Chapter 5 Working with People on Projects

Emotional Intelligence

Emotions are neither positive nor negative. Emotions are both a mental and physiological response to environmental and internal stimuli. Leaders need to understand and value their emotions to appropriately respond to the client, project team, and project environment. Daniel GolemanDaniel Goleman, Emotional Intelligence (New York: Bantam Books, 1995). discussed emotional intelligence quotient (EQ)Ability to sense, understand, and effectively apply the power and acumens of emotions. as a factor more important than IQ in predicting leadership success. According to Robert Cooper and Ayman Sawaf, “Emotional intelligence is the ability to sense, understand, and effectively apply the power and acumens of emotions as a source of human energy, information, connection, and influence.”Robert K. Cooper and Ayman Sawaf, Executive EQ, Emotional Intelligence in Leadership and Organizations (New York: Perigree Book, 1997), xiii.

Emotional intelligence includes the following:

• Self-awareness
• Self-regulation
• Empathy
• Relationship management

Figure 5.1

Understanding emotions leads to project success.

© 2010 Jupiterimages Corporation

Emotions are important to generating energy around a concept, to building commitment to goals, and to developing high-performing teams. Emotional intelligence is an important part of the project manager’s ability to build trust among the team members and with the client. It is an important factor in establishing credibility and an open dialogue with project stakeholders. Emotional intelligence is a critical ability for project managers, and the more complex the project profile, the more important the project manager’s EQ becomes to project success.

Personality Types

Personality types refer to the difference among people. Understanding your personality type as a project manager will assist you in understanding your tendencies and strengths in different situations. Understanding personality types can also help you understand the contributions of various members of your team and the various needs of your client.

There are a number of tools for helping people assess personality types, such as the DISCAcronym for a personality assessment tool, where DISC stands for dominance, influence, steadiness, and conscientiousness. acronym, which stands for the following:

• Dominance—relates to control, power, and assertiveness
• Influence—relates to social situations and communication
• Steadiness—relates to patience, persistence, and thoughtfulness
• Conscientiousness—relates to structure and organization

These four dimensions are then grouped to represent various personality types.

The Myers-Briggs Type Indicator (MBTI)Personality assessment tool that uses four pairs of letters: E-I, S-N, T-F, and J-P. is one of most widely used tools for exploring personal preference, with more than two million people taking the MBTI each year. The MBTI is often referred to as simply the Myers-Briggs. It is a tool that can be used in project management training to develop awareness of preferences for processing information and relationships with other people.

Based on the theories of psychologist Carl Jung, the Myers-Briggs uses a questionnaire to gather information on the ways individuals prefer to use their perception and judgment. Perception represents the way people become aware of people and their environment. Judgment represents the evaluation of what is perceived. People perceive things differently and reach different conclusions based on the same environmental input. Understanding and accounting for these differences is critical to successful project leadership.

The Myers-Briggs identifies sixteen personality types based on four preferences derived from the questionnaire. The preferences are between pairs of opposite characteristics and include the following:

• Extroversion (E)-Introversion (I)
• Sensing (S)-Intuition (N)
• Thinking (T)-Feeling (F)
• Judging (J)-Perceiving (P)

Sixteen Myers-Briggs types can be derived from the four dichotomies. Each of the sixteen types describes a preference: for focusing on the inner or outer world (E-I), for approaching and internalizing information (S-I), for making decisions (T-F), and for planning (J-P). For example, an ISTJ is a Myers-Briggs type who prefers to focus on the inner world and basic information, prefers logic, and likes to decide quickly.

Figure 5.2

Personality type indicates preferences for dealing with situations.

© 2010 Jupiterimages Corporation

It is important to note that there is no best type and that effective interpretation of the Myers-Briggs requires training. The purpose of the Myers-Briggs is to understand and appreciate the differences among people. This understanding can be helpful in building the project team, in developing common goals, and communicating with project stakeholders. For example, different people process information differently. Extraverts prefer face-to-face meetings as the primary means of communicating, while introverts prefer written communication. Sensing types focus on facts, and intuitive types want the big picture.

On larger, more complex projects, some project managers will use the Myers-Briggs as a team-building tool during project start-up. This is typically a facilitated work session where team members take the Myers-Briggs and share with the team how they process information, what communication approaches they prefer, and what decision-making preferences they have. This allows the team to identify potential areas of conflict, develop communication strategies, and build an appreciation for the diversity of the team.

Some people use a description of personality types that is based on research that shows that some functions of thinking and perception are localized on the left or right side of the brain. In this system, the left side of the brain is associated with recalling specific facts and definitions and performing calculations, while the right side of the brain is associated with emotions, estimates, and comparisons. The attraction of this system is that it categorizes people into just two categories—left or right brain dominance—but it should be used cautiously to avoid oversimplification.

Understanding the differences among people is a critical leadership skill. This includes understanding how people process information, how different experiences will influence the way people perceive the environment, and how people develop filters that allow certain information to be incorporated while other information is excluded. The more complex the project, the more important the understanding of how people process information, make decisions, and deal with conflict.

Leadership Styles

Leadership is a function of both the personal characteristics of the leader and the environment in which the leadership must occur. Several researchers have attempted to understand leadership from the perspective of the characteristics of the leader and the environment of the situation. Robert Tannenbaum and Warren SchmidtRobert Tannenbaum and Warren Schmidt, “How to Choose a Leadership Pattern,” Harvard Business Review 36 (1958): 95–101. described leaders as either autocratic or democratic. Harold LeavittHarold Leavitt, Corporate Pathfinders (New York: Dow-Jones-Irwin and Penguin Books, 1986). described leaders as pathfinders (visionaries), problem solvers (analytical), or implementers (team oriented). James MacGregor BurnsJames MacGregor Burns, Leadership (New York: Harper & Row, 1978). conceived leaders as either transactional (focused on actions and decisions) or transformational (focused on the long-term needs of the group and organization).

Fred FiedlerFred E. Fiedler, “Validation and Extension of the Contingency Model of Leadership Effectiveness,” Psychological Bulletin 76, no. 2 (1971): 128–48. introduced contingency theory and the ability of leaders to adapt their leadership approach to the environment. Most leaders have a dominant leadership style that is most comfortable. For example, most engineers spend years training in analytical problem solving and often develop an analytical approach to leadership.

A leadership style reflects personal characteristics and life experiences. Although a project manager’s leadership style may be predominantly a pathfinder (using Leavitt’s taxonomy), most project managers become problem solvers or implementers when they perceive the need for these leadership approaches. The leadership approach incorporates the dominant leadership style and Fiedler’s contingency focus on adapting to the project environment.

No particular leadership approach is specifically appropriate for managing a project. Each project has a unique set of circumstances because, by definition, projects are unique endeavors. The leadership approach and the management skills required to be successful vary depending on the complexity profile of the project. The Project Management Institute published research that studied project management leadership skillsQian Shi and Jianguo Chen, The Human Side of Project Management: Leadership Skills (Newtown Square, PA: Project Management Institute, Inc., 2006), 4–11. and concluded that project managers needed good communication skills and the ability to build harmonious relationships and motivate others. Beyond this broad set of leadership skills, the successful leadership approach will depend of the profile of the project.

Figure 5.3

Appropriate leadership style depends on project complexity.

© 2010 Jupiterimages Corporation

A transactional project manager with a strong command and control leadership approach may be very successful on a small software development project or a construction project, where tasks are clear, roles are well understood, and the project environment is cohesive. This same project manager is less likely to be successful on a larger, more complex project with a diverse project team and complicated work processes.

Matching the appropriate leadership style and approach to the complexity profile of the project is a critical element of project success. Even experienced project managers are less likely to be successful if their leadership approach does not match the complexity profile of the project.

Each project phase may also require a different leadership approach. During the start-up phase of a project, when new team members are first assigned to the project, the project may require a command and control leadership approach. Later, as the project moves into the conceptual development phase, creativity becomes important, and the project management takes on a more transformational type leadership approach. Most experienced project managers are able to adjust their leadership approach to the needs of the project phase. Occasionally, on very large, complex projects, some companies will change project managers after the conceptual phase of the project to bring in a different project leadership approach or change project managers to manage the closeout of a project. Changing project managers may bring the right level of experience and the appropriate leadership approach but is also disruptive to a project. Senior management must balance the benefit of matching the right leadership approach with the cost of disrupting the project.

Negotiation and Conflict Resolution

EinsiedelAlbert A. Einsiedel, “Profile of Effective Project Managers,” Project Management Journal 18 (1987): 5. discussed qualities of successful project managers. The project manager must be perceived to be credible by the project team and key stakeholders. The project manager can solve problems. A successful project manager has a high degree of tolerance for ambiguity. On projects, the environment changes frequently, and the project manager must apply the appropriate leadership approach for each situation.

The successful project manager must have good communication skills. Barry PosnerBarry Z. Posner, “What It Takes to Be a Good Project Manager,” Project Management Journal 18 (1987): 32–46. connected project management skills to solving problems. All project problems were connected to skills needed by the project manager:

• Breakdown in communication represented the lack of communication skills.
• Uncommitted team members represented the lack of team-building skills.
• Role confusion represented the lack of organizational skills.

The research indicates that project managers need a large numbers of skills. These skills include administrative skills, organizational skills, and technical skills associated with the technology of the project. The types of skills and the depth of the skills needed are closely connected to the complexity profile of the project. Typically on smaller, less complex projects, project managers need a greater degree of technical skills. On larger, more complex projects, project managers need more organizational skills to deal with the complexity. On smaller projects, the project manager is intimately involved in developing the project schedule, cost estimates, and quality standards. On larger projects, functional managers are typically responsible for managing these aspects of the project, and the project manager provides the organizational framework for the work to be successful.

Listening

One of the most important communication skills of the project manager is the ability to actively listen. Active listening takes focus and practice to become effective. Active listening is placing yourself in the speaker’s position as much as possible, understanding the communication from the point of view of the speaker, listening to the body language and other environmental cues, and striving not just to hear, but to understand.

Figure 5.4

Conflict resolution requires good listening skills.

© 2010 Jupiterimages Corporation

Active listening enables a project manager to go beyond the basic information that is being shared and to develop a more complete understanding of the information.

Client’s Body Language Indicates Problems at a Board Meeting

A client just returned from a trip to Australia where he reviewed the progress of the project with his company’s board of directors. The project manager listened and took notes on the five concerns expressed by the board of directors to the client.

The project manager observed that the client’s body language showed more tension than usual. This was a cue to listen very carefully. The project manger nodded occasionally and clearly demonstrated he was listening through his posture, small agreeable sounds, and body language. The project manager then began to provide feedback on what was said using phrases like “What I hear you say is…” or “It sounds like.…” The project manager was clarifying the message that was communicated by the client.

The project manager then asked more probing questions and reflected on what was said. “It sounds as if it was a very tough board meeting.” “Is there something going on beyond the events of the project?” From these observations and questions, the project manager discovered that the board of directors meeting did not go well. The company had experienced losses on other projects, and budget cuts meant fewer resources for the project and an expectation that the project would finish earlier than planned. The project manager also discovered that the client’s future with the company would depend on the success of the project. The project manager asked, “Do you think we will need to do things differently?” They began to develop a plan to address the board of directors’ concerns.

Through active listening, the project manager was able to develop an understanding of the issues that emerged from the board meeting and participate in developing solutions. Active listening and the trusting environment established by the project manager enabled the client to safely share information he had not planned on sharing and to participate in creating a workable plan that resulted in a successful project.

The project manager used the following techniques:

1. Listening intently to the words of the client and observing the client’s body language
2. Nodding and expressing interest in the client without forming rebuttals
3. Providing feedback and asking for clarity while repeating a summary of the information back to the client
4. Expressing understanding and empathy for the client

The active listening was important to establishing a common understanding from which an effective project plan could be developed.

Negotiation

Negotiation is a process for developing a mutually acceptable outcome when the desired outcome for parties in the negotiation is sufficiently different that both cannot achieve the desired outcome. A project manager will often negotiate with a client, with team members, with vendors, and with other project stakeholders. A larger and more complex project will have a large number of stakeholders, often with conflicting desired outcomes. Negotiation is an important skill in developing support for the project and preventing frustration among stakeholders, which could delay or cause project failure.

Vijay VermaVijay K. Verma, Human Resource Skills for the Project Manager (Sylvia, NC: PMI Publications, 1996), 145–75. suggests that negotiations involve four principles:

1. The first principle is to separate people from the problem. If the person is seen as the problem, then finding a mutually acceptable solution will be difficult. Framing the discussions in terms of desired outcomes enables the negotiations to focus on finding new outcomes.
2. The second principle is to focus on common interests. By avoiding the focus on differences, both parties are more open to finding solutions that are acceptable.
3. The third principle is to generate options that advance shared interests. Once the common interests are understood, solutions that do not match with either party’s interests can be discarded, and solutions that may serve both parties’ interests can be more deeply explored.
4. Verma’s final principle is to develop results based on standard criteria. The standard criterion is the success of the project. This implies that the parties develop a common definition of project success.

For the project manager to successfully negotiate issues on the project, he or she should first seek to understand the position of the other party. If negotiating with a client, what is the concern or desired outcome of the client? What are the business drivers and personal drivers that are important to the client? Without this understanding, it is difficult to find a solution that will satisfy the client. The project manager should also seek to understand what outcomes are desirable to the project. Typically, more than one outcome is acceptable. Without knowing what outcomes are acceptable, it is difficult to find a solution that will produce that outcome.

One of the most common issues in formal negotiations is finding a mutually acceptable price for a service or product. Understanding the market value for a product or service will provide a range for developing a negotiations strategy. The price paid on the last project or similar projects provides information on the market value. Seeking expert opinions from sources who would know the market is another source of information. Based on this information, the project manager can then develop an expected range from the lowest price that would be expected within the current market to the highest price.

Additional factors will also affect the negotiated price. The project manger may be willing to pay a higher price to assure an expedited delivery or a lower price if delivery can be made at the convenience of the supplier or if payment is made before the product is delivered. Developing as many options as possible provides a broader range of choices and increases the possibility of developing a mutually beneficial outcome.

Figure 5.5

The process of negotiation can influence future supplier relationships.

© 2010 Jupiterimages Corporation

The goal of negotiations is not to achieve the lowest costs, although that is a major consideration, but to achieve the greatest value for the project. If the supplier believes that the negotiations process is fair and the price is fair, the project is more likely to receive higher value from the supplier. The relationship with the supplier can be greatly influenced by the negotiation process and a project manager that attempts to drive the price unreasonably low or below the market value will create an element of distrust in the relationship that may have negative consequences for the project. A positive negotiation experience may create a positive relationship that may be beneficial, especially if the project begins to fall behind schedule and the supplier is in a position to help keep the project on schedule.

Negotiation on a Construction Project

After difficult negotiations on a construction project in Indiana, the project management team met with a major project supplier and asked, “Now that the negotiations are complete, what can we do to help you make more profit?” Although this question surprised the supplier, the team had discussed how information would flow, and confusion in expectations and unexpected changes always cost the supplier more money. The team developed mechanisms for assuring good information and providing early information on possible changes and tracked the effect of these efforts during the life of the project.

These efforts and the increased trust did enable the supplier to increase profits on the project, and the supplier made special efforts to meet every project expectation. During the life of the project, the supplier brought several ideas on how to reduce total project costs and increase efficiency. The positive outcome was the product of good supplier management by the project team, but the relationship could not have been successful without good faith negotiations.

Conflict Resolution

Conflict on a project is to be expected because of the level of stress, lack of information during early phases of the project, personal differences, role conflicts, and limited resources. Although good planning, communication, and team building can reduce the amount of conflict, conflict will still emerge. How the project manager deals with the conflict results in the conflict being destructive or an opportunity to build energy, creativity, and innovation.

David Whetton and Kim CameronDavid Whetton and Kim Cameron, Developing Management Skills (Upper Saddle River, NJ: Pearson Education, 2005). developed a response-to-conflict model that reflected the importance of the issue balanced against the importance of the relationship. The model presented five responses to conflict:

1. Avoiding
2. Forcing
3. Collaborating
4. Compromising
5. Accommodating

Each of these approaches can be effective and useful depending on the situation. Project managers will use each of these conflict resolution approaches depending on the project manager’s personal approach and an assessment of the situation.

Most project managers have a default approach that has emerged over time and is comfortable. For example, some project managers find the use of the project manager’s power the easiest and quickest way to resolve problems. “Do it because I said to” is the mantra for project managers who use forcing as the default approach to resolve conflict. Some project managers find accommodating with the client the most effective approach to dealing with client conflict.

The effectiveness of a conflict resolution approach will often depend on the situation. The forcing approach often succeeds in a situation where a quick resolution is needed, and the investment in the decision by the parties involved is low.

Resolving an Office Space Conflict

Two senior managers both want the office with the window. The project manager intercedes with little discussion and assigns the window office to the manager with the most seniority. The situation was a low-level conflict with no long-range consequences for the project and a solution all parties could accept.

Sometimes office size and location is culturally important, and this situation would take more investment to resolve.

Conflict Over a Change Order

In another example, the client rejected a request for a change order because she thought the change should have been foreseen by the project team and incorporated into the original scope of work. The project controls manager believed the client was using her power to avoid an expensive change order and suggested the project team refuse to do the work without a change order from the client.

This is a more complex situation, with personal commitments to each side of the conflict and consequences for the project. The project manager needs a conflict resolution approach that increases the likelihood of a mutually acceptable solution for the project.

One conflict resolution approach involves evaluating the situation, developing a common understanding of the problem, developing alternative solutions, and mutually selecting a solution. Evaluating the situation typically includes gathering data. In our example of a change order conflict, gathering data would include a review of the original scope of work and possibly of people’s understandings, which might go beyond the written scope.

The second step in developing a resolution to the conflict is to restate, paraphrase, and reframe the problem behind the conflict to develop a common understanding of the problem. In our example, the common understanding may explore the change management process and determine that the current change management process may not achieve the client’s goal of minimizing project changes. This phase is often the most difficult and may take an investment of time and energy to develop a common understanding of the problem.

Figure 5.6

Conflict resolution skills are needed to meet goals.

© 2010 Jupiterimages Corporation

After the problem has been restated and agreed on, alternative approaches are developed. This is a creative process that often means developing a new approach or changing the project plan. The result is a resolution to the conflict that is mutually agreeable to all team members. If all team members believe every effort was made to find a solution that achieved the project charter and met as many of the team member’s goals as possible, there will be a greater commitment to the agreed-on solution.

Project Goals Accomplished

In our example, the project team found a new way to accomplish the project goals without a change to the project scope. On this project, the solution seemed obvious after some creative discussions, but in most conflict situations, even the most obvious solutions can be elusive.

Delegation

Delegating responsibility and work to others is a critical project management skill. The responsibility for executing the project belongs to the project manager. Often other team members on the project will have a functional responsibility on the project and report to a functional manager in the parent organization. For example, the procurement leader for a major project may also report to the organization’s vice president for procurement. Although the procurement plan for the project must meet the organization’s procurement policies, the procurement leader on the project will take day-to-day direction from the project manager. The amount of direction given to the procurement leader, or others on the project, is the decision of the project manager.

If the project manager delegates too little authority to others to make decisions and take action, the lack of a timely decision or lack of action will cause delays on the project. Delegating too much authority to others who do not have the knowledge, skills, or information will typically cause problems that result in delay or increased cost to the project. Finding the right balance of delegation is a critical project management skill.

Figure 5.7

A good project manager delegates work well.

© 2010 Jupiterimages Corporation

When developing the project team, the project manager selects team members with the knowledge, skills, and abilities to accomplish the work required for the project to be successful. Typically, the more knowledge, skills, abilities, and experience a project team member brings to the project, the more that team member will be paid. To keep the project personnel costs lower, the project manager will develop a project team with the level of experience and the knowledge, skills, and abilities to accomplish the work.

On smaller, less complex projects, the project manager can provide daily guidance to project team members and be consulted on all major decisions. On larger, more complex projects, there are too many important decisions made every day for the project manager to be involved at the same level, and project team leaders are delegated decision-making authority. Larger projects, with a more complex profile will typically pay more because of the need for the knowledge and experience. On larger, more complex project, the project manager will develop a more experienced and knowledgeable team that will enable the project manager to delegate more responsibility to these team members.

The project manager must have the skills to evaluate the knowledge, skills, and abilities of project team members and evaluate the complexity and difficulty of the project assignment. Often project managers want project team members they have worked with in the past. Because the project manager knows the skill level of the team member, project assignments can be made quickly with less supervision than with a new team member with whom the project manager has little or no experience.

Delegation is the art of creating a project organizational structure with the work organized into units that can be managed. Delegation is the process of understanding the knowledge, skills, and abilities needed to manage that work and then matching the team members with the right skills to do that work. Good project managers are good delegators.

Setting Individual Goals

The Myers-Briggs rates an individual’s preferences—not their limitations. It is important to understand that each individual can still function in situations for which they are not best suited. For example, a project leader who is more Thinking (T) than Feeling (F) would need to work harder to be considerate of how a team member who is more Feeling (F) might react if they were singled out in a meeting because they were behind schedule. If a person knows their preferences and which personality types are most successful in each type of project or project phase, they can set goals for improvement in their ability to perform in those areas that are not their natural preference.

Another individual goal is to examine which conflict resolution styles are least comfortable and work to improve those styles so that they can be used when they are more appropriate than your default style.

Trust

Trust is the foundation for all relationships within a project. Without a minimum level of trust, communication breaks down, and eventually the project suffers in the form of costs increasing and schedules slipping. Often, when reviewing a project where the performance problems have captured the attention of upper management, the evidence of problems is the increase in project costs and the slippage in the project schedule. The underlying cause is usually blamed on communication breakdown. With deeper investigation, the communication breakdown is associated with a breakdown in trust.

Filters

Figure 5.8

Lack of trust makes filters stronger.

© 2010 Jupiterimages Corporation

On projects, trust is the filter through which we screen information that is shared and the filter we use to screen information we receive. The more trust that exists, the easier it is for information to flow through the filters. As trust diminishes, the filters become stronger and information has a harder time getting through, and projects that are highly dependent on an information-rich environment will suffer from information deprivation.

Managing Team Meetings

Team meetings are conducted differently depending on the purpose of the meeting, the leadership style that is appropriate for the meeting, and the personality types of the members of the team.

Management Meetings

Management meetings are longer in duration and are focused on planning. They are oriented toward developing plans, tracking progress of existing plans, and making adjustments to plans in response to new information.

These meetings include focused discussion on generating a common understanding of the progress of the existing plan. This discussion is based on quantitative information provided on the progress of the schedule and other data, but the discussion is qualitative in evaluating the data to develop a more complete understanding of the data. The experience and opinions of the project leaders are solicited, and disagreement about meaning of the data is even encouraged to develop a deeper understanding of the data. Through this discussion, a common understanding of the status of the project should emerge, and the project manager invites discussion, includes people to offer their thoughts, and assures that disagreements are positive discussions about interpretation of the information and that disagreements do not become personal.

Management meetings also focus on developing midterm goals. For larger, more complex projects, the goals may be monthly or even quarterly. For smaller or less complex projects, weekly goals will provide the focus. The project manager focuses the discussion on the broad priorities for the next period and includes all the functional leaders in the discussion. The goals that emerge from the discussion should represent a common understanding of the priorities of the project for the next term.

For example, during the early phases of a project, the team is focused on developing a conceptual understanding of the project. A major milestone on complex projects is typically the completion of the conceptual plan. The project manager would lead a discussion on what needs to be accomplished to meet the project milestone and asks what potential barriers exist and what key resources are needed. From the discussion, the project team develops a few key goals that integrate the various functions of the project team and focus the team on priorities.

The following are some examples of goals during the conceptual phase:

• Developing a list of the procurement long lead items and defining critical dates
• Developing a human resources plan that identifies critical positions
• Developing and building agreement with the client on the project scope of work

Each of these goals is measurable and time framed. They can be developed as positive motivators and will take the project leaders and most of the project team to accomplish. They develop a general understanding of the priorities and are easy to remember.

Management meetings are a combination of left-brain thinking, which is fact based, and right-brain thinking, which is creative and innovative. Using the Myers-Briggs terminology, team members who prefer feeling over thinking and perceiving over judging can contribute ideas and perspectives on the project that the more fact-oriented members might miss.

Figure 5.9

Different personality types have different perspectives.

© 2010 Jupiterimages Corporation

The project manager allows and encourages conversation in developing and evaluating the goals but focuses the discussion on the goals and obstacles. Management meetings take on a different focus during the month. Meetings at the beginning of the month spend time addressing the progress and potential barriers to the goals developed the previous month. During the middle of the month, the project manager leads the team to develop next month’s goals as the team also works on the current month’s goals. Toward the end of the month as the goals for the month are accomplished, the meeting focuses more on the next month, enabling the team to remain goal focused during the life of the project.

Management meetings are also an opportunity to discover obstacles to goal achievement. The project team reallocates resources or develops alternative methods for accomplishing the goals. As the project team discusses the progress of project goals, the project manger explores possible obstacles and encourages exposing potential problems in achieving goals. The project manager focuses the team on finding solutions and avoids searching for blame.

The project manager uses a facilitative leadership approach, encouraging the management team to contribute their ideas, and builds consensus on what goals will bring the appropriate focus. The project manager keeps the focus on developing the goals, tracking progress, identifying barriers, and making adjustments to accomplish the management goals. Although there are typically meetings for scheduling and procurement and other meetings where goals are established and problems solved, the management meeting and the goal development process create alignment among the project leadership on the items critical to the project’s success.

Types of Teams

Teams can outperform individual team members in several situations. The effort and time invested in developing a team and the work of the team are large investments of project resources, and the payback is critical to project success. Determining when a team is needed and then chartering and supporting the development and work of the team is another critical project management ability.

Teams are effective in several project situations:

• When no one person has the knowledge, skills, and abilities to either understand or solve the problem
• When a commitment to the solution is needed by large portions of the project team
• When the problem and solution cross project functions
• When innovation is required

Individuals can outperform teams on some occasions. An individual tackling a problem consumes fewer resources than a team and can operate more efficiently—as long as the solution meets the project’s needs. A person is most appropriate in the following situations:

• When speed is important
• When one person has the knowledge, skills, and resources to solve the problem
• When the activities involved in solving the problem are very detailed
• When the actual document needs to be written (Teams can provide input, but writing is a solitary task.)

In addition to knowing when a team is appropriate, the project manager must also understand what type of team will function best.

Problem-Solving Teams

Figure 5.10

Problem-solving teams focus on a particular problem.

© 2010 Jupiterimages Corporation

Problem-solving teams are assigned to address specific issues that arise during the life of the project. The project leadership includes members that have the expertise to address the problem. The team is chartered to address that problem and then disband.

Problem-Solving Teamwork on Equipment Manufacturing

On a project in Indiana, a company selected to design and build a critical piece of equipment began having financial problems, and the delivery of the equipment on the date needed by the project was at risk. A problem-solving team was chartered to assess the problem and develop a solution for the project. The team brought in some accounting expertise from the parent company and assessed the status of the vendor. The engineering team assessed the current state of the design, and the construction team developed an alternative schedule to allow for a late delivery of the equipment. The team developed a plan to support the vendor with funds and expertise that allowed the project to complete on time. The problem-solving team was organized to address a specific problem, developed and executed a plan to address the problem, and then was disbanded.

Qualitative Assessment of Project Performance

Project managers should provide an opportunity to ask such questions as “What is your gut feeling about how the project going?” and “How do you think our client perceives the project?” This creates the opportunity for reflection and dialogue around larger issues on the project. The project manager creates an atmosphere for the team to go beyond the data and search for meaning. This type of discussion and reflection is very difficult in the stress of day-to-day problem solving.

The project manager has several tools for developing good quantitativeBased on numbers and measurements. information—based on numbers and measurements—such as the project schedules, budgets and budget reports, risk analysis, and goal tracking. This quantitative information is essential to understanding the current status and trends on the project. Just as important is the development of qualitativeComparison of qualities. information—comparisons of qualities—such as judgments made by expert team members that go beyond the quantitative data provided in a report. Some would label this the “gut feeling” or intuition of experienced project managers.

The Humm FactorQualitative project measurement tool developed by Russ Darnall. is a tool developed by Russ DarnallShari Caudron, “Industry’s Unsung Heroes,” Industry Week, December 4, 1995, 12–16. to capture the thoughts of project participants that are not reflected in the project reporting tools. The Humm Factor derived its name from a project manager who always claimed he could tell you more by listening to the hum of the project than reading all the project reports. The tool developed qualitative information for the project manager and leadership team.

The Humm Factor is essentially a survey that is developed during the early phases of the project. A series of questions are selected from a database of questions that are designed to elicit responses that require reflection and do not require data. “Do you feel the project is doing the things it needs to do to stay on schedule?” and “Is the project team focused on project goals?” are the types of questions that can be included in the Humm Factor. The qualitative responses are converted to a quantitative value as a score from 1 to 10.

Someone on the project or assigned to support the project is responsible for distributing the survey on a weekly or less frequent basis depending on the complexity profile of the project. A project with a high level of complexity due to team-based and cultural issues will be surveyed more frequently.

Responses are tracked by individual and by total project, resulting in qualitative comparisons over time. The project team reviews the ratings regularly, looking for trends that indicate an issue may be emerging on the project that might need exploring.

Developing a Project Story

Every project develops a story. It is the short explanation that project team members give when asked about the project. This is also called the elevator speech, which is the explanation a person would give if he or she were in the elevator with the CEO and the CEO asked him or her to describe the project. Project stories often express important aspects of the project and can create a positive picture of the project or one that is less appealing.

Figure 5.11

An elevator speech is a synopsis of the project’s purpose and character that can be told quickly.

© 2010 Jupiterimages Corporation

A project story will develop, and creating a positive project story is a project management skill that helps the project. A positive project story is inviting to people and helps with the recruitment of talent to the project. A positive project story also helps when services are needed from functional departments within the company and in developing management support for the project.

Creation of the project story is an active process. The project manager actively sets out to create the story. Every project, by definition, is unique. Creating the positive story entails identifying those unique aspects of the project and building a positive outcome.

Every project manager can find the unique aspect of the project and build a sense of specialness about the project. The project becomes a good place to work, provides the team with a sense of accomplishment, and becomes the story created by the project manager.

Characteristics of Project Culture

A project culture represents the shared norms, beliefs, values, and assumptions of the project team. Understanding the unique aspects of a project culture and developing an appropriate culture to match the complexity profile of the project are important project management abilities.

Culture is developed through the communication of

• the priority
• the given status
• the alignment of official and operational rules

Official rules are the rules that are stated, and operational rules are the rules that are enforced. Project managers who align official and operational rules are more effective in developing a clear and strong project culture because the project rules are among the first aspects of the project culture to which team members are exposed when assigned to the project.

In addition to official and operational rules, the project leadership communicates what is important by the use of symbols, storytelling, rituals, rewards or punishments, and taboos.

Culture guides behavior and communicates what is important and is useful for establishing priorities. On projects that have a strong safety culture, team members feel free to challenge anyone who breaks a safety rule, even managers. The safety aspects of culture are stronger than the cultural aspects of the power of management.

Culture of Stakeholders

When project stakeholders do not share a common culture, project management must adapt its organizations and work processes to cope with cultural differences. The following are three major aspects of cultural difference that can affect a project:

1. Communications
2. Negotiations
3. Decision making

Communication is perhaps the most visible manifestation of culture. Project managers encounter cultural differences in communication in language, context, and candor. Language is clearly the highest barrier to communication. When project stakeholders do not share the same language, communication slows down and is often filtered to share only information that is deemed critical. The barrier to communication can influence project execution where quick and accurate exchange of ideas and information is critical.

The interpretation of information reflects the extent that context and candor influence cultural expressions of ideas and understanding of information. In some cultures, an affirmative answer to a question does not always mean yes. The cultural influence can create confusion on a project where project stakeholders share more than one culture.

Not all cultural differences are related to international projects. Corporate cultures and even regional differences can create cultural confusion on a project.

Innovation on Projects

Figure 5.12

Innovation can be the focus of a project.

© 2010 Jupiterimages Corporation

The requirement of innovation on projects is influenced by the nature of the project. Some projects are chartered to develop a solution to a problem, and innovation is a central ingredient of project success. A project to develop a vaccine in response to a recent flu outbreak is an example of a project where innovation is important to achieving the purpose of the project.

Innovation is also important to developing methods of lowering costs or shortening the schedule. Traditional project management thinking provides a trade-off between cost, quality, and schedule. A project sponsor can typically shorten the project schedule with an investment of more money or a lowering of quality. Finding innovative solutions can sometimes lower costs while also saving time and maintaining the quality.

Innovation is a creative process that requires both fun and focus. Fun reduces the amount of stress on the project. Stress is a biological reaction to perceived threats. Stress, at appropriate levels, can make the work environment interesting and even challenging. Many people working on projects enjoy a high-stress, exciting environment. When the stress level is too high, the biological reaction increases blood flow to the emotional parts of the brain and decreases the blood flow to the creative parts of the brain, making creative problem solving more difficult. Project managers recognize the benefits of balancing the stress level on the project with the need to create an atmosphere that enables creative thought.

Exploring opportunities to create savings takes an investment of time and energy, and on a time-sensitive project, the project manager must create the motivation and the opportunity for creative thinking.

Explore Personality Testing

A popular tool for categorizing personality types is the Myers-Briggs Type Indicator (MBTI). In this exercise, you learn about the MBTI and other tests based on the personality types described by psychologist Carl Jung.

Emotional Intelligence: Developing a Strong MindBased on a graduate project by Bonnie Jankovic, December 2011.

In the project management profession, developing strong people skills helps management understand how to deal with personality types, like the Myers-Briggs test uses the emotional intelligence test site to develop strong career building skills. Mind Tools helps develop strong people skills.

1. Start a web browser and go to the Mind Tools website at http://www.mindtools.com/pages/article/newCDV_59.htm.

   Read the first page, including the sections titled

   • Developing Strong “People Skills”
   • What Is Emotional Intelligence
   • Characteristics of Emotional Intelligence
   • How to Improve Your Emotional Intelligence

   Figure 5.14 Mind Tools homepage

   

   Source: Courtesy of www.mindtools.com.

2. Open MS Word and save a new document as Ch5EQStudentName.doc.
3. Click the Play button on the video. Capture a screen that shows the video playing and then paste it into your Word document.

4. In a browser, type http://www.ihhp.com/testsite.htm.

   Figure 5.15 Institute for Health and Human Potential homepage

   

   Source: Courtesy of The Institute for Health and Human Potential.

5. Begin the test and fill out the first few questions. Copy the screen and then paste it into your Word document.
6. Complete the test and then click the Evaluate button.
7. In the Word document below the screen captures, reflect on what you learned about emotional intelligence (EQ) and then describe how being more aware of EQ might improve the work environment on a project.

8. Review your work and use the following rubric to determine its adequacy:

   Element	Best	Adequate	Poor
   File name	Ch05EQStudentName.doc	Ch05EQStudentName.docx	Another file name
   Describe the characteristics of emotional intelligence	First line with name; four screen captures that show the video playing and the first few questions of the EQ test; a reflective essay of two hundred to three hundred words in which you describe what you learned and how it might be useful on a project	Correct screen captures with a reflective essay between one hundred and two hundred words	Some screens missing; very brief essay that did not cover both objectives

9. Save the document, and then submit it as directed by your instructor.

Use Templates to Standardize Project Development

Different types of meetings have different objectives. To achieve those objectives, it helps to organize the agenda of the meeting around those objectives and to sequence them properly. Studying examples used by other organizations will assist in choosing an agenda that suits the purpose of a meeting.