is to provide advanced knowledge of a particular category of supplies, services or works that can only come
from specialisation and experience.”
 Your job as the category specialist is to become an expert in a specific kind of market and contract. You help the
internal or external clients to increase their value for money and the satisfaction of end users through your advanced
knowledge of the suppliers and their offering.
 Your major added value is in your category specific knowledge. Within this category, you are particularly adept at
conducting market analysis and engagement, and in drafting technical specifications.
 This knowledge also makes you uniquely effective at the needs assessment process, as well as on how the
specificities of your field interact with the steps of the procurement lifecycle.
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 You rely on your business and performance orientation to transform your knowledge into better results for end
users and the public.
 You are able to leverage your insights to achieve more sustainable and innovation procurement.
Contract manager
“You are the one who steps in after the contract has been signed to ensure that it is delivered as foreseen, and to ensure
that each step of the delivery is properly documented.”
As a contract manager, your job is to oversee the operation and performance of the contracts. You act as the main
point of contact for suppliers on contractual matters, and you report back to your leadership. This includes implementing
financial and operational controls, and compliance with all reporting requirements.
 You need to have a strong understanding of relevant EU and national legislation, particularly contract law.
 You also need to represent the organisation in terms of supplier management, as well as any negotiations or
conflict resolution that may be necessary.
 Your major added value is in the post-ward phase, taking the lead on contract management, certification and
payment, and reporting and evaluation responsibilities.
Department manager
“You ensure that the organisation’s policies goals are transformed into concrete action, and you support your teams to
achieve the best results for your clients and the public.”
 Your job as the department manager’s job is to oversee the public procurement professionals in the organisation
to deliver on their objectives. As a management position, this role requires less specialisation in procurement and
more professional competences.
 You need to have a solid grasp of relevant EU and national legislation, and to be able to translate that into tailored
procurement strategy.
 You are ultimately responsible for compliance, as well as internal control and risk management.
 You are responsible for the planning, making sure organisational and national policies are being implement day-
to-day. This includes incorporating sustainable and innovation policy goals into the procurement process, where
relevant.
 You are often called on to represent your organisation, so you will need excellent communication and negotiation
skills.
 As a manager, you are accountable for the department budget, thus you need to bring a strong performance
orientation and project management to the job to drive value for money.
 Your major added value is as a leader. This requires exceptional team management and leadership and
stakeholder relationship management skills, as well as very strong organisational awareness.
 You will need to rely on your analytical and critical thinking, and to drive change through adaptability.
 You are accountable to the organisation for all reporting and evaluation, and authorising certification and
payment.
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2.3. Examples of competences and target levels for

common job profiles
The table below provides an overview of the target proficiency levels corresponding to the competences required by the
six examples of common job profiles. Where there is no number, it means that the competence is deemed not relevant
to the job profile i.e. does not correspond to the activities carried out by individuals that belong to this job profile.
Table 3: Examples of competences and target levels for common job profiles
Procurement job profiles

Cluster
Procurement
procurement
public buyer
Department
Standalone
Competence
specialist
specialist
Category
manager
manager
Contract
support
officer
Public
1. Planning - 1 1 2 2 3
2. Lifecycle 1 2 3 3 2 3
3. Legislation - 2 1 1 2 4
4. e-Procurement & other IT tools
Horizontal
1 2 2 1 1 2
5. Sustainable procurement - 1 2 3 2 3
6. Innovation Procurement - 1 2 3 2 3
7. Category specific - 1 1 3 - -
8. Supplier management 1 1 1 2 2 2
9. Negotiations - 2 2 - 2 3
10. Needs assessment 1 1 2 2 - 3
11. Market analysis and market engagement 1 2 2 2 - -
Pre-award
12. Procurement strategy - 2 2 1 - 3

13. Technical specifications 1 2 2 3 - -
14. Tender documentation 1 2 2 1 - -
15. Tender evaluation - 2 2 1 - 2
16. Contract management 1 2 1 2 3 2
Post-award
17. Certification and payment 1 2 1 - 3 2

18. Reporting and evaluation 1 2 2 - 2 3
19. Conflict resolution/ mediation - 1 1 - 2 2
20. Adaptability and modernisation - 2 1 2 2 3
Personal
21. Analytical and critical thinking 1 2 2 2 3 4

22. Communication 1 2 2 1 3 3
23. Ethics and compliance 2 3 2 1 3 4
24. Collaboration 2 1 2 1 2 3
People
25. Stakeholder relationship management 1 1 2 1 3 4

26. Team management and Leadership - 1 1 - - 3
27. Organisational awareness 2 2 2 1 2 4
Performance
28. Project management 1 2 2 - 2 3
29. Performance orientation 1 2 2 2 3 3
30. Risk management and internal control 1 2 2 1 3 4
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3. THE SELF-ASSESSMENT QUESTIONNAIRE

The individual ProcurCompEU Self-Assessment Questionnaire is divided into three main sections:
 General questions give an overview of the individual’s background in public procurement. These questions do not
have a score and therefore do not count for the individual self-assessment results. Rather, these questions are
contextual information complementary to the individual self-assessment.

 Knowledge questions capture the knowledge the individual has in public procurement against the expected
knowledge (target proficiency level) set for the individual’s job profile.

 Skills questions capture the range of skills the individual has against the expected skills (target proficiency levels)
set by the individual’s job profile.
For each competence there is at least one knowledge and one skills questions. The questions can be presented in an
order that follows the Competency Framework or separate the knowledge questions from the skills questions.
The ProcurCompEU Self-Assessment Tool is not intended to serve a performance review tool, but as a professional
organisation development tool. Therefore, questions have been designed in the form of self-declaration questions and
not test questions.
Except from the general questions, answers to the knowledge and skills questions are scored from 0 to 4:
 0: I have no knowledge/ I have no skills

 1: I have basic knowledge/ I have basic skills
 2: I have intermediate knowledge/ I have intermediate skills
 3: I have advanced knowledge/ I have advanced skills
 4: I have expert knowledge/ I have expert skills
The list presented hereafter outlines the questions corresponding to each competence.
3.1. General questions
 General question 1: What is your position within your organisation?

 General question 2: What are your current tasks and responsibilities related to public procurement?
 General question 3: Are you working full-time or part-time on these tasks and responsibilities?
 General question 4: How many years have you been occupying this position?
 General question 5: How many years of experience do you have working in public procurement in total?
 General question 6: What type and level of training related to public procurement have you received?
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3.2. Knowledge and skills questions corresponding to

ProcurCompEU competences
Competence 1: Planning
 Knowledge question 1: How well do you know your organisation's procurement planning, policy priorities and
budget?
 Skill question 1: To what extent are you able to develop a procurement plan according to available budget
resources?
Competence 2: Lifecycle
 Knowledge question 2: How well do you know the different phases of the procurement lifecycle, from pre-
publication to post-award?
 Skill question 2: To what extent are you able to follow the various phases of the procurement lifecycle?
Competence 3: Legislation
 Knowledge question 3: How well do you know the legislation on public procurement and other relevant areas of
law?
 Skill question 3: To what extent are you able to apply specific aspects of the procurement legislation, as well as
other legal frameworks impacting procurement?
Competence 4: e-Procurement and other IT tools
 Knowledge question 4: How well do you know e-Procurement and other IT systems and tools?
 Skill question 4: To what extent are you able use e-procurement and other IT systems and tools?
Competence 5: Sustainable procurement
 Knowledge question 5: How well do you know the relevant sustainability policies and how to promote them?
 Skill question 5: How well do you know how to incorporate sustainable objectives set by the organisation and
national policies into the procurement process?
Competence 6: Innovation procurement
 Knowledge question 6: How well do you know the relevant innovation policies and how to promote them?
 Skill question 6: To what extent are you able to incorporate innovation objectives set by the organisation and
national policies into the procurement process?
Competence 7: Category specific
 Knowledge question 7: How well do you know the features and specificities of one or more specific category of
supplies, services or works?
 Skill question 7: To what extent are you able to get the most out of one or more category of supplies, services or
works?
Competence 8: Supplier management
 Knowledge question 8: How well do you know supplier management strategies and processes?
 Skill question 8: To what extent are you able to develop, manage and maintain relationship with suppliers while
respecting public procurement principles?
Competence 9: Negotiations
 Knowledge question 9: How well do you know negotiation processes relevant in public procurement?
 Skill question 9: To what extent are we able to apply negotiation processes strategies during the procurement
phases and contract management in accordance with public procurement principles and ethical standards?
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Competence 10: Needs assessment

 Knowledge question 10: How well do you know needs identification tools and techniques?
 Skill question 10: To what extent are you able to apply needs assessment techniques and tools for determining
needs of the organisation and end-users regarding the subject-matter of the procurement?
Competence 11: Market analysis and market engagement
 Knowledge question 11: How well do you know market analysis tools and appropriate market engagement
techniques?
 Skill question 11: To what extent are you able to use market analysis and market engagement techniques to
understand the characteristics and trends of the supplier market?
Competence 12: Procurement strategy
 Knowledge question 12: How well do you know the different procurement strategies, such as procedure types,
use of lots, and kinds of contracts?
 Skill question 12: To what extent are you able to determine among the range of available procurement strategies
the one that fits best to the procurement at stake while reaching the organisation’s objectives?
Competence 13: Technical specifications
 Knowledge question 13: How well do you know the requirements of drafting technical specifications?
 Skill question 13: To what extent are you able to draft technical specifications that enable potential bidders to
submit realistic offers that address the needs of the organisation?
Competence 14: Tender documentation
 Knowledge question 14: How well do you know the requirements of preparing tender documentation?
 Skill question 14: To what extent are you able to prepare procurement documentation including appropriate
exclusion, selection and award criteria?
Competence 15: Tender evaluation
 Knowledge question 15: How well do you know the evaluation process?
 Skill question 15: To what extent are you able to evaluate offers against pre-defined criteria in an objective and
transparent way?
Competence 16: Contract management
 Knowledge question 16: How well do you know the principles of contract management?
 Skill question 16: To what extent are you able to oversee contract implementation while ensuring technical
compliance of the good, work or service delivered?
Competence 17: Certification and payment
 Knowledge question 17: How well do you know the process for certification and payment?
 Skill question 17: To what extent are you able to apply verification principles and the financial control framework
to verify the legal compliance of the procurement contract before proceeding to payment?
Competence 18: Reporting and evaluation
 Knowledge question 18: How well do you know contract monitoring tools and techniques?
 Skill question 18: To what extent are you able to evaluate the process, deliverables and outcomes of a
procurement to draw lessons on how to improve the performance of future procurements?
Competence 19: Conflict resolution/ mediation
 Knowledge question 19: How well do you know conflict resolution and mediation processes and the functioning
of the review system?
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 Skill question 19: To what extent are you able to prevent and resolve conflicts and manage complaints in the
framework of the national review system?
Competence 20: Adaptability and modernisation
 Knowledge question 20: How well do you know change management techniques and tools?
 Skill question 20: To what extent are you able to anticipate and accommodate to changing tasks and
circumstances and aim to continuously learn and grow?
Competence 21: Analytical and critical thinking
 Knowledge question 21: How well do you know analytical and critical thinking approaches and tools?
 Skill question 21: To what extent are you able to use analytical and critical thinking in evaluating an information
and/ or a situation and solving problems?
Competence 22: Communication
 Knowledge question 22: How well do you know communication tools and techniques and how to apply the public
procurement principles in various communication situations?
 Skill question 22: To what extent are you able to communicate effectively by adapting the communication medium
and message to the target audience while ensuring public procurement principles are respected?
Competence 23: Ethics and compliance
 Knowledge question 23: How well do you know the procedural rules and principles as well as tools, codes and
guidance document that help ensure adherence thereto?
 Skill question 23: To what extent are you able to ensure compliance with applicable public procurement rules,
principles, and ethical standards?
Competence 24: Collaboration
 Knowledge question 24: How well do you know collaboration tools and techniques?
 Skill question 24: To what extent are you able to promote inclusive and collaborative thinking and processes?
Competence 25: Stakeholder relationship management
 Knowledge question 25: How well do you know the key concepts and methods of stakeholder management?
 Skill question 25: To what extent are you able to create mutual trust that contribute to solid internal and external
stakeholder relationships?
Competence 26: Team management and leadership
 Knowledge question 26: How well do you know the key concepts and methods of team management?
 Skill question 26: To what extent are you able to tailor management and leadership methods and techniques to
the team and circumstances thereby creating a conducive environment for achieving common goals?
Competence 27: Organisational awareness
 Knowledge question 27: How well do you know your organisation’s administrative structure, procedures and
processes, internal culture and legal and policy framework?
 Skill question 27: To what extent are you able to understand both the procurement function and the organisation’s
structure and culture?
Competence 28: Project management
 Knowledge question 28: How well do you know project management tools and techniques relevant for the public
administration?
 Skill question 28: To what extent are you able to apply project management tool s and techniques to effectively
carry out a procurement procedure and contract?
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Competence 29: Performance orientation

 Knowledge question 29: How well do you know cost and performance management strategies and methods as
well as Key Performance Indicators (KPIs) that help identify inefficiencies and monitor the financial performance of
the procurement and the way it delivers value for money?
 Skill question 29: To what extent are you able to apply commercial and performance management strategies and
methods to maximise value for money of procurement contracts?
Competence 30: Risk management and internal control
 Knowledge question 30a: How well do you know audit and control functions?
 Skill question 30a: To what extent are you able to carry out the different functions of inspection, control, audit,
and evaluation applicable to public procurement?
 Knowledge question 30b: How well do you know audit risk management tools and techniques?
 Skill question 30b: To what extent are you able to monitor risks closely and apply mitigating measures and
proactive approaches to protect the interest of the organisation?
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4. THE ASSESSMENT RESULTS
4.1. Individual assessment results

Individual assessments’ results can be visualised in the form of radar charts indicating the scores for the procurement
specific competences and the soft competences. For each competence, the chart indicates the target proficiency
level set for the individual job profile, and the actual score reached by the individual in that competence.
Individuals are therefore able to quickly identify areas where their current proficiency level meets the target, exceeds
the target, or falls short of the target level for their job profile. Individuals can use any gaps identified to support their
own career and professional development, e.g. by seeking out targeted learning and development activities. Within the
organisation, individuals can use their results to build a case to their management for attending certain trainings in order
to enhance their competences and develop new skills that will also benefit the organisation.
Procurement specific competencies Professional

S o f t c o m p ecompetencies
tencies
C20
Your profile 4
C1
Your profile C19 4 C2 C30 C21
C18 C3 Public
3
Public 3 procurement
procurement C17 C4 specialist C29
2 C22
specialist 2
1
C16 1 C5
0 0
C15 C6 C28 C23
C14 C7
C13 C8 C27 C24
C12 C9
C11 C10 C26 C25
4.2. Profile assessment results
Profile assessment results can be obtained by aggregating assessment results from all individuals that belong to the
same job profile.
For each job profile, the following results can be calculated:
 Target Score: The target level set for the competence for a specific job profile;
 Average Score: The average of all individual assessment results for the same profile;
 Maximum Score: The maximum score obtained by an individual from the same profile.
The average score helps to identify patterns of strengths and weaknesses across all team members of a given profile
in the organisation. That is, it allows the organisation to see if there are competences in which the professionals within
a specific role generally exceed or fall short of the target proficiency level. This information is particularly valuable at a
strategic level, telling the leadership where the organisation is particularly strong, or where they need to invest in longer -
term capacity building.
The maximum score allows organisations to answer a very different question: does any of the team members of a
given profile have the maximum proficiency level that the organisation determined it needs in each of the competences.
In contrast to a gap in the average score, a finding that no one in that role in the organisation has the maximum target
80
proficiency level may call for more immediate action to address the gap. This is particularly salient for specialised job
profiles, such as a legal expert or contract manager, that are expected to bring particular knowledge or skills not present
elsewhere in the organisation.
Procurement Specific Competencies Procurement Specific Competencies

Maximum Scores Average Scores
C1 C1
C19 4 C2 C19 4 C2
Max Target C18 C3 Average C18 C3
3 Target 3
C17 C4 C17 C4
2 2
Max Average
C16 1 C5 C16 1 C5
C15
0 C6 C15
0 C6
C14 C7 C14 C7
C13 C8 C13 C8
C12 C9 C12 C9
C11 C10 C11 C10
4.3. Organisational assessment results

Organisational assessment results can be computed by aggregating all individual assessment results. Results can be
visualised, for example, in four radar charts: two for the procurement specific competences and two for the soft ones.
For each competence, the charts indicate:
 Target Maximum: The maximum target level for all the job profiles taken together
 Maximum Score: The maximum score reached
 Average Target: The average of all target proficiency levels
 Average Score: The average of all profiles results
The two sets of scores help address different kinds of organisational questions.
The maximum score allows organisations to answer a very different question: does anyone in the organisation have
the maximum proficiency level that the organisation determined it needs in each of the competences. In contrast to a
gap in the average score, a finding that no one in the organisation has the maximum target proficiency level may call
for more immediate action to address the gap.
The average score helps to identify patterns of strengths and weaknesses in the organisation. That is, it allows the
organisation to see if there are competences in which multiple individuals exceed or fall short of the target proficiency
level. This information is particularly valuable at a strategic level, telling the leadership where the organisation is
particularly strong, or where they need to invest in longer-term capacity building.
S o f t c o mcompetencie
Professional petencies Professional
S o f t c o m Competencies
petencies
Maximum Scores Average Scores C20
C20
4 4
C30 C21 Average C30 C21
Max Target
3 Target 3
C29 2 C22 C29 2 C22

Max Average
1 1
0 0
C28 C23 C28 C23
C27 C24 C27 C24
C26 C25
C26 C25
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ProcurComp EU
European
Professionals
PART III.THE GENERIC

TRAINING CURRICULUM
83
PART III. THE PROCURCOMPEU GENERIC TRAINING

CURRICULUM
1. WHAT IS THE GENERIC TRAINING C URRICULUM?

The ProcurCompEU Generic Training Curriculum is one of the tools that comprise the ProcurCompEU package. It was
developed based on the ProcurCompEU Competency Matrix and builds on the 30 competences described in it.
While the Competency Matrix outlines the different level s of relevant knowledge and skills public procurement
professionals should possess to do their job well, the Training Curriculum provides an outline of the content of trainings
through which the procurement-specific and soft competences contained in the Competency Matrix can be developed.
More specifically, it describes the standard training content and learning outcomes for 30 training modules based on
the competences listed in the Competency Matrix (see Table 1).
1.1. Goal of the ProcurCompEU Generic Training Curriculum

From an organisational or institutional perspective, the Training Curriculum is an outline of standard training content
that public procurement organisations, governments, universities, training institutions, and certifying institutions can use
as a basis for developing procurement training programmes targeted at professionals.
1.2. Structure of the ProcurCompEU Generic Training

Curriculum
The training modules provide descriptions of the competences at stake, the list of training topics that should be
addressed in a training course, and the expected learning outcomes.
Each training module is structured as follows:
Competence description: a short explanation of the competence covered by the training module and the type of
knowledge required to master the competence.
Training topics: the subject areas and topics that should be covered in the training module.
Learning outcomes: the expected knowledge and skills that learners should be able to understand and apply at
appropriate level at the end of the training.
1.3. Training and learning methods targeted to the

proficiency level
The Training Curriculum provides a basis for preparing the content to be covered in training modules for the four distinct
proficiency levels set out in the ProcurCompEU Competency Matrix. Although the training topics will be the same across
the four levels, different learning methods will need to be used to effectively deliver a training that supports the
development of competences from basic to expert level.
The range of training and learning methods that can be employed for the delivery of trainings based on the Training
Curriculum includes:
 Introductory seminars and workshops;
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 Conferences and high-level expert groups;

 Classroom training;
 Web-based learning;
 Structured e-learning modules;
 On-the-job learning; and
 Coaching.
The Training Curriculum is intended to be a flexible tool and does not mandate the use of any particular learning
method for addressing a training level. Although some training methods are more suitable for certain training levels
(e.g. introductory seminars and workshops are typical ways of acquiring a basic aw areness level, while for a higher
proficiency level the learning method will rather be peer learning, exchange of good practices, specialised seminars, etc.),
it is up to the users of the ProcurCompEU Generic Training Curriculum to define and decide which training and learning
methods are best fitted to the training programme they are developing.
The learning outcomes presented here are indicative and should be seen as a starting point for developing and adapting
the training content to the specific national or organisational context as well as in terms of specific training objectives,
target audiences, proficiency levels and teaching methods. As there are different ways to approach learning outcomes,
guidance can be found in the Handbook on defining, writing and applying learning outcomes. 22 Furthermore, the European
Qualifications Framework is a tool to ensure consistency between types and levels of qualifications in the Union. 23
22 Cedefop (2017). Defining, writing and applying learning outcomes: a European handbook; https://www.cedefop.europa.eu/files/4156_en.pdf
23 https://eur-lex.europa.eu/legal-content/EN/TXT/HTML/?uri=CELEX:52016DC0383&from=EN
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2. THE PROCURCOMPEU GENERIC TRAINING MODULES
TRAINING MODULE 1. PROCUREMENT PLANNING

COMPETENCE DESCRIPTION
The formulation, development and implementation of procurement planning that says where and how public
procurement should be used to cost-effectively purchase the required supplies, services or works in line with the desired
policy impact. This should take into account:
 The political and policy priorities of the organisation;
 The relevant policies at national level;
 The adopted budget plans and available resources;
 Whether procurement is the right option to meet the identified need;
 The need to prioritise and manage timelines; and
 Potential opportunities and risks in the implementation process.
This competence requires knowledge of the procurement planning and policy priorities of the organisation, including
budget plans and options for implementation, as well as relevant policies at national level.
TRAINING TOPICS
This training module should cover:
 The political and policy priorities of the organisation and the link to relevant policies at national level
 The procurement processes and timelines for accurate planning
 The adopted budget plans, the budgetary cycle of the organisation and available resources
 The need to prioritise and manage timelines
 Potential opportunities and risks in the implementation process
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LEARNING OUTCOMES
At the end of the training module, learners should be able to understand and/or perform the following at
the desired level of proficiency:
 The process of gathering and consolidating input and contributions from various departments depending on their
functions in the organisation with a view to identify the needs and resources
 Setting priorities to match the available resources, identifying options for combining needs and achieving economies
of scale
 Performing a Strengths–Weaknesses–Opportunities–Threats (SWOT) analysis from the point of view of the
organisation and of the economic operators
 Assessing whether procurement is the right option to meet the identified need, and aligning the procurement projects
to the organisation’s budget
 Identifying potential implementation risks and preparation of a risk mitigation plan (cf. specialised module)
 Developing and drafting the procurement planning of the organisation focusing on the policy outcomes and
operational deliverables
 Assessing and reporting on the implementation of previous procurement plans
 Assessing the maturity of the organisation procurement function/department and proposing a vision for the future
and the corresponding development strategy
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TRAINING MODULE 2. PROCUREMENT LIFECYCLE

The procurement lifecycle includes the various phases, from planning and pre-publication to post-award and contract
management. Each step affects the nature of subsequent steps. Understanding the overall lifecycle and the interactions
between the steps, over a number of procedures, is necessary for the design and implementation of robust procurement
procedures. It allows to anticipate risks and opportunities, thus improving efficiency and value for money.
This competence requires knowledge of the procurement lifecycle from pre-publication to post-award, and how the
different phases interact with each other.
TRAINING TOPICS

 Steps, tasks and processes in the public procurement lifecycle and how they interact with each other
 Common challenges related to the links between different phases in the procurement lifecycle
 Good practices in public procurement lifecycle management, such as tracking tools, communication, and continuous
improvement
 Organisations’ internal frameworks for procurement processes
LEARNING OUTCOMES
At the end of the training module, learners should be able to understand and/or perform the following at the desired
level of proficiency:
 Understand steps, tasks and processes in the public procurement lifecycle and how they interact with each other
 Implement the different phases of the procurement lifecycle, understanding how each interacts with the others
 Exploit opportunities and anticipates risks in other steps
 Anticipate risks and challenges between steps
 Monitor and reporting on the implementation of the various steps
 Incorporate lessons learned from past procedures
 Ensure knowledge transfer between various phases
 Identify operational inefficiencies from previous procurements
 Shape organisational policies and internal tools to exploit the links between the procurement phases to maximise
the efficiency
 Set organisational goals and strategies for improving the overall approach to public procurement within the
organisation
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TRAINING MODULE 3. PROCUREMENT LEGISLATION

Public procurement professionals need to understand and be able to apply the relevant national and EU level legal
frameworks and the principles of non-discrimination, equal treatment, transparency, proportionality and sound
financial management. This includes adjacent areas of law and policy, e.g.:
 Competition, administrative, contract, environmental, social and labour laws, accessibility obligations and
Intellectual Property Rights;
 EU funding, budgetary and accounting rules;
 Remedies;
 Anti-corruption and anti-fraud measures;
 Any relevant international obligations.
Knowledge of the legislation is also essential to understand and ensure the desired impact on the procurement system
and on the supply chains.
This competence requires knowledge of the procurement legislation at national and EU level, as well as adjacent areas
of law and their implications for public procurement.
TRAINING TOPICS
 The core principles of public procurement

 EU, national, and sub-national level procurement regulation
 Adjacent areas of law, including competition, administrative, contract, environmental, social and labour laws,
accessibility obligations and Intellectual Property Rights
 EU funding, budgetary and accounting rules
 Remedies
 Regulations and requirements related to anti-corruption and anti-fraud
 Any relevant international obligations
LEARNING OUTCOMES
 Understand how public procurement is regulated at EU, national, and sub-national level, where relevant, and how
to monitor legislative developments
 Understand the implications and impact of procurement law on the procurement system and the supply chain
 Understand and navigate adjacent legislation to public procurement (including competition, administrative, contract,
criminal, environmental, social, labour and budget law, accessibility obligations as well as Intellectual Property
Rights)
 Identify and rely on relevant case laws from the ECJ to make decision during the procurement process
 Design systems, tools and procedures that promote compliance with rules and procedures
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TRAINING MODULE 4. E-PROCUREMENT AND OTHER IT TOOLS

e-Procurement and other IT systems and tools support the procurement lifecycle, from the publication of tender
opportunities to the final payment. They reduce administrative burden, improve efficiency, and strengthen transparency
and accountability of procurement procedures. Key tools include:
 Preparatory phase tools, e.g. TED and national procurement platforms, e-notification, standardised tender
documents and templates
 Submission phase tools, e.g. e-submission, the European Single Procurement Document, e-Certis
 Tendering phase tools, e.g. e-catalogues, electronic procurement platforms, dynamic purchasing systems, auction
systems, and e-invoicing
 Other IT tools for data transparency, anti-fraud and anti-corruption, such as business and public contract registers
The digital transformation of public procurement requires a continuous proactive approach to take advantage of the
best available tools. It also requires continuous training.
This competence requires knowledge of eProcurement platforms and functionalities used within the organisation,
including national and EU procurement systems, as well as other relevant IT systems and tools.
TRAINING TOPICS
 National and EU-level e-procurement systems

 Key e-procurement tools, including e.g. e-notification, e-submission, e-tendering, and e-invoicing
 e-procurement indicators that can be used to produce statistical analysis for organisations
 Transparency rules in public procurement and ICT accessibility
LEARNING OUTCOMES
 Use available e-procurement systems and tools to implement public procurement procedures
 Make use of other IT tools (e.g. contract registers, Arachne tool) that can help ensure greater transparency and
prevent and/ or detect corruption in public procurement
 Use more advanced e-procurement capabilities, such as vendor management systems, e-auctions and e-catalogues,
where relevant
 Analyse and make use of data collected via e-procurement systems to improve the organisation's procedures and
processes
 Shape e-procurement indicators for the organisation
 Identify new IT tools that could increase organisation’s procurement efficiency, including ICT accessibility
 Set the organisation strategy and procedures for using e-procurement and other IT tools
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TRAINING MODULE 5. SUSTAINABLE PROCUREMENT

Sustainable public procurement incorporates strategic public policy goals into procurement procedures, such as green
public procurement (GPP), socially responsible public procurement (SRPP), and ensuring genuine competition and SME
participation. It contributes to reducing the environmental impact of procurement, to achieving social goals, and to
improving value for money for the organisation and for society at large. Sustainable objectives can be implemented in
many ways:
 Exclusion criteria that require a minimum level of compliance with environmen tal and social law by contractors and
sub-contractors;
 Selection criteria that verify the bidder’s qualifications to achieve environmental and social goals; Technical
specifications that include social and environmental considerations such as label requirements or sustainable
production processes;
 Evaluation techniques such as life-cycle costing and use of environmental or social award criteria;
 Contract performance clauses in order to monitor and enforce high sustainability standards;
 Sector specific legislation requiring, for example, minimum energy-efficiency standards, as well as horizontal rules
such as accessibility obligations;
 Member State level green or social action plans outlining support measures or setting targets.
This competence requires knowledge of the sustainability objectives of the organisation (environmental and social) and
related national policies, as well as of the available tools, standards and techniques for incorporating these into the
procurement process.
TRAINING TOPICS
 Principles and standards of GPP and SRPP, including those facilitating the participation of SMEs and social
enterprises
 Green and social action plan and targets at national level
 Sustainable considerations, selection and award criteria and accessibility obligations
 Tools, methods and solutions supporting sustainable procurement, such as life-cycle costing techniques and
labels
 Examples of sector specific legislation
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LEARNING OUTCOMES
 Understand and anticipate potential challenges to and expected benefits of sustainable procurement
 Identify opportunities where sustainability goals can be reflected in procurement procedures
 Use the tools, methods and solutions supporting sustainable procurement, such as standards, life-cycle costing
techniques and labels
 Define GPP, SRPP and SME friendly selection and award criteria
 Incorporate GPP, SRPP and SME friendly contract performance clauses and award criteria in the procurement
documents
 Ensure compliance with accessibility obligations
 Maintain market access for suppliers, despite the use of environmental-friendly criteria
 Use of reserved contracts to facilitate access to procurement opportunities to operators having a positive social
impact
 Communicate GPP and SRPP requirements to the market and make sustainable procurement work visible
 Design and tailor realistic sustainable procurement policies and targets for the organisation
 Allocate GPP and SRPP resources and budget
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TRAINING MODULE 6. INNOVATION PROCUREMENT

Innovation procurement refers to a public procurement that involves either:
 Buying the process of innovation (e.g. buying research and development services), or
 Buying the outcomes of innovation created by others (i.e. buying innovative solutions).
Innovation procurement helps modernise public services while creating opportunities for companies to develop new
markets. By developing a forward-looking innovation procurement strategy and considering alternative competing
solutions, contracting authorities can drive innovation from the demand side to meet short term as well as medium to
long-term needs. A well-designed innovation procurement strategy will reduce the risk of low- or non-performance of
the purchased innovations by providing a step-by-step approach from solution design, prototyping, and development to
development and product testing.
This competence requires knowledge of the innovation objectives of the organisation and related national policies, as
well as of the available tools and techniques for incorporating these into the procurement process.
TRAINING TOPICS
 Principles of Innovation procurement

 National innovation objectives, targets, strategies and action plans
 Available tools and techniques for incorporating innovation objectives into the procurement processes
 Procedures involving procurement of R&D: Pre-Commercial Procurement (PCP) and Innovation Partnership
procedures
 Competitive dialogue
 Early market engagement strategies, in particular preliminary market consultations
LEARNING OUTCOMES
 Support the implementation of innovation procurement

 Understand how innovation procurement aspects are impl emented and what their benefits are
 Identify and exploit opportunities to open planned procurement procedures to more innovative suppliers
 Apply the various techniques to open any type of procurement procedure and contract to innovative tenders (e.g.
functional specifications, variants, innovation-friendly selection and award criteria, standards, quality labels, key
performance indicators and innovation-friendly IPR conditions)
 Build a business case for Pre-commercial Procurement (PCP) and Public Procurement of Innovative solutions (PPI)
 Conduct Pre-Commercial Procurement and Innovation partnership procedures
 Identify and exploit opportunities to leverage the organisation’s procurement plan to incentivise innovation in the
market
 Implement advanced Innovation procurement procedures, such as competitive dialogue
 Incorporate innovation procurement objectives and policies into the organisation vision and strategy
 Communicate medium to long-term plan and objectives to the market and collect market feedback on procurement
objectives
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TRAINING MODULE 7. CATEGORY SPECIFIC

Category specific expertise is at the core of the procurement procedure. The characteristics of the category of
supplies, services or works to be acquired need to be well understood, including by involving experts and stakeholders
(professionals and end-users). The procurement strategy and documents have to be tailored to fulfil the identified need
and maximise value for money.
This competence requires knowledge of the features and specificities relevant to one or more categories of supplies,
services or works, including suppliers, technical parameters and market conditions.
TRAINING TOPICS
 Advanced market research techniques and sources

 Category management strategies and analyses
 Sourcing processes and how to apply them to different sectors
 Legal and regulatory requirement applying to the category of supplies, services or works
 The process of collecting, classifying and analysing the historical purchasing data of the organisation
LEARNING OUTCOMES
 Identify the legal and regulatory requirements applying to the category of supplies, services or works of a specific
category
 Prepare a tailored sourcing plan and execute sourcing processes
 Collect and segment spend on suppliers of a specific category
 Develop technical specifications that exploit category specific knowledge
 Develop procurement category price index for a specific category
 Collect, classify and analyse the historical purchasing data of a category of procurement
 Identify market drivers and factors impacting category management
 Develop an organisational category management strategy, defining the relevant categories and monitoring results
 Design systems, tools and guidance for implementing category management best practices
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TRAINING MODULE 8. SUPPLIER MANAGEMENT

Supplier management involves building and maintaining effective relationships with current and potential future
suppliers. It is essential to ensuring the successful delivery of current contracts and of future calls for tender. In addition,
increased understanding of suppliers can help procurement professionals drive more robust, ethical, responsible and
economically advantageous supply chains through open channels of communication with suppliers, especially SMEs.
Providing information, guidance and potentially support and tr aining to suppliers (e.g. on the use of e-procurement) are
efficient ways to achieve these objectives, while ensuring that communication with economic operators during the
tendering phase is in accordance with public procurement principles (i.e. non -discrimination, transparency, and equal
treatment) and ethical standards.
This competence requires knowledge of strategies and processes to develop and manage relationships with suppliers in
TRAINING TOPICS
 Key concept and tools of supplier management and supplier performance management
 Appropriate communication strategies with suppliers
 Public procurement principles important in supplier management
 Tools and techniques to monitor, analyse and promote supplier performance
LEARNING OUTCOMES
 Understand the benefits, risks and key success factors to supplier management
 Apply appropriate tools and techniques to monitor, analyse and promote supplier performance
 Provide feedback to suppliers and economic operators in an appropriate manner
 Build and maintain sound relationships with suppliers
 Anticipate and mitigate risks related to supplier performance
 Handle potential disputes with suppliers
 Identify opportunities to adjust organisational policies and practices to accommodate suppliers needs
 Develop strategies and tools for promoting constructive supplier engagement
 Leverage strategic supplier relationships to have a positive impact on the market, e.g. by promoting ethical supply
chains
 Design content training to suppliers and economic operators
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TRAINING MODULE 9. NEGOTIATIONS

Negotiations can be used to secure and advance the interests of the organisation, and ultimately of the final
beneficiary, in achieving best value for money. They aim at reaching a mutual agreement between the contracting
authority and the supplier, despite potentially opposing interests, on how to improve the submitted tenders to better
satisfy the terms and conditions stated in the procurement documents. Negotiations must respect the general
procurement principles (i.e. non-discrimination, transparency and equal treatment), as well as ethical and integrity
standards.
This competence requires knowledge of negotiation strategies during the procurement phases and contract
management, in accordance with public procurement principles.
TRAINING TOPICS
 Negotiation process and steps

 Negotiation techniques and strategies
 Different negotiation styles and possible biases to avoid in negotiations
 Anticipating and managing risks in negotiations
LEARNING OUTCOMES
 Understand what negotiation means in public procurement and when it can be done
 Understand key concepts and techniques in the negotiation process
 Support the negotiation process by collecting supporting data
 Define negotiation objectives
 Plan and prepare a negotiation strategy
 Open, conduct, and conclude negotiations
 Recognise and adapt to different negotiation styles
 Identify and anticipate risks in negotiations
 Anticipate and avoid bias in negotiations
 Carry out complex negotiation strategies
 Apply game theory principles in negotiations
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TRAINING MODULE 10. NEEDS ASSESSMENT

The needs assessment is the process of determining the needs, including possible impacts in terms of value for money
or environmental impacts, regarding the subject matter of the procurement by various means, including:
 Liaising with internal and external stakeholders, within the organisation itself or third parties to identify their needs;
 Translating identified needs into procurement planning of supplies, services, or in line with the organisation’s budget
plan;
 Considering aggregation of needs related to the same subject matter.
This competence requires the knowledge of needs assessment techniques and tools for determining the underlying
needs of the organisation and of the end-users regarding the subject matter of the procurement.
TRAINING TOPICS
 Needs assessment principles, strategies, techniques and tools

 Needs aggregation techniques and tools
 Best practices in data collection and collaboration
 Internal stakeholders’ consultations and needs identification and analysis
LEARNING OUTCOMES
 Understand the definition of and the steps for carrying out needs assessment
 Understand the concept of aggregation of needs
 Consult with relevant internal stakeholders on procurement needs and requirements
 Prepare a basic needs assessment report
 Contribute to needs analysis and interpretation of data
 Identify opportunities for needs aggregation
 Apply advanced needs assessment techniques and tools
 Make decision about priority needs and needs aggregation
 Identify when to bring in technical expertise for complex procurement
 Define needs identification processes for the organisation
 Propose options for grouping related needs to encourage competition and realise economies of scale
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TRAINING MODULE 11. MARKET ANALYSIS AND ENGAGEMENT

Market analysis provides an in-depth view of which supplies and services can or cannot be provided by the market,
and under what conditions. It involves collecting information on key market drivers (e.g. political, environmental,
technological, social) and on the potential bidders. This information can be used to define the procurement strategy (e.g.
division into lots), the reference price, and selection and award criteria to better advance the organisation’s objectives.
Market engagement is a consultation process that helps identify potential bidders and solutions, identify the gap
between the procurement need and what the market is able to offer or inform the market about an upcoming
procurement. Different market engagement techniques, such as questionnaires, technical dialogue, open days, and direct
emails to suppliers, can be used as long as they are conducted in accordance with the public procurement principles (i.e.
non-discrimination, transparency and equal treatment,), and ethical, privacy, confidentiality and integrity standards, in
order to ensure genuine and fair competition.
This competence requires the knowledge of market analysis and market engagement techniques and tools that can be
used to understand the characteristics of the supplier market as well as the market conditions and trends, in order to
define the procurement strategy.
TRAINING TOPICS
 Key market analysis and engagement concepts in a public procurement context

 Key tools and techniques of market analysis and market engagement
 Relevant limits and restrictions on communication with potential suppliers
 Supplier sourcing strategies and processes
LEARNING OUTCOMES
 Conduct prior market consultation in accordance with public procurement principles

 Perform supplier sourcing assessment report without engaging suppliers
 Analyse the results of the market analysis and engagement process and use them to design technical
specifications
 Proactively identify market opportunities to meet current and future needs
 Design the market analysis and engagement strategy to reflect the procurement strategy
 Anticipate market risks to the procurement strategy
 Align the organisation procurement strategy to market trends
 Influence supplier markets through sustained market engagement
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TRAINING MODULE 12. PROCUREMENT STRATEGY

The design of the procurement strategy is the deliberate use of different elements in the procurement lifecycle to
reflect and exploit the conditions of the subject matter of the procurement and define the most appropriate and
impactful process in order to reach the organisation’s objectives and ensure genuine competition. It includes the
identification of the most appropriate option between:
 Types of procurement procedures;
 Standalone or joint procurement;
 Features of the procedure, such as scope, duration, and division into lots;
 Techniques and instruments for electronic submission (electronic auctions and catalogues, and dynamic purchasing
systems);
 Types of contract (e.g. direct or framework agreement) and contract performance clauses.
This competence requires the knowledge of the range of available procurement strategies and their components (e.g. in
terms of choice and features of the procedures, instruments for submission, types of contracts) in order to reach the
organisation’s objectives.
TRAINING TOPICS
 Types of procurement procedures

 Standalone or joint procurement
 Features of the procedure, such as scope, duration, and division into lots Techniques and instruments for electronic
submission (electronic auctions and catalogues, and dynamic purchasing systems)
 Types of contract (e.g. direct or framework agreement) and contract performance clauses
LEARNING OUTCOMES
 Understand the main options for designing a procurement strategy and the corresponding needs and market context
 Support the implementation of the procurement strategy, identifying and applying the relevant procedures and tools
 Select the right procurement approach for each purchase
 Decide on the scope and duration of a procedure
 Implement the key steps of procurement strategy design
 Conduct joint cross-border procurement procedures
 Deploy the full range of available procurement strategy options in designing a strategy
 Tailor the procurement strategy to diverse market needs and circumstances
 Manage cross-functional purchasing approaches
 Manage risks of anti-competitive behaviours
 Develop strategies and tools for tailoring procurement strategies to diverse needs and market circumstances
 Monitor implementation and adapt the organisation strategy by incorporating lessons learnt from previous
procurement procedures
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TRAINING MODULE 13. TECHNICAL SPECIFICATIONS

Drafting technical specifications involves transforming the findings of the needs assessment and market analysis
into concrete specifications and evaluation criteria that can be used in assessing bids and awarding the contract. This
includes setting objective and not over-prescriptive minimum requirements for the subject matter to avoid unnecessarily
limiting competition. Ensuring that technical specifications are outcome-focused and future-proofed is key to enable
innovation and continuous improvement. When drafting the technical specifications, public buyers should already define
the exclusion, selection and award criteria which will be used to evaluate the offers in order to identify to Most
Economically Advantageous Tender (MEAT). Technical specifications can also contain references to standards in order to
ensure common understanding, transparency and equal treatment..
This competence requires the knowledge of drafting technical specifications that enable potential bidders to submit
realistic offers that directly address the underlying need of the organisation.
TRAINING TOPICS
 The role and format of technical specifications

 Adapting template models when drafting technical specifications
 The formulation of technical specifications using performance or functional requirements, or by referencing
standards
 The design of selection and award criteria and how they interact with technical specifications
 Weighting and scoring mechanisms for non-price criteria
LEARNING OUTCOMES
 Understand the proper role and format of technical specifications in a procurement procedure
 Understand the implications of EU and national rules on the preparation of technical specifications
 Support the drafting of technical specifications
 Develop technical specifications that reflect the outcomes of the needs assessment and the market analysis
 Use performance or functional requirements or make references to standards in the technical specifications
 Define the weighting and scoring mechanisms used in the procurement procedures
 Conduct data collection to fine-tune specifications
 Adapt the approach to drafting technical specifications to different needs and markets
 Ensure that the technical specifications are adapted to the contract management phase
 Define organisational policies and guidelines for drafting technical specification in line with international best
practices and in compliance with EU and national rules
 Monitor performance and identify lessons learned
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TRAINING MODULE 14. TENDER DOCUMENTATION

To launch a procurement procedure, tender documentation has to be prepared and the exclusion, selection and award
criteria that are the basis for the contract award decision must be defined. The tender documentation (in addition to the
technical specifications) explains the administrative requirements of the procedure, justifies the estimated value of the
contract, and specifies the terms and conditions under which tenders are to be submitted, evaluated and awarded. They
may include other elements such as draft contract provisions, cancellation conditions for the tender, as well as
modifications, performance and termination provisions, etc.
This competence requires the knowledge of the content of the tender documentation, including the exclusion, selection
and award criteria that are the basis for the contract award decision, in order to run a successful procurement procedure.
TRAINING TOPICS
 Design of exclusion, selection and award criteria

 Administrative requirements of public procurement procedures
 Compliance with EU and national legislation
 Incorporate economic operators’ perspective and the output of the market analysis and consultation
LEARNING OUTCOMES
 Correctly identify documents that should be included in a tender dossier

 Use relevant templates and model documents that maximise the participation of economic operators to:
a. Prepare selection, exclusion and award criteria
b. Prepare instructions to tenderers
c. Prepare other applicable tender documentation
 Set performance measures to be used in the contract management phase
 Determine the appropriate contract model
 Publish tender announcements
 Incorporate technical, commercial and environmental requirements in the tender documentation
 Incorporate functional requirements in the tender documentation
 Design a tender documentation strategy for the organisation in compliance with the relevant legal framework
 Conduct compliance review of a tender documentation
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TRAINING MODULE 15. TENDER EVALUATION

The tender evaluation process must ensure that tenders are assessed in an objective and legally compliant way and
against exclusion, selection and award criteria defined in the call for tender, in order to identify the Most Economically
Advantageous Tender (MEAT). The evaluation committee should be led by experienced administrators who are well -
versed in their roles, responsibilities and procedural obligations, supported by relevant technical experts in the field of
the subject matter, including assessing standards and labels. The process should be documented to provide the evidence
and the rationale for the award.
This competence requires the knowledge of the appropriate evaluation process depending on the type of procurement
procedures, including the role and responsibilities of the evaluation committee, in order to ensure that all tenders are
assessed in an objective and transparent way against pre-defined criteria.
TRAINING TOPICS
 Steps of the evaluation process

 Role and responsibilities of the evaluation committee
 Public procurement principles
LEARNING OUTCOMES
 Understand the key roles and responsibilities in the tender evaluation process
 Prepare the relevant documentation for the tender evaluation process
 Participate in an evaluation committee
 Provide feedback to tenderers
 Verify the absence of conflict of interest among evaluation committee members
 Publish a contract award notice and a cancellation notice
 Identify and mobilise evaluation committees with the appropriate level of knowledge and experience
 Ensure that evaluations are conducted in a fair, transparent and systematic way
 Solve complex cases of conflict of interest during tender evaluations
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TRAINING MODULE 16. CONTRACT MANAGEMENT

Contract management involves ensuring that the subject of the procurement is delivered according to the terms,
conditions in the technical specifications and the contract, and in compliance with all legal requirements and technical
specifications. This includes aspects related to governance, risk, performance (and Key Performance Indicators (KPIs),
rules on modifications of contracts and financial management of contracts.
In the case of supply contracts, contract management also covers logistics and inventory management. This means
ensuring that goods are delivered on time and meet quality standards, and that the availability of stocks is consistently
and cost-effectively maintained.
This competence requires the knowledge of contract management principles to ensure proper delivery, in compliance
with all legal requirements and technical specifications, as well as logistics and inventory management considerations.
TRAINING TOPICS
 Key concepts and steps of contract and inventory management

 Contract management plans
 Principles of contract law
 Management of technical non-compliance, corrective and preventive actions
 Contract modifications procedure and limits
 Documentation and record keeping during the contract management phase
 Supplier performance evaluation, including verifications and control checklists
 Civil liability procedures
 Contract termination
103
LEARNING OUTCOMES
 Organise and support contract delivery functions in accordance with the scope, quality, time and budget provisions
 Understand the fundamentals of contract law as they apply to public procurement
 Organise and carry out all contract management steps
 Influence and apply risk and performance management strategies
 Verify that goods and services are up to technical specifications
 Understand the implications of contract modifications on scope, quality, time and budget
 Carry out contract closure
 Handle contract databases/registers
 Manage inventory and logistics
 Monitor and manage contract administration and performance
 Anticipate and react to unexpected changes and ensure flexible contract management
 Administer contract modifications in accordance with legal limitations
 Define contract management plan of the organisation in accordance with the procurement plan
 Draw key conclusions from the work achieved and perform contract management performance and effectiveness
review
104
TRAINING MODULE 17. CERTIFICATION AND PAYMENT

Before proceeding with a payment to a contractor for the provision of supplies, works or services, the procuring
organisation needs to perform a verification check to ensure alignment with the specifications of the terms and
conditions of the contract and all applicable financial and accounting rules.
This competence requires the knowledge of the verification principles and the financial control framework which ensure
that the relevant supplies, services or works are delivered in compliance with the terms and conditions of the contract
and all applicable financial and accounting rules in order to proceed to the payment.
TRAINING TOPICS
 Key steps and procedures of the certification and payment process

 Verification principles and quality checks
 Financial control frameworks
 Functioning of bank transfers, letters of credit and other payment systems
 Risks and mitigating measures during the certification and payment process
LEARNING OUTCOMES
 Understand the key concepts, and procedures in the certification and payment process
 Understand how financial and accounting rules impact the certification and payment process
 Prepare the process forms and paperwork for certification and payment
 Verify that invoices match receipts and ordering transactions
 Use relevant techniques and tools to check for double payments
 Forward payment requests
 Anticipate risks and propose mitigating measures to address issues before they arise
 Design efficient certification and payment processes for the organisation/ procurement function
 Leverage relevant systems and tools to create a culture of verification and compliance
 Resolve complex payment issues
105
TRAINING MODULE 18. REPORTING AND EVALUATION

Reporting and evaluation is the ex-post assessment of the deliverables and outcomes of a procurement process to
assess the strengths and weaknesses and draw lessons for future calls for tender. It is done by collecting relevant data
in line with organisational and national reporting obligations.
This competence requires the knowledge of monitoring tools and techniques for the implementation and performance
of the contracts
TRAINING TOPICS
 Monitoring tools and techniques

 European and national reporting requirements and standards, and procedures for implementing them
 Audit trail and reporting systems and tools
 Ex-post verifications
LEARNING OUTCOMES
 Implement internal, European and national reporting requirements and standards and procedures
 Understand the importance of ensuring an audit trail and the key stages of procurement linked to it
 Review and assess data on procurement performance
 Deal with recommendations of audit and ex-post verification reports
 Conduct ex post verification
 Monitor outcomes to identify lessons learned from completed procedures and contracts
 Engage suppliers and other stakeholder to collect feedback on past procedures/ contracts
 Propose improvements to incorporate lessons learnt
 Design systems to collect, analyse and incorporate lesson learnt from concluded procurement procedures
106
TRAINING MODULE 19. CONFLICT RESOLUTION / MEDIATION

Conflict resolution or mediation refers to the process of:
 Preventing and solving points of difference, disagreements and conflicts between parties, during all phases of the
procurement process and contract management, in order to reach an agreement for the common interest of both
parties; and
 Managing complaints filed against the organisation according to the national review system; and
 Understanding of the national review system and remedies system, and conflict solving mechanisms at different
levels.
This competence requires the knowledge of conflict resolution and mediation processes, including managing complaints
and procedures in the context of the national review system.
TRAINING TOPICS
 Complaint mechanisms
 Remedies regulated by national and EU legislation
 Conflict prevention tools
 Conflict resolutions, arbitration and mediation techniques
LEARNING OUTCOMES
 Apply the main tools and techniques of conflict resolution relevant to public procurement
 Use practical tools enabling continuous improvement to facilitate conflict prevention in the long term (e.g.
collecting and addressing feedback on areas for improvement suggested by economic operators)
 Objectively analyse the facts of the situation and present clear findings and recommendations for potential
solutions
 Anticipate and implement different conflict resolutions, arbitration and mediation techniques
 Prepare responses to complaints and conflicts with suppliers
 Design procedures for avoiding and resolving potential conflicts
107
TRAINING MODULE 20. ADAPTABILITY AND MODERNISATION

Public procurement professionals need to respond and adapt to changing tasks and circumstances. Such changes can
occur in terms of working methods (e.g. digitalisation), citizens’ expectations (e.g. food safety), technological solutions
and challenges (e.g. big data and cybersecurity), emergency scenarios (e.g. pandemics, natural disasters) and policy
challenges (e.g. climate change).
Public procurement professionals must keep abreast of relevant changes in the regulatory, political, and technological
environment of public procurement. They must keep an open mind to changing conditions, new ideas and viewpoints
and working methods. They must adapt, be resilient to change, and even embrace change by looking for modern and
innovative solutions to overcome new procurement challenges. They should be capable of reassessing their approach in
emergency situations to ensure compliance while making full use of available flexibilities. They should identify learning
and development opportunities that support agile adaptation to change and new tools.
This competence requires knowledge of change management techniques and tools.
TRAINING TOPICS
 Change management techniques and tools

 Organisational development techniques
 Key concepts of personal and organisational resilience
 Creative problem-solving
 Learning agility
 Design thinking
LEARNING OUTCOMES
 Approach new situation with an open mind

 Work efficiently while facing uncertainty
 Apply specific techniques that help build up confidence when dealing with different tools and processes
 Apply effective change management approaches and tools
 Adapt personal behaviour to different situations
 Apply techniques that can help build more resilience
 Implement change management approaches that help turn ideas into actions
 Act as change management facilitator within the organisation
 Leverage and influence key stakeholders during the change process
 Encourage and create an environment conducive to action, innovation and learning
 Develop an organisation strategy for building organisational resilience
 Identify new trends and approaches on the market that encourage the modernisation
108
TRAINING MODULE 21. ANALYTICAL AND CRITICAL THINKING

Procurement professionals need analytical and critical thinking to evaluate information with accuracy and
objectivity. In doing so, they use good judgment, anticipate opportunities and threats and solve problems in an efficient
and creative way.
This competence requires knowledge of analytical and critical thinking approaches and tools.
TRAINING TOPICS
 Key concepts of analytical and critical thinking and approaches and tools
 Qualitative data analysis
 Quantitative data analysis
LEARNING OUTCOMES
 Understand the importance of using critical thinking when resolving problems

 Think analytically and critically in numerous situations and identify obstacles to personal analytical and critical
thinking
 Use qualitative and quantitative data approaches
 Draw data interpretations and correlations
 Implement advanced data analysis models
 Prioritise issues based on logical approach
 Draw complex data interpretations and correlations
 Lead collective brainstorming sessions using creative thinking
 Create systems and tools that help develop analytical and critical thinking throughout the organisation
 Use analytical and critical thinking to address complex situations that require effective solutions
 Maximise individual and organisational thinking power
109
TRAINING MODULE 22. COMMUNICATION

Communication aims to ensure that the goals and processes of procurement policy in general, and individual
procurement procedures, are well understood by stakeholders. It relies on the use of appropriate communication
channels (oral, written, electronic) in order to deliver relevant and accurate information in line with the public
procurement principles of non-discrimination, transparency and equal treatment. In doing so, public procurement
professionals need to adapt the communication medium and message to the target audience.
This competence requires knowledge of communication tools and techniques and how to apply the public procurement
principles in various communication situations.
TRAINING TOPICS
 How to apply the public procurement principles in various communication situations.

 Impactful communication strategies and tools
 Various communication styles
 Public speaking
 Effective writing skills
LEARNING OUTCOMES
 How to apply the public procurement principles (i.e. non-discrimination, transparency and equal treatment) in various
communication situations
 Summarise the essential points of a conversation or meeting
 Express yourself in an appropriate way, both orally and in written
 Identify and use various communication channels and tools
 Understand the importance of verbal and non-verbal communication
 Reduce complexity in verbal communication
 Use active listening and appropriate communication strategies during conversations or meetings
 Respond to economic operators about tender documentation requirements
 Prepare the communication of deliverables in a detailed and precise manner
 Be persuasive and use influential communication strategies
 Tailor and implement a communication strategy
 Adapt to different communication styles
 Write in an impeccable and professional manner
 Create an open and trusting environment to communicate honestly within the organisation
 Deal with complex situations remaining emotionally composed, factual and objective
110
TRAINING MODULE 23. ETHICS AND COMPLIANCE

Public procurement stakeholders must ensure compliance with all applicable rules, codes of conducts and guidelines
and adherence to the principles of public procurement: equal treatment, non-discrimination, transparency and
proportionality.
All stakeholders involved in public procurement must ensure verification throughout the full range of concrete tasks,
making use of available tools to assess the risks of conflict of interest, corruption on the one hand, and anti -competitive
practices by suppliers such as collusion and bid-rigging, or potential problems with compliance in their work on the other
hand.
This competence requires knowledge of the applicable procedural rules and principles as well as tools, codes and
guidance documents which help ensure adherence thereto.
TRAINING TOPICS
 Key ethical principles and acting with high standards of integrity
 Legal obligations and compliance
 Relevant risks in the public procurement process
 Public administration codes of conduct
 National anti-corruption strategy
LEARNING OUTCOMES
 Key ethical principles and acting with high standards of integrity

 Organisational rules/ code of conduct, anti-corruption/anti-collusion guidelines and ethical standards
 Apply self-audit protocol to assess their ethical behaviour
 Ensure that procurement projects and the supply chain comply with international ethical standards
 Provide recommendations and advice to improve compliance and ethical standards and policies
 Use of specific tools for prevention of fraud, corruption and conflict of interest in tender evaluations (e.g. self -
declarations)
 Monitor actions that drive an effective compliance and constant improvement
 Create a culture that promotes and rewards compliance
 Create the code of conduct/ ethics of an organisation
 Detect inefficient and unethical policies, practice and processes that prevent it from obtain ing the best
procurement results
 Develop self-audit protocols to challenge staff behaviours rather than processes
111
TRAINING MODULE 24. COLLABORATION

No public procurement professional works in isolation. To be successful, procurement professionals need to collaborate
with each other and their environment. This means working in teams and encouraging the sharing of ideas and strategies
and the gathering input and expertise. This is equally applicable for a small organisation where the public buyer will
have to rely on both internal and external stakeholders, as well as for larger organisations and central purchasing bodies,
where there is a conscious strategy for building multidisciplinary procurement teams for specific procurement
procedures (e.g. lawyer, economist, specialist or subject-matter expert).
This competence requires knowledge of collaboration tools and techniques.
TRAINING TOPICS
 Team work and team values

 Working in multi-disciplinary teams
 Collaborative techniques and approaches
LEARNING OUTCOMES
 Understand the importance of team work to create value

 Understand the value of and leverage on multidisciplinary teams
 Understand what culture is and the importance of active listening
 Use active listening to collaborate with other team members and to collect input from different services
 Adapt personal behaviour to others
 Build collaborative teams and networks based on the needs and the right mix of competences to support value-
creating activity
 Manage and make the most of multidisciplinary working teams
 Act as a knowledge sharing facilitator among the various functions/ department of an organisation
112
TRAINING MODULE 25. STAKEHOLDER RELATIONSHIP MANAGEMENT

Stakeholder relationship management means creating and maintaining solid internal and external relations based
on mutual trust and credibility. Public procurement professionals often need to engage with stakeholders to achieve
organisational goals and contribute to the sustainable development of stakeholder relationships.
This competence requires knowledge of key concepts and methods of stakeholder relationship management.
TRAINING OBJECTIVES
 Internal and external stakeholders

 Stakeholder relationship management techniques
 Peer leadership and motivation
LEARNING OUTCOMES
 Identify the organisation's internal and external stakeholders

 Apply structured tools to manage stakeholder relationships, such as data management systems
 Understand how stakeholders influence procurement decisions and projects
 Deal with multiple stakeholders with divergent interests
 Manage internal and external stakeholders’ expectations
 Apply advanced stakeholder relationship management techniques (e.g. stakeholder register, stakeholder
engagement matrix)
 Create a vision, mission and value for an organisation that speaks to all internal and external stakeholders
 Develop stakeholder relationship management techniques and tools
113
TRAINING MODULE 26. TEAM MANAGEMENT AND LEADERSHIP

Team management and leadership are key to setting a clear direction and achievable objectives for procurement
teams and functions. They should be used to promote a collaborative environment and work towards common goals.
This implies using methods and techniques that are tailored to the team to support its members, clearly defining roles
and responsibilities; setting individual and group performance expectations; and encouraging the team to work together
to achieve the set goals.
This competence requires knowledge of key concepts and methods of team management.
TRAINING TOPICS
 Key concepts of team management and positive leadership

 Team management methods and tools
 Behavioural analysis
 Management styles
LEARNING OUTCOMES
 Apply team management methods and tools on a daily basis

 Identify team members’ strengths and weaknesses
 Capitalise on and enhance team members’ strengths
 Provide constructive feedback to the team and recognise its achievements
 Implement a positive-leadership management style
 Understand how the structure of the organisation influences leadership
 Understand their behavioural preferences and develop leadership skills accordingly
 Adapt their management style to different individuals and behaviours
 Persuade, involve and inspire others and get them on board for value-creating activities
 Promote and drive a culture of leadership and excellence
 Create team management and leadership approaches and tools
114
TRAINING MODULE 27. ORGANISATIONAL AWARENESS

Organisational awareness is the understanding of the administrative structure, organisational culture, as well as the
legal and policy framework, that impacts the organisation. It allows one to understand the drivers and motivations of
different stakeholders, and to take appropriate actions leading to securing value for money and the best outcome for
the organisation.
This competence requires knowledge of the organisation’s administrative structure, procedures and processes, internal
culture and legal and policy framework.
TRAINING TOPICS
This training module, which should be delivered internally by the organisation, should cover:
 The organisation’s history, vision and mission statement, policy priorities and strategic objectives
 The organisation’s management structure, internal procedures, systems and tools
 Human resource aspects, including career development and training opportunities
 The organisation’s legal framework and ethical and compliance standards
LEARNING OUTCOMES
 Understand the mission statement, policy priorities and goals of the organisation and how they relate to the
procurement function
 Understand the values, internal culture and social aspects of the organisation that support successful team work
 Understand the structure of the organisation and the role of the different departments involved in the procurement
function
 Apply the internal procedures, systems and workflows of the organisation
 Identifying the various internal and external stakeholders of the organisation, their needs, relationships and modes
of communication
 Understanding the legal environment of the organisation
 Understand the career prospects within the organisation and training opportunities that support individual
professional development
115
TRAINING MODULE 28. PROJECT MANAGEMENT

The effective delivery of a procurement project requires the understanding and application of key concepts, practices
and tools to manage procurement procedures. These project management concepts can be used to ensure that
procurement projects are delivered in line with the expected timeline, budget, quality, stakeholder involvement and risk
mitigation.
This competence requires knowledge of the key concepts and tools of project management relevant for the public
administration.
TRAINING TOPICS
 Key concepts and tools of project management

 Planning and time management
 Tasks delegation
 Giving constructive feedback
 Management of project risks
LEARNING OUTCOMES
 Identify key priorities and define appropriate action plan

 Identify and flag potential project risks
 Request support and advice
 Create and implement a project plan
 Delegate tasks and ensure monitoring
 Coordinate with project stakeholders
 Manage time and ensure deadlines are met
 Provide constructive feedback
 Ensure that projects’ objectives are aligned with the overall organisation strategy
 Anticipate opportunities and problems through proactive planning and creative thinking
 Monitor and carry out complex projects in an uncertain/ rapidly changing environment
 Anticipate project risks and implement mitigating measures
 Manage budgets and resources effectively
 Set up relevant project management system and tools for the organisation
116
TRAINING MODULE 29. PERFORMANCE ORIENTATION

Public procurement professionals need to focus efforts and prioritise work to deliver value for money, in line with
public service guidelines and policies. Their role is to achieve cost savings and strategic and sustainable goals, proactively
identify inefficiencies, overcome obstacles and adapt their approach to consistently deliver sustainable and high-
performance procurement outcomes.
This competence requires knowledge of cost and performance management strategies and methods as well as Key
Performance Indicators (KPIs) that help identify inefficiencies and monitor the financial performance of the procurement
and the way it delivers value for money.
TRAINING TOPICS
 Concept and importance of value for money, performance, and efficiency

 Use of Key Performance Indicators (KPIs)
 Performance management tools and approaches
 Key concepts in economics and finance
 Budget and financial management
LEARNING OUTCOMES
 Set priorities and apply time management techniques to maximise efficiency

 Identify opportunities to create value
 Be consistent in setting smart personal objectives and Key Performance Indicators
 Analyse team members’ Key Performance Indicators and provide regular feedback on performance
 Manage budget and finance effectively to ensure value for money
 Define organisation goals and performance targets
 Design staff competency assessment and development tools
 Set an inclusive organisational culture that valorises public procurement as a strategic function
117
TRAINING MODULE 30. RISK MANAGEMENT AND INTERNAL CONTROL

Public procurement takes place at an intersection of public and private interests. It is subject to several layers of internal
and external oversight, even including media attention, and is widely identified as a key risk area for fraud and
corruption. As such, a big part of a procurement professional’s job is managing a number of overlapping risks. This
requires rigorous and thoughtful application of mitigation measures and controls, as well as a proactive approach to
protecting the interests of the organisation and the public good.
This competence requires knowledge of the different types of risk in public procurement processes and mitigation
measures, functions of internal control and audit from the procurement point of view.
TRAINING TOPICS
 Various risks in public procurement processes

 Risk mitigating measures in public procurement
 Internal control and risk management procedures
 Fraud risks assessments
 Steps in audit trail
LEARNING OUTCOMES
 Understand the concept of accountability and liability in a contracting authority

 Understand the various risks that can occur in the public procurement process
 Apply basic internal control and risk management procedures
 Maintain change management and version control
 Prevent and detect common types of fraud and corruption risk
 Conduct a risk-based supplier relationship analysis
 Maintain a risk register and develop risk mitigating measures
 Perform fraud risks assessments
 Enhance internal control processes
 Review risk management processes and propose ways to improve them
 Review fraud risk assessments and monitor the effectiveness of mitigating measure
 Set up successful risk management strategies and processes
 Define fraud risk assessment strategies and tools for the organisation
 Incorporate lessons learned from previous risks detected to enhance and strengthen internal control and risk
management procedures
118
GETTING IN TOUCH WITH THE EU

In person
All over the European Union there are hundreds of Europe Direct information centres. You can find the
address of the centre nearest you at: https://europa.eu/european-union/contact_en
On the phone or by email
Europe Direct is a service that answers your questions about the European Union. You can contact this
service:
– by freephone: 00 800 6 7 8 9 10 11 (certain operators may charge for these calls),
– at the following standard number: +32 22999696 or
– by email via: https://europa.eu/european-union/contact_en
FINDING INFORMATION ABOUT THE EU

Online
Information about the European Union in all the official languages of the EU is available on the Europa website
at: https://europa.eu/european-union/index_en
EU publications
You can download or order free and priced EU publications at: https://publications.europa.eu/en/publications.
Multiple copies of free publications may be obtained by contacting Europe Direct or your local information
centre (see https://europa.eu/european-union/contact_en).
EU law and related documents
For access to legal information from the EU, including all EU law since 1952 in all the official language
versions, go to EUR-Lex at: http://eur-lex.europa.eu
Open data from the EU
The EU Open Data Portal (http://data.europa.eu/euodp/en) provides access to datasets from the EU. Data can
be downloaded and reused for free, for both commercial and non-commercial purposes.
119
ET-01-20-242-EN-N
doi: 10.2873/404377
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ProcurComp EU

European Competency Framework

Contact: Katharina Knapton-Vierlich, Justyne Balasinska

Manuscript completed in June 2020

Luxembourg: Publications Office of the European Union, 2020

© European Union, 2020

Print ISBN 978-92-76-17947-4 doi: 10.2873/60730 ET-01-20-242-EN-C

OVERVIEW. PROCURCOMPEU - A EUROPEAN

1. WHY A EUROPEAN PROFESSIONALISATION TOOL FOR PUBLIC

1.1. Why ProcurCompEU?

1.2. Who is ProcurCompEU for?

Individuals and professional bodies

Organisations and Contracting Authorities

Authorities and policy makers

Training organisations and certifying bodies

1.3. How was ProcurCompEU developed?

Benchmarking of existing policies and tools

Input form stakeholder consultations

User feedback from a pilot exercise

Coordination of the project

2.1. The main components of ProcurCompEU

PART I. The ProcurCompEU Competency Matrix

PART II. The ProcurCompEU Self-Assessment Tool

PART III. The ProcurCompEU Reference Training Curriculum

2.2. The ProcurCompEU mission statement

ProcurCompEU is a voluntary and free to use tool

ProcurCompEU is a common reference for the EU – and beyond

3. WHAT CAN PROCURCOMPEU BE USED FOR?

3.1. Individual competency analysis and development

3.2. Organisational competency gap analysis

12 CIPS Global Standard for Procurement and Supply: https://www.cips.org/en/knowledge/global-standard-for-procurement-and-supply/

3.3. Performing a maturity assessment for future goals

3.4. Joint competency assessment by multiple

3.5. Designing official job profiles

16 International Federation of Procurement and Supply Management’s Global Standard: https://www.ifpsm.org/global-standard

3.6. Recruitment of procurement staff

3.7. Outsourcing of procurement activities

3.8. Developing procurement training curriculum and

3.9. Developing certification schemes

19 Norway’s Public Procurement Academy: https://anskaffelsesakademiet.no/om-anskaffelsesakademiet/

PART I. THE COMPETENCY

PART I. THE PROCURCOMPEU COMPETENCY MATRIX

1. HOW TO READ THE PROCURCOMPEU COMPETENCY MATRIX?

1.1. Structure of the Competency Matrix

There are 30 competences in the Competency Matrix grouped in two categories:

Figure 1: Clusters of competences

Procurement specific competences:

1.2. Overview of the 30 ProcurCompEU competences

1.3. Structure of the proficiency levels

Table 2: Proficiency level descriptions

 You demonstrate basic factual knowledge/ awareness of the procurement field;

2. THE PROCURCOMPEU COMPETENCY MATRIX

2.1. Procurement specific competences

Cluster of horizontal competences

COMPETENCE 4: E-PROCUREMENT & OTHER IT TOOLS

COMPETENCE 5: SUSTAINABLE PROCUREMENT

COMPETENCE 6: INNOVATION PROCUREMENT

Innovation procurement refers to a public procurement that involves either:

COMPETENCE 7: CATEGORY SPECIFIC