Expected competencies of construction project managers in Zimbabwe

Abstract

Purpose Increased construction risk due to the complexity and numerous construction performance challenges requires improved construction project managers’ competence. However, contextual interrogation of these competencies is limited. This paper aims to report on a study that sought to determine the expected competencies of construction project managers and assesses the existence of statistically significant differences due to gender, designation and educational levels of respondents. Design/methodology/approach A quantitative research design was instituted through the administration of a questionnaire survey on Project Managers, Architects, Engineers and Quantity surveyors working for consultants and contractors’ organizations. Descriptive and inferential statistics analysed significant differences due to demographic variables. Factor analysis was also used to reveal interrelated significant sets of competencies expected of construction project managers. Findings Factor analysis determined 11 significant components with the highest-ranked components comprising organizational savvy and experience in managing project constraints. The univariate analysis determining effective communication, leadership and good team-building skills as being the three most critical expected competencies. Significant differences due to educational levels were established, with shortcomings existing in those with Diplomas. Research limitations/implications The higher education institutions need to establish curricula designs that align with the competency expectations. Mentorship programmes within construction organizations can also be significant in bridging the existing competence gap. However, due to the exploratory nature of the study, the insights of clients were not considered. Originality/value The study determined competencies for construction project managers and demographic-specific interventions.