UNIT – 5

Project Management

One of the prerequisite to become an effective project manager is building cooperative relationship among
different groups of people to successfully complete the project. The success of any project depends not
only on the performance of project teams but also on the contributions on top management, functional
managers, customers, suppliers, contractors and others. In this chapter, let us understand the difference
between man- aging and leading a project, how to manage the various project stakehold- ers, the
importance of social network building, qualities of an effective project manager, stages in team
development model, situational factors affecting team development and project team pitfalls.

Unit Structure

Lesson 5.1 - Project Managing Versus Leading of Project

Lesson 5.2 - Qualities of Project Manager and Managing Project
Teams
Lesson 5.3 - Team Building Models and Performance Teams and
Team Pitfalls
Notes

Lesson 5.1 - Project Managing Versus Leading of Projects

Learning Objectives

➢ To appreciate the difference between managing and leading a

project.
➢ To understand the various stakeholders to project, both internal
and external,
➢ To learn how to manage the project stakeholders.
➢ To learn the ways to build social network to succeed in projects.

Managing Vs. Leading of a Project

In a perfect world, the project manager would simply implement

the project plan and the project would be completed. The project
manager would work with others to formulate a schedule, organize a
project team, keep track of progress and announce what needs to be
done next week and then everyone would follow. But in reality, no one
lives in a perfect world and not all things are going as per the plans. The
following may likely to happen in reality:

a) Project Participants Get Impatient

b) Project Team Members Fail To Complement Each Other
c) Service Departments Are Unable To Fulfill Their Commitments
d) Technical Problems Arise
e) Work Completion Take Longer Time Than Expected
f) Cost May Overrun.
 Differences between a Leader and Manager

Let us now take a look at the difference between a manager and

leader which is presented in the following table.

Differences between a manager and

leader

Differences ➢ Managers ➢ Leaders

in

➢ Emphasize rationality and ➢ Are perceived as brilliant,

control; but sometimes lonely;
➢ Problem-solvers (focusing ➢ Achieve control of
on goals, resources, themselves before they try
Personalit organization structures, or to control others;
y style people); ➢ Can visualize a purpose and
➢ Persistent, tough-minded, generate value in work;
hard working, intelligent, ➢ Imaginative, passionate, non-
analytical, tolerant and conforming risk-takers.
➢ Have goodwill toward others

➢ Adopt impersonal, almost ➢ Tend to be active since they

passive, attitudes towards envision and promote their
goals; ideas instead of reacting to
➢ Decide upon goals based on current situations;
necessity instead of desire ➢ Shape ideas instead of
Attitu and are therefore deeply tied responding to them
de to their organization’s ➢ Have a personal orientation
towar culture; towards goals;
ds ➢ Tend to be reactive since ➢ Provide a vision that alters
goals they focus on current the way people think about
information what is desirable, possible
and necessary
 ➢ View work as an enabling ➢ Develop new approaches to
process; long-standing problems and
➢ Establish strategies and open issues to new options;
makes decisions by ➢ First, use their vision to
combining people and ideas; excite people and only then
➢ Continually coordinate and develop choices which give
balance opposing views; those im- ages substance;
Concepti ➢ Are good at reaching ➢ Focus people on shared
on of compro- mises and ideals and raise their
mediating conflicts between expectations;
work
opposing values and ➢ Work from high-risk
perspectives; positions because of strong
➢ Act to limit choice; dislike of mundane work.
➢ Tolerate practical, mundane
work because of strong
surviv- al instinct which
makes them risk-averse.

➢ Prefer working with others; ➢ Maintain inner

perceptiveness that they
➢ Report that solitary activity
can use in their rela-
makes them anxious; are
tionships with others;
col- laborative;
➢ Relate to people in intuitive,
➢ Maintain a low level of emo-
empathetic way;
tional involvement in
relation- ships; ➢ Focus on what events and
deci- sions mean to
➢ Attempt to reconcile differ-
participants;
ences, seek compromises,
Relations and establish a balance of ➢ Attract strong feelings of
with power; iden- tity and difference or
of love and hate;
others ➢ Relate to people according
to the role they play in a ➢ Create systems where
sequence of events or in a human relations may be
decision- making process; turbulent, in- tense, and at
times even disor- ganized.
➢ Focus on how things get
done; maintain controlled,
rational, and equitable
structures;
➢ May be viewed by others as
in- scrutable, detached, and
ma- nipulative.
 ➢ Report that their ➢ Reportedly have not had an
adjustments to life have easy time of it;
been straightfor- ward and ➢ Lives are marked by a
that their lives have been continual struggle to find
more or less peaceful since some sense of order;
birth;
➢ Do not take things for
➢ Have a sense of self as a granted and are not satisfied
guide to conduct and with the status quo;
attitude which is derived
from a feeling of being at ➢ Report that their “sense of
home and in harmony with self ” is derived from a
their environment; feeling of profound
separateness;
Influen ➢ See themselves as
ce of conservators and regulators ➢ May work in organizations,
of an existing order of affairs but they never belong to
past them;
with which they personally
experien identify and from which they ➢ Report that their sense of
ce on gain rewards; self is independent of work
self ➢ Report that their role roles, memberships, or other
identify harmo- nizes with their social indicators of social
ideals of re- sponsibility and identity;
duty; ➢ Seek opportunities for
➢ Perpetuate and strengthen change (i.e. technological,
ex- isting institutions; political, or ideological);
display a life development ➢ Support change; find their
process which fo- cuses on purpose is to profoundly
socialization. alter human, economic, and
political relationships;
➢ Display a life development
process which focuses on
personal mastery.

Source: http://www.au.af.mil/au/awc/awcgate/sba/leadvmanage.htm

Role of Project Manager

Thus, the project manager’s job is to set the project back on the
right track. A manager accelerates certain activities, finds out ways to
solve technical problems, acts as peacemaker when pressures arise and
makes appropriate trade-offs among time, cost and scope of the project.
However, in reality, project managers do a lot of things to keep the proj-
Notes
ect on track. They also innovate and adapt to ever changing situations.
They often come across deviations from plans and introduce
considerable changes in the scope of the project and counter the
unexpected threats or opportunities.

For example, the scope of the project may have to be modified

dur- ing the course of implementation, taking into consideration the
change in the customer’s needs. Competitors may release new products
that dic- tate switching the time, cost, and scope priorities of the
project. Work- ing relationships among project participants may break
down, requiring rejuvenating the project tem. Ultimately, there may be a
wide difference between what was planned in the beginning and what was
achieved at the end of the project.

The project managers are responsible for the following:

a) Integrating the resources assigned for the project.

b) Initiate changes in plans and schedules in tune with internal con-
straints and external unexpected problems.
c) Keeps the project going while making necessary adjustments along
the way. According to Kotter, these two different activities repre-
sent the distinction between management and leadership.

Managing Vs. Leading a Project

Thus, management is about coping with complexity, while leader-

ship is about coping with change. Good management brings about order
and stability by formulating plans and objectives, designing structures and
procedures, monitoring result against plans and taking corrective at-
tention when necessary. Leadership involves recognizing and articulating
the need to significantly alter the directions and operations of the proj-
ect, aligning the people to new directions and motivating them to work
together to overcome hurdles produced by the change and realize new
objectives. Strong leadership is only desirable and is not always
necessary to successfully complete a project.

Well-defined projects that encounter no significant surprises re-

quire little leadership,. Example: Constructing a conventional apartments
building in which the project manager simply administrates the project
 Notes
plan. In contract, more leadership is required when the degree of uncer-
tainty encountered on projects is higher in terms of changes in project
scope, technological problems, breakdown of relationship and coordina-
tion between people, etc. For example, strong leadership is required for a
software development project where the parameters are always changing
to meet the developments in the industry.

It is a rare mix to see a person who can perform both the role of
leader and manager well. Some people may be great visionaries and
inspire others but fail in the day to day management. On the other side,
there are some other people, who may not inspire others but are well-
organized and methodical and very successful in execution. Thus, people
with good leadership qualities need the help of good managers who can
oversee and manage the projects successfully. Otherwise, people with
poor leadership qualities have to count the help of managers who are
good in leading and help the leader in understanding the need to change
and coordinating the project stakeholders. Still, one of the things that
make good project managers so valuable to an organization is that they
have the ability to both manage and lead a project. In this process, they
recognize the need to manage project interfaces and build a social
network that allows them to complete the project successful by ensure
cooperation.

Managing Project
Stakeholders
organization which:
Project stakeholders are those entities within or outside an

1. Sponsor a project, or
2. Have an interest or a gain upon a successful completion of a project;
3. May have a positive or negative influence in the project completion.

Normally, project managers are eager to implement their own

ideas and manage their people successfully to complete their project. By
experience, they understand that project success depends on
cooperation of a wide range of individuals, many of whom do not report to
them. For example, during the course of a system integration project, a
project manager was surprised by how much time she was spending
negotiating and working with vendors, consultants, technical specialists
and other functional managers.
Notes
When new project managers do find time to work directly on the
project, they adopt a hands-on approach to managing the project. They
choose this style not because they are power hungry people but eager to
achieve the results. They quickly become frustrated by the slow process
and non-cooperation of various groups. Unfortunately, as this frustration
builds, the natural temptation is to exert more pressure and get more
heavily involved in the project. These project managers quickly earn the
reputation of ‘micro managing’ and begin to lose sight of the real goal
they play in guiding a project.

Working with a number of different groups of stakeholders is a

prerequisite for any significant project. First, there is a core group of
specialists assign to complete the project. This group is likely to be
supplemented at different times by professionals who work on specific
segments of the project. Second, there are the groups of the people
within the performing organizations who are either directly or indirectly
involved with the project. The most notable is top management, to whom
the project manager is accountable. There are also other project
managers, functional managers who provide resource and or may be
responsible for specific segments of the project and administrative
support service success human resources, finance etc.

Project Stakeholders

Depending on the nature of the project, there are a number of

different groups outside the organization that influence the success of
the project. Examples of project stakeholders include the customer, the
user group, the project manager, the development team, the testers, etc.
Stakeholder is anyone who has an interest in the project. Project
stakeholders are individuals and organizations that are actively involved
in the project, or whose interests may be affected as a result of project
execution or project completion.

They may also exert influence over the project’s objectives and
outcomes. The project management team must identify the stakeholders,
determine their requirements and expectations, and, to the extent
possible, manage their influence in relation to the requirements to ensure
a successful project. Each of the group of stakeholders brings different
expertise, standards, priorities, and agendas to the project. The sheer
 Notes
breadth and complexity of the relationships that need to be managed
distinguishes project management from regular management. The project
stakeholders include the following:

a) Project Managers: They compete with each other for the

available scarce resources and the support of top management.
They also have to share resources and exchange information.

b) Project Team: The project team manages and completes project

work. Most participants want to do a good job, but they are also
concerned with their other obligations and how their involvement
on the project will contribute to their personal goals and
aspirations.

c) Administrative Support Group: Administrative support groups,

such as human resources, information systems, purchasing agents,
and maintenance, provide valuable support services. At the same
time they impose constrains and requirements on the project such
as the documentation of expenditures and the timely and accurate
delivery of information.

d) Functional Managers: Functional managers, depending on how the

project is organized, can play a minor or major role toward project
success. In matrix arrangement, they may be responsible for
assigning project personnel, resolving technical dilemmas, and
overseeing the completion of significant segments of project work.
Even in dedicated project teams, the technical input from
function- al managers may be useful, and acceptance and
completed project work may be critical to in-house project.
Functional managers want to co-operate up to a point, but only up
to a certain point. They are also concerned with preserving their
status within the organization and minimizing the disruptions the
project may have on their own operations.

e) Top Management: Top management approves funding of the proj-

ect and establishes priorities within the organization. They define
success and adjudicate rewards for accomplishments. Significant
adjustments in budget, scope, and schedule typically need their
ap- proval. They have a natural vested interest in the success of
the project, but at the same time want to be responsive to what is
best to the entire organism.
Notes
f) Project sponsors: Project sponsors champion the project and use
their influence to get approval of the project. Their reputation is
tied to the success of the project, and they need to be kept
informed of any major developments. They defend the project
when it comes under attack and are a key project partner.

g) Sub-contractors: Subcontractors may do all the actual work, in

some cases, the project team merely coordinating their contribu-
tions. In other cases, they are responsible for ancillary segments
of the project scope. Poor work and schedule slips can affect work
of the core project team. While contractors’ reputations rest with
doing good work, they must balance their contributions with their
own profit margins and their commitments to other clients.

h) Government Agencies: Government agencies place constraints on

project work. Permits need to be secured. Construction work has
to be built to code. Products have to meet safety standards, for
ex- ample, Occupational Safety and Health Administration
standards.

i) Other Organizations: Other organizations, depending on the na-

ture of the project may directly or indirectly affect the project. For
example, suppliers provide necessary resources for completion of
the project work. Delays, shortages, and poor quality can bring a
project to a standstill. Public interest groups may apply pressure
on government agencies. Customers often hire consultants and
audi- tors to protect their interests on the project.

j) Customers: Customers define the scope of the project, and ulti-

mate project success rests in their satisfaction. Project managers
need to be responsive to changing customer need and
requirements and to meeting their expectations. Customers are
primarily con- cerned with getting good deal and this naturally
breed tension with the project team.

Managing Project Stakeholders: 6 Steps to Success

To successfully manage project shareholders, following 6 steps

(called as INFORM model – source: http://pmtips.net/managing-
stakeholders-6-steps-success) are followed:
 Notes
a) Identify: Who are the stakeholders on your project? A stakeholder
is anyone who has a vested interest in the project – someone who
wants it to succeed but equally someone who doesn’t. You cannot
start managing stakeholders until you know who they are. Who are
the main groups or departments affected by your project?
Stakeholders can also be external to your organization like the
government and third party providers as well. The identification
exercise should not be done in a vacuum: you will not be able to
complete the list yourself, so get your project team involved too.

b) Nominate: In each groups you have identified, pick someone to be

the key individual. Choose carefully! You may find that key people
nominate themselves, which makes your role easier: it is better to
work with people who want to be involved than those who you
have to be dragged into the project compulsorily. Your key,
nominated stakeholders should ideally be people who are directly
affected, with enough authority to make decisions about things
that touch their departments. They are the person who you will
use to channel communication back to their group.

c) Feel: Begin to analyze the attitudes of the people who have been
identified as your key stakeholders: those named individuals who
represent each stakeholder group. Contact them and explain about
the project. Get them onboard and coming to project meetings if
necessary. All this will help you understand how they feel about
the work you are doing. Do they support the project? Or would
they rather it was stopped now? Are they ambivalent? This group
can often be the hardest to manage effectively. Your initial
stakeholder analysis is now complete.

d) Observe: Having established where your key stakeholders sit in

relation to the project you can start to influence their attitudes.
The aim is to watch people over time, and help them move
towards a positive way of thinking: a way that will help you achieve
your aims. Keep a close eye on people as their opinions will swing
between positive and negative over the life of a project. A one-off
analysis exercise is never enough: you have to continually monitor
how people are reacting and manage accordingly.
Notes
e) Review: People and job roles change. So do projects. The person
who put themselves forward to represent the marketing team six
months ago may not be the right person today. If you notice that
their influence is slipping away, or they are less inclined to come
to meetings or respond to emails, then ask them if they still want
to be involved. If they say no, they could suggest someone else
who would be a relevant addition to the team. Make sure you brief
any new stakeholder representative on their roles and responsibili-
ties, decisions in the pipeline and what decisions you will expect of
them in future.

f) Manage: The last step is to monitor and manage your

stakeholders and their expectations as the project progresses –
not just at the outset and when you need something from them.
Put a note in your diary to give your key stakeholder
representatives a quick call every now and then just to keep them
up to date. This will help promote the project and also ensure the
stakeholder concerned is mindful of the work being done. It can
also help build your reputation as an excellent project manager! At
the end of the project, thank them and manage them out of the
team. You want a good relationship with them that could last over
many projects but you don’t want to be their personal helpline six
months after the project has finished, so make sure they know
who now has operational responsibility now the project has closed.

Social Network Building

In building the social network, there are four steps, viz., mapping
dependencies, managing by wandering around, managing upward rela-
tions and leading by example.

a) Mapping Dependencies

First step to building a social network is to identify those on

whom the project depends on success. The project manager and his or
her key assistants need to ask the following questions,

➢ Whose cooperation is needed?

➢ Whose agreement or approval is needed?
➢ Whose opposition would keep us from accomplishing the project?
 Notes
It is always better to overestimate rather than under estimate de-
pendencies on too often, otherwise talented and successful project man-
agers have been de-railed because they were blindsided by some who’s
position or power that they had not anticipated. After identifying who you
are dependent on, you are ready to “step into their shoes”, and see their
project from their perspectives. To help you do that asks yourself the
fol- lowing questions:

➢ What differences exist between me and the people on whom I

depend? (Goals, Values, Pressures, Risks)
➢ How these different people do knew the project? (supporters in
different antagonists)
➢ What is the current status of the people I depend on?
➢ What sources of influence do I have relative to whose on whom I
depend?

Once, you begin this analysis, you can begin to appreciate what
others value and what currencies you are able to offer on the basis on
which to build a mutually satisfying relationship. Likewise, you begin to
realize where potential problems lie, relationships in which you have a
current debit or n 0 convertible currency, furthermore, diagnosing others
point of view as well as the basis for their positions will help you
anticipate the reactions and feelings about your decisions and actions.
This informa- tion is vital for selecting the appropriate influence strategy
and tactics and conducting win-win negotiations.

b) Management by Wandering Around

Once you have established who the keep players are that will
deter- mine success. Then you initiate contact and begin to build a
relationship with those players. Building this relationship requires a
management style referred as management by wandering around (MBWA)
to reflect that managers spend the majority of the time outside their
offices. MBWA is somewhat of a misnomer in that there is a purpose or
pattern behind the wandering. Through face to face interactions, project
managers are able to stay in touch with what is really going on in the
project and build coopera- tive relationship essential to project success.
Notes
Effective project managers initiate contact with key payers to
keep abreast of developments, anticipate potential problems, provide
encour- agement and re-enforce the objectives and vision of the project.
They are able to intervene to resolve conflicts and prevent stalemates
from occur- ring. In essence, they “manage” the project. By staying in
touch with the various aspects of the project, they become the focal
point for information on the project. Participants turn to them, to obtain
the most current and comprehensive information about the project, which
re-enforces as cen- tral role as project manager.

While a significant amount of their time is devoted to the project

team, effective project managers find the time to regularly interact with
more important stakeholders. They keep in touch with suppliers, ven-
dors, top management and other functional managers. In doing so, they
maintain familiarity with different parties, sustain friendship, discover
opportunities to do favours and understand the motives and needs of
oth- ers. They remind people of commitment and champion the cause of
their project. They also shape people’s expectations. Through frequent
com- munication, they reduce people’s concern about project dispel
romours, warn people of potential problems and lay the ground work for
dealing with setbacks in more effective manner.

Experienced project managers build relationships before they need

them. They initiate contact with the key stakeholders at times when
there are no outstanding issues or problems and therefore no anxieties
and sus- picions. On the social occasions they engage in small talk and
responsive chitchat. Smart project managers also seek to make deposit
in their rela- tionships with potentially important stake holders. They are
responsive to others request for aid provide supportive counsel and
exchange informa- tion. In doing so they are establishing credit in those
relationships which will allow them to deal with more serious problems
down the road. When one person views another as pleasant, credible and
helpful based on past contact, he or she is more likely to be responsive
to request for help and less confrontational when problem arise.

c) Managing Upward Relations

Project success is strongly affected by the degree to which a

proj- ect has the support of the top management. Such support is
reflected in
 Notes
an appropriate budget, responsiveness to unexpected needs, and a clear
signal to others in the organization about the importance of cooperation.
Visible top management support is not only critical for securing the sup-
port of other managers within an organization, but it also is a key factor
in the project manager’s ability to motivate the project team. Nothing
es- tablishes a manager’s right to lead more tan his/her ability to
defend. To win the loyalty of team members, project managers have to be
effective advocates for their projects. They have to be able to get top
management to withdraw unreasonable demand, provide additional
resources and recognize the accomplishment of team members. Working
relationship with top management is a common source of concern. While
it may seem difficult for a subordinate to manage a superior, smart
project managers devote considerable time and attention to influencing
and garnering the support of top management. Project managers have to
accept profound differences in perspective and become skilled at the art
of persuading su- periors.

d) Leading by Example

A highly visible, interactive management style is not only essential

to building and sustaining cooperative relationships, it also allows proj-
ect managers to utilize their most powerful leadership tool – their own
behaviour. Often, when faced with uncertainty, people look to others for
clues as to how to respond and demonstrate a propensity to imitate the
behaviour of superiors. A project manager’s behaviour symbolizes how
other people should work on the project. Through her behaviour a project
manager can influence how other \s act and respond to a variety of
issues related to the project. To be effective, project managers must
“walk the talk”. Six aspects of leading by example include setting the
priorities, com- municating the urgency, help in problem solving, ensuring
cooperation, ensuring standards of performance and responding to ethical
dilemmas properly.

****
Notes

Lesson 5.2 - Qualities of Project Manager and Managing Projects

Learning Objectives

➢ To know the qualities of an effective project manager.

➢ To learn the ground rules of project team.
➢ To understand the steps in managing project teams.

Qualities of Project Manager

The above diagram shows the qualities of a successful project

manager. What qualities are most important for a project leader to be
effective? With the unique opportunity to ask some of the most talented
project leaders in the world on their Project Leadership courses, the top
10 qualities of project managers are arrived based on their rank order
according to frequency listed.

a) Inspires a Shared Vision: An effective project leader is often

described as having a vision of where to go and the ability to
articulate it. Visionaries thrive on change and being able to draw
new boundaries. It was once said that a leader is someone who
“lifts us up, gives us a reason for being and gives the vision and
spirit to change.” Visionary leaders enable people to feel they
have a real
 Notes
stake in the project. They empower people to experience the
vision on their own. According to Bennis “They offer people
opportunities to create their own vision, to explore what the vision
will mean to their jobs and lives, and to envision their future as
part of the vision for the organization.” (Bennis, 1997).

b) Good Communicator: The ability to communicate with people at

all levels is almost always named as the second most important
skill by project managers and team members. Project leadership
calls for clear communication about goals, responsibility,
performance, expectations and feedback. There is a great deal of
value placed on openness and directness. The project leader is
also the team’s link to the larger organization. The leader must
have the ability to effectively negotiate and use persuasion when
necessary to ensure the success of the team and project. Through
effective communication, project leaders support individual and
team achievements by creating explicit guidelines for
accomplishing results and for the career advancement of team
members.

c) Integrity: One of the most important things a project leader must

remember is that his or her actions, and not words, set the modus
operandi for the team. Good leadership demands commitment to,
and demonstration of, ethical practices. Creating standards for
ethical behaviour for oneself and living by these standards, as well
as rewarding those who exemplify these practices, are
responsibilities of project leaders. Leadership motivated by self-
interest does not serve the well being of the team. Leadership
based on integrity represents nothing less than a set of values
others share, behaviour consistent with values and dedication to
honesty with self and team members. In other words the leader
“walks the talk” and in the process earns trust.

d) Enthusiasm: Plain and simple, we don’t like leaders who are

negative - they bring us down. We want leaders with enthusiasm,
with a bounce in their step, with a can-do attitude. We want to
believe that we are part of an invigorating journey - we want to
feel alive. We tend to follow people with a can-do attitude, not
those who give us 200 reasons why something can’t be done.
Enthusiastic leaders are committed to their goals and express this
commitment through optimism. Leadership emerges as someone
expresses such
Notes
confident commitment to a project that others want to share his
or her optimistic expectations. Enthusiasm is contagious and
effective leaders know it.

e) Empathy: They are, in fact, mutually exclusive. According to

Norman Paul, in sympathy the subject is principally absorbed in his
or her own feelings as they are projected into the object and has
little concern for the reality and validity of the object’s special
experience. Empathy, on the other hand, presupposes the
existence of the object as a separate individual, entitled to his or
her own feelings, ideas and emotional history (Paul, 1970). As one
student so eloquently put it, “It’s nice when a project leader
acknowledges that we all have a life outside of work.”

f) Competence: Simply put, to enlist in another’s cause, we must

believe that that person knows what he or she is doing. Leadership
competence does not however necessarily refer to the project
leader’s technical abilities in the core technology of the business.
As project management continues to be recognized as a field in
and of itself, project leaders will be chosen based on their ability
to successfully lead others rather than on technical expertise, as
in the past. Having a winning track record is the surest way to be
considered competent. Expertise in leadership skills is another
dimension in competence. The ability to challenge, inspire, enable,
model and encourage must be demonstrated if leaders are to be
seen as capable and competent.

g) Ability to delegate task: Trust is an essential element in the

relationship of a project leader and his or her team. You
demonstrate your trust in others through your actions - how much
you check and control their work, how much you delegate and how
much you allow people to participate. Individuals who are unable to
trust other people often fail as leaders and forever remain little
more that micro-managers, or end up doing all of the work
themselves. As one project management student put it, “A good
leader is a little lazy.” An interesting perspective!

h) Cool Under Pressure: In a perfect world, projects would be

delivered on time, under budget and with no major problems or
obstacles to overcome. But we don’t live in a perfect world -
projects have
 Notes
problems. A leader with a hardy attitude will take these problems
in stride. When leaders encounter a stressful event, they consider
it interesting, they feel they can influence the outcome and they
see it as an opportunity. “Out of the uncertainty and chaos of
change, leaders rise up and articulate a new image of the future
that pulls the project together.” (Bennis 1997) And remember -
never let them see you sweat.

i) Team Building Skills: A team builder can best be defined as a

strong person who provides the substance that holds the team
together in common purpose toward the right objective. In order
for a team to progress from a group of strangers to a single
cohesive unit, the leader must understand the process and
dynamics required for this transformation. He or she must also
know the appropriate leadership style to use during each stage of
team development. The leader must also have an understanding of
the different team players styles and how to capitalize on each at
the proper time, for the problem at hand.

j) Problem Solving Skills: Although an effective leader is said to

share problem-solving responsibilities with the team, we expect
our project leaders to have excellent problem-solving skills them-
selves. They have a “fresh, creative response to solve problems
and not much concern with how others have performed them.
(Kouzes 1987).

The other qualities include the following: a) effective time

management; b) optimist; c) systems thinker; and d) proactive.

Managing a Project Team

Managing project teams is the art and science of managing

relatively short-term efforts having finite beginning and ending points.
The concept of project management involves two equally important
components of hardware and software. The hardware of tools and
systems make it a science. However, there are other things in managing
projects than just applying analytical tools to help monitor, track and
control. In managing a project team, a Project Manager needs to possess
excellent analytical and organizational skills. A technical proficiency in
the specialist area of their project is also a distinct advantage.
Remember, though, that projects
Notes
achieve their outcomes through people – a variety of people working
together in a coordinated way to produce the desired results. How are
you encouraging peak performance from your project team? As with any
manager getting the best out of their people, you will need to pay
attention to your general leadership and management skills. Some of
these skill areas that you will need to pay attention to are:

➢ Clarifying project team member roles

➢ Setting team and individual goals
➢ Monitoring and measuring team and individual performance
➢ Feeding back team and individual performance
➢ Resolving conflicts between team members constructively
➢ Delegating responsibilities and tasks
➢ Motivating using a combination of intrinsic and extrinsic rewards
➢ Developing the skills of team members
➢ Coaching team members

Effective teams are so much more productive than groups working

on the same task because they are able to leverage off each others’
strengths and compensate for each others’ weaknesses. Making sure
that you have the right mix of team members in your project team is
therefore an important consideration. Conducting a team profiling
exercise is also an effective method for getting each project team
member to appreciate their respective strengths and weaknesses.

Team Ground Rules

If your project team gets stuck in a problem with lots of

unproductive conflict, there are a number of things you can try. If you
haven’t already done so, get your team together to clarify and agree the
“ground rules” that govern the team’s behavior. Your “ground rules”
should cover these five key areas of team operation:
➢ Team meetings
➢ Team working
➢ Team communication
➢ Team member relationships
➢ Team decision-making
 Notes
Discussing the ground rules will uncover hitherto unspoken
assumptions. Each team member will come to see more clearly where
other team members are coming from and what they need from the team
to get their job done. Be sure to post the agreed ground rules in a visible
place where the teams meet regularly. The bigger problems for project
managers are those associated with the human element: conflict
resolution, team building, coaching, mentoring and negotiation. This
workshop is intended to provide team leaders with fundamental skills
necessary to copy with this element of the art of managing project
teams.

Blended Learning – Maximum Benefits with Minimum Time

The goal of blended learning is to provide the most efficient and

effective instruction experience by combining delivery modalities.
Blended learning offers a range of learning tools and experiences, which
in total focuses on the best learning style for all learners. With a
combination of online e-learning and classroom training, learners will
enjoy an all rounded learning experience.

Learning Outcomes

➢ Communicate information to team members in accordance with

organizational and project requirements.
➢ Implement training and development for project team to meet
project specifications.
➢ Monitor and evaluate team performance in accordance with
performance measures.
➢ Monitor and manage team dynamic to ensure smooth executing of
project.

Steps in Managing the Team

a) Define the Scope: The first, and most important, step in any
project is defining the scope of the project. What is it you are
supposed to accomplish by managing this project? What is the
project objective? Equally important is defining what is not
included in the scope of your project. If you don’t get enough
definition from your boss, clarify the scope yourself and send it
back upstairs for confirmation.
Notes
b) Determine Available Resources: What people, equipment,
and money will you have available to you to achieve the project
objectives? As a project manager, you usually will not have direct
control of these resources, but will have to manage them through
matrix management. Find out how easy or difficult that will be to
do.

c) Check the Timeline: When does the project have to be

completed? As you develop your project plan you may have some
flexibility in how you use time during the project, but deadlines
usually are fixed. If you decide to use overtime hours to meet the
schedule, you must weigh that against the limitations of your
budget.

d) Assemble Your Project Team: Get the people on your team

together and start a dialogue. They are the technical experts.
That’s why their functional supervisor assigned them to the
project. Your job is to manage the team.

e) List the Big Steps: What are the major pieces of the project? If
you don’t know, start by asking your team. It is a good idea to list
the steps in chronological order but don’t obsess about it; you
can always change the order later.

f) List the Smaller Steps: List the smaller steps in each of the larger
steps. Again, it usually helps you remember all the steps if you list
them in chronological order. How many levels deep you go of more
and more detailed steps depends on the size and complexity of
your project.

g) Develop a Preliminary Plan: Assemble all your steps into a plan.

What happens first? What is the next step? Which steps can go on
at the same time with different resources? Who is going to do
each step? How long will it take? There are many excellent
software packages available that can automate a lot of this detail
for you. Ask others in similar positions what they use.

h) Create Your Baseline Plan: Get feedback on your preliminary plan

from your team and from any other stakeholders. Adjust your
timelines and work schedules to fit the project into the available
time. Make any necessary adjustments to the preliminary plan to
produce a baseline plan.
 Notes
i) Request Project Adjustment: There is almost never enough time,
money or talent assigned to a project. Your job is to do more with
the limited resources than people expect. However, there are
often limits placed on a project that are simply unrealistic. You
need to make your case and present it to your boss and request
these unrealistic limits be changed. Ask for the changes at the
beginning of the project. Don’t wait until it’s in trouble to ask for
the changes you need.

j) Work Your Plan, But Don’t Die For It: Making the plan is
important, but the plan can be changed. You have a plan for driving
to work every morning. If one intersection is blocked by an
accident, you change your plan and go a different way. Do the
same with your project plans. Change them as needed, but always
keep the scope and resources in mind.

k) Monitor Your Team’s Progress: You will make little progress at

the beginning of the project, but start then to monitor what
everyone is doing anyway. That will make it easier to catch issues
before they become problems.

l) Document Everything: Keep records. Every time you change from

your baseline plan, write down what the change was and why it
was necessary. Every time a new requirement is added to the
project write down where the requirement came from and how the
timeline or budget was adjusted because of it. You can’t
remember everything, so write them down so you’ll be able to look
them up at the end-of-project review and learn from them.

m) Keep Everyone Informed: Keep all the project stakeholders

informed of progress all along. Let them know of your success as
you complete each milestone, but also inform them of problems as
soon as they come up. Also keep you team informed. If changes
are being considered, tell the team about them as far ahead as
you can. Make sure everyone on the team is aware of what
everyone else is doing.

****
Notes

Lesson 5.3 - Team Building Models, Performance

Teams and Team Pitfalls

Learning Objectives

➢ To understand the stages in Team Development model.

➢ To understand the situational factors affecting team development.
➢ To learn how to develop high performance teams.
➢ To identify area of team pitfalls

Five Stages of Group Development

The following figure shows the five stages team development model.

Stage 1: Forming

In the Forming stage, personal relations are characterized by

dependence. Group members rely on safe, patterned behavior and look to
the group leader for guidance and direction. Group members have a
desire for acceptance by the group and a need to be known that the
group is
 Notes
safe. They set about gathering impressions and data about the
similarities and differences among them and forming preferences for
future sub grouping. Rules of behavior seem to be to keep things simple
and to avoid controversy. Serious topics and feelings are avoided. The
major task functions also concern orientation. Members attempt to
become oriented to the tasks as well as to one another. Discussion
centers around defining the scope of the task, how to approach it, and
similar concerns. To grow from this stage to the next, each member must
relinquish the comfort of non-threatening topics and risk the possibility
of conflict.

Stage 2: Storming

The next stage, called Storming, is characterized by competition

and conflict in the personal relations dimension an organization in the
task-functions dimension. As the group members attempt to organize for
the task, conflict inevitably results in their personal relations. Individuals
have to bend and mold their feelings, ideas, attitudes, and beliefs to suit
the group organization. Because of “fear of exposure” or “fear of
failure,” there will be an increased desire for structural clarification and
commitment. Although conflicts may or may not surface as group issues,
they do exist. Questions will arise about who is going to be responsible
for what, what the rules are, what the reward system is, and what criteria
for evaluation are. These reflect conflicts over leadership, structure,
power, and authority. There may be wide swings in members’ behavior
based on emerging issues of competition and hostilities. Because of the
discomfort generated during this stage, some members may remain
completely silent while others attempt to dominate. In order to progress
to the next stage, group members must move from a “testing and
proving” mentality to a problem-solving mentality. The most important
trait in helping groups to move on to the next stage seems to be the
ability to listen.

Stage 3: Norming

In the Norming stage, interpersonal relations are characterized by

cohesion. Group members are engaged in active acknowledgment of all
members’ contributions, community building and maintenance, and
solving of group issues. Members are willing to change their preconceived
ideas or opinions on the basis of facts presented by other members, and
they actively ask questions of one another. Leadership is shared, and
Notes
cliques dissolve. When members begin to know-and identify with-one
another, the level of trust in their personal relations contributes to the
development of group cohesion. It is during this stage of development
(assuming the group gets this far) that people begin to experience a
sense of group belonging and a feeling of relief as a result of resolving
interpersonal conflicts. The major task function of stage three is the data
flow between group members: They share feelings and ideas, solicit and
give feedback to one another, and explore actions related to the task.
Creativity is high. If this stage of data flow and cohesion is attained by
the group members, their interactions are characterized by openness and
sharing of information on both a personal and task level. They feel good
about being part of an effective group. The major drawback of the
norming stage is that members may begin to fear the inevitable future
breakup of the group; they may resist change of any sort.
Stage 4: Performing

The Performing stage is not reached by all groups. If group

members are able to evolve to stage four, their capacity, range, and
depth of personal relations expand to true interdependence. In this stage,
people can work independently, in subgroups, or as a total unit with equal
facility. Their roles and authorities dynamically adjust to the changing
needs of the group and individuals. Stage four is marked by
interdependence in personal relations and problem solving in the realm of
task functions. By now, the group should be most productive. Individual
members have become self-assuring, and the need for group approval is
past. Members are both highly task oriented and highly people oriented.
There is unity: group identity is complete, group morale is high, and group
loyalty is intense. The task function becomes genuine problem solving,
leading toward optimal solutions and optimum group development. There
is support for experimentation in solving problems and an emphasis on
achievement. The overall goal is productivity through problem solving and
work.

Stage 5: Adjourning

The final stage, adjourning involves the termination of task

behaviors and disengagement from relationships. A planned conclusion
usually includes recognition for participation and achievement and an
opportunity for members to say personal goodbyes. Concluding a group
 Notes
can create some apprehension - in effect, a minor crisis. The termination
of the group is a regressive movement from giving up control to giving up
inclusion in the group. The most effective interventions in this stage are
those that facilitate task termination and the disengagement process.

Situational Factor Affecting Team Development

Experience and research indicate that high-performing project

teams are much more likely to develop under the following conditions:

➢ There are 10 or fewer members per team

➢ Members volunteer to serve on the project team
➢ Members serve on the project from beginning to end.
➢ Members are assigned to the project full-time.
➢ Members are part of an organizational culture that fosters
cooperation and trust all relevant functional areas are represented
on the team
➢ The project involves a compelling objective
➢ Members are located within conversational distance of each other

In reality, is rare that a project manager is assigned a project that

meets all of these conditions. It is important for project managers and
team members to recognize the situational constraints; they are operat-
ing under and do the best they can. It would be naive to believe that
every project theme has the same potential to evolve into a high
performing team. Under less than ideal conditions it may be a struggle
just to meet project objectives. Ingenuity, discipline and sensitivity to
team dynamics are essential to maximize the performance of the project
team.

Team Focus

All the team members need to understand the direction you’re

headed and work toward that end. It is paramount that the team
members know and understand the objectives of the project. After all,
that is the reason they have been brought together in the first place.
Keep in mind that people see and hear things from their own perspective.
It is the job of project manager to make certain the team members
understand the objec- tives and their assignments correctly.
Notes
Effective Team Characteristics

Effective teams are typically very energetic teams. Their enthusi-

asm is contagious, and it feeds on itself. They generate a lot of creativity
and become good problem solvers. Teams like this are every project
man- ager’s dream. Investing yourself in team building as well as
relationship building, especially when you don’t think you have the time
to do so, will bring many benefits.

Factors in Leadership

One of the markers of an effective leader is the ability to size up

a situation and make decisions based on what is the best thing to do. A
leader who is able to adjust his response to fit the situation is ahead of
one who cannot shift between leadership styles. Factors in situational
deci- sions include the motivation and level of competency of the
followers. There are four developmental levels of followers who have
significant im- pact on the final outcomes of the situation. The four
levels are: the enthu- siastic beginner, the disillusioned learner, the
reluctant contributor and the peak performer.

a) Enthusiastic Beginner

An enthusiastic beginner has a high level of enthusiasm and

commitment and a low level of experience and competence. Leaders who
are faced with followers such as this need to be direct and autocratic in
their leadership style as the followers are eager and want to please, but
often do not know how. The autocratic leadership style provides goals,
strategies and deadlines for followers to meet.

b) Disillusioned Learner

Someone who is a disillusioned learner exhibits both low

competence and enthusiasm or commitment. Individual or groups of
disillusioned followers are difficult to motivate as they believe there is no
way to change the situation; that it is hopeless. A leader who has
disillusioned followers may be most successful adopting an autocratic
leadership style that provides leadership expectations that could override
low motivation and competence.
 Notes
c) Reluctant Contributor

A reluctant contributor is someone who has a high level of com-

petency with low commitment. In this situation, utilizing a participative
style of leadership may provide the motivation to participate. The partici-
pative leadership style brings everyone’s opinion and ideas into the deci-
sion-making process. Many competent individuals have low motivation
because they feel under-utilized and under-appreciated. The
participative style of leadership often makes them feel valued and ready
to contribute.

d) Peak Performer

Someone functioning at the peak performance level has high

motivation and high competence. Using an autocratic leadership style
with this individual is ill-advised and generally only causes resentment
and low morale. A laissez faire leadership style is sometimes successful,
as this individual has the capability to take the lead and manage the
situation herself. The participative leadership style works quite
effectively with the peak performer and actually results in a situation
being resolved quickly and effectively.

Building High-Performance Project Teams

The project managers play a key role in developing high-perfor-

mance project teams. They recruit members, conduct meetings, estab-
lish team identity, create a common sense of purpose or a shared vision,
manage a reward system that encourage teamwork, orchestrate decision
making, resolve conflicts that emerge within the team, and rejuvenate the
tem when energy diminishes. The project managers take advantage of
situational factors that naturally contribute to team development while
improvising around those factors that inhibit team development. By this
process, they exhibit a highly interactive management style that exempli-
fies teamwork and manage the interface between the team and the rest
of the organization.

a) Recruiting Project Members

The process of selecting and recruiting project members vary

across organizations. Two important factors which affect recruitment are
Notes
the importance of the project and the management structure being used
to complete the project. For high priority projects which are critical to
the future of the organizations, the project manager will be given
complete freedom to choose whomever he or she deems necessary. For
less significant projects, the project manager will have to persuade
personnel from other areas within the organization to join the team. When
selecting team members, project managers look for individuals with the
necessary experience and knowledge/technical skills critical for project
completion. At the same time they are less obvious considerations that
need to be factored into the recruitment process such as a) problem
solving ability, availability, technological expertise, credibility, political
connections, ambition, initiative and energy.

b) Conducting Project Meetings

The first project kick-off meeting is critical to the early

functioning of the project team. The first team meeting sets the tone for
how the team will work together. If it is crisply run, focusing on real
issues and concerns in an honest and straightforward manner, members
become excited about being part of the project team. There are three
objectives project managers try to achieve during the first meeting of the
project team:

a) Providing an overview of the project, including the scope and

objectives, the general schedule, method, and procedures;
b) Address some of the interpersonal concerns captured in the team
development model; and
c) Model how the team is going to work together to complete the
project. The project manager must recognize that first impressions
are most important and his/her behavior will be carefully
monitored and interpreted by team members. This meeting should
serve as an exemplary role model for subsequent meetings and
reflect the leader’s style.

c) Establishing Ground Rules

The establishment of operational ground rules for how the tea will
work together is the important duty of project manager and this can be
done as part of an elaborate first meeting or during follow-up meetings.
 Notes
These ground rules involve not only organizational and procedural issues
but also normative issues on how the team will interact with each other.
Though specific procedures will vary across organizations and projects,
some of the major issues that need to be addressed include:

a) Planning decisions
b) Tracking decisions
c) Managing change decisions; and
d) Relationship decisions

During the course of establishing these operational procedures,

the project manager, through word and deed, should begin working with
members to establish the norms for team interaction. One of the ways
making the norms more tangible is by creating a project team charter
that goes beyond the scope statement of the project and states in
explicit teams the norms and values of the team. This charter should be
a collaborative effort on the part of the team. Project managers can lead
by proposing certain tenets, but they need to be open to suggestions
from the team. Once there is general agreement to the rules of conduct,
each member signs the final document to symbolize commitment to the
principles it contains. Very important thing is that this should not become
ritual and the charter has to be a legitimate part of the project
monitoring system. Just as the team reviews the progress toward project
objectives, the team assesses the extent to which members are adhering
to the principles in the charter.

d) Managing Subsequent Project Meetings

The project kick-off meeting is one of the several kinds of

meetings required to complete a project. Other meetings include status
report meetings, problem-solving meetings, audit meetings. Meetings are
often considered a disturbance to productivity, but this does not have to
be the case. The most common complaint is that meetings last too long.
By establishing proper guidelines to conduct various projects related
meetings and careful and consistent application of these guidelines can
make the meetings a vital part of projects. This will also help in real time
communication process.
Notes
e) Establishing a Team Identity

One of the challenges project managers often face in building a

team is the lack of full-time involvement of team members. Specialists
work on different phases of the project and spend the majority of their
time and energy elsewhere. They are often members of multiple teams,
each competing for their time and commitment. Project managers need
to try to make the project team as tangible as possible to the
participants by developing a unique team identity to which participants
can become emotionally attached. Team identity can be established by

a) Effective use of meeting;

b) Co-location of team members
c) Creation of project team name; and
d) Having team rituals.

f) Creating a Shared Vision

Once the project manager accepts the importance of building a

shared vision, the next question is how to get a vision for a particular
project. First, project managers do not get visions. They act as catalysts
and midwives for the formation of a shared vision of a project team. In
many cases, visions are inherent in the scope and objectives of the
project. People get naturally excited about being the first ones to bring a
new technology to the market or solving a problem that is threatening
their organization.

g) Managing Project Reward System

Project managers are responsible for managing the reward system

that encourages team performance and extra effort. One advantage they
have is that often project work is inherently satisfying, whether it is
manifested in an inspiring vision or simple sense of accomplishment.
Projects provide participants with a change in scenery, a chance to learn
new skills, and an opportunity to break out of their departmental cocoon.

While project managers tend to focus on group rewards, there are

times when they need to reward individual performance. Rewards used
 Notes
to motivate and recognize individual contributions include letters of
commendation, public recognition for outstanding work, job assignments
and flexibility.

h) Orchestrating the Decision-Making Process

Most decisions on a project do not require a formal meeting to

discuss alternatives and determine solutions. Instead decisions are made
in real time as part of the daily interaction patterns between project
managers, stakeholders, and team members. Group decision making
should be used when it will improve the quality of important decisions.
This is often the case with complex problems that require the input of a
variety of different specialists. Group decision making should also be
used when strong commitment to the decision is needed and there is low
probability of acceptance if only one person makes the decision.
Participation is used to reduce resistance and secure support for the
decision.

i) Managing conflict within the Project

Disagreements and conflicts naturally emerge within a project

team during the life of the project. Participants will disagree over
priorities, allocation of resources, the quality of specific work, solutions
to discovered problems, and so forth. Some conflicts support the goals of
the group and improve project performance. For example, two members
may be locked in a debate over a design trade-off decision involving
different features of a product. They argue that their preferred feature is
what the primary customer truly wants.

This disagreement may force them to talk to or get more

information from the customer, with the result that they realize neither
feature is highly valued, but instead the customer wants something else.
On the other hand, conflicts can also hinder group performance.
Functional conflicts can be encouraged and there should be a clear
demarcation between functional and dysfunctional conflict. Members may
be upset and dissatisfied with the interchange, but as long as the
disagreement furthers the objectives of the project, then the conflict is
function. Managing dysfunctional conflict is a much more challenging task
than encouraging functional conflict because dysfunction conflict is hard
to identify.
Notes
j) Rejuvenating the Project Team

Over the course of a long project, a team sometimes drifts off

course and loses momentum. The project manager needs to swing into
ac- tion to realign the team with the project objectives and step on the
pedal. There are both formal and informal ways of doing this. Informally,
the project manager can institute new rituals to reenergize a team.
Another option is to have the project sponsor give a pep talk to the team
members. Sometimes, more formal actions need to be taken. The project
manager may recognize the need for a teambuilding session devoted to
improving the work processes of the team.

Project Team Pitfalls

High performance project teams can produce dramatic results

however like any other good thing there is a dark side to project teams
that managers need to be aware of. In this section we examine more
detail some of the pathologies that the high performing project teams can
suc- cumb to and high light what project managers can do to reduce the
likeli- hood of these problems occurring.

a) Groupthink

Janis first identified groupthink as a factor that influenced the

mis- guided 1961 Bay of Pigs invasion of Cuba, his term refers to the
tendency of members in highly cohesive groups to lose their critical
evaluative capa- bilities. This malady appears when pressures for
conformity are combined with an illusion of invincibility to suspend critical
discussion of decisions. As a result decisions are made quickly with little
consideration of alterna- tives; often the practice leads to fiascos that,
after the fact, appeared totally improbable. Some of the symptoms of
group think include the following:

➢ Illusion of Invulnerability: The team feels invincible. It is marked

by a high degree of esprit de corps, and implicit faith in its own
wisdom and an inordinate optimism that allows group members to
feel-complacent about the quality of the decisions.

➢ Whitewash of Critical Thinking: The group members discuss only

a few solutions, ignoring alternatives; they fail to examine the
 Notes
adverse consequences that could follow their preferred course of
action; and they too quickly dismiss any alternatives that on the
surface appear to be unsatisfactory.

➢ Negative Stereotypes of Outsiders: Good guy, bad guy stereotypes

emerge in which the group considers any outsiders who oppose
their decisions as the bad guys, who are perceived as incompetent
and malicious and whose points are unworthy of serious
consideration.

➢ Direct Pressure: When a team member does speak out or question

the direction in which the team is headed, direct pressure is
applied to the dissenter. He or she is reminded that speed is
important and that the aim is agreement not argument.

b) Bureaucratic Bypass Syndrome

Project teams are often licensed to get things done without

having to go through normal protocols of the parent organization.
Bypassing bureaucratic channels is appealing and invigorating. However, if
bypassing becomes a way of life, it results in the rejection of
bureaucratic policies and procedures, which provide the glue for the
overall organization. A team that operates outside the organization may
alienate other workers who are constrained by the norms and procedures
of the organization; eventually, these outside bureaucrats will find ways
to put up road blocks and thwart the project team.

c) Entrepreneurs Disease

Project teams can be intoxicating in the same way that start up

ventures are. Such intoxication is exciting and contributes greatly to the
success of the team. But abuse can occur as the team makes decision
based on what is best for the project instead of on what’s best for
parent organization. The team becomes myopic in its focus and often
views the constraints imposed by the parent organization or something to
overcome. When this attitude occurs on developmental project the team
members, enthralled with their accomplishments sometimes quit the
parent organization and start their own business. While starting a new
venture may be good for the project team, it does little for the parent
organization that sponsored and financed the development work.
Notes
d) Team Spirit Becomes Team Infatuation

High-performing project teams can be tremendous source of

personal satisfaction. The excitement, chaos, and joy generated by
working on a challenging project can be an invigorating experience.
Leavitt and Lipman-Blumen even go so far as to say that the team
members behave like people in love. They become infatuated with the
challenge of the project and the talent around them. This total
preoccupation with the project and the project team, while contributing
greatly to the remarkable success of the project, can leave in its wake a
string of broken professional and personal relationships that contribute to
burnout and disorientation upon completion of the project.

e) Going Native

Going native is a phrase first used by the British Foreign Service

during colonial times to describe agents who assumed the customs,
values and prerogatives of their foreign country assignment, they did so
to the point that they were no longing representing the best interest of
the British empire but rather those of the natives. This same
phenomenon can occur within the project teams working abroad or in
those who become closely identified with their customers. In essence,
the customer’s interest takes precedent organizations interests. This
change in view point can lead to excessive scope creep and open
defiance of corporate policy and interests.

Conclusion

Dealing with these maladies is problematic because, in most

cases, they are a distortion of a good thing, rather than a simple evil.
Awareness is the first step for prevention. The next step is to take pre-
emptive action to reduce the likelihood of these pitfalls occurring. For
example, managers can reduce the isolation of the project team by
creating work-related connections outside the project team. These
include interactions naturally occur in a matrix environment where
members work on multiple projects and maintain ties to their home
department. Likewise, the isolation of dedicated project teams can be
reduced by the timely involvement of external specialists. In either case,
the active involvement of relevant members of the parent organization at
project status meetings can help maintain the link between the project
and the rest of the organization.
 Notes
If the team appears to be suffering from group think, then the project
manager can encourage functional conflict by playing the devil’s
advocate to encourage dissent. Finally, formal team-building sessions
may reveal dysfunctional norms and refocus the attention of the team on
project objectives.

Self Assessment Questions

1) Differentiate between managing versus leading a project.

2) Who are the various project stakeholders? How to manage them?
3) Explain the steps in successfully managing the stakeholders?
4) What is social network building?
5) What is management by wandering around?
6) Discuss the ways to build social network to succeed in projects.
7) Discuss the qualities of an effective project manager.
8) What are the ground rules for project teams?
9) What is blended learning?
10) Explain the steps in managing project teams.
11) Explain the steps in Five Stage Team Development Model.
12) Discuss the factors in leadership in relation to four development
levels of followers.
13) Discuss the situational factors affecting team development.
14) How to build high performance project teams? Explain.
15) Discuss the areas of project team pitfalls.

CASE STUDY

The role of the finance team in climate change projects

Asda is Britain’s second largest supermarket with 368 stores. It

has successfully embedded sustainability in its strategy and has
implemented many initiatives to save energy, reduce packaging and
remove unnecessary waste from its stores. Asda’s finance team plays an
intrinsic role in the decision making process including planning, testing
and roll out of all of their sustainability programmes. These include: zero
waste to landfill; reducing harmful emissions from stores; depots and
transport; responsible
Notes
store development (e.g. Asda’s low carbon flagship store in
Bootle, Liverpool); minimising packaging on own-label products;
continually improving waste management practices at store level;
encouraging customer and associate recycling through ‘bring back’
facilities and ‘green’ transport. Below are examples of the finance
team’s specific contribution to some recent projects at ASDA.

Projec Finance team’s contribution

ts
Bio/bakery recycling projects Cost benefit analysis

ASDA project management Stewardship, progress,

process responsibility and performance

Reporting

Evaluation of the potential Financial evaluation,

impact of carbon reduction interpretation and presentation
commitment regulations on Asda to

senior executive team

New initiative store testing Investment appraisal

Analyse the role of finance team in managing climate change projects.

 Notes

REFERENCES

1. Clifford F. Gray and Erik W. Larson, PROJECT MANAGEMENT

– THE MANAGERIAL PROCESS, Tata McGraw Hill.
2. Dragan Z. Milosevic, PROJECT MANAGEMENT TOOLBOX: TOOLS
AND TECHNIQUES FOR THE PRACTICING PROJECT MANAGER,
3. Gopalakrishnan, P/ Ramamoorthy, V E, TEXTBOOK OF
PROJECT MANAGEMENT, Macmillan India. Ltd.
4. Harold Kerzner, PROJECT MANAGEMENT: A SYSTEMS
APPROACH TO PLANNING, SCHEDULING, AND CONTROLLING,
Eighth Edition, John Wiley & Sons
5. Jason Charvat, PROJECT MANAGEMENT METHODOLOGIES:
Selecting, Implementing, and Supporting Methodologies and
Processes for Projects, John Wiley & Sons
6. Jason Westland, THE PROJECT MANAGEMENT LIFE CYCLE.
7. Kevin Forsberg, Ph.D, Hal Mooz, VISUALIZING PROJECT
MANAGEMENT: A Model for Business and Technical Success,
Second Edition, PMP and Howard Cotterman, John Wiley & Sons.
8. Maheswari, S.N., PRINCIPLES OF MANAGEMENT ACCOUNTING,
Sultan Chand & Sons.
9. Robert K. Wysocki and Rudd McGary, EFFECTIVE PROJECT
MANAGEMENT, Third Edition, John Wiley & Sons

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