Explanation of proficiency levels (taxonomy) for IPMA Levels D and C attainment targets

The exam questions are set at different proficiency levels. This is because it makes a difference whether you only have to learn something by heart, or whether you also have to understand it. Or whether you only need to know how something has to be done, or whether you can demonstrate you know how to apply it. The various proficiency levels have been designated the letters F, B, R and P. These levels, which are based on Romiszowskis taxonomy, are explained below. The level asked for in the exam is determined by the attainment targets document. This document provides the maximal level asked for per attainment target. Example: If the there is an R in the attainment targets document, a question may also be set at level F or B. Generally, more factual and conceptual questions will be set in the IPMA Level D exams. In the IPMA Level C written exam, the questions are asked at the level of applicability.

Explanation of the different proficiency levels

F: this is a question at the level of factual proficiency. In general, the answers to these questions can be found in the training material. Examples: What is the definition of span of control? Name three characteristics of a project. B: Stands for conceptual level. Here, the candidate has to understand the attainment target, establish connections and name similarities of differences. The following also fall under the conceptual level: describing a particular concept in ones own words; describing a causal connection; naming rules or legalities; interpreting the essence of something recognising a concept in a particular situation. Verbs which indicate a conceptual question are: compare; account for; interpret; combine; explain and give an example of. Examples: In the situation described, determine what the project approach, the project goal and the project result are. Explain the difference between a line manager and a project manager.

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R: Proficiency level R stands for reproductive skills. A candidate has to be able to: demonstrate something; construct something; demonstrate something or apply something with the help of a standard procedure. Here, the theory has to be applied in a situation, and that is why this level is sometimes also described as the application level. For level R, a distinction is made between analysis questions, calculation questions and planning questions. Analysis questions: Here, the candidate often has to analyse a situation and provide a correct action or indicate what the effect of his action is. Example: Which style of leadership can the project manager best apply in this situation? Calculation questions: This is about carrying out a standard procedure. The data is unambiguous and the procedure to be applied has been practiced. The question appears very similar to the practice questions from the training material. Subjects with calculation questions could be: NPV; Earned Value; Balance sheet and Profit & Loss calculations and Decision trees. Example: Calculate the net present value <in a given situation>. Provide your calculation. Planning and structuring questions. In these, the candidate is asked to apply planning tools to a straightforward situation, or depict a project structure. The candidate, therefore, has to be able to work with planning and control tools. Subjects in planning question could be: PBS; WBS; OBS; Gantt Chart; network planning; slip chart or resourcing. Example: Produce a Gantt Chart for the following activities. P: Productive skill requires the candidate to apply his proficiency in a new situation, so that a standard procedure cannot be applied just like that. The candidate has to be more creative in these questions: design; assess; substantiate or offer a solution. Examples: Analyse whether in the situation described, the project approach, the project goal and the project result are in line with one another. If necessary, provide improvement proposals. Assess the discussion between the project manager and his project owner. Determine what goes wrong in the phrasing of the questions, and describe two suggestions for a better formulation of the questions, which would enable the result to be achieved.

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More examples of questions per proficiency level

More examples of questions per proficiency level are given below. For each theme, the questions are in order of increasing proficiency level, and this provides insight into how a competence is worked out into questions of different proficiency levels. 1.13 Costs and finances F: B: Rr: P: Describe the concepts NPV and payback period. Give three differences between Prince2 and Project-based Creating with respect to handling budget overruns. Calculate the NPV based on a specified net cash flow. Based on the specified net cash flow of two projects, advise management as to whether it is wise to invest in these projects. If a positive recommendation is given, which project has preference? Justify your answer.

1.18 Communication B: Ra: P: Name the characteristics of an open and a closed question and provide an example of both. Classify the questions (open, closed, rhetorical, suggestive questions) in this discussion. Assess the discussion. Determine what is wrong with the phrasing of the questions and provide two suggestions for a better formulation of the questions.

1.03 Requirements and goals F: B: Rp: P: What do the concepts project approach, project goal and project result mean? In the case presented, state the project approach, the project goal and the project result. For a given case, draw up a WBS for the results to be achieved. In this situation, analyse whether or not the project approach, the project goal and the project result are in line with one another. If necessary, provide proposals for improving the situation.

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