Unit-4- 4.1-Project Management Framework-AODA.pptx

EPM-1113 Project Management_Overview and Context
PMLT Faculty
© Cestar College of Business, Health and Technology, North York,
Toronto, ON, M2J 1S5, Canada
Advanced Project Management and
Strategic Leadership
PMLT
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PMLT Faculty
In This Course Course Description
In this course, the student is introduced to project management
fundamentals and core concepts providing an understanding of the
various project life cycles and processes. This course explores the
Project Management Institute website and what it has to offer in
terms of certifications, practice guides and the reference site. The
student will learn about different certifications available
demonstrating effort and commitment to the profession.
The newest version of the PMBOK Guide and the Standard for Project
Management will be the focus laying a sound foundation for all future
program courses. Upon completion the students will be aware of
several common project management terms, the project
management framework, and the profession itself. The student will
have experienced team building and teamwork by applying case
study assignments to demonstrate their learnings.
In this course

PMLT Faculty
VLO 1 Manage project goals, constraints, deliverables, performance
criteria, quality control needs, and resource requirements as
defines by the project stakeholders. (T, A)
VLO 2 Align management and leadership strategies when working on
projects according to internal organizational culture. (T, A)
VLO 3 Adapt management and leadership style in response to issues that
arise when managing projects.(T, A)
VLO 4 Facilitate communication, negotiation, and collaboration with all
stakeholders to ensure the successful completion of projects. (T, A)
VLO 6 Manage relationships and resolve conflict to establish motivation
and promote positive organizational change. (T, A)
VLO 7 Display an appreciation of cultural differences and respect for
diversity when managing projects.(T, A)
Vocational Learning Objectives
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PMLT Faculty
4. Provide a high level view of the project management framework from start to
project completion.
4.1 Outline the required activities in creating a high performance team with a
focus on commonly used artifacts, models, and methods to build the team.
4.2 Outline the required activities to prepare to start the project with a focus
on commonly used artifacts, models, and methods to plan the project.
4.3 Outline the required activities to complete the work with a focus on
commonly used artifacts, models, and methods to execute the project plan.
4.4 Outline the required activities in keeping the team on track with a focus
on commonly used artifacts, models, and methods to monitor the project.
4.5 Outline the required activities to keep the business in mind with a focus
on commonly used artifacts, models, and methods to ensure the deliverables
are providing the expected outcome.
In This Unit
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PMLT Faculty
Session Objective
Session Objective 4.1
4.1 Outline the required activities in creating a high
performance team with a focus on commonly
used artifacts, models, and methods to build
the team.
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PMLT Faculty
NOTE ON
COVERAGE A NOTE ON COVERAGE
In this unit we will be covering Models,
Methods and Artifacts at a summary level to
provide the learners an overview.
Details of these topics will be covered in other
courses within this or subsequent terms of this
pogramme.
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PMLT Faculty
4. Provide a high level view of the project management framework
from start to project completion.
Team
Performance
Domain
PMBOK® Guide
7 Ed pg 16-17
Activities required for creating a high-performance team
are addressed in the Team Performance Domain.
The objective of this performance domain are
establishing the culture and environment that enables a
collection of diverse individuals to evolve into a high-
performing project team.
This includes recognizing the activities needed to foster
project team development and encouraging leadership
behaviors from all project team members.
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PMLT Faculty
Relevant
Definitions
PMBOK® Guide
7 Ed pg 16-17
Relevant Definitions:
Project Manager.
The person assigned by the performing organization to lead the
project team that is responsible for achieving the project
objectives.
Project Management Team.
The members of the project team who are directly involved in
project management activities.
Project Team.
A set of individuals performing the work of the project to
achieve its objectives.
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PMLT Faculty
High-performing
Project Teams-1
PMBOK® Guide
7 Ed pg 22
HIGH-PERFORMING PROJECT TEAMS
The factors that contribute to high-performing project teams
are given below, though this is not a comprehensive list. This
list identifies some of the factors associated with high-
performing project teams.
Open communication. An environment that fosters open and
safe communication allows for productive meetings, problem
solving, brainstorming, and so forth. It is also the cornerstone
for other factors, such as shared understanding, trust, and
collaboration.
Shared understanding. The purpose for the project and the
benefits it will provide are held in common.
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High-performing
Project Teams-2
PMBOK® Guide
7 Ed pg 22
Cont.. HIGH-PERFORMING PROJECT TEAMS
Shared ownership. The more ownership of the outcomes that
project team members feel, the better they are likely to perform.
Trust. A project team in which its members trust each other is
willing to go the extra distance to deliver success. People are less
likely to do the extra work it may take to succeed if they do not
trust their project team members, project manager, or the
organization.
Collaboration. Project teams that collaborate and work with each
other rather than work in silos or compete tend to generate more
diverse ideas and end up with better outcomes.
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PMLT Faculty
High-performing
Project Teams
PMBOK® Guide
7 Ed pg 22
HIGH-PERFORMING PROJECT TEAMS
Adaptability. Project teams that are able to adapt the way they
work to the environment and the situation are more effective.
Resilience. When issues or failures occur, high-performing
project teams recover quickly.
Empowerment. Project team members who feel empowered to
make decisions about the way they work perform better than
those who are micromanaged.
Recognition. Project teams who are recognized for the work
they put in and the performance they achieve are more likely to
continue to perform well.
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TEAM
ARTIFACTS
PMBOK® Guide
7 Ed pg. 173
 Organizational breakdown
structure
 Resource breakdown structure
 Activity list
 Project calendars
 Project team charter
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ARTIFACTS-
OBS, RBS
HIERARCHY CHARTS
Hierarchy charts begin with high-level information that is
progressively decomposed into greater levels of detail. The
information at the upper levels encompasses all the information
at the lower or subsidiary levels. Hierarchy charts are often
progressively elaborated into greater levels of detail as more
information is known about the project.
Organizational breakdown structure. This chart is a hierarchical
representation of the project organization, which illustrates the
relationship between project activities and the organizational
units that will perform those activities.
Resource breakdown structure. This chart is a hierarchical
representation of resources by category and type.
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PMLT Faculty
ARTIFACTS-
Activity
List; Project
Calendar;
Project
Team
Charter
Activity list. This document provides a tabulation of schedule
activities that shows the activity description, activity
identifier, and a sufficiently detailed scope of work
description so project team members understand what work
is to be performed.
Project calendar. This calendar identifies working days and
shifts that are available for scheduled activities
Project team charter. This document records the project
team values, agreements, and operating guidelines, and
establishes clear expectations regarding acceptable behavior
by project team members.
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PMLT Faculty
MODELS
PMBOK® Guide 7
Ed pg. 165-173
• Situational Leadership Models
• Communication Models
• Motivation Models
• Project Team Development Models
• Other Models
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SITUATIONAL
LEADERSHIP
MODELS – Ken
Blanchard
Situational leadership models are a subset of a vast array of leadership
models. Situational leadership models describe ways to tailor one’s
leadership style to meet the needs of the individual and the project
team. The following are examples of two commonly cited situational
leadership models.
Situational Leadership® II – By Ken Blanchard
This model measures project team member development using
competence and commitment as the two main variables. Competence
is the combination of ability, knowledge, and skill. Commitment
speaks to the confidence and motivation an individual has.
As an individual’s competence and commitment evolve, leadership
styles evolve from directing to coaching to supporting to delegating in
order to meet the individual’s needs.
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PMLT Faculty
SITUATIONAL
LEADERSHIP
MODELS –
OSCAR
OSCAR Model- by Karen Whittleworth and Andrew Gilbert.
The OSCAR coaching and mentoring model helps leaders adapt their coaching or
leadership styles to support individuals who have an action plan for personal
development. The model refers to five contributing factors:
Outcome. The long-term goals of an individual and the desired result from each
conversation session.
Situation. Conversation about the current skills, abilities, and knowledge level of
the project team member; why the person is at that level; and how that level
impacts the individual’s performance and peer relationships.
Choices/consequences. Identify all the potential avenues for attaining the desired
outcome and the consequences of each choice so an individual can choose viable
avenues for reaching their long-term goals.
Actions. Specific improvements by focusing on immediate and attainable targets
that an individual can work toward within a specified time frame.
Review. Holding regular meetings offers support and helps to ensure that
individuals remain motivated and on track.
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PMLT Faculty
COMMUNICATION
MODELS COMMUNICATION MODELS
Project success is dependent on effective communication.
Communication models demonstrate concepts associated with
how sender and receiver frames of reference impact the
effectiveness of communication, how the communication
medium influences the effectiveness of communication, and the
types of disconnects between end-user expectations and reality.
With the prevalence of multicultural project teams and
dispersed stakeholders, these models provide a way of viewing
communication styles and methods to enhance communication
efficiency and effectiveness.
We will discuss two samples of communication models.
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PMLT Faculty
COMMUNICATION
MODELS –
Cross-Cultural
Communication
Cross-Cultural Communication - by Browaeys and Price
This model states that the message itself and how it is
transmitted is influenced by the sender’s current knowledge,
experience, language, thinking, and communication styles, as
well as stereotypes and relationship to the receiver.
Similarly, the receiver’s knowledge, experience, language,
thinking, and communication styles, as well as stereotypes
and relationship to the sender will influence how the
message is interpreted.
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PMLT Faculty
COMMUNICATION
MODELS –
Effectiveness of
Communication
Channels
Effectiveness of Communication Channels – By Alistair Cockburn
This model describes the communication channels along the axes
of effectiveness and richness. Richness relates to the amount of
learning that can be transmitted through a medium. Media
richness is a function of characteristics, including the ability to:
• Handle multiple information cues simultaneously,
• Facilitate rapid feedback,
• Establish a personal focus, and
• Utilize natural language.
Richness in communication allows a broad spectrum of
information to be conveyed rapidly. Situations that entail complex,
complicated, and personal information benefit from richer
communication channels, such as face-to-face communication.
Situations that impart simple, factual information can use less rich
communication channels such as a note or a text message.
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PMLT Faculty
MOTIVATION
MODELS
PMBOK® Guide 7
Ed pg. 165-173
• Hygiene and motivation factors
• Intrinsic versus extrinsic motivation
• Theory of needs
• Theory X, Theory Y, and Theory Z
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PMLT Faculty
MOTIVATION
MODELS-
About MOTIVATION MODELS
People perform better when they are motivated, and people
are motivated by different things. Understanding what
motivates project team members and other stakeholders helps
to tailor rewards to the individual, thereby eliciting more
effective engagement.
There are a large number of models that illustrate how people
are motivated.
Four commonly cited models are described here
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PMLT Faculty
MOTIVATION
MODELS -
Hygiene and
motivation
factors
Hygiene and Motivational Factors - Frederick Herzberg
According to this model job satisfaction and dissatisfaction stem
from conditions called motivational factors. Motivational factors
include matters that relate to the content of the work, such as
achievement, growth, and advancement. Insufficient motivational
factors lead to dissatisfaction. Sufficient motivational factors lead to
satisfaction.
Herzberg also identified hygiene factors related to the work, such
as company policies, salary, and the physical environment. If
hygiene factors are insufficient, they cause dissatisfaction.
However, even if they are sufficient, they do not lead to
satisfaction.
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PMLT Faculty
MOTIVATION
MODELS -
Intrinsic
versus
Extrinsic
Motivation
Intrinsic versus Extrinsic Motivation – By Daniel Pink published
There are intrinsic factors that motivate people. While extrinsic
rewards, such as salary, are motivators to a certain extent, once a
person is paid fairly for their work, the motivational power of extrinsic
rewards ceases to exist.
Pink identifies three types of intrinsic motivators:
Autonomy. Autonomy is being able to determine how, where, and
when to accomplish work - includes flexible work hours, working from
home, and work on self-selecting and self-managing project teams.
Mastery. The desire to do excellent work, learn, and achieve goals are
aspects of mastery.
Purpose. The need to make a difference. Knowing the project vision and
how work contributes to achieving that vision allows people to feel like
they are making a difference.
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PMLT Faculty
MOTIVATION
MODELS -
Theory of
Needs
Theory of Needs – By David McClellan
All people are driven by needs of achievement, power, and
affiliation. The relative strength of each need depends on an
individual’s experiences and culture.
Achievement. People who are motivated by achievement, such as
reaching a goal, are motivated by activities and work that is
challenging, but reasonable.
Power. People who are motivated by power like to organize,
motivate, and lead others. They are motivated by increased
responsibility.
Affiliation. People who are motivated by affiliation seek
acceptance and belonging. They are motivated by being part of a
team.
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PMLT Faculty
MOTIVATION
MODELS -
Theory X,
Theory Y, and
Theory Z
Theory X, Theory Y, and Theory Z
Douglas McGregor devised the Theory X and Theory Y models, which represent a
spectrum of employee motivation and corresponding management styles. This
was later expanded to include Theory Z.
Theory X. The X side of the spectrum assumes individuals work for the sole
purpose of income. They are not ambitious or goal oriented. The corresponding
management style to motivate these individuals is a hands-on and top-down
approach.
Theory Y. The Y side of the spectrum assumes that individuals are intrinsically
motivated to do good work. The corresponding management style has a more
personal coaching feel. The manager encourages creativity and discussion. Often
seen in creative and knowledge worker environments.
Theory Z. William Ouchi’s - Motivating employees by creating a job for life where
the focus is on the well-being of employees and their families. This style of
management seeks to promote high productivity, morale, and satisfaction.
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Break
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PMLT Faculty
PROJECT TEAM
DEVELOPMENT
MODELS
PMBOK® Guide 7
Ed pg. 165-173
• Tuckman Ladder
• Drexler/Sibbet Team
Performance
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PMLT Faculty
PROJECT TEAM
DEVELOPMENT
MODELS- About PROJECT TEAM DEVELOPMENT MODELS
Project teams move through different stages of
development. Understanding the stage of the team in its
development helps project managers support the project
team and its growth.
We wil be discussing two models here:
• Tuckman Ladder
• Drexler/Sibbet Team Performance
These models illustrate how project teams move through
different stages to become high-performing project teams.
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PMLT Faculty
PROJECT TEAM
DEVELOPMENT
MODELS-
Tuckman Ladder
TUCKMAN LADDER - Bruce Tuckman articulated the stages of team
development as forming, storming, norming, and performing. Some add a fifth -
adjourning.
Forming. The project team first comes together. Members get to know each
other’s name, position on the project team, skill sets, and other pertinent
background information. This might occur in the kickoff meeting.
Storming. Project team members jockey for position on the team. This phase is
where people’s personalities, strengths, and weaknesses start to come out.
Some conflict or struggle.
Norming. The team starts to function as a collective body. They know their
places on the team and how they relate to and interface with all the other
members.
Performing. The project team becomes operationally efficient. This is the
mature project team stage.
Adjourning. The project team completes the work and disperses to work on
other things. 30

PMLT Faculty
PROJECT TEAM
DEVELOPMENT
MODELS-
Drexler/Sibbet
Team
Performance
Model : Step 1,2
Drexler/Sibbet Team Performance Model - Allan Drexler and
David Sibbet
This model has seven steps. Steps 1 through 4 describe the stages
in creating a project team, and steps 5 through 7 cover project
team sustainability and performance.
Step 1: Orientation. Orientation answers the question of why. In
this stage, the project team learns the purpose and mission for the
project. This usually occurs at a kickoff meeting, or is documented
in a business case, project charter, or lean start-up canvas.
Step 2: Trust building. Trust building answers the question of who.
This stage sheds light on who is on the project team and the skills
and abilities each person brings. It can also include information
about key stakeholders who may not be part of the project team
but can influence the project team.
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PMLT Faculty
PROJECT TEAM
DEVELOPMENT
MODELS-
Drexler/Sibbet
Team
Performance
Model: Steps 3-5
Drexler/Sibbet Team Performance Model - Allan Drexler and David
Sibbet
Step 3: Goal clarification. Goal clarification answers what. In this
stage, the project team elaborates the high-level project information.
This may include finding out more about stakeholder expectations,
requirements, assumptions, and deliverable acceptance criteria.
Step 4: Commitment. Commitment addresses the question of how. In
this stage, the project team starts to define plans to achieve the goals.
This can include milestone schedules, release plans, high-level
budgets, resource needs, and so forth.
Step 5: Implementation. High-level plans are decomposed into greater
levels of detail, such as a detailed schedule or backlog. The project
team starts working together to produce deliverables.
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PMLT Faculty
PROJECT TEAM
DEVELOPMENT
MODELS-
Drexler/Sibbet
Team
Performance
Model : Steps 6-7
Drexler/Sibbet Team Performance Model - Allan Drexler and
David Sibbet
Step 6: High performance. After the project team has worked
together for some time, project team members reach a high level
of performance. They work well together, don’t need much
oversight, and experience synergies within the project team.
Step 7: Renewal. Renewal is the stage of working through changes
on the project team or the project. The deliverables, stakeholders,
environment, project team leadership, or team membership may
change. This causes the project team to consider if the past
behavior and actions are still sufficient, or if the project team
needs to go back to a previous stage to reset the expectations and
ways of working together.
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PMLT Faculty
OTHER
MODELS
PMBOK® Guide 7
Ed pg. 168
CONFLICT
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OTHER
MODELS -
Conflict-1 Conflict
Conflict is common on projects. Conflict can be healthy and
productive when handled well. It can result in greater trust among
project team members and a deeper commitment to the outcomes.
Fear of conflict can restrict communication and creativity.
However, conflict can be unhealthy as well. Addressing conflict
inappropriately can lead to dissatisfaction, lack of trust, and
reduced morale and motivation.
The model is based on work by Ken Thomas and Ralph Kilmann
describes six ways of addressing conflict by focusing on the relative
power between the individuals and the desire to maintain a good
relationship, discussed here.
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PMLT Faculty
OTHER
MODELS -
Conflict-2 Conflict
Confronting/problem solving. Confronting a conflict treats the
conflict as a problem to be solved. This style of conflict resolution is
used when the relationship between parties is important, and when
each person has confidence in the other party’s ability to problem-
solve.
Collaborating. Collaborating involves incorporating multiple views
about the conflict. The objective is to learn about the various views
and see things from multiple perspectives. This is an effective
method when there is trust among the participants and when there
is time to come to consensus.
A project manager may facilitate this type of conflict resolution
between project team members.
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PMLT Faculty
OTHER
MODELS -
Conflict-3 Conflict
Compromising. There are some conflicts in which all parties
will not be fully satisfied. In those instances, finding a way to
compromise is the best approach. Compromise entails a
willingness to give and take. This allows all parties to get
something they want, and it
avoids escalating the conflict. This style is often used when the
parties involved have equal “power.” A project manager may
compromise with a technical manager regarding the
availability of a project team member to work on the project.
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PMLT Faculty
OTHER
MODELS -
Conflict-4
Conflict
Smoothing/accommodating. Smoothing and accommodating are
useful when reaching the overarching goal is more important than
the disagreement. This approach maintains harmony in the
relationship and can create good will between the parties. This
approach is also used when there is a difference in the relative
authority or power of the individuals.
For example, this approach may be appropriate when there is a
disagreement with the sponsor. Since the sponsor outranks the
project manager or project team member, and there is a desire to
maintain a good relationship with the sponsor, adopting an
accommodating posture may be appropriate.
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PMLT Faculty
OTHER
MODELS -
Conflict-5 Conflict
Forcing. Forcing is used when there is not enough time to
collaborate or problem-solve. In this scenario, one party forces their
will on the other. The party forcing has more power than the other
party. A forcing style may be used if there is a health and safety
conflict that needs to be resolved immediately.
Withdrawal/avoiding. Sometimes a problem will go away on its
own, or sometimes discussions get heated and people need a
cooling-off period. In both scenarios, withdrawing from the
situation is appropriate. Withdrawal is also used in a no-win
scenario, such as complying with a requirement imposed by a
regulatory agency instead of challenging the requirement.
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TEAM
METHODS
• Kickoff
• Project closeout
• Retrospective
• Impact mapping
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TEAM
METHODS –
Kickoff and
Project
Closeout
Kickoff. A kickoff meeting is a gathering of project team
members and other key stakeholders at the outset of a
project to formally set expectations, gain a common
understanding, and commence work. It establishes the
start of a project, phase, or iteration.
Project closeout. A project closeout meeting is used to
obtain final acceptance of the delivered scope from the
sponsor, product owner, or client. This meeting indicates
that the product delivery is complete.
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PMLT Faculty
TEAM METHODS-
•Retrospective
•Impact Mapping Retrospective. A retrospective is a regularly
occurring workshop in which participants explore
their work and results in order to improve both
process and product. Retrospectives are a form of
lessons learned meeting.
Impact mapping. Impact mapping is a strategic
planning method that serves as a visual roadmap
for the organization during product development.
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Questions?
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Thank You
44

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