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The strategic importance of project management offices (PMOs) is not questionable therefore identifying the most specific and noticeable evaluation segments of PMOs leads to a better understanding of PMOs. As a starting point in our earlier publication along with the quest for the determination of a standardized, integrated, and comprehensive framework, we defined a PMO model summarizing grounding ideas of our research. This complex PMO model contains six building blocks that describe the complex role and status of PMO within the organization: the context (the environment of the PMO), the typology, the maturity, the internal processes of the PMO, the services, and the performance (the metrics of the PMO). This study concentrates on the services and the typology of a PMO, based on a deep dive in the different approaches of these two categories. We achieve this first by elaborating a clear description of them and secondly by analyzing the relationship between them and the other categories of the model. In our model, among the six categories 'typology' has the most direct connection to the organizational structure that a PMO serves. Following the analysis of state-of-the art and relevant publications about this category, we recognized that the typology has various definitions leading to diffuse meaning. This research clarifies this concept to give a proposal for the exact definition of typology. Publications on PMO 'services' do not emphasize the definition itself enough. Instead, they focus on the PMO responsibilities within an organization, the needs, and the objectives to achieve. Our research provides a collection of all the service elements, and different grouping concepts of them. In his study we suggest a unified list of PMO services, their descriptions, and a grouping approach in line with the aim of PMO operation.

This article presents a novel educational project aiming at the development and implementation of a professional, standardized, internationally accepted system for training and certifying teachers, school students and young people in Artificial Intelligence (AI) and Robotics. In recent years, AI and Robotics have become major topics with a huge impact not only on our everyday life but also on the working environment. Hence, sound knowledge about principles and concepts of AI and Robotics are key skills for this century. Nonetheless, hardly any systematic approaches exist that focus on teaching principles of intelligent systems at K-12 level, addressing students as well as teachers who act as multipliers. In order to meet this challenge, the European Driving License for Robots and Intelligent Systems—EDLRIS was developed. It is based on a number of previously implemented and evaluated projects and comprises teaching curricula and training modules for AI and Robotics, following a competency-based, blended learning approach. Additionally, a certification system proves peoples’ acquired competencies. After developing the training and certification system, the first 32 trainer and trainee courses with a total of 445 participants have been implemented and evaluated. By applying this innovative approach—a standardized and widely recognized training and certification system for AI and Robotics at K-12 level for both high school teachers and students—we envision to foster AI/Robotics literacy on a broad basis.

In our previous publications at this forum, on the one hand, we introduced and described a comprehensive project management offices (PMOs) model, and on the other hand, we conducted a deeper analysis of two elements of our model. With this series of articles, we are trying to underline the lack of the common categories and the conventional interpretation leading to a diverse discussion on PMOs. Our suggested PMO model contains six elements formed in a Celtic cross shape. In our latest paper we made a deep analysis of the typology and the service categories. The analysis was not only based on a qualitative literature review, but we have also used the publications as an input for a quantitative analysis. Continuing this approach in this presentation, we will dive deep in the remaining four elements of our model. The viewpoints and inputs for our analysis: 1. Category of Context (the environment of the PMO): industry and business model dependencies, impact of the organizational project knowledge and culture, PMO trends and PMO surveys from different sources 2. Category of Internal processes (of PMO): attempt to define a common set of process group for PMO, features of portfolio management software products 3. Category Performance (the metrics PMO): success factors, KPIs, expectations, balancing among business, project and operational metrics or emphasizing some of them 4. Category Maturity: compering different PMO and project maturity approaches to set up a practical and general proposal. Beyond making our model complete with all six elements analyzed, the presentation gives a brand-new part with the analysis of the relationships and dependencies among the elements.