PAPERS Project Management Journal, Vol. 46, No. 4, 90–104 © 2015 by the Project Management Institute Published online in Wiley Online Library (wileyonlinelibrary.com). DOI: 10.1002/pmj.21511 90 ...

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PAPERS
Project Management Journal, Vol. 46, No. 4, 90–104
© 2015 by the Project Management Institute
Published online in Wiley Online Library
(wileyonlinelibrary.com). DOI: 10.1002/pmj.21511
90 August/September 2015 ? Project Management Journal ? DOI: 10.1002/pmj
ABSTRACT ?
This study employs a unique combination
of the grounded theory methodology (GTM)
and Behavioral Event Interviews to explore
the competencies of IT project managers.
The findings largely support other stud-
ies using more traditional data collection
approaches but also provide some new
insights that warrant attention from practi-
tioners and researchers alike. These insights
include the importance of multiple modes of
communication both internal to the project
and also with external stakeholders. Some
significant differences between the compe-
tencies of experienced and inexperienced
project managers were also uncovered.
Finally, the use of higher authorities to influ-
ence project stakeholders was observed.
KEYWORDS: grounded theory method;
information technology; project manage-
ment; behavioral competencies
Employing Grounded Theory to Uncover
Behavioral Competencies of Information
Technology Project Managers
Stuart Dillon, University of Waikato, Hamilton, New Zealand
Hazel Taylor, The Information School, University of Washington, Seattle, WA, USA
INTRODUCTION ?
T
he successful management of information technology (IT)
projects continues to be an elusive and challenging goal for many
organizations. The reputations of both the chief information
officer (CIO) and the IT department can often be directly linked
to the success or failure of their IT projects. Unfortunately, for many CIOs
there are more instances of failure than success. We know that many IT
projects fail to be completed on budget or on time, and that even among the
projects that do get completed, many fail to deliver value on their original
objectives and meet stakeholder expectations (see, e.g., Sauer, Gemino, &
Reich, 2007 and Standish Group, 2003). It is widely accepted that people
play a key role in any project and ensuring that project personnel are well
trained and managed is vital (Crawford, Morris, Thomas, & Winter, 2006).
Of all those involved in a project, the most important person is the project
manager, and ensuring he or she is adequately trained to deal with all
project management tasks (and issues) is fundamental to project success
(Sauer et al., 2007).
Organizations make significant investments in training and developing
IT project managers, with the expectation of improving project management
performance and increasing the success rate of projects. In order to maximize
the return on organizational training, it is important to know what a good
project manager is and does, so that the training is targeted at appropriate
skills and competencies. We can also learn from inexperienced project man-
agers by identifying which competenc