06 Aug Share your experience working with a manager or team leader. What leadership, management, and emotional intelligence skills do you think the manager employed effectively?
For this discussion, think about your past experiences with project management or team leadership. Then, in your initial post, address the following:
Share your experience working with a manager or team leader. What leadership, management, and emotional intelligence skills do you think the manager employed effectively? What skills or responsibilities do you think they struggled to employ successfully? (Please avoid using real names.)
How did this leader manage conflicts or difficult team members? Share an example of a situation involving a team conflict and how it was handled. (Please avoid using real names.)
Based on what you have learned in this module, which skills do you think were used to resolve the conflict? Were they effective? If yes, explain what made them effective. If not, what would you do differently to manage a similar situation for better outcomes?
Requirements: 2 pages
CHAPTER9Emotional IntelligenceLearning OutcomesAfter reading this chapter you should be able to:• Recognize that emotions can affect our behavior and actions, becoming signifi cant drivers of performance and achievement.• Identify the Emotional Intelligence domains and competencies appropri-ate to leadership and team working.Emotional Intelligence can be defi ned as: Th e development of social skills and intelligence regarding the emotions, especially in the ability to monitor one’s own or others’ emotions.Emotional Intelligence (EI) has been brought into the popular and management arenas through the work and writing of Daniel Goleman. He asserts that when working in teams or closely with other people, our emotions play a signifi cant part in shaping our behaviors and the quality of our relationships. Th is adds a new dimension to the skills that are necessary for successful collaboration; skills that are not usually taught in schools or col-leges. It is these skills that relate to how we deal with people at a personal level.Emotional Intelligence allows the identifi cation of appropriate emotions and how they can iden-tify and support appropriate action. Also, particular intelligence ‘domains’ can contribute to CHAPTERBurke, Rory, and Steve Barron. Project Management Leadership : Building Creative Teams, John Wiley & Sons, Incorporated, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/snhu-ebooks/detail.action?docID=1635366.Created from snhu-ebooks on 2023-08-04 22:55:34.Copyright © 2014. John Wiley & Sons, Incorporated. All rights reserved.
132 PROJECT MANAGEMENT LEADERSHIPeff ective leadership styles (see Chapter 6 on Leadership Th eories and Styles). Th e concepts behind Emotional Intelligence are based upon many years of research, conducted internationally with a wide range of contributions across many walks of life.For those who are new to ideas of Emotional Intelligence, this chapter will provide an introduc-tion to its ideas and application for leaders. For those with experience of Emotional Intelligence, this chapter should be used as a development opportunity to broaden perspectives of Emotional Intelligence and to consider how leadership style is aff ected by emotional competence.Th e research indicates that, though high-ranking ‘star performers’ need good cognitive and intel-lectual skills to attain their position, when compared to their peers ‘about 85% of the diff erence in their profi les was attributable to emotional intelligence factors rather than to purely cognitive abili-ties like technical expertise.’ (Goleman et al., 2002, p. 250).Burke, Rory, and Steve Barron. Project Management Leadership : Building Creative Teams, John Wiley & Sons, Incorporated, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/snhu-ebooks/detail.action?docID=1635366.Created from snhu-ebooks on 2023-08-04 22:55:34.Copyright © 2014. John Wiley & Sons, Incorporated. All rights reserved.
EMOTIONAL INTELLIGENCE 1331. Emotional Intelligence DomainsGoleman et al. (2002, p. 39) off er four dimensions or domains of Emotional Intelligence (reduced from his original fi ve) that are supported by eighteen competencies. Th e four domains are grouped into two overarching capabilities: personal and social.For each of the overarching capabilities, the EI domains are:• Personal: Self-Awareness and Self-Management.• Social: Social Awareness and Relationship Management.Th e capabilities, domains and emotional competencies are shown in Table 9.1. Goleman notes that the competencies are not ‘innate talents, but learned abilities, each of which has a unique contribu-tion to making leaders more resonant, and therefore more eff ective.’ (Goleman et al., 2002, p. 38).It is clear that it would be an exceptional leader who had all of these competencies. Goleman sug-gests that eff ective leaders exhibit strengths in about six of these competencies.Burke, Rory, and Steve Barron. Project Management Leadership : Building Creative Teams, John Wiley & Sons, Incorporated, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/snhu-ebooks/detail.action?docID=1635366.Created from snhu-ebooks on 2023-08-04 22:55:34.Copyright © 2014. John Wiley & Sons, Incorporated. All rights reserved.
134 PROJECT MANAGEMENT LEADERSHIP2. The Four Emotional Intelligence Domains Self-Awareness: Is having a developed understanding of how people respond emotionally to events and situations. Usually, self-aware people are realistic and honest with themselves and others about their emotions. Self-aware leaders usually know their own values, goals and inten-tions; they know what feels right and live up to their principles. Importantly, self-aware people take time for refl ection, rather than acting instinctively or impulsively.Self-Management: Is a signifi cant challenge for some and develops from Self-Awareness. If we do not know what or how we are feeling, how can we eff ectively manage those emotions? If the emotions are positive, like enthusiasm and joy, this is not normally a problem. However, a leader cannot aff ord uncontrolled responses to negative emotions like anger, anxiety, panic and frustra-tion. Such negative emotions swamp the brain and prevent proper attention to the task at hand, eff ectively hijacking us from our purpose. Goleman considers this a primal action because it is nature’s way of making sure we respond quickly to any perceived threat. Eff ective leaders have an ongoing ‘inner conversation’ that monitors their feelings, prevents emotional hijacking and frees them from being a prisoner of their own feelings. Leaders who are adept at Self-Management are usually upbeat, optimistic and enthusiastic.Social Awareness: Is another term for empathy or the ability to read another’s body language and facial expressions, and to hear their voice and consequently be in tune with their emotions in the moment. When we are able to synchronize with another’s feelings in this way, we achieve a ‘reso-nance’ that encourages us to be ‘on the same wavelength’. For an eff ective leader, this can work in the other direction. Resonance can fl ow from a leader who can express feelings convincingly with conviction and authenticity because the feelings are rooted in deeply held values. We must be careful because this can work for both positive and negative emotions, so an eff ective leader will communicate positive emotions to inspire and motivate others.Relationship Management: Is the collation of the other competencies where the leader is able to manage other people’s emotions. If a leader is not congruent; that is, they are acting disingenu-ously, manipulatively or their actions do not align with their personal values or beliefs, the emo-tional radar of followers will sense this falseness and they will instinctively distrust the leader. Th e fi rst step for an eff ective leader in managing relationships is authenticity, where the leader is genuinely acting as a result of their own feelings. Goleman et al. (2002, p. 51) suggest relation-ship management is ‘friendliness with a purpose: moving people in the right direction’.Burke, Rory, and Steve Barron. Project Management Leadership : Building Creative Teams, John Wiley & Sons, Incorporated, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/snhu-ebooks/detail.action?docID=1635366.Created from snhu-ebooks on 2023-08-04 22:55:34.Copyright © 2014. John Wiley & Sons, Incorporated. All rights reserved.
EMOTIONAL INTELLIGENCE 135Table 9.1: Emotional Intelligence Domains and Associated Competencies – adapted from Goleman, Boyatsis and McKee (2002) Primal LeadershipPersonal CompetenceHow do we manage ourselves?Social CompetenceHow do we manage relationships?Self-Awareness:Emotional self-awareness: Reading our own emotions and recognizing their impact; using instinct to guide directions Accurate self-assessment: Knowing our own strength and limits Self-confi dence: A sound sense of our own self-worth and capabilities Social Awareness:Empathy: Sensing others’ emotions, understanding their perspective and taking an active interest in their concerns Organizational awareness: Reading the current decision networks and politics at the organizational level Service: Recognizing and meeting follower, client or cus-tomer needs Self-Management:Emotional self-control: Keeping disruptive emo-tions and impulses under control Transparency: Displaying honesty and integrity, trustworthiness Adaptability: Flexibility in adapting to changing situations or overcoming obstacles Achievement: The drive to improve performance to meet inner standards of excellence Initiative: Readiness to act and seize opportunities Optimism: Seeing the positive aspects of events Relationship Management:Inspirational leadership: Guiding and motivating with a compelling vision Infl uence: Wielding a range of tactics for persuasion Developing others: Bolstering others’ abilities through feedback and guidance Change catalyst: Initiating, managing and leading in a new direction Confl ict management: Resolving disagreements Building bonds: Cultivating and maintaining a web of relationships Teamwork and Collaboration: Cooperation and team-building 2.1 Emotional Intelligence Leadership CompetenciesSELF-AWARENESS:Emotional self-awareness: Leaders recognize how their feelings aff ect them and their job performance. Th ey have a clear guiding vision supported by strong values and are authentic, able to speak about their own emotions and articulate their vision. Oft en, they can see the best course of action through a complex situation.Accurate self-assessment: Leaders know their strengths and limitations and see the humorous side of their own behavior. Th ey welcome constructive criticism and work to develop themselves, knowing when to ask for assistance.Self-confi dence: Leaders exhibit self-assurance and welcome diffi cult tasks. Th ey know their strengths and abilities.Burke, Rory, and Steve Barron. Project Management Leadership : Building Creative Teams, John Wiley & Sons, Incorporated, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/snhu-ebooks/detail.action?docID=1635366.Created from snhu-ebooks on 2023-08-04 22:55:34.Copyright © 2014. John Wiley & Sons, Incorporated. All rights reserved.
136 PROJECT MANAGEMENT LEADERSHIPSELF-MANAGEMENT:Self-control: Leaders stay calm and clear-headed under high stress or in a crisis because they can manage their emotions and impulses, possibly channeling them in a positive manner.Transparency: Leaders openly admit mistakes or faults, representing an authentic openness to others and demonstrating integrity through living up to their values.Adaptability: Leaders can juggle multiple demands and are comfortable with ambigui-ties in new challenges. Th ey can be fl exible in their approach and thinking.Achievement: Leaders have high personal standards that drive them to seek per-formance improvements for themselves and their followers. Th ey are pragmatic, set measurable and challenging goals, aware of associated risks, and are continually learn-ing and teaching better ways.Initiative: Leaders seize or create opportunities, not hesitating to remove blockages or bend the rules when necessary to create better possibilities for the future.Optimism: Leaders see opportunities rather than threats in a setback. Th ey have a positive outlook and expect the best of people.SOCIAL AWARENESS:Empathy: Leaders are able to sense a range of emotional signals from others. Th ey listen attentively and can perceive another’s point of view. Th ey get along with people from diff erent cultures or backgrounds.Organizational awareness: Leaders are aware of social networks and power relation-ships. Th ey understand the political forces, guiding values and unspoken rules that operate in organizations and projects.Service: Leaders value relationships with clients or customers and carefully monitor customers’ satisfaction to ensure their needs are being fulfi lled.Burke, Rory, and Steve Barron. Project Management Leadership : Building Creative Teams, John Wiley & Sons, Incorporated, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/snhu-ebooks/detail.action?docID=1635366.Created from snhu-ebooks on 2023-08-04 22:55:34.Copyright © 2014. John Wiley & Sons, Incorporated. All rights reserved.
EMOTIONAL INTELLIGENCE 137RELATIONSHIP MANAGEMENT:Inspiration: Leaders have a compelling vision that creates a sense of common purpose that makes work exciting and inspires others to follow.Infl uence: Leaders are persuasive and engaging, fi nding the right way to address the listeners to create buy-in from the key people and a network of support for an initiative.Developing others: Leaders show a genuine interest and understand the goals, strengths and weaknesses of those they are helping. Th ey can give timely and constructive feed-back and are natural mentors and coaches.Change catalyst: Leaders recognize the need for change, and are strong advocates of change even in the face of strong opposition. Th ey challenge the status quo and fi nd practical ways to overcome barriers to change.Confl ict management: Leaders are able to understand diff erent perspectives in a confl ict situation and fi nd a common ideal that everyone can agree with. Th ey bring confl ict to the surface and acknowledge the feelings and views of all sides, redirecting the energy towards the shared ideal.Teamwork and collaboration: Leaders establish a helpful, supportive, cooperative, respectful and friendly atmosphere in a team. Th ey engage others in an enthusiastic commitment to the team purpose and create close working relationships.Adapted from Goleman, Boyatsis and McKee (2002) Primal Leadership.Burke, Rory, and Steve Barron. Project Management Leadership : Building Creative Teams, John Wiley & Sons, Incorporated, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/snhu-ebooks/detail.action?docID=1635366.Created from snhu-ebooks on 2023-08-04 22:55:34.Copyright © 2014. John Wiley & Sons, Incorporated. All rights reserved.
138 PROJECT MANAGEMENT LEADERSHIP3. Leaders Need Emotional Intelligence (EI)With the Emotional Intelligence (EI) competencies clearly established and explained, we are better able to assess and measure ourselves as ready for a leadership role. We can identify our strengths and opportunities for improvement and identify what kind of situations might provide the right environment for our learning and development of required leadership skills.Th ough emotional competencies are not specifi cally learnt or taught, eff ective leaders exhibit sig-nifi cant abilities in these areas. Leadership abilities are oft en tacitly learnt over time and through many experiences. Evidence suggests that people naturally tend to develop EI competencies over time; competencies that get stronger as their career progresses. However, the leader needs to ensure the right competencies are acquired at the right time, so a plan for development is crucial.Indeed, because of the nature of emotional development, the learning process has demands that extend beyond those provided by traditional training programs. Leadership learning requires an ongoing, sustained self-development activity more akin to a mentoring or coaching style.Richard Boyatzis (in Goleman et al., 2002, p.111) suggests a fi ve-stage discovery process for this type of learning:• Th e fi rst discovery: What kind of leader do I want to become? What will be my ideal self?• Th e second discovery: What kind of leader am I now? What are my strengths and where do I want to develop?• Th e third discovery: What is my learning agenda? How can I build on my strengths and develop my weaker competencies?• Th e fourth discovery: How can I experiment with and practice new behaviors, thoughts and feelings? How can I develop these into real competence?• Th e fi ft h discovery: Who can help me to identify my strengths and development needs? How can I develop supportive and trusting relationships?Burke, Rory, and Steve Barron. Project Management Leadership : Building Creative Teams, John Wiley & Sons, Incorporated, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/snhu-ebooks/detail.action?docID=1635366.Created from snhu-ebooks on 2023-08-04 22:55:34.Copyright © 2014. John Wiley & Sons, Incorporated. All rights reserved.
EMOTIONAL INTELLIGENCE 1394. Perception of Emotional CompetenceBased upon research referenced by Goleman et al. (2002, p. 95) more senior executives and leaders appeared to give a high rating to their own emotional intelligence abilities. When those around them were asked about their view of the leader’s EI abilities, the score was much lower. Th e reason for this is that senior executives are less likely to seek or be provided with honest feedback about their leadership style. ‘Th ose at the highest levels had the least accurate view of how they acted with others’ (Goleman et al., 2002, p. 95).So, to eff ectively develop leadership capabilities, our own perception might not be suffi cient to give us an accurate picture of our strengths and development needs. We need to fi nd a trusted adviser who can support our learning in an honest and positive manner. Th e learning process is not a short-term activity. It requires a sustained eff ort with a continued motivation to change.EXERCISES: 1. Examine the four EI domains described in Section 2 above. Select one of the domains that you believe will be most helpful for your own development during the next 12 months. Explain why you think developing this domain will help you. 2. In the EI domain you have chosen in Exercise 1, select the EI competence that you think will be the most helpful to you during the next 12 months. Explain why you think this is important and what benefi ts you think it will provide. 3. Look at Richard Boyatsis’s fi ve-stage development process in Section 3. Develop an action plan based upon this fi ve-stage process for your selected EI competence devel-opment in Exercise 2.Key Points: 1. Our emotions play a signifi cant part in shaping our behaviors and the quality of our relationships. 2. Emotional Intelligence involves personal and social awareness, as well as self and relations management. 3. Emotional development involves experimentation and practice.Reference:Goleman, D., Boyatsis, R. and McKee, A. (2002) Primal Leadership.Burke, Rory, and Steve Barron. Project Management Leadership : Building Creative Teams, John Wiley & Sons, Incorporated, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/snhu-ebooks/detail.action?docID=1635366.Created from snhu-ebooks on 2023-08-04 22:55:34.Copyright © 2014. John Wiley & Sons, Incorporated. All rights reserved.
Burke, Rory, and Steve Barron. Project Management Leadership : Building Creative Teams, John Wiley & Sons, Incorporated, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/snhu-ebooks/detail.action?docID=1635366.Created from snhu-ebooks on 2023-08-04 22:55:34.Copyright © 2014. John Wiley & Sons, Incorporated. All rights reserved.
CHAPTER23Problem Solving Learning OutcomesAfter reading this chapter you should be able to:• Understand the problem-solving process.• Understand how problem solving and decision making are linked.• Carry out a brainstorming session.Problems should not be seen as something negative that must be avoided. A problem may be defi ned as any obstacle that stands in the way of meeting the project’s objec-tives. A problem can also be seen as an opportunity to improve the current situation. In many ways, project processes and the tools and techniques used to manage pro-jects are parts of a problem-solving system. A project is oft en just a big problem that needs to be solved. At the corporate level, the business case is the solution and, at the project level, the project charter and project plan are the solutions. Th e success of a project can depend on the innovative way that problems and opportunities are dealt with.Th e nature of problems is that, oft en, other smaller problems are hidden within the problem to be solved. So, a project can contain many problems that are hidden within. Project techniques can be used to work through these embedded problems, or a more generic approach can be used that provides a more streamlined approach.CHAPTERBurke, Rory, and Steve Barron. Project Management Leadership : Building Creative Teams, John Wiley & Sons, Incorporated, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/snhu-ebooks/detail.action?docID=1635366.Created from snhu-ebooks on 2023-08-04 22:56:07.Copyright © 2014. John Wiley & Sons, Incorporated. All rights reserved.
318 PROJECT MANAGEMENT LEADERSHIPIt is important that the project manager or project leader sets up a problem-solving system and is able to identify problems early and respond quickly to opportunities with solutions and options, and also to make visionary decisions to keep the project on track with minimal disruptions.Problem solving and decision making are oft en interrelated and seen as parts of the same process (see Figure 23.1) but they can be diff erentiated as follows:• Problem solving is the process of generating a number of practical and technical solutions to solve a problem.• Decision making is the process of considering the wider aspects of the situation and ensuring that the course of action satisfi es stakeholder requirements and problem objectives. Problem solving and decision making can be seen as two sides of the same coin. Th is chapter will focus on problem solving and the techniques project managers use to solve problems, while the following chapter will focus on decision making. Problem Solving Decision MakingDivergentConvergentGenerate Many SolutionsTimelineSelect One SolutionProblemDecisionFigure 23.1: Problem-Solving and Decision-Making Processes – shows the divergent problem-solving pro-cess to generate many solutions, and the convergent decision-making process to select one solutionBurke, Rory, and Steve Barron. Project Management Leadership : Building Creative Teams, John Wiley & Sons, Incorporated, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/snhu-ebooks/detail.action?docID=1635366.Created from snhu-ebooks on 2023-08-04 22:56:07.Copyright © 2014. John Wiley & Sons, Incorporated. All rights reserved.
PROBLEM SOLVING 3191. Types of ProblemsTh ere are successful project leaders who solve problems intuitively in an ad hoc and unstructured way; for some people it is a natural, intuitive method (see Chapter 3 on Project Leadership BoK). However, for others, a structured approach helps the problem solving and decision-making process.Th e fi rst step to take when approaching a problem situation is to determine what kind of problem it is. Th is will reveal important information about the problem and guide the way in which the problem should be approached. To do this, what is known about the problem must be separated from ideas about possible solutions.Figure 23.2 suggests that there are four possible situations: Known Problem, Known Solution: Th ese are usually problems that have already been solved. Possibly, there are elements of a project that have been encountered before, and tried and tested solutions already established. For example, if an earth-moving machine breaks down due to a fl at tire, then it is known that fi tting the spare tire will solve the problem.Known Problem, Unknown Solution: Once again, the problem is clear and well specifi ed, but this time the solution is not clear. Th is situation suggests that the solution has to be designed to fi t the problem, which could involve some trial and error. For example, on an off shore platform, the project leader must get the workforce there each day. Th e options are to supply a vessel or helicopter and/or provide accommodation on the platform itself. Th e solution the project leader chooses will depend upon what is available. SOLUTIONKnownUnknownPROBLEMKnownNot Really ProblemsDesign TaskUnknownMethods and Procedures Research and then DesignFigure 23.2: Known and Unknown Problems and Solutions – shows the fi rst step in understanding what type of problem existsBurke, Rory, and Steve Barron. Project Management Leadership : Building Creative Teams, John Wiley & Sons, Incorporated, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/snhu-ebooks/detail.action?docID=1635366.Created from snhu-ebooks on 2023-08-04 22:56:07.Copyright © 2014. John Wiley & Sons, Incorporated. All rights reserved.
320 PROJECT MANAGEMENT LEADERSHIPUnknown Problem, Known Solution: Th is situation suggests that a known solution will fi x an unknown problem. For example, if an earth-moving machine won’t start, then a mechanic would undertake a series of actions or tests that would result in the machine starting. Th e actual cause of the problem might not be known, but these steps would fi x it.Th is is the typical scenario where Health and Safety issues are addressed. Th e nature of the prob-lem is uncertain, but a set of instructions must be followed that address the problem and provide a preventative solution. If such predetermined solutions are relied upon, without knowing what problem is being addressed, what happens if the problem is no longer present? For example, a longer supply route could be taken to avoid roadworks on a bridge. If the road has unknowingly been resurfaced, the supply route could continue to follow the longer route unnecessarily. It is worth testing this type of scenario to check if a problem still exists.Photo: Courtesy of BHP Billiton Newman © Press Images – BHB Billiton, Western Australia Iron Ore – spare wheel not shownBurke, Rory, and Steve Barron. Project Management Leadership : Building Creative Teams, John Wiley & Sons, Incorporated, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/snhu-ebooks/detail.action?docID=1635366.Created from snhu-ebooks on 2023-08-04 22:56:07.Copyright © 2014. John Wiley & Sons, Incorporated. All rights reserved.
PROBLEM SOLVING 321Unknown Problem, Unknown Solution: Th e majority of project-related problems are in this category. If an unknown problem is thought of as one that has not yet been agreed by the stake-holders, then time must be invested in identifying what each stakeholder expects and mapping these into an overall statement of the problem before proceeding with developing a solution. For example, if there is a limited budget and the earth-moving machine is not operating properly due to a range of possible faults, then it must be determined exactly what the problem is before purchasing the correct replacement part.One of the dangers of having an unknown problem is that we might be designing a solution for the wrong problem and, therefore, we end up with a wrong solution.As a result, it is of paramount importance to maintain separation between stating the problem and developing the solution. Some project methods do not provide this separation (e.g. Th e Project Initiation Document [PID] in PRINCE2) and allow the development of the solution to become confused with understanding the real problem.Burke, Rory, and Steve Barron. Project Management Leadership : Building Creative Teams, John Wiley & Sons, Incorporated, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/snhu-ebooks/detail.action?docID=1635366.Created from snhu-ebooks on 2023-08-04 22:56:07.Copyright © 2014. John Wiley & Sons, Incorporated. All rights reserved.
322 PROJECT MANAGEMENT LEADERSHIP2. The Nature of ProblemsConsidering our familiarity with the elements of the problem and/or solution is the fi rst step in addressing the problem situation. Th e second step is to think about the depth and breadth of the problem. Technical problems, such as bridge or soft ware design, exhibit more straightforward attributes. Problems oft en faced by a project leader, specifi cally those involving people, exhibit more complex properties and require a diff erent approach. Th is is the case when the nature of the problem changes while a solution is being attempted.Tame Problems: Th ese types of problem require a linear and logical approach that provides a rational and objective solution. When faced with this type of problem, the facts can be estab-lished and tested, the solution can be designed and the problem solved. Many technical problems can be described as tame because the laws of physics at this level allow repeatability and certainty. It would be unusual indeed if the ground forming the banks of a river where a bridge is to be sited moved up and down!Wicked Problems: Th ese are oft en the types of projects that face a project leader. Due to the nature of issues that people face, it is likely that the problem will change as people attempt to introduce a solution. Th ese types of problems oft en do not allow for the creation of a ‘perfect’ solution and it is not possible to test the solution before it must be realized. Also, a wicked problem can arise as a result of another problem and, as the two problems are interrelated, their solutions can aff ect other problem situations. Th is can create a daisy chain or network of problem–solution rela-tionships that massively complicate the problem situation. For example, on calling for additional budget, the Director of Research and Development might say, ‘We need to invest in technology to develop new products that keep up with the market’; the Marketing Director could request, ‘More investment in advertising to raise the profi le of the company and to promote existing products’; the Finance Director might want to, ‘Pay off some existing debts to reduce interest payments over the next fi nancial year’; and the Manufacturing Director wants, ‘More investment in machinery to improve throughput and unit costs’. It is clear there is no one solution that can satisfy all the stakeholders from a limited budget.Specifi c techniques that are helpful in addressing these wicked types of problem will be intro-duced later in this chapter. However, a start can be made on addressing all types of problems using a similar approach.Burke, Rory, and Steve Barron. Project Management Leadership : Building Creative Teams, John Wiley & Sons, Incorporated, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/snhu-ebooks/detail.action?docID=1635366.Created from snhu-ebooks on 2023-08-04 22:56:07.Copyright © 2014. John Wiley & Sons, Incorporated. All rights reserved.
PROBLEM SOLVING 3233. Problem-Solving ProcessProblem-solving techniques can be shown as a process or sequence of interrelated actions or discrete steps:• Defi ne objectives.• Identify problems or opportunities.• Gather data and present information.• Identify a range of possible solutions that satisfy the problem’s objectives.• Present solutions and options.Th e presentation of a number of possible solutions is where problem solving ends and decision making starts. Th e decision-making cycle can also be shown as a sequence of interrelated actions or discrete steps (see Figure 23.3):• Identify what decisions need to be made and who has the authority to make them.• Gather information.• Decide on the most appropriate course of action.• Present the decision and its justifi cations.Define Objectives Gather Information Identify Problems and Opportunities 34412321Implement Decision Gather Information Make Decision IdentifyNeed for a DecisionSolveProblemFigure 23.3: Problem-Solving and Decision-Making Processes – shows how the separate processes of problem solving and decision making are linkedBurke, Rory, and Steve Barron. Project Management Leadership : Building Creative Teams, John Wiley & Sons, Incorporated, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/snhu-ebooks/detail.action?docID=1635366.Created from snhu-ebooks on 2023-08-04 22:56:07.Copyright © 2014. John Wiley & Sons, Incorporated. All rights reserved.
324 PROJECT MANAGEMENT LEADERSHIP4. Defi ne Objectives and Problem Defi nitionTh e starting point for problem solving is to defi ne the project’s goals and objectives, because problems and opportunities can only be evaluated against these objectives.Objectives are a bit like Russian Dolls; they are embedded within each other. As one drills down into an objective, there are further objectives. In the project context, the objectives relate to the level of responsibility within the organization. Consider the objectives shown in Table 23.1.Table 23.1: Different Types of Objectives in a Project ContextCorporate ObjectivesAt the corporate level the objectives are documented as the corporate vision and values, which outline the company’s long-term objectives and how the company wants to do business (governance and ethics).Portfolio ObjectivesAt the portfolio level the objectives are documented in the statement of require-ments, which outlines what the company needs to do to maintain competitive advantage.Business CaseAt the corporate strategy level the objectives are documented in the business case, which outlines how the company can address the requirements outlined at the portfolio level and realize benefi ts for the company.Project LevelAt the project level the objectives are documented in the project charter and pro-ject plan, which outline the critical success criteria the project has to achieve.Burke, Rory, and Steve Barron. Project Management Leadership : Building Creative Teams, John Wiley & Sons, Incorporated, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/snhu-ebooks/detail.action?docID=1635366.Created from snhu-ebooks on 2023-08-04 22:56:07.Copyright © 2014. John Wiley & Sons, Incorporated. All rights reserved.
PROBLEM SOLVING 3255. Identify Problems or OpportunitiesTh e problem-solving process starts with the recognition that a problem or opportunity exists and there is a need to establish a solution that removes the problem or exploits the opportunity.Sensing and identifying problems is a skill and an art usually gained from experience (certainly learning from previous mistakes is one way!). Th is is where an expert can come into a situation and immediately identify a number of problems – problems that should have been obvious for some time (‘not seeing the wood for the trees’). Within projects, problems and opportunities can be identifi ed by the project management sys-tem in the following situations:Progress Meetings: Th e discussion during a progress meeting can identify potential problems. For example, these could be late delivery of a component, workers’ absence, lower than estimated performance – all these are compared to the baseline plan.Non Conformance Report (NCR): When the quality control department fi nds work that does not achieve the required condition as set out in the project quality plan, or quality control plan, it raises an NCR. Th e NCR initiates a process to correct the problem. Th is might simply require the job to be redone and retested, or it might involve a design change leading to a scope of work change. If it is the latter then this will be managed through a confi guration management system. Problem Solving vs. Project Lifecycle: Th e project lifecycle can be used to subdivide the type of problem solving by project phase. Th is is a logical approach because, by defi nition, each phase produces a diff erent set of deliverables and, therefore, there will probably be diff erent types of problems to solve (Figure 23.4).Figure 23.4: Problem Solving vs. Project LifecycleBusiness Case PhaseProject Feasibility PhaseProject Defi nition PhaseProject Execution PhaseProject Commissioning PhaseProblem solving in this phase relates to how the busi-ness case estab-lishes a strategy to solve the corpo-rate requirements.Problem solving in this phase relates to the problems associated with confi rming the fea-sibility of the pro-ject within defi ned constraints.Problem solving in this phase relates to the problems associated with producing a project design and a pro-ject plan.Problem solving in this phase relates to the problems associated with executing the build method and execution strategy.Problem solving in this phase relates to problems associated with testing and commissioning of the project.Burke, Rory, and Steve Barron. Project Management Leadership : Building Creative Teams, John Wiley & Sons, Incorporated, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/snhu-ebooks/detail.action?docID=1635366.Created from snhu-ebooks on 2023-08-04 22:56:07.Copyright © 2014. John Wiley & Sons, Incorporated. All rights reserved.
326 PROJECT MANAGEMENT LEADERSHIPSituation Appraisal: What is wrong with the current solution? What would happen if this prob-lem was not addressed?Th ere is a joke about a consultant who, in response to a diffi cult suggestion made by a client, said, ‘Well, if you are wanting to get to there, I wouldn’t start from here!’ Obviously, here is exactly where you must start from, so you must make sure you know where here actually is, what is the current situation and, specifi cally, what aspects are directly related to the problem you have identifi ed. For example, if it has been identifi ed that a product needs an update, the product and the manu-facturing process should be inspected so that there is clarity about what must be addressed dur-ing problem solving.Alternatively, there might be problems arising within the project team, perhaps confl ict between certain people or the allocation of team roles. Th e project leader recognizes dissent within the team or through monitoring team and individual performance. As the project leader appraises the situation, possibly with the help of the stakeholders, they will be able to identify specifi c challenges that will help to identify and shape the problem. It is important to acknowledge what the real challenge is that is being faced. It is not good to identify the challenge in terms of its solution (e.g. to build a better mousetrap [business case]), but to think of the actual problem (e.g. to remove vermin from the kitchen [statement of require-ments]), which could lead to a more innovative and robust solution. Th e vision could be to live in a healthy environment.Questions that the project leader might ask are: ‘What are all the benefi ts of tackling this prob-lem? What are the benefi ts to the organization, to the people involved, to oneself and to society as a whole?’Burke, Rory, and Steve Barron. Project Management Leadership : Building Creative Teams, John Wiley & Sons, Incorporated, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/snhu-ebooks/detail.action?docID=1635366.Created from snhu-ebooks on 2023-08-04 22:56:07.Copyright © 2014. John Wiley & Sons, Incorporated. All rights reserved.
PROBLEM SOLVING 3276. Gather Data and Present InformationOnce a problem or opportunity has been identifi ed and defi ned, the next step is to gather data to better shape and understand the problem; data which might suggest ways that the problem can be solved. A successful project leader uses a range of tools for data gathering and converting this data into information. Data is a collection of words, numbers and pictures that are meaningless until they are assessed and presented as information – i.e. information that has meaning or informs. Th is is an important distinction because eff ort must be invested in converting data into information. For example, this book is only data until it is read and understood by a reader, and through a sense-making process it becomes information.First of all, consider the following methods for data gathering:• Internet.• Project closeout and audit reports/lessons learnt.• Stakeholders.• Refl ective journals.Internet: Th e Internet is the fi rst place where most people look for data. It has revolutionized how information is found by simply entering the key words in a search engine and following the links.Closeout and Audit Reports: Closeout reports and minutes of meetings from previous projects are a valuable source of data collected from previous problems and lessons learnt. Many compa-nies have a technical library or online resource that contains technical specifi cations and other relevant information. Audits are a formal method of gathering information. For example, a company might be con-cerned that its subcontractor does not have an eff ective document control system and that its workers are using old revisions of drawings and specifi cations. Carrying out an audit will enable all parties to see how the subcontractor is performing against the ‘required condition’. Th e fi nd-ings of the audit should identify any nonconforming situations and make recommendations for corrective action. Stakeholders: Th e project stakeholders include the vendors, the suppliers and also the project manager’s network of useful contacts – these should be a source of valuable information to help solve problems. If the problem is of a technical nature, then some of the vendors and suppliers would most likely have experienced similar problems before.Burke, Rory, and Steve Barron. Project Management Leadership : Building Creative Teams, John Wiley & Sons, Incorporated, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/snhu-ebooks/detail.action?docID=1635366.Created from snhu-ebooks on 2023-08-04 22:56:07.Copyright © 2014. John Wiley & Sons, Incorporated. All rights reserved.
328 PROJECT MANAGEMENT LEADERSHIPRefl ective Journals: Th e project leader should consider maintaining a refl ective journal that cap-tures thoughts about important events as they occur. Th is journal or diary can be used as a reminder of past situations. Importantly, the act of writing a journal provides a powerful mechanism to help think through a situation and helps the mind assess and fi lter related issues. Project leaders can refer to their journals as a source of information to help defi ne a problem or identify solutions.6.1 Data MappingIn order to be able to interpret the data we have collected in a meaningful way, the data needs to be fi ltered, sorted, structured and organized using a range of techniques. Th is is particularly important for wicked problems because the interrelated nature of the problem situation needs to be mapped and understood before an eff ective solution can be developed. A series of interrelated problems can be considered as a system, and a range of techniques devel-oped by Peter Checkland called Soft -Systems Methodology (SSM) is helpful to organize and understand these types of situations. SSM provides rich pictures and CATWOE, as part of a structured method.Rich Pictures: A rich picture is essentially a diagram of the system under investigation. Oft en it is only meaningful to the person who has drawn it, so it needs some explanation if the represen-tation needs to be communicated. Th e diagram should capture the key issues in the system, the stakeholders and any relationships between them. CATWOE: Th is is an acronym that helps to capture a range of perspectives that could infl uence the system being modeled: Customer: includes all the people who will benefi t (or lose out) from the proposition.Actor: includes all the people who will take action.Transformation: description of the action, moving from where you are now to where you want to be.Worldview: what is the underlying rationale for making the transformation?Ownership: who is the individual or group who can modify or stop the transformation from hap-pening? What are the related circumstances?Environmental: what are the external enablers and constraints that can aff ect the transformation?Burke, Rory, and Steve Barron. Project Management Leadership : Building Creative Teams, John Wiley & Sons, Incorporated, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/snhu-ebooks/detail.action?docID=1635366.Created from snhu-ebooks on 2023-08-04 22:56:07.Copyright © 2014. John Wiley & Sons, Incorporated. All rights reserved.
PROBLEM SOLVING 3296.2 Sense MakingSense making is an important part of problem solving. It is how we make sense of a situation, how we determine what it means to us and what it means to the project. As we review the infor-mation we have developed about the problem, we internalize the knowledge and this helps us to develop an understanding of the problem.Tools for Sense Making: Th ere are a number of thinking tools that can help us to engage with issues surrounding a problem. Edward de Bono and Tony Buzan have both written many books about developing thinking skills. De Bono’s CoRT techniques are particularly helpful to problem solvers and project leaders. Follow the references at the end of this chapter and try to apply some of the techniques to help with the development of your thinking and sense-making skills.In the poem ‘Th e Elephant’s Child’, Rudyard Kipling (Just So Stories, 1904) noted:‘I keep six honest serving men:(Th ey taught me all I knew)Th eir names are What and Where and When And How and Why and Who.I send them over land and sea,I send them east and west;But aft er they have worked for me,I give them all a rest . . . .’Here, we have one of the most useful aides for thinking and interrogating issues. We ask the questions: What? Where? When? How? Why? and Who? in any appropriate sequence to collect a wealth of information. For example:• WHO is/are the Customer(s)?• WHY does the Customer want it?• WHERE does the Customer want it?• WHAT does the Customer want?• WHEN does the Customer want it?• HOW MUCH is the agreed budget?A technique that helps us to get to the root cause of an issue is to ask the question why? fi ve times. As we ask a why question, it takes us to the next layer of cause. Quite oft en, we do not need to ask all fi ve questions because the cause becomes evident aft er three or four.For example, we might be members of an HR department of a large organization and have received complaints about low productivity of a specifi c department. An initial investigation Burke, Rory, and Steve Barron. Project Management Leadership : Building Creative Teams, John Wiley & Sons, Incorporated, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/snhu-ebooks/detail.action?docID=1635366.Created from snhu-ebooks on 2023-08-04 22:56:07.Copyright © 2014. John Wiley & Sons, Incorporated. All rights reserved.
330 PROJECT MANAGEMENT LEADERSHIP(fi rst WHY) confi rms productivity has dropped signifi cantly over the past month. Before we decide upon a course of action, we investigate further (second WHY) and fi nd that attendance in this department has fallen below average. Th en we look into the time records more deeply (third WHY) and fi nd that staff are regularly arriving just before 09:30 and leaving before 15:30 each day. Before approaching the department head, we fi nd that this person consistently arrives at 09:30 and leaves at 15:00 (fourth WHY). At this point, we might consider disciplinary action against the head of department, but we ask WHY for a fi ft h time. As a result, we fi nd that the department head’s partner is in hospital with a serious illness and they have no one to help with child care. Th e head of department has been struggling to take their children to and from school, thus explaining the poor time attendance. We now have a clear picture of the problem and can take more appropriate action.6.3 Identify ConstraintsWe need to identify any constraints and assumptions that help to shape the problem. Constraints set boundaries for our solution; for example, there might be cost or time scale limits as set out in the baseline plan, or specifi c requirements that must be met such as utilizing inhouse resources. We should be clear what constraints are mandatory, or must be met, otherwise, without these, the project could be deemed a failure. Th ere could be other constraints or requirements that are less important and that we might be able to compromise or sacrifi ce in order to save something elsewhere. Requirements should be prioritized, separating those that are mandatory from those that are ‘nice to have’, and the latter can be sacrifi ced if the project gets into diffi culty.Example: If our project is to procure a building for the Project Management Offi ce (PMO), we might have to sacrifi ce our requirements for location if we want the PMO to have plenty of parking spaces. Th e parking takes priority over our need for location because if we cannot fi nd a PMO with suffi cient parking, there is no point in moving.WBSDescriptionConstraint1.1.1ParkingLevel 1 mandatory1.1.2LocationLevel 2 optional Burke, Rory, and Steve Barron. Project Management Leadership : Building Creative Teams, John Wiley & Sons, Incorporated, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/snhu-ebooks/detail.action?docID=1635366.Created from snhu-ebooks on 2023-08-04 22:56:07.Copyright © 2014. John Wiley & Sons, Incorporated. All rights reserved.
PROBLEM SOLVING 3316.4 Break Down the ProblemSometimes, the problem can be too big to solve in one go. Can we break it into smaller stages, or at least identify the fi rst goal we must overcome? If an easier, more straightforward goal can be achieved, then we have somewhere to start. Indeed, the level of uncertainty that might be involved in the larger problem can make it unachievable. Choosing a goal that involves less uncertainty, or a level of uncertainty (or risk) that is manageable, makes it achievable.Defi ne the Problem: Once we have investigated the problem, the defi nition of the problem should be written down in clear and concise terms that specifi cally state:• What is the expected benefi t to be achieved in solving the problem?• What are the objectives and measures that will be applied to ensure success?• What are the mandatory constraints that frame any solution?Essentially, this document, or Statement of Requirements, is a collection of stakeholder views and requirements that you have optimized and clarifi ed. As such, the document can be used to communicate the scope of the problem to the audience.6.5 SMART ObjectivesA useful technique for establishing clear objectives is to defi ne them using the SMART acronym. SMART stands for: Specifi c, Measurable, Achievable, Realistic and Time bound (Table 23.2). Table 23.2: SMART ObjectivesSpecifi cThe objective should clearly state what must be achieved.MeasurableYou should be able to measure whether you are meeting the objective or not.AchievableIs the objective attainable within the set timescale and to the standards expected?RealisticCan you realistically achieve the objective with the resources you have?Time BoundWhen must the set objective be completed?Sometimes diff erent words are used, such as Relevant, Results-focused and Appropriate. Also, there have been some additions made to the acronym, for example SMARTER includes Enjoyable or Ethical and Recorded. Another extension is appropriate for teamwork objectives because it includes Agreed and Shared.Th e acronym is helpful to test if all the aims and objectives of a piece of work capture the neces-sary information to clearly state the specifi cation of the work. It can be very diffi cult to construct an objective that captures all these requirements.Burke, Rory, and Steve Barron. Project Management Leadership : Building Creative Teams, John Wiley & Sons, Incorporated, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/snhu-ebooks/detail.action?docID=1635366.Created from snhu-ebooks on 2023-08-04 22:56:07.Copyright © 2014. John Wiley & Sons, Incorporated. All rights reserved.
332 PROJECT MANAGEMENT LEADERSHIPAn example of converting a simple objective into a SMART objective is:Not SMART: To increase the number of book sales by 20 per cent.SMART: To increase the number of sales of the book, Project Management Leadership, by 5 per cent per year with an aim of a 20 per cent increase by 2015.6.6 Problem Defi nitionTh e problem should be clearly stated in terms of its objectives and constraints so that these can be reviewed and agreed upon by any interested parties. With reference to Figure 23.3, this ensures that the problem is known and, therefore, the solution can be developed. It is also important to state how each of the objectives will be measured for success, although this should be clear if the objectives are SMART.Once the problem defi nition has been formally agreed by the interested parties, a start can be made on designing solutions to the problem. Burke, Rory, and Steve Barron. Project Management Leadership : Building Creative Teams, John Wiley & Sons, Incorporated, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/snhu-ebooks/detail.action?docID=1635366.Created from snhu-ebooks on 2023-08-04 22:56:07.Copyright © 2014. John Wiley & Sons, Incorporated. All rights reserved.
PROBLEM SOLVING 3337. Identify a Range of SolutionsChoosing from a range of solutions can provide a better outcome than if we had proceeded with our fi rst ideas. Allocating the design task to a number of individuals or teams allows crea-tive options to be developed. Th is chapter considers this creative process, while Chapter 24 on Decision Making explains how the most appropriate solution can be selected.It is important at this stage of the problem-solving process to engender a creative style. Creative thinking methods should generate plenty of alternatives, should challenge assumptions, test the-ories and consider a number of what-if scenarios. Th ere are a number of available techniques to provide guidance for creativity (see references at the end of this chapter). However, the most common approach used by individuals and groups is brainstorming.7.1 BrainstormingTh e most popular problem-solving technique is brainstorming, though this is now sometimes called mind shower because some people think the process is more like a ‘shower’ than a ‘storm’! Th e process is usually used with a group, but it can also work as a solo technique. Essentially, the brainstorming process is a series of steps, as follows: 1. First, allow all the participants to get into the right frame of mind to encourage creativity. Referring to the Transactional Analysis method in Chapter 22 on Confl ict Resolution, all the participants should be in the Free Child frame of mind, or they will not properly participate in the creative process. 2. Th ere should be a space, like a whiteboard, that can be seen by all participants. Th e title or focus of the problem should be written clearly at the top, with plenty of space below to capture ideas. For example, the focus might be on capturing ideas for a marketing project to increase sales of the ZY1500, or ‘What are eff ective ways to communicate with our clients?’ Th ere should be someone available to write down the ideas as they are created. 3. Everyone should be briefed on the purpose of the session, which is to generate ideas about the title or focus. Th ey should not comment on other people’s ideas (no evaluation), but just use them as a stepping stone to their own new ideas. If ideas are judged too early, this will compromise creativity, causing the ideas to dry up and the process to terminate early. 4. Th e team members call out their ideas to be written on the whiteboard so that everyone can see them. Sometimes, a variation of the process is to ask people to write their ideas on a note pad and stick them on to a wall so that others can walk by and inspect them, as in an art gallery. Th is process should continue until there appear to be no more ideas to contribute, or until the time allowed for the session is complete (30 minutes maximum).Burke, Rory, and Steve Barron. Project Management Leadership : Building Creative Teams, John Wiley & Sons, Incorporated, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/snhu-ebooks/detail.action?docID=1635366.Created from snhu-ebooks on 2023-08-04 22:56:07.Copyright © 2014. John Wiley & Sons, Incorporated. All rights reserved.
334 PROJECT MANAGEMENT LEADERSHIP 5. Th e ideas can then be grouped for similarity and particular themes, or major ideas identi-fi ed. Ideas should not be discarded at this stage, though new ideas can be added. 6. Th e ideas can now be judged, either by the participating team or by selected people involved in the decision-making process. In the spirit of the creative process, there might not be any preselected criteria for choosing. Each idea can be considered on its merits and developed or combined with other ideas to design the most suitable approach to solving the problem.Generally, the brainstorming approach generates a multitude of good ideas. However, there are some diffi culties with a team approach that might stifl e creativity. If there are more senior level people in the team, their ideas can, unintentionally, take precedence and others might be loathe to contribute their own, diff erent ideas. Sometimes, an electronic medium is used to submit the contributions anonymously so that they are judged on merit rather than by whoever sug-gested them.Burke, Rory, and Steve Barron. Project Management Leadership : Building Creative Teams, John Wiley & Sons, Incorporated, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/snhu-ebooks/detail.action?docID=1635366.Created from snhu-ebooks on 2023-08-04 22:56:07.Copyright © 2014. John Wiley & Sons, Incorporated. All rights reserved.
PROBLEM SOLVING 3358. Blocks to Problem SolvingTh e problem-solving process is oft en compromised by problem-solving blocks. Th ese are a com-bination of factors which unintentionally constrain thinking and polarize opinions. Consider the diff erent types of blocks shown in Table 23.3.Table 23.3: Blocks to Problem SolvingCognitive BlockLack of mental ability, cannot understand the problem, lack of ideas and, therefore, lack of solutions.Cultural BlockTaboos – the problem cannot be discussed, therefore, the problem cannot be solved.Stereotype BlockSee what you expect to see, see the problem only in terms of your discipline – do not consider the whole project.Saturation BlockToo much data, information overload – cannot see the wood for the trees.Ambiguity BlockUnable to accommodate uncertainty and ambiguity, doesn’t know what to do with incomplete data, misleading data, and too many options – tries to establish order too soon which might limit promising ideas.Boss BlockThe boss always knows the answer – this effectively stops the team making alter-native suggestions.Lack of Exposure BlockAlthough someone might have been working in an industry for 20 years, is this one year’s worth of experience twenty times over, or twenty years of different experiences?Risk Averse BlockWill not consider anything new for fear of the unknown, prefers the status quo.Indecisive BlockToo many ideas and options, cannot make a decision – ‘Well I think this is what has been decided’. Burke, Rory, and Steve Barron. Project Management Leadership : Building Creative Teams, John Wiley & Sons, Incorporated, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/snhu-ebooks/detail.action?docID=1635366.Created from snhu-ebooks on 2023-08-04 22:56:07.Copyright © 2014. John Wiley & Sons, Incorporated. All rights reserved.
336 PROJECT MANAGEMENT LEADERSHIP9. Solutions and OptionsTh e output from the problem-solving process is a number of possible solutions and options to solve the problem or take advantage of the opportunity. Th e solution that the project should select will be discussed in Chapter 24 on Decision Making.EXERCISES: 1. Explain how you solve problems during the implementation of your projects. Does this operate as a formal approach and/or use specifi c supportive techniques? 2. Explain how you generate creative ideas and develop innovative solutions to your problems. 3. Explain how you use a review and audit process to capture and act upon lessons learnt from previous problem-solving activities.References:Buzan, T. (1989) Use Your Head, BBC Books.De Bono, E. (1994) Parallel Th inking, Penguin.De Bono, E. (1999) How to be more Interesting, Penguin.Kipling, R. (1904) ‘Th e Elephant’s Child’, in Just So Stories.Mapes, J. (1996) Quantum Leap Th inking, Dove.Rickards, T. (1997) Creativity and Problem Solving at Work, Gower.Burke, Rory, and Steve Barron. Project Management Leadership : Building Creative Teams, John Wiley & Sons, Incorporated, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/snhu-ebooks/detail.action?docID=1635366.Created from snhu-ebooks on 2023-08-04 22:56:07.Copyright © 2014. John Wiley & Sons, Incorporated. All rights reserved.
CHAPTERLeadership vs. ManagementLearning OutcomesAfter reading this chapter you should be able to:• Outline the project manager’s portfolio of skills.• Distinguish between leadership skills and management skills.• List the benefi ts of both leadership skills and management skills and appreciate when each is more important than the other.Leaders and managers are frequently portrayed as diff erent types of people, oft en at opposite ends of a skills continuum. A leader is portrayed as someone who inspires the team members to achieve, while a manager is portrayed as someone who is more concerned with planning and controlling the team members.In reality, an eff ective manager of projects actually needs both project leadership skills and project management skills. Th is chapter will indicate that, although leadership and management might be diff erent skills, they are also links in a chain. Th is might sound like a contradiction, but in practice the two skills are complementary because without project leadership you will have a directionless and unmotivated team, and without a project management system you will have planning chaos. Th e term management is usually associated with words such as organizing, planning, monitoring and controlling. Th e term leadership brings to mind ideas of motivation, infl uencing and work-ing with people. Th is distinction illuminates the essential diff erence between a person that might CHAPTER10Burke, Rory, and Steve Barron. Project Management Leadership : Building Creative Teams, John Wiley & Sons, Incorporated, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/snhu-ebooks/detail.action?docID=1635366.Created from snhu-ebooks on 2023-08-04 22:55:43.Copyright © 2014. John Wiley & Sons, Incorporated. All rights reserved.
142 PROJECT MANAGEMENT LEADERSHIPbe labeled a manager and someone that would be called a leader. It suggests the predominant style of the manager as being task focused, and that of the leader as people focused. As this is not a suffi cient distinction, the diff erences between the two styles will be further investigated. In Chapter 1 we developed a breakdown of the project manager’s portfolio of skills, as shown below in Figure 10.1.Project Manager’sPortfolio of SkillsThe project manager needs technical skills, together with product knowledge, to design and make the project or product.The project manager needs entrepreneurial skills to spot and exploit marketableopportunities, to find innovative solutions to company problems,together with networking skills to communicate with a wide range of useful contacts and stakeholders.The project manager needs project leadership skills to coordinate and lead the project participants, together with the vision, strategy and determination to drive the project. Product knowledge CompetencyTechnical skills NetworkingSolve problemsSpot opportunities Scope management CommunicationsTeam building StrategyPlanning and control techniquesVisionThe project manager needs project management skills to set up the project management system to plan and control the project through the project lifecycle.Technical Management Skills Project Entrepreneur Skills Project Management Skills Project Leadership Skills Figure 10.1: Project Manager’s Portfolio of Skills (developed from Table 1.2) Instead of asking the question, ‘Should the project manager be a leader or manager?’; the question should be, ‘What portfolio of skills does the project manager need?’ Th e answer to this question should be, ‘Th e project manager must have a portfolio of skills which includes both leadership and management, together with technical skills and entrepreneurial skills.’Th e technical skills relate to the competencies and product knowledge required to make the pro-ject, product or service. Th e project leadership skills refer to leading and inspiring the team. Th e project management skills refer to the project management system required to plan and control all the information, and the entrepreneurial skills refer to the project manager’s ability to spot opportunities and solve problems.Burke, Rory, and Steve Barron. Project Management Leadership : Building Creative Teams, John Wiley & Sons, Incorporated, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/snhu-ebooks/detail.action?docID=1635366.Created from snhu-ebooks on 2023-08-04 22:55:43.Copyright © 2014. John Wiley & Sons, Incorporated. All rights reserved.
LEADERSHIP VS. MANAGEMENT 1431. Leadership vs. ManagementTh ere are many lists of leadership skills vs. management skills available in the literature, notably those developed by John Kotter and Warren Bennis. Tables 10.1, 10.2 and 10.3 present three dif-ferent aspects of this topic.Table 10.1: Project Managers vs. Project LeadersProject ManagersProject LeadersProject managers focus on systemsProject leaders focus on peopleProject managers are appointed by their superiorsProject leaders are chosen by their team membersProject managers administerProject leaders innovateProject managers focus on conforming and maintainingProject leaders focus on challenging and developingProject managers have a short-term perspectiveProject leaders have a long-term perspectiveProject managers like consistency and accept the status quoProject leaders are fl exible and challenge the status quoProject managers are risk averseProject leaders are risk opportunistsProject managers focus on planning, budgeting and the bottom lineProject leaders create a vision of the future with an eye on the horizonProject managers develop communication systemsProject leaders develop interpersonal lines of communicationProject managers focus on organization structuresProject leaders focus on peopleProject managers focus on the problem-solving processesProject leaders aim to inspire and motivateProject managers focus on targets and milestonesProject leaders focus on creating changeProject managers want to control their projectProject leaders are passionate about their projectProject managers focus internally on the projectProject leaders focus externally on the client, the competition, the market and new technology Th e fi rst point identifi es one of the key diff erences between managers and leaders; namely, project managers focus on systems and project leaders focus on people. However, both skills are required to manage a project successfully because, as projects grow in size and complexity, so the volume of information grows exponentially. Th is is when the project needs a fully integrated planning and control system to monitor the project’s performance, otherwise the project will become cha-otic with too many people not knowing what to do.Meanwhile, the project leader is encouraging the team members to participate and collaborate in the planning process, helping the team members identify who wants to do what and with whom. Th e project leader might also delegate, empower and encourage the team members to take con-trol of the project and plan their own build method and scheduling to meet project milestones. Th is way the team members will be inspired and motivated to perform to meet the challenge and, with success will come a sense of achievement and recognition for a job well done.Burke, Rory, and Steve Barron. Project Management Leadership : Building Creative Teams, John Wiley & Sons, Incorporated, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/snhu-ebooks/detail.action?docID=1635366.Created from snhu-ebooks on 2023-08-04 22:55:43.Copyright © 2014. John Wiley & Sons, Incorporated. All rights reserved.
144 PROJECT MANAGEMENT LEADERSHIP2. Dealing with PeopleTh is section will consider the diff erent approaches that project leaders and project managers have towards the project team.Table 10.2: Project Managers vs. Project Leaders—the project teamProject ManagersProject LeadersProject managers have subordinatesProject leaders have followersProject managers rely on their position for formal authority and power Project leaders rely on their personal charisma and on the team’s trust and respect for their powerProject managers drive their teamProject leaders coach their teamProject managers inspire fearProject leaders inspire enthusiasmProject managers say ‘I’Project leaders say ‘we’ (the project team)Project managers assign tasksProject leaders set the paceProject managers are autocraticProject leaders are democraticProject managers clock everyone in and out to check they are on time (Theory X)Project leaders trust the team members to be on time (Theory Y)Project managers blame someone for the breakdownProject leaders fi x the breakdownProject managers know how it is doneProject leaders show how it is doneProject managers make work a drudgeryProject leaders make work funProject managers say ‘go’Project leaders say ‘let’s go’Project managers say the world needs leadersProject leaders say nobody wants a bossOne of the key points on the second list (Table 10.2) compares the way leaders and managers gain power to issue instructions to use company resources and infl uence the team members. Project managers take the formal approach and rely on their appointed position to gain power to infl uence. Th e project manager would normally be appointed by a senior person and given responsibility and authority to carry out the project. Th is would be documented in the project charter. Position power would typically give the project manager budget power, reward power and coercive power to infl uence the team members. Although a certain amount of formal power will be associated with the project manager’s posi-tion, there is the possibility it might be less than required to manage the project – this is called the responsibility–authority gap (see Chapter 7 on Power to Infl uence). Th e only eff ective and acceptable way to bridge this gap is through personal power – enter the project leader.Project leaders use their personal powers of charisma, persuasion, rapport and networking to infl uence the team members. Project leaders are able to engage the team members at the personal level and encourage them, empower them and inspire them to participate in the project.Burke, Rory, and Steve Barron. Project Management Leadership : Building Creative Teams, John Wiley & Sons, Incorporated, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/snhu-ebooks/detail.action?docID=1635366.Created from snhu-ebooks on 2023-08-04 22:55:43.Copyright © 2014. John Wiley & Sons, Incorporated. All rights reserved.
LEADERSHIP VS. MANAGEMENT 145Table 10.3 presents another view of the important diff erences between management and leader-ship styles. Table 10.3: Differences between Management and Leadership StylesManagersLeadersManagers have subordinatesBy defi nition, managers have subordinates, which means their power and authority comes from their position in the organizational hierarchy.Leaders have followersLeaders cannot rely on formal authoritarian control, because following is a voluntary activity. Leaders have to appeal to people, who must want to follow enough to per-haps enter situations that they would not normally consider risking. Telling people what to do does not inspire them to follow.Authoritarian, transactional styleManagement style is transactional; managers tell the subordinates what to do, and the sub-ordinates do as they are told because they will receive some reward (e.g. salary, promotion) for doing so.Charismatic, transformational styleLeaders inspire people to work with them and create an environment where people can develop and grow, and this is aligned with the needs of the project and the organization. People can see how their own efforts benefi t them and are motivated by the leader to participate.Work focusManagers are paid to get things done to suf-fi cient quality, within constraints of time and money. Thus, they pass on this work focus to their subordinates.People focusLeaders build upon the needs of others. This does not mean that leaders do not pay attention to tasks; in fact they are often very achievement-focused. What they do realize, however, is the importance of enthusing others to work towards their vision.Risk averseManagers like predictability and conformity, which makes them avoid risks and confl ict where possible. In terms of people, they gener-ally like to run a ‘happy ship’Seek riskLeaders are not blind thrill seekers. When pursuing their vision, leaders consider it natural to encounter problems and hurdles that must be overcome along the way. They must be comfortable with risk and will see routes that oth-ers avoid as potential advantageous opportunities and will happily break rules in order to get things done.Works to objectivesBecause managers prefer to work with cer-tainty, they can expect work to be planned to a detailed level in order to meet objectives set by the organization or client.Works with visionThe vision might suggest some subordinate objectives, but it is the leader’s vision that provides the direction for action.Leadership and management are two distinctive and complementary systems of action. Th e real challenge is to combine strong leadership and strong management and use one to reinforce and balance the other. Burke, Rory, and Steve Barron. Project Management Leadership : Building Creative Teams, John Wiley & Sons, Incorporated, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/snhu-ebooks/detail.action?docID=1635366.Created from snhu-ebooks on 2023-08-04 22:55:43.Copyright © 2014. John Wiley & Sons, Incorporated. All rights reserved.
146 PROJECT MANAGEMENT LEADERSHIP3. Entrepreneurship SkillsWhile discussing project leadership and project management skills, entrepreneurship skills should also be considered. Entrepreneurship skills are not usually associated with the project environment, but this oversight is changing. Part of the reason is that some of the skills associated with project leadership are perhaps more appropriately associated with project entrepreneurship. Firstly, it can be argued that without entrepreneurial skills there would be no new projects! It is the entrepreneurs’ creative and innovative skills that enable them to spot opportunities, develop networks of useful contacts and take calculated risks, and these are the prerequisites for creating new ventures.But the need for project entrepreneurial skills does not end there. During the implementation of the project there will be many problems and obstacles preventing the project manager from achieving the project’s objectives. Th is is where the project manager’s entrepreneurial skills of negotiation, cutting corners and getting better deals can be used to solve the problems. If the project is to make a commercial product, the project manager will need entrepreneurial skills to monitor competitors’ products and pricing strategies, and to incorporate new technol-ogy. It would, therefore, help the project manager to have a portfolio of management skills for the company to maintain its competitive advantage.EXERCISES: 1. Identify your top fi ve project leadership skills and your top fi ve project management skills and discuss why they are important on your projects. 2. Consider the tables of opposites presented in this chapter and relate them to your preferred style – are you more of a leader or a manager? 3. Discuss how you have used entrepreneurial skills on your projects to solve problems and take advantage of opportunities.Burke, Rory, and Steve Barron. Project Management Leadership : Building Creative Teams, John Wiley & Sons, Incorporated, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/snhu-ebooks/detail.action?docID=1635366.Created from snhu-ebooks on 2023-08-04 22:55:43.Copyright © 2014. John Wiley & Sons, Incorporated. All rights reserved.
