project managment

1. INSTRUCTOR’S RESOURCE MANUAL
CHAPTER FOUR
Leadership and the Project Manager
To Accompany
PROJECT MANAGEMENT:
Achieving Competitive Advantage
By
Jeffrey K. Pinto
Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall
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2. CHAPTER FOUR
Project Profile: New Product Development at PING Golf, Inc.
INTRODUCTION
4.1 DUTIES OF PROJECT MANAGERS
Acquiring Project Resources
Team Building and Motivation
Having a Vision and Fighting Fires
Communicating
Project Research in Brief: Leadership and Emotional Intelligence
4.2 TRAITS OF EFFECTIVE PROJECT LEADERS
Conclusions about Project Leaders
Project Profile: John Parker and A.G. Edwards
Time Orientation and Project Management
4.3 PROJECT CHAMPIONS
Project Champions – Who are They?
The Functions of a Champion
Does Championing Behavior Matter?
Guidelines for the Use of Champions
Project Research in Brief: Lessons for an Accidental Profession
4.4 THE NEW PROJECT LEADERSHIP
4.5 PROJECT MANAGEMENT PROFESSIONALISM
Summary
Key Terms
Discussion Questions
Future Time Perspective Scale
Case Study 4.1 – In Search of Effective Project Managers
Case Study 4.2 – Finding the Emotional Intelligence to be a Real Leader
Case Study 4.3 – Problems with John
Internet Exercises
PMP Certification Sample Questions
Bibliography
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3. TRANSPARENCIES
4.1 DIFFERENCES BETWEEN MANAGERS AND
LEADERS
Concerns Managers Leaders
Creation of Purpose Focus on plans and budgets;
creates steps, timetables for
achieving results and looks
for resources to support
goals.
Establishes direction; creates
a vision and the strategies
needed to achieve it.
Developing a Network for
Achieving the Agenda
Organizes and staffs; creates
structure for achieving the
plans; delegates
responsibility and authority;
develops procedures to
guide behavior; creates
monitoring systems.
Aligns people with the
target; communicates
direction by word and deed
to those whose cooperation
is needed; creates teams that
understand and share the
project’s vision.
Execution Controls and solves
problems; monitors results
and applies corrective
action.
Motivates and inspires;
energizes people overcome
obstacles and show personal
initiative.
Outcomes Produces a degree of
predictability and order;
seeks to maintain the status
quo.
Produces change; challenges
the status quo.
Focus Efficiency of operations Effectiveness of outcomes
Time-Frame Short-term, avoiding risks,
maintaining and imitating.
Long-term; taking risks,
innovating and originating.
4.2 DUTIES OF PROJECT MANAGERS
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4. 1. ACQUIRING PROJECT RESOURCES
2. TEAM BUILDING AND MOTIVATION
3. HAVING A VISION AND FIGHTING FIRES
4. COMMUNICATING
4.3 SEVEN ESSENTIAL PROJECT MANAGEMENT ABILITIES
1. ORGANIZING UNDER CONFLICT
2. EXPERIENCE
3. DECISION-MAKING
4. PRODUCTIVE CREATIVITY
5. ORGANIZING WITH COOPERATION
6. COOPERATIVE LEADERSHIP
7. INTEGRATIVE THINKING
8. 4.4 PROJECT CHAMPION ROLES
1. CREATIVE ORIGINATOR
2. ENTREPRENEUR
3. “GODFATHER,” OR SPONSOR
4. PROJECT MANAGER
4.5 STEPS TO DEVELOPING PROJECT MANAGEMENT PROFESSIONALS
1. MATCH PERSONALITIES TO PROJECT WORK
2. USE TRAINING PROGRAMS TO FORMALLY COMMIT TO
PROJECT MANAGEMENT
3. DEVELOP A UNIQUE AWARD SYSTEM FOR PROJECT
MANAGERS
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5. 4. IDENTIFY A DISTINCT CAREER PATH FOR PROJECT
MANAGERS
DISCUSSION QUESTIONS
1. The chapter stressed the idea that project management is a “leader intensive”
undertaking. Discuss in what sense this statement is true.
Managing a project requires a high-level of coordination, communication, motivation and
goal-sharing. Project managers are the central entity within the project team and are the
contact point for internal (other managers within the company) and external partners
(contractors, joint venture partners, etc.). Given their vital role in the project, their ability
to lead and motivate others is directly tied to the success of the project. Without a good
leader, team members can become confused, conflicting goals may arise and ultimately,
projects can end up off-course or behind schedule.
2. How do the duties of project managers reinforce the role of leadership?
Project managers are in charge of leading a team (often of diverse individuals) towards a
common goal. To do so, they must motivate and inspire people toward the project’s end
goal. Alignment is one way project managers streamline operations. This is because
diffusion of decision-making and innovation is possible when team members are aligned
with the overall vision of the project. A key to alignment and to shareholder maintenance
is communication. Project managers need to communicate effectively to their team and
to outside shareholders during project implementation, when problems arise or when a
major project change is required. Project managers must also create interpersonal
relationships, not only within their team, but also with other functional and top-level
managers. This helps facilitate upper-management commitment, resource sharing and
information flow.
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6. 3. What are the key differences between leaders and managers?
Leaders develop strategies inline with a vision, while managers are in charge of planning
and budgeting resources to implement the strategies. In terms of personnel, leaders align
people with their vision ensuring that everyone understands the direction and is motivated
toward its accomplishment. Managers on the other hand are primarily concerned with
organizing and staffing personnel in appropriate roles and delegating each person specific
responsibilities. Overall, managers are geared toward short-term planning, problem
solving and stability. Leaders view things lone-term, create challenges and take risks.
4. Discuss the concept of emotional intelligence as it related to the duties of project
managers. Why are the five elements of emotional intelligence critical to successful
project management?
Emotional intelligence is important to relationship building and maintenance. The five
elements of emotional intelligence are self-awareness, self-regulation, motivation,
empathy and social skills. They involve: an awareness of your own strengths and
weaknesses, motives and feelings, the ability to regulate your own behavior to remain
under control in typically impulsive situations, an internal motivation to measure progress
and set challenging goals, being capable of appreciating others’ backgrounds and
feelings, and the ability to manage relationships with others. It can be vital in crisis
situations where it is necessary to interpret the state-of-mind of those around you (i.e.
members of the project team). Project management involves a high-degree of people
management - getting the right people to do the right things. Having a high emotional
intelligence helps managers “fight fires” and can create harmonious relationships
between the manager and subordinates, peers and superiors.
5. Consider the studies on trait theories in leadership. Of the characteristics that emerge
as critical to effective leadership, which seem most critical to project managers? Why?
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7. Five important traits for project managers are good communication skills, honesty,
adaptability, interpersonal skills and influential. Communication is vital to project
management. Project leaders are the contact point for everyone within and outside of the
project team. Being able to communicate issues regarding the vision/goal and project
progress are key. Honesty is important as people are unlikely to follow or believe in
someone whom they do not trust. By nature projects incur a high level of risk and thus a
great number of changes are likely during the life of a project. A manager who can adapt
quickly increases a project’s chance of success. Project managers have to work through
others to achieve the goals of the project. This requires a level of interpersonal skill to
build and maintain relationships that facilitate goal accomplishment. Lastly, one major
role of project managers is to influence. They need to be influential in order to get others
onboard and to spread enthusiasm for the project.
6. At the back of the chapter is a Future Time Orientation scale. After completing it,
determine whether you have a future time perspective, present time perspective, or past
time perspective. What are the implications for the types of tasks you enjoy performing?
How will your preferences lead to strengths and weaknesses in managing projects?
This question gives students a chance to personalize the nature of project leadership by
responding to a specific scale used to measure time orientation. As one element is
effective leadership, time orientation identifies the types of activities and assignments
certain individuals are likely to perform better than other tasks that may require a
different time orientation perspective.
7. Why are project champions said to be better equipped to handle the “non-traditional”
aspects of leadership?
Champions are often personally committed to a project. They are able to identify with
the project in ways that traditional managers do not. Being that champions usually head
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8. their own pet projects, they are more inclined to develop the project’s vision or become
cheerleaders. Additionally, because they are personally tied to the project they often
work harder to overcome challenges and to defend the project to the rest of the
organization.
8. Consider the discussion of “new project leadership.” If you were asked to formulate a
principle that could be applied to project leadership, what would it be? Justify your
answer.
The answer to this question requires students with project experience, or those who are
grasping some of the challenges of managing projects, to formulate a principle that
identifies a unique aspect of project leadership. The answer given is not as important as
having the student justify their reasoning behind the principle. It offers a good method
for determining if students comprehend the nature of the project leadership
challenge.CASE STUDIES
Case Study 4.1 – In Search of Effective Project Managers
This case involves Pureswing Golf, and illustrates the problems when organizations
attempt to locate competent project managers without any systematic plan for identifying
and training good potential candidates. They are discovering that the “voluntary
approach,” whereby new project managers are solicited seemingly at random from
around the company, simply does not work. Many of these individuals likely do not have
the skills or a reasonable understanding of what it takes to effectively manage projects.
Questions:
1) Imagine you are a Human Resource professional at Pureswing who has been
assigned to develop a program for recruiting new project managers. Design a job
description for the position.
Based on the skills identified in this chapter, it would be possible to develop a job
description that highlights several of the key features that strong project leaders possess.
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9. The job description must discuss the ability to manage a team, to possess strong time
management and organizational skills, to have a sufficient technical background that the
individual can understand the core technologies, the ability to work to deadlines,
knowledge of cost accounting and finance, and so forth. The instructor can tease out this
list for some time, adding additional descriptive skills needed to handle the job. The goal
is to highlight the fact that effective project managers must possess a solid, well-rounded
set of capabilities that enable them to almost function as “mini-CEOs” within their
organizations.
2) What qualities and personal characteristics support a higher likelihood of success
as a project manager?
The types of personality characteristics that are best associated with project management
success, include interpersonal skills, communication skills, technical competency, and so
forth. As several tables in this chapter suggest, the skills and personality characteristics
needed to succeed as a project manager are diverse and quite comprehensive.
3) What qualities and personal characteristics would make it difficult to be a
successful project manager?
In answering this question, the instructor can have student brainstorm some pathologies
(within reason) that make certain people poor project managers. For example, a
discussion could occur around the question of whether or not good project managers can
delegate. Some would argue against delegation, suggesting that project mnagers must be
on top of everything. The counter-argument can suggest that the purpose of superior
team skills requires developing trust in others and the need to delegate. Other examples
of qualities that work against becoming a good project manager could be the inability to
shift from a “big picture” focus to being detail-oriented and vice versa. It has been
suggested that good project managers cannot get bogged down in details nor can they
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10. remain above the fray, but require the ability to shift their focus constantly from the forest
to the trees and back again.
Case Study 4.2 – Finding the Emotional Intelligence to be a Real Leader
As the title suggests, this case is about the concept of emotional intelligence and its role
in effective leadership. Kathy was a competent project manager who had been successful
in the past, in other settings, but was failing badly in her first effort as head of a large,
international project. Her inability to understand her team’s sensibilities and her own
domineering style are combining to create a highly negative team environment. The
nature of emotional intelligence is identified by possessing: 1) self-awareness, 2) self-
regulation, 3) motivation, 4) empathy, and 5) social skill. In this case, it appears that
Kathy, though possessing strong motivation and, to some degree, self-regulation, is
singularly lacking in empathy and social skills. Further, it could be argued that she is doing
a poor job with self-awareness as well, as she does not understand how her own behaviors
contributed to these problems.
Questions:
1) Discuss how Kathy lacked sufficient emotional intelligence to be effective in her
new project manager assignment.
As noted above, of the five characteristics of emotional intelligence, Kathy appears to be
seriously lacking the three of them – self-awareness, empathy, and social skills. Her
inability to appreciate and modify her behavior to work with people of different cultures is
the key problem with her management style. Further, she is in error by assuming that the
same management behaviors that worked well for her in another setting would transfer to
this new project with a different workforce and cultural sensibilities.
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11. 2) Of the various dimensions of emotional intelligence, which dimension(s) did she
appear to lack most? What evidence can you cite to support this contention?
As above, students should quickly note that she lacks empathy and social skills. With a
little prompting, they can also see how many of these problems also contribute to and affect
her self-awareness. Being caught off-guard by problems in trying to manage a large project
in a foreign country suggests a lack of self-awareness on Kathy’s part.
Case Study 4.3 – Problems with John
This is a longer case and is based on a true story. Students have a lot of fun with this
example and with the problems they experience with John because it is a classic problem
of motivation and dealing with a dissatisfied employee. John is clearly focused on
perceived equity with his peer group and the sense that he is not being fairly treated.
Some students will suggest that the key is to continue giving John promotions and other
positive strokes so that he starts working to his potential again. The other side will
suggest that too much effort has already been spent on John, trying to get him motivated
and now is the time to crack down. I have had success in setting this case up as a debate
and assigning people to different perspectives on how to deal with John. There are
several options for management cited in the case. A sample poll taken prior to the in-
class discussion is useful because it forces students to adopt a position on how to deal
with John. Once they have made their positions known, it is possible to discuss the case
and each of these options (and their potential down-side) in more detail.
Questions:
1) As the team leader, you have weighed the pro’s and con’s of all options and
prepared a presentation to management on how to address this problem. What do
you suggest?
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12. This is a good question to get discussion started because it allows the instructor to create
a chart with pro’s on one side of the ledger and con’s on the other. The case cites five
different options that management has identified, so there is a good starting point.
Students can be asked to offer both positive and negative comments on the situation and
John’s behavior as a first step toward a more complete analysis of what the problems are
and how best to deal with them. Next, students can be asked if there are alternative
options that top management has not considered and if so, the benefits and drawbacks of
each of these options.
2) Consider each of the above options. If you were to select it, develop an argument
to defend your position.
As above, the options developed in the case each have positive and negative elements
associated with them. For example, someone might suggest that the key to resolving
John’s lack of motivation is to encourage him to finish his degree so that he can be
promoted more regularly; however, others could note that he has tried that over the past
years and never stuck with it. The goal is to get students thinking critically, having them
avoid making knee-jerk responses based on a cursory reading of the case, and consider
the ramifications of the choices they come up with.
3) What specific leadership behaviors, mentioned in this chapter, are most relevant
to addressing and resolving the problems with John?
Several leadership behaviors come to mind, most centered around the need for good
interpersonal skills, an understanding of motivation (especially equity and expectancy
theories), the leader needs personal credibility, the ability to think of creative solutions
(“outside the box” options), and mostly the leader must have the personal integrity to be
honest and straightforward with John – to demonstrate an understanding of John’s
behavior, a willingness to consider why it is occurring, and the honesty to show him that
if it continues, it will necessitate consequences.
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