The Complete Project Manager: Integrating People, Organizational, and Technical Skills [2 ed.] 9781523098408, 9781523098415, 9781523098422, 9781523098439

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The Complete Proj­ect Man­ag­er

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The Complete Proj­ect Man­ag­er INTEGRATING ­PEOPLE, ORGA­NIZATIONAL, AND TECHNICAL SKILLS Second Edition

Randall L. Englund Alfonso Bucero

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The Complete Project Manager Copyright © 2012, 2019 by Randall L. Englund and Alfonso Bucero All rights reserved. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the publisher, except in the case of brief quotations embodied in critical reviews and certain other noncommercial uses permitted by copyright law. For permission requests, write to the publisher, addressed “Attention: Permissions Coordinator,” at the address below. Berrett-Koehler Publishers, Inc. 1333 Broadway, Suite 1000 Oakland, CA 94612-1921 Tel: (510) 817-2277, Fax: (510) 817-2278 www.bkconnection.com Ordering information for print editions Quantity sales. Special discounts are available on quantity purchases by corporations, associations, and others. For details, contact the “Special Sales Department” at the Berrett-Koehler address above. Individual sales. Berrett-Koehler publications are available through most bookstores. They can also be ordered directly from Berrett-Koehler: Tel: (800) 929-2929; Fax: (802) 864-7626; www.bkconnection.com Orders for college textbook/course adoption use. Please contact Berrett-Koehler: Tel: (800) 929-2929; Fax: (802) 864-7626. Distributed to the U.S. trade and internationally by Penguin Random House Publisher Services. Berrett-Koehler and the BK logo are registered trademarks of Berrett-Koehler Publishers, Inc. Second Edition Paperback print edition ISBN 978-1-5230-9840-8 PDF e-book ISBN 978-1-5230-9841-5 IDPF e-book ISBN 978-1-5230-9842-2 Digital audio ISBN 978-1-5230-9843-9 2019-1 Book producer: Westchester Publishing Services Text designer: Laurel Muller Cover designer: Dan Tesser, Studio Carnelian

­Today is a good day to thank all the proj­ect man­ag­ers and worldwide proj­ect professionals who contributed their opinions, experiences, and practices to this proj­ect, directly or indirectly. We thank the editors at Berrett-­Kohler who sponsored us, offered their commitment, enthusiasm, feedback, and support throughout the entire proj­ect. And we especially thank our wives, Marilyn and Rose, who continued their unwavering support and encouragement during the pro­cess of writing this book.

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Contents Foreword to the Second Edition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ix Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xi Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1 Leadership and Management Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 2 Personal Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 3 Negotiating Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 4 Po­liti­cal Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105 5 Conflict Management Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127 6 Proj­ect Management Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140 7 The Role of Humor and Fun . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171 8 Organ­ization Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185 9 Environment Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217 10 Change Management Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 246 11 Sales Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 274 12 Market and Customer Knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 292 Epilogue: Integration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 319 References and Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 337 Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 343 About the Authors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 353

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Foreword to the Second Edition This is an impor­tant book; it is a necessary book. It comprehensively addresses the rapidly expanding role of the proj­ect man­ag­er, a role that is striving to keep up with the corresponding expansion in the definition of proj­ect success. Proj­ ect man­ag­ers can, by increasing their competence in the skills presented in this book, raise their odds of achieving the ever-­more elusive goal of proj­ect success. I am fascinated by proj­ect success and by what it takes to achieve it. My interest in proj­ect success, beyond the narrow focus on my own proj­ects, began a ­couple of de­cades ago when I worked as an engineering proj­ect man­ag­er at the Central Intelligence Agency (CIA). At that time, I led the development of a detailed, standardized proj­ect life cycle for an especially high-­tech portion of that organ­ization, one that, I am proud to say, included formal steps and artifacts, early in the life cycle, to define success criteria for e­ very proj­ect. That success focus propelled me to lead the development of CIA’s proj­ect management and systems engineering training and certification program to mature practices agency-­wide, and to help develop and implement the new U.S. government-­wide Federal Acquisition Certification for Program and Proj­ect Man­ag­ers. At ­every turn, I noted that the definition associated with proj­ect success was a moving target, and it was expanding. I also noted that failure to hit that proj­ ect success target, more than any other single f­ actor, became the leading contributor to challenged c­ areers. That’s right: proj­ect man­ag­ers are known by the outcome of their proj­ects; it is an outcome-­based environment. A ­couple of successful proj­ects can propel a ­career to new heights, and a ­couple of failures can have devastating c­ areer effects. I observed that in the early days of modern proj­ect management, the 1960s, proj­ect success was largely one-­dimensional—­technical. It worked, or it d ­ idn’t; the audio listening device collected audio, or it d ­ idn’t. Along came the 1970s, and the success definition expanded to include cost and schedule—­t he ­triple constraints. Now the audio listening device had to be developed on time and on bud­get. Expansion occurred again in the 1980s when customer ac­cep­tance

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Foreword to the Second Edition

gained importance; the agents using the audio listening device had to like it. In the 1990s and beyond, including ­today, the dimension of business value was added to the success definition. Now the audio collected by the listening device had to contain useful intelligence. It is next to impossible to meet this ever-­expanding definition of proj­ect success without becoming a complete proj­ect man­ag­er. The Proj­ect Management Institute report 2018 Pulse of the Profession: Success in Disruptive Times provides the data: 70 to 80 ­percent of successful project-­based organ­izations prioritize the development of complete proj­ect management skill sets, whereas only 11 to 13 ­percent of underperforming organ­izations do so. That is a stark contrast. Thankfully, Randy Englund and Alfonso Bucero have teamed up again. Together, over the past de­cade, they have become sought-­after thought leaders on the subject of the integration of the p ­ eople, orga­nizational, and technical skills needed for proj­ect success. Their books and seminars continue to delight readers and audiences by providing a systematic and inclusive focus on the set of skills and competencies needed for success when managing ­today’s proj­ects. Their message is power­ful and clearly articulated. It applies to emerging and experienced proj­ect man­ag­ers alike. As you read this book and apply its princi­ ples, I believe you ­will be inspired to broaden and deepen your skills to the point of achieving more proj­ect success more of the time. Michael O’Brochta, PMI-­ACP, PMP Author of How to Get Executives to Act for Proj­ect Success President, Zozer, Inc., Roanoke, ­Virginia

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Preface The Complete Proj­ect Man­ag­er describes how effective prac­ti­tion­ers integrate key ­ eople, orga­nizational, and technical skills. Success in any environment largely p depends upon completing successful proj­ects, and successful proj­ects are done by skilled proj­ect man­ag­ers and teams, supported by effective proj­ect sponsors. The integration of a spectrum of skills enables certain individuals to make a difference and achieve more optimized outcomes. A goal for this book is to develop proj­ect management “heroes.” As described by Joseph Campbell (2008), “A hero ventures forth from the world of common day into a region of super­natural won­der: fabulous forces are t­ here encountered, and a decisive victory is won.” Our “call to adventure” is to visit what might appear as a fairy tale world; however, all ideas, concepts, and practices shared in this book come from the real world. They are immediately applicable and serve as road maps to greater proj­ect success. While not technically autobiographical, this book shares experiences, stories, and resulting insights from authors and colleagues, accumulated over de­cades in real-­life proj­ect environments. The ultimate aim of this book is to help you, the reader, develop a more complete portfolio of skills, knowledge, and attitude that is the right set for you to excel in ­today’s competitive environment. Through a storytelling approach, the book explains the necessary skills, uses case studies to model how to implement ­those skills, and seeks to motivate you to strive for the right mix of soft and hard professional skills that ­will help you create an environment that supports greater proj­ect success. The goal, aside from creating awareness about how incomplete we are, is to equip you and your colleagues to be leaders and man­ag­ers in proj­ ect environments—­and beyond. We describe a proj­ect office of one (POO), a position that is pos­si­ble in an orga­nizational culture that supports the essence of a proj­ect office but not its structure. ­People can embrace this role without formal authorization or title. Proj­ect offices of one are change agents—­individuals learning to unfreeze, change, and refreeze the p ­ eople around them, offering tremendous value. The steps along a path from chaos to nirvana can be taken by individual proj­ect man­ag­ers—or ­others who are ­doing proj­ects or leading a change effort and just

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happen to have the aptitude. P ­ eople who function as proj­ect offices of one want the outputs they create, through a set of activities, to be ­great instead of average, and the outcomes to contribute to and fit with orga­nizational goals instead of g­ oing on the shelf. POOs make this happen through their knowledge of leading practices and their experience with proj­ect management pro­cesses.

Updates in Second Edition Based upon conducting a large number of seminars on this material, we discovered additional material, tools, and viewpoints that add clarity and usability. We resequenced the chapter order to first cover personal skills that most ­people find themselves lacking or need additional help to develop. Then we move on to bigger-­picture areas involving interactions with ­others, such as conflict management, change, and environmental skills. Thus, we set a foundation for individuals and then equip them to create better outcomes when working with ­others. We also captured benchmark data that helps when comparing per­for­ mance levels. New topics and tools are added, such as ethics and leading and managing millennials when working with cross-­generational proj­ect teams. We also include examples for evolving skills, such as strategic thinking. Updates may be found throughout each chapter. A focus on integration, knowledge management, Agile, talent triangle, business value, and role of the proj­ect man­ag­er are topics updated in A Guide to the Proj­ect Management Body of Knowledge (PMBOK Guide), 6th Edition that map extremely well to this edition of The Complete Proj­ ect Man­ag­er. We believe this material is now more complete. The need for proj­ect professionals to become more complete looms as a larger imperative more than ever before. We agree with Michael O’Brochta’s opening words that we want you to be inspired to broaden and deepen your skills.

Need While many professionals develop their craft through advanced education and on-­the-­job experiences, t­ here comes a time when an enhanced skill set and a new perspective on working with p ­ eople are necessary in order to advance to the next level of per­for­mance. How do you move beyond this plateau? This book provides a thorough, holistic approach to open eyes, minds, and doors. You can apply new thinking to your own orga­nizational environment immediately. We pose an organic analogy from molecular chemistry that suggests myriad combinations of skills for individuals to adopt. If you want to pro­gress personally and professionally as a proj­ect man­ag­er, you need to make a plan. Our hope is that this book provides insights to help you make that plan and achieve developmental objectives. ­People allow many “enemies of change”—­such as “not in­ven­ted ­here,” “too busy,” “not enough time,” and cognitive blindness—to inhibit adoption of better

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leadership and management practices. Some of t­hese enemies might be ingrained beliefs, harbored by p ­ eople over a lifetime of experiences. We cannot change ­those beliefs; we can only change the believer. The way to do this is to provide enough evidence and examples that tap into your internal motivational ­drivers. The next step is for you to implement a complete systems approach that achieves greater results . . . ​a nd is ­simple, yet powerfully—­a nd universally—­ effective. One goal for this book was initially articulated by our colleague Dr. Robert Lauridsen, whose purpose in his consulting business is “achieving competitive advantage in the Age of Interaction . . . ​improving the way h ­ umans interact with ­others for the sake of achieving common goals.” In addition to this goal, we set out to write a book that we wish we had read when first starting out in our ­careers. This book covers all topics not taught in professional curricula but that are necessary for successful ­careers, such as how to get along with ­others, manage upwards, negotiate, sell, and ­handle conflict. You may not be aware of the need to change your thinking and of how a current mindset can inhibit your per­for­mance. This book steps through the means to adopt, adapt, and apply a dif­fer­ent approach. A change in thinking and taking action leads to more consistent, timely, and better-­quality results. This happens b ­ ecause complete proj­ect man­ag­ers apply necessary leadership, influence, sales, and negotiating skills that they had previously overlooked or underapplied. By consciously applying ­these skills, you increase your competencies and gain recognition for achieving business outcomes that had heretofore eluded you, leading to greater levels of personal satisfaction and professional advancement. A proj­ect man­ag­er needs this book ­because it answers the question, “Where can I find real case studies and examples in which soft proj­ect management, environmental, leadership, and business skills are explained and illustrated?” In our approach, ­people ­matter. The in-­person seminar that accompanies this material appears as an effective means to reinforce and practice the concepts. Together, we create participant ­futures. Scott Bridges says, “I have attended many PMI seminars over the years, and I ­really enjoyed what Randy and Alfonso did and conveyed in the material and their unique and entertaining method of delivery . . . . ​I now look at every­thing as an advertisement for proj­ect management and indeed it is in the very being of fabric of our lives, instead of just in the PMBOK Guide or in a seminar, a PMI chapter meeting or a work proj­ect. Alfonso and Randy convey this brilliantly through the unique use of multimedia, showing of movie clips, personal experiences, speaker quotes, cartoons, and almost e­ very media one can think of. This made for a very unique and personal experience and the best I have experienced with a PMI seminar! I w ­ ill actually be seeking them out in the ­future.” Another participant offered, “Best trainers I have ever met in my lifetime.”

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Intended Audiences The primary audience for this book is proj­ect, program, and portfolio man­ag­ ers, in all disciplines and industries, commercial, nonprofit, and government. This is a huge audience; note that the Proj­ect Management Institute boasts over 750,000 members worldwide. You may be new to the proj­ect, program, or portfolio management profession and seeking a primer to get started in the right direction. You may have a few years of experience and a desire to get on a fast track. You may have lots of experience but have come to realize that a fresh start and changed thinking are on the agenda, perhaps triggered by layoffs, job changes, or other transitions. The secondary audience is individual contributors, subject m ­ atter experts (SMEs), proj­ect team members, man­ag­ers of proj­ect man­ag­ers, proj­ect sponsors, and other executives. If you are among them, you may be new to your role and wondering what you are getting into. How can you better understand your ­people, their roles, and the expectations for the p ­ eople you work with? Or you may be experienced and looking for leading practices that can accelerate your per­for­mance. This audience is even larger than the number of proj­ect man­ag­ ers. We hope your experience with this book prompts you to share it with this extended audience.

Purpose and Uses This book steps through the means to adopt, adapt, and apply a more complete approach to leading and managing ­people, leading to more consistent, timely, and better-­quality results. It is designed to accomplish miracles, in a sense. It ­will help you achieve greater results through changed thinking in a way that is ­simple and immediately actionable. The concepts are easy to understand, universal, power­ful, and immediately applicable. ­There is no complicated model to understand before applying what you have learned. You as the reader may already be aware of what you need to do, but for any number of reasons, you are not ­doing it. This book supplies the why and how. It provides case studies and examples of real ­people applying the concepts, thereby demonstrating their feasibility. It removes barriers to implementation. Th ­ ese barriers may be environmental, executive, or business-­related—­anything that has seemed like an obstacle and has delayed proj­ects, caused cost overruns, lowered quality, or caused deliverables to not meet requirements. Th ­ ese barriers existed ­because ­people ­were not aligned and motivated to perform. To overcome them, you may just need to see a model for how a task or pro­cess can be implemented. This book shows you complete ways to look at your situation and see new solutions or apply old solutions in new ways. Are you seeking the missing ingredients that w ­ ill help you move from good to ­great? Are you looking for the next generation of skills, mindsets, and pro­ cesses to transform your per­for­mance as a proj­ect man­ag­er or sponsor? This

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book w ­ ill guide you in developing the leadership, learning, means, and motivation to advance both personally and professionally. Case studies help you learn from personal reflections and from ­others about successful practices and identify how to apply ­t hese practices up, across, and down the organ­ization, especially in po­liti­cally charged situations. You w ­ ill discover how soft proj­ect management, environmental, leadership, negotiating, and influence skills can be creatively applied. The goal is to integrate knowledge and skills that make the difference in achieving optimized outcomes, increased satisfaction, and bottom-­line results. We downplay academic models and prefer a storytelling approach where concepts are grounded in real-­life experiences. The book draws from a culturally diverse set of contributors, so it may appeal to ­people from vari­ous professions and dif­fer­ent countries coming together to better understand how to work with each other. The book may be used for self-­study; it may be a reference that readers come back to repeatedly to refresh thinking or gain new insights; it may be used by book clubs and executive gatherings to trigger sharing of similar or dif­fer­ent experiences; it may be used by universities and training companies in courses on management and leadership; and it can be used by the authors and other con­ sul­tants in seminars they facilitate worldwide. We find that the response we get from audiences around the world to our pre­sen­ta­tions, seminars, and blogs is heartily positive and remarkably dif­fer­ent from their response to other p ­ eople and books. P ­ eople find passion and “the truth” in our writings. Our energy and enthusiasm for managing proj­ects come through and are motivating and encouraging. A seminar participant remarked that our “insights and style bring the concepts from ‘way up t­here’ to ‘right down h ­ ere,’ equip you with the tools, and empower you to act.” (And nobody ­else can tell the same stories and share the same humorous examples, collected over seventy years of combined experience.)

Contributions While much of the conceptual material in this book is not new, the primary innovation we strove for in writing it was to weave skills from a broad spectrum of disciplines together with examples of how the application of ­these skills leads to greater success in project-­based work. Our goal is to provide a refreshing, positive, motivational, and useful guide—­one that integrates skills from multiple disciplines. We the authors are a­ dept at providing critical feedback, grounded in practitioner experiences and applied through systematic frameworks, to participants in workshops and courses and consulting engagements. This experiential approach carries over into this book. The book integrates theory and application, humor and passion, concepts and examples, drawn not only from the authors’ vast experiences but also from other contributors who have shared their

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case studies. ­These contributors represent some of the best talent in the world, culled from our close association with them in proj­ects, programs, seminars, and conferences worldwide. ­There is a broad base of knowledge and practices to draw from in the proj­ ect management and management fields in general. Many books do not address the complete set of skills proj­ect man­ag­ers need to use for success in ­today’s environment. They fail to include social and emotional skills that are impor­tant for leadership and management. Where can readers turn to make sense of it all? Who can provide stories and experiences to cut through all the noise? This book combines the technical, behavioral, and systems thinking approach to proj­ect management and flavors it with unique examples that have universal appeal. It relates to, builds upon, and extends material from our previous works. Creating an Environment for Successful Proj­ects summarizes the skills of the “Successful Compleat Upper Man­ag­er.” Dictionary​.­com defines compleat as “highly skilled and accomplished in all aspects; complete; total: the compleat actor, at home in comedy and tragedy. Origin: 1875–80; ­earlier spelling of complete, used phrasally in allusion to The Compleat Angler by Izaak Walton.” We believe that historic definition applies as well to this current work. Ele­ments of change management, upper management support, and attitude are covered in Creating the Proj­ect Office, Proj­ect Sponsorship, ­Today Is a Good Day, and The Influential Proj­ect Man­ag­er. This book also complements chapters we contributed to other books, such as Rosemary Hossenlopp’s Orga­nizational Proj­ect Management, The AMA Handbook of Proj­ect Management, and Lynda Bourne’s Advising Upwards, as well as many papers presented at PMI and other professional association conferences. We also expand upon material posted at blog​.­projectconnections​.­com, LinkedIn​.­com, and other websites. For additional tools, checklists, ­tables, practical suggestions, and examples, be sure to consult the companion book The Complete Proj­ect Man­ag­er’s Toolkit and website www​ .­completeprojectmanager​.­com. In writing this book, we took Good to G ­ reat and In Search of Excellence as well as The Soul at Work and Crossing the Chasm as inspiration to show how a broad set of concepts apply specifically to you as a proj­ect, program, or portfolio man­ag­er in your quest to improve proj­ect management and your own per­for­mance. In spite of concerns from our editors, we tend to mix voice and person. We use the first person plural “we” when covering beliefs we have in common. We switch between “Englund” and “Bucero” and use the first person “I” when sharing personal examples. We talk about complete proj­ect man­ag­ers in the third person when describing ideal characteristics. We use the second person “you” when passing along advice to you, the reader. We ask for your ­pardon in using this mixture and hope this explanation helps to make it work for you.

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Key objectives we anticipate for readers of the book are to: • Change thinking about twelve necessary p ­ eople skills to become more complete as proj­ect man­ag­ers, lead change, resolve conflicts, and enhance on-­the-­job per­for­mance • Apply dif­fer­ent approaches to leading and managing proj­ects, through assessment of skills and environments, sharing examples and case studies, and identifying proven practices • Realize what needs to be done to negotiate, sell, and achieve more optimized proj­ect outcomes; learn how to do it, especially in complex and po­liti­cal environments; integrate implementation strategies; and have more fun, both in the learning environment and in the workplace • Access tips and techniques from enthusiastic, experienced prac­ti­ tion­ers • Better develop proj­ect and program management professional ­careers through enhanced abilities to influence all stakeholders We believe healthy environments allow ­people to consistently and sustainably achieve proj­ect success. Sponsors can do a better job of guiding and supporting proj­ect teams, and proj­ect man­ag­ers can expand their ­people skills. ­Career portals may look upon large plateaus that symbolize being stuck ­doing the same ­things over and over again with seemingly ­little pro­gress. Distant mountains represent challenges that, if we choose to address them, move us to new ­career heights. Expanding a complete proj­ect man­ag­er mindset can move us forward. We are writing a new edition of this book ­because we are EXCELLENT— we know that if we work hard and smart and keep learning, we can improve the contents. We believe we have much to share and are capable of contributing extraordinary insights to o ­ thers in this profession. We make no claims in the following chapters to completely cover the topics we discuss. The content in this book is not an exhaustive repre­sen­ta­tion of a complete proj­ect man­ag­er nor is our treatment the only way to success. We offer points of view grounded in real-­life experiences from our journeys. We welcome you to share learnings from your journeys with us. Randall L. Englund Saint George, Utah USA www​.­englundpmc​.­com February 2019

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Alfonso Bucero Madrid, Spain www​.­abucero​.­com

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Introduction A person embracing a complete proj­ect man­ag­er mindset integrates key ­people, orga­nizational, and technical skills.

Complete versus Incomplete: The Big Picture Success in any environment largely depends upon completing successful proj­ ects, and successful proj­ects get done by skilled proj­ect man­ag­ers and teams, supported by effective proj­ect sponsors. Integration of knowledge and skills makes the difference in achieving optimized outcomes. The complete proj­ect man­ag­er extends fundamental knowledge of proj­ect management to integrate key ­people, team, business, orga­nizational, and tech­ nical skills, drawing upon multiple disciplines for knowledge, practices, and in­ sights. This concept builds upon PMI’s Talent Triangle that addresses technical skills, leadership, and strategy and business. The “right” set of skills to achieve completeness depends on individual starting points, aptitude, attitude, desires, and the supporting context. It is also a good idea to establish your brand—­brand YOU. That way ­people sense and appreciate consistency in what to expect from your involvement and efforts. Getting results on e­ very assignment and using social media appropri­ ately, including blog postings, are ways to do this. Integrating skills from mul­ tiple disciplines and applying them effectively are the means that contribute to the uniqueness that is you. An organic approach to proj­ect management is appropriate: adopt, adapt, and apply effective concepts from nature to make organ­izations more proj­ect (and p ­ eople) friendly, leading to greater value-­added outcomes and better eco­ nomic results. Embrace a mindset that your actions help create the right envi­ ronment to “grow” ­people to produce their best work. This belief states that all leaders need to create healthy environments for p ­ eople to consistently and sus­ tainably achieve proj­ect success. Much like organic proteins may be complete or incomplete (see Figure I-1), completeness in our context taps your passion, per­sis­tence, and patience. Achiev­ ing outstanding proj­ect and orga­nizational results requires passionate belief in your proj­ects. While this comes easier with worthwhile proj­ects, changed thinking

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2 Introduction Protein

Complete

Incomplete

Figure I-1: Protein Models

may be required with challenging or questionable proj­ects. That takes time and dedicated effort. A complete proj­ect man­ag­er needs to persist, much like an infec­ tious mosquito, with all proj­ect stakeholders, and use your patience to get results. In contrast, many or perhaps most of us are incomplete when it comes to skills, knowledge, and attitude that lead to consistent proj­ect successes. As a con­ sequence, proj­ect failures are all too common. We suffer from missed deadlines, insufficient resources and support, missed commitments, surprises, new chal­ lenges we are unprepared to meet, unhappy team members and customers, ­career stagnation, unfulfilled dreams and aspirations, perhaps even depression. We think we are d ­ oing our job—­after all, we w ­ ere trained as professionals—­but we appear myopic and blind to the bigger picture. Strug­gles are all too common. We are victims of politics, disappointed that our ideas are not accepted, and do not get ­others on our side. Strategic goals are a foreign concept. No won­der we are stuck on a plateau. We (the authors) often feel incomplete b ­ ecause of our continuous desire to improve. We need to squarely face personal deficiencies. We strongly believe that continuously moving forward and improving needs to be cultivated by ­every proj­ect man­ag­er—­lifelong continuous learning. ­There is hope. When operating in our strengths, regardless of personality—­ being introverted or extroverted, quiet or loud—we can get along with ­others, share the credit, and complement each other. Being mediocre or being over­ confident are not good options. When we pair up with p ­ eople and team mem­ bers who possess complementary strengths and skills, we become more complete. Opposites can thrive in exquisite harmony. Sometimes it appears necessary to operate as a proj­ect office of one—­a POO. With no formal position or authority, ­these ­people feel alone within their organ­ izations. They may not have a structured learning system; they keep knowledge to themselves since o ­ thers may not be ready to receive it; they are “ahead of the pack” in wanting to apply skills and techniques that are not generally accepted. Having both aptitude and interest, they may serve as a central source to identify, schedule, track, and coordinate more effective pro­cesses and relationships. This role may be a position to which p ­ eople devoted to excellence in proj­ect work can aspire, as they eventually serve as change agents within organ­izations. It seems that the only constant ­t hing in our society during the twenty-­ first ­century is change—­technical changes, paradigm shifts, proj­ect man­ag­er

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Introduction 3

behavioral changes. We need always to be ready to change and keep develop­ ing. We can do so ­because of a belief that we all have potential to be excellent; it means making a commitment to be extraordinary. If you are convinced that you can do it, you ­will achieve your goals. Being excellent does not necessarily mean being successful; it means ­doing extraordinary ­t hings that you initially thought you would not be able to do. Every­body can put it in practice and try it. Purge “I ­can’t do it” statements. This journey may not be a path of roses—­you may find a lot of thorns along the way—­ but if you believe, you can. ­Today is a wonderful day to start. If you dedicate time and effort to open your mind and face new possibilities, tomorrow w ­ ill be even better.

CEO Example Amber Redmann, PMP, CEO of Parasol Alliance in Chicago, provides a stir­ ring testimonial about the value of skills learned and applied as a proj­ect man­ ag­er and how that strong foundation helped this CEO elevate her startup and ­career: I feel strongly that our success is based on the skills I learned while earn­ ing my proj­ect management master’s degree and the Proj­ect Manage­ ment Professional (PMP) certification. In par­tic­u­lar, four characteristics typically associated with proj­ect man­ag­ers have been vital in my CEO role: 1.  Proj­ect man­ag­ers are or­ga­nized. 2.  Proj­ect man­ag­ers have good p ­ eople skills. 3.  Proj­ect man­ag­ers are influencers. 4.  Proj­ect man­ag­ers are decision makers. Many of my organ­ization’s clients are looking to select and implement new technology systems. We take a proj­ect management–­based ap­ proach to identifying requirements, completing requests for proposals and ultimately selecting vendors that best fit our clients’ needs. Our suc­ cess shows that clients appreciate the methodology and pro­cesses we bring to all this work. Not a day goes by when I ­don’t feel grateful for my proj­ect manage­ ment background. It gives me the skill set I need to more efficiently manage my com­pany across the ­whole gamut of its activities: staffing, recruiting, investor management, client management, and sales. Proj­ ect management is usually associated with an organ­ization’s trenches—­ but it’s been just as impor­tant to me as a CEO (Redmann 2018).

Are You Ready? Mark Langley, PMI president and CEO, presented to a PMI audience the fol­ lowing comments:

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4 Introduction

Are you ready? Yes, ready. No, no, no, are you ready? Yeah. I’m not sure. Do you have the skills that your organ­ization executives are looking for? Do you know what ­those skills are? Can you connect what you do ­every day to your organ­ization’s business goals? Can you demonstrate that you understand the ­future direction of the organ­ization? And can you help the organ­ization get t­ here ahead of the competition? Are you ­going to wait for someone to tell you what you should know and what you should do? Or are you already on a path t­ owards that? Are you developing your personal portfolio of skills to match what the organ­ization needs? Not now, but for the next three to five years, so that you help the organ­ization that you work in beat the competition, be more productive, and deliver value to all the stakeholders? If not, ­you’re not ready. If you are, you may be in a very select few. And what the organ­izations are telling us and what we found in our own research is, being technically competent is no longer sufficient. It’s absolutely es­ sential b ­ ecause we ­can’t be good at proj­ect, program, and portfolio man­ agement without it, but it’s no longer sufficient. Organ­izations are looking for so much more. We’ve heard for about a de­cade ­things like soft skills, leadership skills. Organ­izations are now building into their frameworks for their c­ areers and their program proj­ect man­ag­ers a specific focus on leadership de­ velopment. Negotiation, communication, conflict resolution, organ­ ization change management. A recent report we did on organ­ization agility called out some of the best practices for organ­izations, one of which was including in the position description for the proj­ect and pro­ gram man­ag­ers responsibility for organ­ization change management. So, organ­izations are carving out a second area of focus. Sound technical skills are absolutely essential, but more importantly leadership skills. And t­ here’s a third area, I call them strategic and busi­ ness management skills. Do you know as a proj­ect or program man­ag­er what your organ­ization’s customer relationship management model is? Go-to market strategy? Differentiation strategy in vari­ous markets? In­ novation strategy, depending on the type of organ­ization you work in? Do you understand it? But more importantly, do you understand how what you do aligns to that or not? It comes down to a fundamental shift, I think. W ­ e’re very good at man­ aging proj­ects, but are we ­really good at leading change, leading proj­ects?

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Introduction 5 TECHNICAL Domain expertise

LEADERSHIP Competency in guiding and motivating

 Time, budget, and cost estimation  Interpersonal skills  Coaching and mentoring  Requirements management and  Business traceability  Conflict management acumen  Data gathering and modeling  Emotional intelligence  Benefits  Earning value management  Problem solving management  Performance management  Team building & realization  Lifecycle management  Influencing  Competitive analysis  Negotiation  Schedule management  Operational functions  Listening  Risk management  Business models  Scope management  Brainstorming and structures  Agile practices  Customer satisfaction  Governance  Industry knowledge & standards  Legal & regulatory compliance  Market awareness & conditions  Strategic planning, analysis, alignment

STRATEGIC & BUSINESS MANAGEMENT Business oriented skills

Figure I-2: Detailed PMI Talent Triangle

That’s what organ­izations want. If you take that competency skill pro­ file that looks just like the executive recruiter’s, t­ hey’re looking for some­ body to lead the organ­ization in a proj­ect management context. ­They’re not looking for any of us to manage proj­ects and programs. ­They’re look­ ing at us to lead the change in the organ­ization through proj­ect and pro­ gram management. And that’s a fundamental shift that’s been taking place, but I can tell you it’s radically on the rise. Have you ever assessed your talent gap personally or or­gan­i­za­tion­ally, if ­you’re responsible for it? If you ­haven’t, start ­today (Langley 2013, excerpted from YouTube​.­com). Mark Langley’s leadership has led the Proj­ect Management Institute to embrace the PMI Talent Triangle. In ­today’s increasingly complex and competitive global marketplace, technical skills are simply not enough. Companies are seeking added skills in leadership and business intelligence to support longer-­range strategic objectives that contribute to the bottom line. The ideal skill set de­ picted in the PMI Talent Triangle (see Figure I-2) is a combination of technical, leadership, and strategic and business management expertise. Developing ­these employer-­demanded skills help individuals stay relevant and competitive.

Outline of Topics Mark’s comments and the Talent Triangle serve as a perfect introduction to the material in this book, wherein we cover most areas and offer means to assess talent gaps. Each chapter highlights thoughts, experiences, and stories about a par­tic­u­lar skill. The companion book The Complete Proj­ect Man­ag­er’s Toolkit, available online, provides additional toolsets for applying the skills. H ­ ere is an outline of what is covered in this book:

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6 Introduction

• Leadership/management. Leadership and management skills are ­those vital visionary and “can-do” competencies that are so necessary for t­ hose who are in a position to influence colleagues, team mem­ bers, upper man­ag­ers, clients, and o ­ thers. Th ­ ese include charisma, teachability, and courage, as well as del­e­ga­tion, listening, ethics, and relationship-­building skills. • Personal skills. Personal skills are interaction competencies for deal­ ing with ­people. The complete proj­ect man­ag­er possesses the apti­ tude, attitude, influence, and networking skills to interact with ­people effectively and achieve results. • Negotiating skills. The results delivered by proj­ects depend upon what you negotiate. It is in your best interest, and for your team and organ­ization, to embrace negotiating as a requisite skill and implement it dutifully. • Po­liti­cal skills. Complete proj­ect man­ag­ers understand the power structure in their organ­izations. Influence exists in p ­ eople’s hearts and minds, where power derives more from legitimacy than from authority. To be effective, proj­ect man­ag­ers need to become po­liti­ cally sensitive. • Conflict management skills. In situations that ­matter the most, we often perform at our worst. Learn to assess conflicts, develop a re­ sponse, and conduct a learning conversation. Embrace constructive contention. • Proj­ect management skills. Complete proj­ect man­ag­ers build upon the foundation established by PMI’s A Guide to the Proj­ect Management Body of Knowledge. We add insights and examples as aids for complete proj­ect man­ag­ers in their quest to make sense of and apply the PMBOK Guide to ­people in organ­izations. • The role of humor and fun. We advocate for the use of humor and fun b ­ ecause they make work more effective, productive, and memo­ rable. A proj­ect man­ag­er’s toolkit is more complete when fun is on the agenda and ­every day includes laughter. • Organ­ization skills. An imperative facing complete proj­ect man­ag­ ers is not only to embark on a quest to manage proj­ect management pro­cesses, but also to execute proj­ects within “green” organ­izations—​ ones that encourage project-­based work. A “green” organ­ization, instead of a “toxic” one, is better positioned not only to survive but to prosper, even in difficult times. • Environment skills. Complete proj­ect man­ag­ers can make more systemic and widespread pro­gress by focusing attention on creating project-­friendly environmental conditions than through any other effort.

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Introduction 7

• Change management skills. You cannot move forward and stay the same at the same time. The keys to dealing with change successfully are having a good attitude t­ oward it and being prepared to meet it. Understand the change management pro­cess. • Sales skills. Know that you are continuously in sales cycles through­ out proj­ect life cycles. Do not be a victim of lost sales or opportuni­ ties. Embrace the sales pro­cess as the means to secure necessary commitments in a genuine manner that is worthy of a complete proj­ect man­ag­er. • Market/customer knowledge. All proj­ects have a customer. Com­ plete proj­ect man­ag­ers take care to understand market forces and customer satisfaction issues. Apply servant leadership skills. Implement ethical practices in all interactions. • Integration and epilogue. Form a more complete picture of your role by integrating key concepts via storytelling, perhaps as a proj­ect office of one (POO). Throughout the book, we emphasize the importance of having a positive atti­ tude and how that approach helps organ­izations achieve proj­ect success.

Visualization How can a huge multivitamin pill require several in a dose whereas a potent antibiotic is tiny? The answer lies in molecular complexity—­a combining of vari­ ous molecules. We use the structure of a complex molecule as a meta­phor to highlight key components of the complete proj­ect man­ag­er (with thanks to Wikipedia and with apologies to the chemical discipline). Organic chemistry is a subdiscipline within chemistry involving the scientific study of the structure, properties, composition, reactions, and preparation of carbon-­based compounds, hydrocarbons, and their derivatives. Organic compounds are structurally diverse. The range of application of organic compounds is enormous. They form the basis of, or are impor­tant constituents of, many products and almost all earthly life pro­cesses. H H

H

O H

C C

C

C

C N

O

H

Figure I-3: Molecular Compound

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8 Introduction

Likewise, proj­ect management is the application of knowledge, skills, and tech­ niques to execute proj­ects effectively and efficiently. It is a strategic competency for organ­izations, enabling them to tie proj­ect results to business goals and better compete in their markets. The focus of proj­ect management is ­shaped by the goals, resources, and schedule of each proj­ect. The value of that focus is underscored by the rapid, worldwide growth of proj­ect management as a recognized and strategic orga­nizational competence in all industries and organ­izations, as a subject for training and education, and as a ­career path. Organic molecules can often contain a higher level of complexity compared to purely inorganic compounds, so the synthesis of organic compounds has developed into one of the most impor­tant branches of chemistry. Biochemistry—­the chemistry of living organisms, their structure and interactions in a controlled environment and inside living systems—­opened up a new chapter of organic chemistry with enormous scope. Biochemistry, like organic chemistry, primarily focuses on compounds containing carbon. Proj­ect management is all about ­people, and we are struck by the enormous complexity of interests, styles, approaches, and interactive dynamics that are un­ leashed when we attempt cross-­organizational proj­ect work. Each day brings new challenges, unheralded actions, and innovations. ­Behind it all, we must never for­ get that we are carbon-­based creatures, enormously capable but seldom perfect. The crucial breakthrough for organic chemistry was the concept of chemical structure, wherein carbon atoms could link to each other to form a carbon lattice . . . ​ the detailed patterns of atomic bonding could be discerned by skillful interpretations of appropriate chemical reactions. Proj­ect management has always been practiced informally, and it began to emerge as a distinct profession in the mid-­twentieth ­century. The Proj­ect Manage­ ment Institute’s A Guide to the Proj­ect Management Body of Knowledge (PMBOK Guide 2018) identifies the recurring ele­ments: the five pro­cess groups—­Initiating, Planning, Executing, Monitoring and Controlling, and Closing—­and the ten knowledge areas, Integration, Scope, Time, Cost, Quality, Procurement, ­Human Resources, Communications, and Risk Management. While this guide provides a basic structure for developing proj­ect management skills, linking to other disci­ plines, such as organ­ization development, sales, and negotiations, is crucial for breakthrough per­for­mances. Early examples of organic reactions and applications ­were often serendipitous. Then came systematic studies of organic compounds, followed by the synthesis of highly complex molecules via multistep procedures. Total synthesis of complex natu­ral compounds increased in complexity and fi­nally reached commercialization. Phar­ma­ceu­ti­cal benefits have been substantial. Complexity of total syntheses has been increasing. Accidental proj­ect man­ag­ers—­people who came into the profession with ­little knowledge of pro­cesses and procedures—­were, and often still are, com­ mon. The PMBOK Guide advanced the profession and provides the foundation to produce deliverables that offer unique results.

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Introduction 9

In chemistry, the power of an antioxidant depends on its structure, which is made up of rings. Antioxidants use t­ hese rings to capture rogue electrons and neutralize f­ ree radicals. The more rings, the better it works. Resveratrol from red grapes has only two rings. Catechins from green tea have four rings. In con­ trast brown algae—­ecklonia cava—­has eight interconnected rings, making it a veritable electron-­trapping, free-­radical-­killing machine! An ever-­expanding number of professions and industries are embracing proj­ ect management, recognizing the benefits of a disciplined approach to create new outcomes. This expansion has created a need to develop new ways to apply estab­ lished pro­cesses and has increased demand for prac­ti­tion­ers with varied skill sets who can operate in increasingly complex environments. Leaders with robust skill sets can fuse disparate groups into new organ­izations through organic growth or mergers. Th ­ ese groups can then build novel or innovative solutions. ­Today’s research targets feature molecule bearing groups, such that an interchanging of any two groups leads to stereoisomer molecules that have the same molecular formula and sequence of bonded atoms but which differ in the three-­ dimensional orientations of their atoms in space. ­Human hands are an example of stereoisomerism—­having the same physical properties except for the direction in which they rotate. Two compounds that are mirrors of each other have the same physical properties, except for the direction in which they rotate and how they interact with other compounds. They may have substantially dif­fer­ent biological effects. (See Figure I-4.) No longer ­will one job description suffice for managing proj­ects, programs, and portfolios. In contrast to many inorganic materials, organic compounds typically melt, and many boil. The melting and boiling points correlate with the polarity of the molecules and their molecular weight. Organic compounds are usually not very stable at temperatures above 300°C. Such is life. ­People have their limits, and when t­ hose limits are reached, they totally disengage—­melt away—or they boil over in emotional outbursts. Th ­ ese reactions are attributable both to natu­ral personality inclinations and to the cop­ ing skills a person has developed. Complete proj­ect man­ag­ers are able to main­ tain greater stability.

COOH H

C

R NH2

COOH

R

C

H

NH2

Figure I-4: Stereoisomer Molecules

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10 Introduction

Integration

Leadership/ Management Personal

Market/ Customer

Negotiating Sales

The Complete Project Manager

Change Management

Political

Conflict Management Environment Project Management

Organization Humor/Fun

Figure I-5: A Complete Proj­ect Man­ag­er “Molecule”

Life on Earth is made of left-­handed amino acids, almost exclusively, ­because they are made of similar acids that formed in space and fell to Earth in meteorites. Why do amino acids in space ­favor left? No one ­really knows, but it is known that radiation can also exist in left-­and right-­handed forms. New possibilities can emerge from concentrated intent and research. Is it pos­si­ble to create right-­handed molecules? Who knows? Maybe, ­because they are known to exist. Similarly, the possibilities are unlimited for complete proj­ ect man­ag­ers who strive to develop new skills. The profession of proj­ect, pro­ gram, and portfolio management w ­ ill truly benefit from their efforts. You can use Figure I-5 as a guideline or outline in a journey to build your own combination of “molecules”—­your proj­ect management skill set.

WARNING: BECOMING A COMPLETE PROJECT MANAGER MAY ­ENHANCE SELF-ESTEEM, LEAD TO GREATER OPPORTUNITIES, RESULT IN CONSISTENTLY DELIVERING OPTIMIZED RESULTS, AND INCREASE PERSONAL SATISFACTION. ARE YOU READY?

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1 Leadership and Management Skills Leadership is not about creating followers only. It’s about developing and creating new leaders. I feel good when I’m able to create a leadership spirit in my team. —­Randall L. Englund and Alfonso Bucero

Integration tio on

Market/ Customer

Leadership/ Management

Leadership/ Management

Personal P errso

Negotiating Sales

The Complete Project Manager

Political

Change Management

Conflict Management Environment

Project Management

Organization Humor/Fun

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12

the complete project manager

In this chapter, we cover leadership and management skills—­those vital vision­ ary and “can do” competencies so necessary for p ­ eople in a position to influ­ ence colleagues, team members, upper man­ag­ers, clients, and o ­ thers. The complete proj­ect man­ag­er possesses charisma, teachability, re­spect for self and ­others, qualities of leadership, and courage, as well as lead-­by-­example, del­e­ga­ tion, listening, and relationship-­building skills. He or she has to interact with ­people and achieve results. Ethical be­hav­ior is critical.

Leading versus Managing We start by highlighting, in T ­ able 1-1, the activities performed when leading or managing a team. Many debates ensue around differences between leadership and management. Our position throughout this book and in our seminars is that both are necessary. Proj­ect man­ag­ers tend to view their jobs as managing. We believe complete proj­ect man­ag­ers also need to be leading. Table 1-1. Project Manager Activities Leading a Team

Managing a Team

Setting a direction: Creating a vision of the proj­ect, with implications for the roles and contributions of team members

Planning and bud­geting: Developing a plan for the proj­ect, including objec­ tives, critical path, milestones, and resources needed

Aligning ­people: Seeking commitment by communicating and interpreting the vision together and translating the roles and potential contributions into expectations for team members

Organ­izing and staffing: Determining the tasks, roles, and responsibilities required for the proj­ect; assembling individuals with appropriate knowl­ edge, skills, and experience

Influencing and inspiring: Encourag­ ing and assisting individuals to actively participate by establishing open and positive relationships, by appealing to their needs, values, and goals, and by involving, entrusting, recognizing, and supporting them

Controlling and prob­lem solving: Monitoring and evaluating the pro­gress of the team through observation, meetings, and reports; taking action to correct deviations from the proj­ect plan

In some cultures, p ­ eople do only what has been defined as their responsi­ bility. Consider the following joke: Long, long ago, a soldier was shot in the leg in ­battle and suffered from constant pain. An officer in the troop sent for a surgeon versed in external medicine to treat the soldier’s wound. The surgeon came to have a look, then said, “This is easy!” He cut off the arrow shaft at the leg with a big pair of scissors and immediately asked for fees for the surgical operation.

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1. leadership and management skills 13

“Anyone can do that,” the soldier cried. “The arrowhead is still in my leg! Why ­haven’t you taken it out?” “My surgical operation is finished,” said the doctor. “The arrowhead in your leg should be removed by a physician who practices internal medicine.” Proj­ect team members may likewise view their roles very narrowly. Profes­ sional proj­ect man­ag­ers usually know what their responsibilities are, but in our experience, t­ here have been many occasions in which the proj­ect man­ag­er needs to take action beyond the norm in order to get activities done. We recommend that proj­ect man­ag­ers stay flexible and adaptable. In some cultures, the proj­ect man­ag­er needs to lead by example and wear dif­fer­ent hats, especially when ­people are blocked by perceived limitations in their job descriptions. ­ ECIPE FOR SUCCESS R A r­ ecipe for repeatable, sustainable success on all endeavors is to find areas where small efforts applied in the right places lead to large impact, much like a ship’s helmsperson easily turns a wheel that turns a small trim tab that uses w ­ ater pres­ 2 2 sure to turn a large rudder. We believe the answer is L M —­two Ls and two Ms (see Figure 1-1): Leadership is a well-­articulated communication across the organ­ization of what kind of new be­hav­ior is required and why it is required, along with a road map of the change that w ­ ill take place over time. Learning is the pro­cess of supplying the knowledge and skill necessary for individuals to carry out new be­hav­iors. It includes learning support from the PMBOK Guide, proj­ect leadership, business skills, and so on. In the case of portfolio management, it includes role-­based knowledge and skill for all aspects of the pro­cess. This starts with proj­ect se­lection and proceeds to the end of the proj­ect outcome life cycle. Means are all the resources necessary to carry out the be­hav­iors, including tools, orga­nizational policies and structures, and time. For portfolio man­ agement, this includes but is not ­limited to a prioritization and se­lection pro­ cess, an implementation and update pro­cess, a supportive organ­ization design, software-­based tracking tools, and information systems. Motivation is the formal and informal system of incentives and consequences that reinforce new be­hav­iors. Th ­ ese are differentiated by role so that the required role-­based be­hav­iors are supported in all parts of the organ­ization. Be­hav­ior begins to change when all four f­ actors work in concert. Without lead­ ership, p ­ eople w ­ ill not know how to apply their new knowledge and skill in con­ cert with business strategic and tactical objectives. Without learning, p ­ eople may know what they are supposed to do from leadership, but not know how to do it. Without means, ­people may know what to do and how to do it, but not have the tools and resources to carry it out. Without motivation, ­people may

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14

the complete project manager

Leadership

Learning

Means

Motivation

Communication about new behaviors

Knowledge and skills required

All resources necessary

Incentives and consequences

Why

Training—formal & on job

Processes & tools

Reinforce new behaviors

Road map of change

Comprehensive

Implementation & communications

Formal & informal

Figure 1-1: L2M2 ­Recipe

know what leaders want, know how to do it, and have the resources to carry it out, but simply not bother to do it. Putting efforts to ensure t­ hese four ele­ments are in place, efficiently and effec­ tively, is a good r­ ecipe to follow. START BY LEADING YOURSELF Have you ever worked with p ­ eople who did not lead themselves well? Worse, have you ever worked for p ­ eople in leadership positions who could not lead themselves? We have, and in ­those situations, we felt very bad, unsupported, and disappointed. ­These p ­ eople are like the crow in a fable that goes like this: A crow was sitting in a tree, d ­ oing nothing all day. A small rabbit saw the crow and asked him, “Can I also sit like you and do nothing all day long?” “Sure,” answered the crow, “why not?” So the rabbit sat on the ground below the crow, following his example. All of a sudden, a fox appeared, pounced on the rabbit, and ate him. The tongue-­in-­cheek moral of the story is that if you are g­ oing to sit around ­doing nothing all day, you had better be sitting very high up. But if you are where the action is, you cannot afford to be sitting around d ­ oing nothing. The key to leading yourself well is to learn self-­management. We have observed that many ­people put too much emphasis on decision making and too l­ittle on decision managing. As a result, they lack focus, discipline, intentionality, and purpose. Bill George, former chairman and CEO of Medtronic and a professor at Har­ vard Business School, says in his material on “True North” (2015): • • • • •

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Lead yourself first Become an empowered leader Get in touch with your emotional intelligence Reframe who you are Be true to your values

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1. leadership and management skills 15

Successful p ­ eople make right decisions early and manage t­ hose decisions daily. Some ­people think that self-­leadership is about making good decisions e­ very day, when the real­ity is that we need to make a few critical decisions in major areas of life and then manage t­ hose decisions day to day. Where we seldom have all or enough information to make truly “right” decisions, it is usually better to make some decision and then monitor pro­gress. Be the leader who makes com­ mand decisions. If new information l­ ater appears that calls for dif­fer­ent actions, be willing to make the change . . . ​and communicate why. ­Here is a classic example. Have you ever made a New Year’s resolution to exercise? You prob­ably already believe that exercise is impor­tant. Making a de­ cision to do it is not hard, but managing that decision and following through is much more difficult. Let us say, for example, that you sign up for a health club membership the first week of January. When you sign on, you are excited. But the first time you show up at the gym, t­ here is a mob of p ­ eople. ­There are so many cars that police are directing traffic. You drive around for fifteen minutes and fi­nally find a parking place four blocks away. But that is okay; you are t­ here for exercise anyway, so you walk to the gym. Then when you get inside the building, you have to wait to get into the locker room to change. But you think that is okay. You want to get into shape. This is ­going to be g­ reat. You think that u ­ ntil you fi­nally get changed and discover all the exercise machines are being used. Once again you have to wait. Fi­nally, you get on a machine. It is not the one you r­ eally wanted, but you take it and you exercise for twenty minutes. When you see the line for the shower, you decide to skip it, take your clothes, and just change at home. On your way out, you see the man­ag­er of the club, and you decide to complain about the crowds. She says, “Do not worry about it. Come back in three weeks, and you can have the closest parking place and your choice of machines. By then, 98 ­percent of the ­people who signed up ­w ill have dropped out!” It is one ­thing to decide to exercise. It is another to actually follow through with it. As every­one e­ lse drops out, you have to decide w ­ hether you w ­ ill quit or stick with it. And that takes self-­management. Nothing ­w ill make a better impression on your leader than your ability to manage yourself. If your leader must continually expend energy managing you, then you w ­ ill be perceived as someone who drains time and energy. If you manage yourself well, however, your leader ­w ill see you as someone who max­ imizes opportunities and leverages personal strengths. That ­w ill make you someone your leader turns to when the heat is on. I (Englund) had a colleague who seemed to constantly irritate our man­ag­er. In contrast, I made it a point to always help the man­ag­er and be easy to work with. In turn, that man­ag­er took good care of me. The question is: what does a leader need to self-­manage? To gain credibility with your leader and ­others, focus on taking care of business as follows:

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• Manage your emotions. ­People driving in a state of heightened emotions are 144 ­percent more likely to have auto accidents. The same study evidently found that one out of five victims of fatal accidents had been in a quarrel with another person in the six hours preceding the accident. It is impor­tant for every­body to manage their emotions. Nobody likes to spend time around a person who behaves like an emotional time bomb that may go off at any moment. But it is especially critical for leaders to control their emotions b ­ ecause what­ever they do affects many other p ­ eople. Good leaders know when to display emotions and when to delay ­doing so. Sometimes they show them so that their p ­ eople can feel what they are feeling. It stirs them up. Is that manipulative? We do not think so, as long as the leaders are ­doing it for the good of the team and not for their own gain. ­Because leaders see more than and ahead of o ­ thers, they often experience the emotions first. By letting your team know what you are feeling, you are helping them to see what you are seeing. • Manage your time. Time management issues are especially tough for p ­ eople in the m ­ iddle. Leaders at the top can delegate. Workers at the bottom often punch a time clock. They get paid an hourly wage, and they do what they can while they are on the clock. Leaders in the ­middle, meanwhile, feel the stress and tension of being pulled in both directions. They are encouraged, and are often expected, to put in long hours to get work done. • Manage your priorities. In some companies, proj­ect man­ag­ers have no choice but to juggle vari­ous responsibilities. But the old proverb is true: if you chase two rabbits, both w ­ ill escape. So, what is a leader in the ­middle to do? Since you are not the top leader, you do not have control over your list of responsibilities or your schedule. A way to move up from the m ­ iddle is to gradually shift from generalist to spe­ cialist, from someone who does many t­ hings well to someone who focuses on a few t­ hings she does exceptionally well. Often, the secret to making the shift is discipline. In Good to ­Great, Jim Collins (2001) writes, “Most of us lead busy, but undisciplined lives. We have ever-­expanding ‘to do’ lists, trying to build momentum by ­doing, ­doing, d ­ oing and ­doing more. And it rarely works. Th ­ ose who build the good-­to-­great companies, however, made as much use of ‘stop ­doing’ lists as the ‘to do’ lists. They displayed a remarkable amount of discipline to unplug all sorts of extraneous junk.” • Manage your energy. Some ­people have to ration their energy so that they do not run out. Up ­until a few years ago, that was not me (Bucero). When ­people asked me how I got so much done, my answer was always, “High energy, low IQ.” From the time I was a kid,

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I was always on the go. I was six years old before I realized my name was not “­Settle Down.” Now that I am older, I do have to pay atten­ tion to my energy level. ­Here is one of my strategies for managing my energy. When I look at my calendar ­every morning, I ask myself, “What is the main event?” That is the one t­ hing to which I cannot afford to give anything less than my best. That one t­ hing can be for my f­ amily, my employees, a friend, my publisher, the sponsor of a speaking engagement, or my writing time. I always make sure I have the energy to do it with focus and excellence. • Manage your thinking. The greatest ­enemy of good thinking is busyness. And ­middle leaders are usually the busiest p ­ eople in an organ­ization. If you find that the pace of life is too demanding for you to stop and think during your workday, then get into the habit of jotting down the three or four t­ hings that need good ­mental pro­cessing or planning that you cannot stop to think about. Then carve out some time ­later when you can give t­ hose items some good think time.

Are You Delegating Properly? Although a proj­ect man­ag­er cannot delegate every­thing in a proj­ect, delegating can make a complete proj­ect man­ag­er’s life easier. But many are hesitant to pass on responsibilities. For example, many organ­izations have a low proj­ect man­ agement maturity level, and management’s focus is on proj­ect results, not on proj­ect control. Most proj­ect man­ag­ers do not have enough authority and so they also per­ form a technical role along with their proj­ect management role. Many of them have been promoted from technical positions to proj­ect management positions. As individual contributors, they w ­ ere not accustomed to delegating work to ­others; they did their technical tasks and just followed the proj­ect plan. Now, as proj­ect man­ag­ers, they do not feel comfortable delegating ­because they are not confident in the p ­ eople on their team, and nobody has explained to them why and how to do it. H ­ ere are some reasons p ­ eople share with us why they do not delegate: • It is faster to do the job myself. • I am concerned about lack of control. • I like keeping busy and making my own decisions. • ­People are already too busy. • A m ­ istake by a team member could be costly for my proj­ect. • Team members lack the overall knowledge that many decisions require. To be able to delegate, you need to be conscious that you have a team, that you have ­people who can help you achieve proj­ect success. You cannot achieve

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proj­ect success alone; you need ­people. Many of the ­people we have talked with are managing more than one proj­ect and juggling a mix of technical and proj­ ect management tasks. All the answers above make sense, but the real reason for failure to delegate often comes down to deep insecurity. This self-­defeating attitude influences how you accept and recognize the per­for­mance of t­hose who work ­under you. Do not think of delegating as ­doing the other person a ­favor. Delegating some of your authority only makes your work easier. You w ­ ill have more time to manage your proj­ect, monitor team members, and ­handle conflicts. Your organ­ization ­will benefit, too, as output goes up and proj­ect work is completed more efficiently.

Leading by Example Leading properly most often means leading by example. A colleague and for­ mer executive proj­ect man­ag­er at IBM Research, Jim De Piante, PMP, shared this personal example with us: Early on in my ­career as a proj­ect man­ag­er, I learned a valuable lesson, one which has served me well ever since. I d ­ idn’t learn this lesson acting in a proj­ect management capacity. Rather, I learned it on the football field, in the capacity of youth football coach. On my first day as coach, I came out to the team’s first practice. I got ­there on time, armed with a whistle, a patch that said “coach” on it, a clipboard, and a practice plan. I ­hadn’t played any or­ga­nized sports as a kid and ­really ­wasn’t clear on what a coach was supposed to do. I ­imagined, however, that the most impor­tant ­thing for me to do would be to establish myself as the coach, the person in charge, so that the boys would have an unambiguous ­understanding of from whom they w ­ ere to take direction. I saw this as the only way to knit them together into a team, which I speculated would be the essential ingredient in getting them to win matches. Id ­ idn’t hesitate to make it clear that the reason we ­were playing the game was to win matches, and that to do that would take teamwork, dis­ cipline, and commitment. As practice began, I had a clear idea of what I wanted to do, what I wanted them to do, and why. I communicated ­these ­things to them in direct, s­ imple, and unambiguous ways. What happened as a result surprised me a bit. It ­shouldn’t have, but it did. The boys, and their parents, followed my lead. They did what I asked them to do. The not-­so-­surprising consequence of this was that we began to have a certain success, which is to say, the boys played well together and won matches. As they succeeded, they came to trust more and more in my judgment and leadership and followed my direction all

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the more, with the delightful consequence that they continued to play even better together and win even more difficult matches. In one of ­those unforgettable life lessons, I realized that the first cause of all success was my willingness to act as their leader. It was what they expected of me, and b ­ ecause I had met their expectations, they w ­ ere all too happy to meet mine. Their success as a team was the result. I was dealing with six-­year-­old boys. Taking on the role of leader, and acting the part decisively, ­wasn’t so hard. On the other hand, at work, on my proj­ects, I had ­imagined that it might seem too bold of me to “take charge,” and that the wonderfully talented technical professionals on my team w ­ ouldn’t want me to act decisively as their leader—­that they would resent it. I was wrong. My experience on the football field caused me to rethink my views. I came to understand leadership as a ser­vice to the ­people I was leading—­ that leadership was the critical ingredient in a team’s success, and it was mine to provide. I reasoned that, in the same way that it was cru­ cial to the football team’s success that I accept and fulfill my role as team leader, it would be crucial to my proj­ect team’s success that I do like­ wise. They expected me to be the leader and to accept all the responsi­ bility that that implies. This was, in fact, my duty to them, and to do other­wise was to cheat them of their due. For them to come together as a team and do their best work required the influence and organ­izing princi­ple of a leader. To take charge was simply to fulfill their expectation of me. And what they expected of me was to create the circumstances u ­ nder which we could succeed. Th ­ ere was no one e­ lse on the team positioned to do that, which means they depended on me for it. I was right. Lesson learned.

Managing Your Executives Complete proj­ect man­ag­ers with the ability to communicate well—­especially when addressing executives and proj­ect sponsors—­always have an advantage. Good communication skills are especially handy when dealing with executives who believe they do not need to know much about proj­ects or the proj­ect man­ agement pro­cess ­because “that’s the proj­ect man­ag­er’s responsibility.” It is generally true that proj­ect man­ag­ers take g­ reat care of the proj­ects they manage, and executives and se­nior man­ag­ers take care of business results and monitor overall business success. But when each of ­these groups wants to be understood, they need to speak the language the other group understands. Man­ag­ers, in gen­ eral, do not care about technical terms—­they take care about results, objectives,

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ROI. It is difficult to put yourself in the shoes of your boss, and it is also diffi­ cult for your boss to understand your prob­lems as a proj­ect man­ag­er. Several years ago, I (Bucero) worked in Spain for one of the largest multi­ national companies in the world. I managed an external customer proj­ect with a €10 million bud­get, 150 workers, and four subcontractors. During the proj­ ect’s two-­and-­a-­half-­year duration, my se­nior man­ag­er visited the customer only once, and while I met with him monthly, our proj­ect status reviews never lasted more than ten minutes. This man­ag­er expressed very l­ittle interest regarding the prob­lems I found while managing the proj­ect. This type of counterproductive be­hav­ior is starting to change in southern Eu­rope. As proj­ect management awareness grows in organ­izations, executives are coming to understand the importance and necessity of planning before im­ plementing activities. And who knows more about ­people, orga­nizational abil­ ities, and what it takes to implement a proj­ect than a proj­ect man­ag­er? Executives need proj­ect man­ag­ers to implement strategy. Proj­ect man­ag­ers can align themselves with executives by finding and focusing on ­these common­ alities: • Ultimately, proj­ect man­ag­ers and executives share the same orga­ nizational objectives b ­ ecause they work for the same com­pany. • ­Because more than 75 ­percent of business activities can be classified as proj­ects, proj­ect man­ag­ers and executives arguably have the same impact on business operations and results. • The experiences and education of proj­ect man­ag­ers give a com­pany a competitive advantage; wise executives find ways to use the experi­ ences of the individuals in their organ­ization to gain an upper hand. • Executives and proj­ect man­ag­ers both must learn to navigate po­liti­ cal climates successfully to ensure results. Even with t­ hese similarities, executives know only one part of the story. They miss a g­ reat deal of insight that comes from dealing with the customer, which is something proj­ect man­ag­ers do much of the time. Unfortunately, proj­ect man­ ag­ers often talk to their upper man­ag­ers only when they run into prob­lems, and executives do not speak enough with proj­ect man­ag­ers ­because they perceive them simply as the “doers.” In this paradigm, opportunities for proj­ect man­ag­ ers and executives to act as partners are lost, and many organ­izations fail to grasp multiple opportunities to become more profitable and successful through proj­ect management practices. So many organ­izations tend to focus on proj­ect man­ag­er development as it correlates to improving proj­ect results, but what about educating executives? ­There is value in teaching executives about a proj­ect’s mission, implications, and desired effects, as the end product of such education is more clearly defined roles and better relationships with proj­ect man­ag­ers.

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Complete proj­ect man­ag­ers need to know, understand, and communicate their value to the organ­ization. Do not wait ­until executives and proj­ect spon­ sors ask you about your proj­ect’s status. Take action—­sharing both good and bad news—­and seize opportunities to talk about proj­ect work, being per­sis­tent and patient along the way.

Integrate Leadership Roles that Make a Difference THE ROLE OF CHARISMA IN PROJ­ECT MANAGEMENT In our experience as proj­ect man­ag­ers, we have realized the importance of cha­ risma, the ability to attract ­others. Most p ­ eople think of charisma as something mystical, almost indefinable. They think it is a quality that we e­ ither are or are not born with. But that is not necessarily true. Like other character traits, cha­ risma can be developed. As a complete proj­ect man­ag­er, you need to draw ­people to work with you, so you need to be the kind of person who attracts ­others. Th ­ ese tips can help you develop greater charisma. • Love life. ­People enjoy working with proj­ect man­ag­ers who enjoy life. Think of the p ­ eople you want to spend time with. How would you describe them? Grumpy? B ­ itter? Depressed? Of course not. They are celebrators, not complainers. They are passionate about life. If you want to attract ­people, you need to be like the ­people you enjoy being with. When you set yourself on fire, ­people love to come and see you burn. • Put a “10” on ­every team member’s head. One of the best ­things you can do for p ­ eople, which also may attract them to you, is to expect the best of them. When rating o ­ thers on a scale of 1 to 10, putting a “10” on every­one’s head, so to speak, helps them think more highly of themselves—­and of you. • Give p ­ eople hope. Hope is the greatest of all possessions. If you can be a person who bestows that gift on o ­ thers, they ­will be attracted to you, and they ­will be forever grateful. • Share yourself. ­People love leaders who share themselves and their life journeys. As you lead p ­ eople, give of yourself. Put a personal touch in the stories you share with o ­ thers. Share wisdom, resources, and even special occasions. We find that is one of our most favorite ­things to do. For example, I (Bucero) went to an annual dancing festival in Tenerife. It was something I had wanted to do for years, and when I was fi­nally able to work it into my schedule, my wife and I took one leader of my staff and his girlfriend. We had a wonderful time, and more impor­tant, I was able to add value to their lives by spending special time with them. When it comes to charisma, the bottom line is other-­mindedness. Leaders who think about o ­ thers and their concerns before thinking

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• • • • •

of themselves exhibit charisma. How would you rate yourself when it comes to charisma? Are other p ­ eople naturally attracted to you? Are you well liked? If not, you may have one or more of the following traits that block charisma: Pride. Nobody wants to follow a leader who thinks he is better than every­one ­else. Insecurity. If you are uncomfortable with who you are, ­others w ­ ill be too. Moodiness. If ­people never know what to expect from you, they stop expecting anything. Perfectionism. ­People re­spect a desire for excellence but dread totally unrealistic expectations. Cynicism. ­People do not want to be rained on by someone who sees a cloud around e­ very silver lining.

If you can avoid exhibiting ­these negative qualities, you can cultivate charisma. To focus on improving your charisma, do the following: • Change your focus. When talking with other p ­ eople, how much do you talk about yourself? Be more focused on o ­ thers. • Play the first-­impression game. The next time you meet someone for the first time, try your best to make a good impression. Learn the person’s name. Focus on his or her interests. Be positive and treat that person like a “10.” If you can do this for a day, you can do it ­every day. That w ­ ill increase your charisma overnight. • Share yourself. Make it your long-­term goal to share your resources with ­others. Think about how you can add value to five p ­ eople in your life this year. Provide resources to help them grow personally and professionally and share your personal journey with them. Improving your charisma is not easy, but it is pos­si­ble. Stay positive—­ remember that ­today is a good day! EMPATHIC PROJ­ECT MANAGEMENT Proj­ect man­ag­er and author Brian Irwin started the following discussion of ­empathic proj­ect management on blog​.­ProjectConnections​.­com (Irwin 2011): Empathy is the ability to put one’s self in the shoes of another and to identify with what the other person is feeling. Meaningful ­human rela­ tionships are based on empathy, which is built through demonstrating vulnerability. By empathizing with another individual, you are demon­ strating your willingness to connect with someone on a basic ­human level. Perhaps more than any other, the act of showing empathy for

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another person in the workplace has the power to transform interper­ sonal relationships and increase understanding. The real­ity of ­today’s workplace does not necessarily make it easy for man­ag­ers to practice empathy. A significant amount of the operational responsibilities required for r­ unning a business have been placed squarely on the shoulders of management, leaving ­little time for practicing em­ pathy. The irony is that a substantial portion of this added operational responsibility is due to reduced levels of employee engagement. For proj­ect man­ag­ers and leaders with direct reports, empathy is not an op­ tion. It is mandatory and critical. One par­tic­u­lar man­ag­er I worked with was so inadequate at empa­ thizing with ­others that his entire team, consisting of nine direct reports, had turned over within a year. Six individuals found positions within the same organ­ization and three had left the com­pany. Several other man­ag­ers in the organ­ization also had very high turnover rates. Repeated requests for vacation time w ­ ere denied and sick time would have to be supported with a note from the employee’s doctor. This is not the be­ hav­ior that should be modeled by someone in a position of authority who is supposed to be leading a team of professional adults to success. Each of t­ hese individuals was capable of making adult decisions. Re­ peated apathetic displays proved to be intolerable to ­those reporting to him. The most incomprehensible atrocity is that this man­ag­er was ­later promoted into another position b ­ ecause of his support of com­pany policy and procedure. Talent was literally “walking out the door,” but he was d ­ oing ­things by the book. Tricia: This is ­great! It’s sad that common sense such as this needs to be written out for p ­ eople to see. I guarantee you that the man­ag­er you de­ scribed who got a promotion for following com­pany policies, even though turnover in his department was abnormally high, ­will not con­ tinue to succeed. Without p ­ eople skills and the ability to motivate his employees, this man­ag­er ­will eventually fail. I know, ­because I used to work for such an individual and within a year of me leaving that com­ pany, he was let go. The com­pany learned that without his team, this man­ag­er ­couldn’t function. Keep up the g­ reat work! Brian: Thank you for noticing the common sense in what I wrote. Ex­ perience has taught me that, much like common courtesy and common knowledge, common sense is anything but common. You are also cor­ rect in your assertion that the man­ag­er in question would not continue to succeed. Approximately 8 months a­ fter his promotion, he was termi­ nated. The exact reason(s) is/are unknown, but suffice it to say that his lacking p ­ eople skills prob­ably had a very large role in his undoing.

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PROJ­ECT MAN­AG­ER TEACHABILITY At the beginning of ­silent film star Charlie Chaplin’s ­career, nobody predicted his ­great fame. Chaplin was successful b ­ ecause he had g­ reat talent and incred­ ible drive. But ­those traits ­were fueled by teachability. He continually strove to grow, learn, and perfect his craft. Even when he was the most popu­lar and highest-­paid performer in the world, he was not content with the status quo. We likewise need to keep growing and learning as proj­ect man­ag­ers and prac­ti­tion­ers. If you observe team members and other proj­ect stakeholders, you can learn something new e­ very day. Even judgment improves by observing how ­others react in similar but dif­fer­ent, usually difficult, situations. To keep lead­ ing a proj­ect, keep learning. Spend roughly ten times as much time listening and reading as talking. ­Doing so ­will ensure that you are on a course of con­ tinuous learning and self-­improvement. We love the phrase “You could be my teacher.” Good ideas and teaching moments can come any time and from any­ one (and every­one), so ­every team member, or proj­ect stakeholder, can be a proj­ ect man­ag­er’s teacher. Complete proj­ect man­ag­ers adopt the practice of learning from anybody. Not all proj­ect man­ag­ers are ready to learn, but the truth is that ­every proj­ ect is a learning pro­cess throughout its entire life cycle. Your growth as a proj­ect professional determines who you are. Who you are determines whom you at­ tract, and whom you attract determines the success of your organ­ization. If you want to grow as a complete proj­ect man­ag­er, remain teachable. Focus on proj­ect facts, analyze them, and try to learn to improve your per­for­mance. LOVE YOUR PROJ­ECTS AND RE­SPECT YOUR TEAM MEMBERS You cannot expect anyone e­ lse to enjoy your proj­ects if you do not enjoy your own proj­ects. Similar to this, your actions reflect your thoughts and shape how ­others treat you, so if you do not treat yourself with love and re­spect, you are sending a signal to your stakeholders that you are not impor­tant enough, worthy enough, or deserving. In turn, customers, team members, and other proj­ect stakeholders w ­ ill not treat you well. You, as a proj­ect man­ag­er, must not forget that you work with h ­ uman beings. In a proj­ect I (Bucero) managed in Spain for a software development organ­ization, I had twenty-­five ­people on my team. My customer expected us to spend long days working on the proj­ect, and in the beginning, we finished our workdays very late. ­After five weeks of hard work, my team got frustrated, and team per­for­mance decreased dramatically. I was not leading by example. I did not re­spect myself, and I did not re­spect my p ­ eople. That be­hav­ior stressed my team members. I looked for a solution, and I de­cided to end ­every workday at 6:00 p.m. I talked to the customer and explained two key ­things: first, that we ­were working very long hours without making good pro­gress, and second, that ­people must be committed and motivated to achieve proj­ect success.

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My customer did not agree with my arguments in the beginning. So I needed to spend time with him making it clear that proj­ect failure caused by lack of team member commitment would have a negative business impact. Fi­nally, my cus­ tomer agreed with me, and team per­for­mance started to improve dramatically. An example of the importance of respecting ­others arose when I was work­ ing for a multinational com­pany. A colleague from the U.K. told me that when mentoring ju­nior proj­ect man­ag­ers, he tended to do the mentees’ jobs (fishing for them instead of teaching them to fish) b ­ ecause he thought the work was too difficult for them as inexperienced proj­ect man­ag­ers. A ­ fter some time, he real­ ized that he was making a big ­mistake. Instead, he began to allow ­people to fail, and they learned from their failures. The new approach actually made the proj­ect man­ag­ers feel good b ­ ecause it was their responsibility to achieve their own proj­ect goals. Some proj­ect man­ag­ers sacrifice themselves for their team members, think­ ing that such be­hav­ior is professional and beneficial to the proj­ect, or ­because they believe ­there is a lack of resources: “­There is not enough for every­one, so I ­will go without.” (Also, many of us w ­ ere taught to put ourselves last, leading to feelings of being undeserving and unworthy.) Such self-­sacrifice ­will eventually lead to resentment. Adopt—­a nd attract o ­ thers with—­a mindset that t­ here is abundance for every­body. It is each person’s responsibility to work ­toward ful­ filling his or her own desires and goals. You cannot do this for another person ­because you cannot think and feel for anyone but yourself. This is part of re­ specting both yourself and o ­ thers. ­People are responsible for their own happiness. Do not point to another per­ son and say, “Now you owe me, and you need to give me more.” Instead, give more to yourself. Take time off if needed. Refueling yourself ­will allow you to give to ­others. Do t­ hings that you love—­that make you feel passionate, enthusi­ astic, and energetic, or that give you a sense of health and wellness. For exam­ ple, I (Bucero) do not feel good if I do not do some physical exercise e­ very day. I feel ner­vous and stressed, and that stress comes across to my ­people. So, ­every day I do some exercise to feel better. When you tend to your happiness and make feeling good a priority, that good feeling ­will radiate and touch every­one close to you (like your team mem­ bers). You w ­ ill be enjoyable to be around, and you w ­ ill be a shining example to ­every team member and other stakeholders. Plus, when you feel happy, you do not even have to think about giving. It comes naturally. ­Unless you fill yourself up first, you have nothing to give anybody. Negative feelings attract p ­ eople, situations, and circumstances that drag you down, which ­will affect your team and impact proj­ect results. Develop a healthy re­spect for yourself as a professional. Change your focus and begin to think about your strengths and the ways in which you are fortunate. Begin by focusing for a time on one of your best qualities. More positive thoughts w ­ ill follow.

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Every­body has a set of useful skills. Seek and you w ­ ill find it. To reinforce this mindset of love and re­spect, especially re­spect for your own dreams, we quote Neal Whitten, a PMI colleague and noted speaker, trainer, con­sul­tant, and mentor: You can rise to the top of what­ever hill you choose to climb, as long as you imagine and dream you can . . . . ​If you truly want to see something remarkable, look in a mirror. The fact that you exist ­today means that you have overcome far worse odds than any lotto on this planet . . . . ​ Leadership . . . ​is about your ability to lead despite every­thing happen­ ing around you. Why go through your job—­and your life—­being too soft, afraid to assert yourself, playing the victim, not demonstrating the courage to make ­things happen? Why would you want to live in ­others’ shadows instead of creating your own shadow? You have the wherewithal to achieve what is impor­tant to you. As Henry Ford said, “­Whether you think you can or you think you ­can’t, you are right.” Living your dream is a ­whole lot more exciting than just dreaming your life. (2011) Love yourself more. Loving yourself ­will make you feel good and ­will allow you to love ­others. Most p ­ eople want to be wanted, needed, and loved by ­others, to para­ phrase the Elvis Presley song. In a team situation, this love translates to care and re­spect for o ­ thers. Focus on the positive traits of the p ­ eople you work with, rather than thinking, “My team members are so lazy . . . ​my customer is not committed . . . ​my sponsor is not supporting me . . .” Your relationships w ­ ill func­ tion better if you can find attributes to appreciate in o ­ thers. Even if you are strug­ gling with a customer, executive, or team member relationship—­things are not working, you are not getting along, someone is in your face—­you can still turn that relationship around. For the next thirty days, write down all the t­hings that you appreciate about that person. Think about all the reasons that you like him or her. You enjoy her sense of humor; you appreciate how supportive he is. And what you ­will find is that when you focus on appreciating and acknowledging the other per­ son’s strengths, that is what you ­will get more of, and the prob­lems w ­ ill fade away. In short: • When you want to improve your relationship with a customer, team member, or executive, make sure your thoughts, words, and actions do not contradict your desires. • Your job is yourself. You w ­ ill not have anything to give anybody ­unless you fill yourself up first. • Treat yourself with love and re­spect, and you w ­ ill attract ­people who show you love and re­spect. • When you feel bad about yourself, you block good feelings and ­others’ love and attract p ­ eople and situations that continue to make you feel bad.

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• Focus on the qualities you love about yourself. • To make a relationship work, focus on what you appreciate about the other person and not on your complaints. Focusing on strengths elicits more of them.

Qualities of Effective Leaders Participants in an online university course are challenged to share an essay about a leadership quality or qualities that they have admired or found particularly effective in a leader. That leader may be themselves, a man­ag­er they have worked with, a public figure, someone they have studied, or anyone ­else. The partici­ pants are instructed to identify the quality, describe how the leader manifested or implemented it (in other words, tell a story), and share what effect it had on them. The intent of this activity is for participants to reflect on influential p ­ eople, discuss the multitude of ways in which p ­ eople lead, practice storytelling as a leadership tool, and learn from ­others. It highlights what participants have learned through experience and emphasizes that ­people have significant influ­ ence on one another. One participant, Mark, provided this stunning example of integrity and humbleness: I met this se­nior man­ag­er for a general contracting com­pany ­after get­ ting hired on and knew when I came down to his office to meet him that this man was dif­fer­ent from any other that I had met in the work­ place before. His name is Scott, and he is a man of faith who demon­ strated to all that we ­were to operate with integrity and that he would lead by example. We ­were working on a theme park, more specifically a themed land for a client that sets the bar for theme parks. He wanted to make sure that as team members on a $150 million proj­ect we ­were not ­going to stress out, as this was a proj­ect of a lifetime, and he wanted us to have fun while ­doing it. The integrity side soon showed itself when change o ­ rders started com­ ing in and increasing. Scott, as the se­nior proj­ect man­ag­er for the proj­ ect, had to reel in some of his proj­ect man­ag­ers as questionable pricing on change o ­ rders emerged. Scott told the man­ag­ers that he would not accept this kind of practice and ­going forward would review the change ­orders that w ­ ere to be submitted to the client. I am not aware if the client ever heard of this par­tic­u­lar situation. It was l­ ater, a­ fter this proj­ect, that I learned that the com­pany o ­ wners operated with integrity, too. Several years ­later, the client awarded the same com­pany that I worked for a $500 million proj­ect to manage other contractors as construction man­ag­ers representing their interest—­ integrity at work. Scott’s integrity showed through not only to us as team members but also to the client. I benefited from this by seeing an

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example of integrity in action and to remember not only my own faith teachings, but to live a life with integrity that does not have limitations when you go to work. Another participant, Dan, highlighted one aspect of Mark’s message: I like the example where your man­ag­er wanted every­one to have fun working on a proj­ect instead of getting stressed out. It reminded me of a man­ag­er I used to work for who told the entire group, “I want you to have fun—­whoever ­doesn’t have fun, make sure you come and see me!” I think that it is very impor­tant to have fun and enjoy what you are d ­ oing. It makes your day a lot shorter. ­ ese messages resonate with us b Th ­ ecause authenticity and integrity are key in­ gredients for leadership effectiveness. They are the glue that holds together the pieces of the puzzle—­the components of the environment necessary to achieve proj­ect success, as described in Creating an Environment for Successful Proj­ects (Englund and Graham 2019). We also believe that leadership examples are all around, and within, us. Our lives become richer when we take the time to re­ flect on the blessings bestowed on us by excellent leaders—­those who come into our lives and make us better p ­ eople. Of course, stories on leadership can also teach us what not to do. For ex­ ample, course participant Jens wrote: In my opinion, leaders are respected and trusted, function as role ­models, and have a clear vision that inspires and motivates o ­ thers. Re­spect can be earned in vari­ous ways, and it certainly does not re­ quire that a leader be perfect and score high on ­every single quality. It is impor­tant to keep in mind that all leaders have faults and missing or low-­developed qualities as well. An impor­tant quality of a leader might in fact be to be aware of ­these issues, which actually make him or her more acceptable. A too-­perfect leader could indeed set p ­ eople off. A role model only serves a purpose if it seems achievable for ­others to develop into someone like the role model. Leadership happens e­ very day on small scales as well as in large his­ torical events. Leaders and leadership skills can be found during day-­ to-­day business, in work life, and in personal relationships such as families. Personally, I have worked with very dif­fer­ent leaders in terms of per­ sonalities and qualities and want to describe two of my previous bosses. I purposefully focus on the fact that both ­were not perfect, but actually lacked some skills. Their leadership styles w ­ ere very dif­fer­ent, too. One of my bosses had an extreme natu­ral talent to understand the business environment. She was very intelligent, results-­oriented, led by example, and worked very hard. However, on a personal level she was

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difficult to work with and several colleagues did not feel as if they had a personal relationship with her. Although she inquired about the well-­ being of every­one, she just did not have the warmth/motherly tone as the other person I write about, and she was perceived as being bossy sometimes. Nevertheless, ­people followed her and respected her for her skills and the success she had and brought to the team. I find it impor­tant to highlight that ­people like her can be considered leaders despite the fact that they might not be humorous or the most likeable person. This person certainly has taught me a lot and I am grateful for the opportu­ nity to have worked with her. Another of my previous bosses was completely dif­fer­ent. She cared very much for each of her colleagues, was always interested to help in situations of personal hardship, encouraged personal development, trusted p ­ eople with their skills, and supported them to achieve their goals. She had a motherly aura of genuine interest and care for each em­ ployee. She was very inclusive, po­liti­cal, of high integrity, and had a very good talent to navigate very dif­fer­ent situations by finding the right words in the right moment. She was very generous with praise when it was earned. On the other hand, she was not the best man­ag­er and did not necessarily make the best business decisions. However, ­people re­ spected and followed her as well despite t­ hese facts. ­These two very dif­fer­ent personalities both have inspired me for very dif­fer­ent reasons. It clearly highlights that skills and qualities differ ­between leaders and that each individual should try to learn the best qualities from a variety of persons and leaders to grow personally themselves. A leader comes as a package of dif­fer­ent skills and qualities and w ­ ill be a ­great leader if this combination of qualities ­will earn him or her the re­spect of colleagues to make them followers. Employees w ­ ill follow leaders who are visionaries and see opportunities instead of prob­ lems and have an inherent drive to achieve, improve, and make t­ hings better. Re­spect, trust, and inspiration are the ­recipe for ­great leaders who earn the right to lead, based on dif­fer­ent personal and leadership qualities. Another participant, Selim, responded: Very in­ter­est­ing, Jens, how you compared two former bosses, with to­ tally opposite skill sets. I believe the one with well-­developed soft skills would prob­ably go further. It is much easier to learn about business than how not to be difficult to work with. Jens replied: That is true, Selim. And I agree that it is prob­ably easier to be a good leader when you are well liked, humorous, and so on. But on the other

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hand, it might not be a requirement. I have to point out that she was very fair and had very high standards. You could completely rely on her. If she said she would do this or that, then she would deliver on it, which is a very good quality. Someone mentioned “to prefer a good guy over a smart guy.” She was definitely not a bad guy, i.e., a leader has to be truth­ ful, fair, have at least some EQ, and needs to get along with p ­ eople, e­ tc. If we look at leadership qualities and put them on artificial scales from 1–10, we would prob­ably have a minimum threshold that is required on a lot of qualities. However, the qualities that dif­fer­ent leaders score high­ est values on w ­ ill potentially vary significantly. Therefore, I would not single out specific qualities, as leadership personalities are made up of sets of qualities that can compensate for each other. At the end, it comes back to if you individually feel that you can re­spect and trust that per­ son with that package of qualities and if the leader manages to inspire you. Participant Val noted: You have made some very in­ter­est­ing observations. I agree with you that every­one has certain leadership skills, but not every­one can possess all of t­ hese traits. The good leaders are the ones who recognize their weak­ nesses and strive to make ­those weaknesses into strengths. I (Englund) offered an example: Let me add that an effective strategy is to partner with ­people who have complementary qualities. Bill Hewlett and Dave Packard of HP fame ­were two such glorious examples—­both very smart and technically com­ petent where Bill was more the technical genius and Dave the business guru. Together they are more complete. I partner with other con­sul­tants in many of my engagements, even at the cost of sharing a fixed revenue, ­because ­these partners bring other qualities that make for a better ex­ perience. We learn from each other and have more fun. Proj­ect leaders may also apply this princi­ple in seeking team mem­ bers to take on leadership tasks for which the assigned leader may be less suitable. It is another sign of good leaders to acknowledge where they are lacking, seek assistance from o ­ thers, and be willing to share the glory. Jens replied: ­Great points, Randy. I am glad that you added t­ hese. I sometimes ob­ serve that proj­ect man­ag­ers feel they need to be the champion of a team that is recognized as the most knowledgeable and best skilled. It might be based on a fear of replacement if somebody ­else does something better than the proj­ect man­ag­er. In my opinion, a true leader . . . ​manages to  bring out the best in all team members and to make them work

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together well. I think it is a ­great quality to realize when it is better to step down and let another team member do what they are good at. The real skill is to see the qualities in p ­ eople and to apply them to the task at hand in the best pos­si­ble way to make the proj­ect a success.

Listening to Your ­People Listening is such a routine proj­ect activity that few p ­ eople think of developing the skill. Yet when you know how to ­really listen, you increase your ability to acquire and retain knowledge. Listening also helps you understand and influ­ ence team members and stakeholders. All good leaders listen to their p ­ eople. To foster involvement with your team members, listen to them constantly, e­ ither in informal settings, like coffee breaks, or more formal ones, such as planned proj­ect meetings. Complete proj­ect man­ag­ers, along with encouragement and support from executives and upper man­ag­ers, need to develop this core skill as early as pos­si­ble in their c­ areers. Regularly practice active listening techniques: concentrating on what is being said, employing all your senses, paying attention, nodding, making physi­ cal gestures, maintaining eye contact, mirroring, repeating back what you heard, questioning, paraphrasing, summarizing, and so on. ­There are cultural differences that affect how ­people listen. Listening means dif­fer­ent ­things to dif­fer­ent ­people. The same statement can mean dif­fer­ent ­things to the same person in dif­fer­ent situations. And professionals take dif­fer­ ent approaches to listening depending on what is considered appropriate in their cultures. For instance, Spanish ­people look directly in the face of the person talk­ ing to them; ­people in some Asian countries may consider it offensive to look directly into the eyes of the person talking to them. However, it is universally true that listening is a priority. Javier, from Spain, said: In the first stages of a proj­ect man­ag­er’s c­ areer, communication in gen­ eral and listening in par­tic­u­lar is very low priority. As the proj­ect man­ ag­er grows, then communication skills and listening become critical. Se­nior proj­ect and program man­ag­er extraordinaire Remco Meisner, from the Netherlands, says: Obviously, you ­will need to know what customers consider impor­tant, what the proj­ect team has accomplished so far, where the flaws are—­for all that you need to be able to listen well.

Courage Makes the Difference You can lose money, you can lose allies, but if you lose your courage, you lose every­thing. Without courage, t­ here can be no hope. Professionals are inspired by leaders who take initiative and who risk personal safety for the sake of a cause. Only ­those proj­ect man­ag­ers who act boldly in times of crisis and change are

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willingly followed. Complete proj­ect man­ag­ers need courage to manage and overcome proj­ect obstacles and issues. G ­ reat courage, strength of character, and commitment are required to survive in the proj­ect management field. It is not a place for the timid. Leaders need to summon their ­will if they are to mobilize the personal and orga­nizational resources to triumph against the odds. They need boldness to communicate real­ity honestly to proj­ect team members. Eu­ro­pean proj­ect man­ag­ers carry a “flag of courage” as their symbol. Global multicultural proj­ects are becoming more prevalent in Eu­rope: proj­ect team members can come from a variety of Eu­ro­pean or other countries. Leaders ­running t­ hese proj­ects need to have the courage to manage dif­fer­ent ­people from dif­fer­ent cultures, who may behave differently in proj­ect situations. J.O., a proj­ect professional from Spain, says: The proj­ect man­ag­er must spend a lot of time understanding and lis­ tening to their team members. He or she must spend time with them. Courage consumes a lot of energy; empower your p ­ eople and charge your batteries through them. We, as proj­ect professionals, often talk about the courage of our convictions, meaning a willingness to stand up for what we believe. We need to believe in our proj­ects, b ­ ecause if we do not, we w ­ ill not be able to transmit positivity and passion to team members and other stakeholders. But perhaps the courage of conviction can be better understood as the willingness to risk surrendering our freedom for our beliefs. It would seem that the truest mea­sure of commitment to common vision and values is the amount of freedom we are willing to risk. What­ever you hope for—­freedom, proj­ect success, quality, ­career path pro­gress—­you have to work for it. And the more hope you have, the more work you ­will put in to get what you want. That is ­because courage and actions are connected. That is what it means to surrender your freedom. If you hope more than you work, you (and your team members) are likely to be disappointed. And your credibility is likely to suffer. But what about balance? Do complete proj­ect leaders have balance in their lives? Certainly. And balance is relative. None of us can determine if another’s life is out of balance without knowing the weights and mea­sures in that per­ son’s life. If a leader, for example, loads up one side of the scale with a ton of hope, the only way his or her life w ­ ill be in balance is to load the other with a ton of work. Anything less would surely bring disappointment. However, if a leader has only an ounce of hope and loads the scale with a ton of work, the scale would again be out of balance. The secret is not to overload the scale on ­either side. When hope and work, challenge and skill are in equilibrium, that is when you experience optimal per­for­mance. ­People with high hope are not blind to the realities of the pre­sent. If some­ thing is not working or if current methods are not effective, they do not ignore the prob­lem, cross their fin­gers, or simply redouble their efforts. They assess the

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situation and find new ways to reach their goals. And if the destination begins to recede rather than appear closer, p ­ eople with hope reset their goals. Changing the strategy or aiming for another target is not defeatism. In fact, if a proj­ect leader persists in a strategy that does not work or stubbornly pursues one that is blocked, proj­ect team members can become frustrated and de­ pressed, leading them to feel defeated rather than victorious. It is better to find a new path or decide on a dif­fer­ent destination. Then, once that end is reached, set a new, more challenging objective. Credibility is not always strengthened by continuing to do what you said you would do if that way is not working. Admitting that you are wrong and finding a better course of action is a far more courageous and credible path to take. Courage is also required to push back when sponsors impose unreasonable schedule, scope, or bud­get constraints. Without the courage up front to constructively resist and to negotiate with due diligence, proj­ect man­ag­ers set themselves up for failure.

Start with Why Simon Sinek, in his book (and TED talk) Start with Why: How ­Great Leaders Inspire Every­one to Take Action says, “Every­thing you say and every­thing you do has to prove what you believe. A WHY is just a belief. That’s all it is. HOWs are the actions you take to realize that belief. And WHATs are the results of ­those actions” (Sinek 2011, 67). The WHY must come first. “Only when the WHY is clear and when ­people believe what you believe can a true loyal relationship develop.” He depicts Why in the ­middle of his “Golden Circle,” surrounded by How and then What in the outer circle. In­effec­tive leaders operate from the out­ side in. Sinek’s prescription for effective leaders is to operate from the inside out, starting with Why. Sometimes we appear to do proj­ects just for the sake of ­doing them. By dig­ ging deeper and asking “why,” we may influence ­people to rethink ­things.

Laws of Leadership ­ ere are leadership “laws” to follow, excerpted from the t­ able of contents from H John C. Maxwell’s The 21 Irrefutable Laws of Leadership: Follow Them and ­People ­Will Follow You (2007): 1. THE LAW OF THE LID: Leadership Ability Determines a Person’s Level of Effectiveness 2. THE LAW OF INFLUENCE: The True Mea­sure of Leadership Is Influence—­Nothing More, Nothing Less 3. THE LAW OF PROCESS: Leadership Develops Daily, Not in a Day 4. THE LAW OF NAVIGATION: Anyone Can Steer the Ship, but It Takes a Leader to Chart the Course

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5. THE LAW OF ADDITION: Leaders Add Value by Serving O ­ thers 6. THE LAW OF SOLID GROUND: Trust Is the Foundation of Leader­ ship 7. THE LAW OF RE­SPECT: ­People Naturally Follow Leaders Stronger than Themselves 8. THE LAW OF INTUITION: Leaders Evaluate Every­thing with a Leadership Bias 9. THE LAW OF MAGNETISM: Who You Are Is Who You Attract 10. THE LAW OF CONNECTION: Leaders Touch a Heart Before They Ask for a Hand 11. THE LAW OF THE INNER CIRCLE: A Leader’s Potential Is Deter­ mined by Th ­ ose Closest to Him 12. THE LAW OF EMPOWERMENT: Only Secure Leaders Give Power to ­Others 13. THE LAW OF THE PICTURE: P ­ eople Do What ­People See 14. THE LAW OF BUY-­IN: P ­ eople Buy into the Leader, then the Vision 15. THE LAW OF VICTORY: Leaders Find a Way for the Team to Win 16. THE LAW OF THE BIG MO: Momentum Is a Leader’s Best Friend 17. THE LAW OF PRIORITIES: Leaders Understand that Activity Is Not Necessarily Accomplishment 18. THE LAW OF SACRIFICE: A Leader Must Give Up to Go Up 19. THE LAW OF TIMING: When to Lead Is as Impor­tant as What to Do and Where to Go 20. THE LAW OF EXPLOSIVE GROWTH: To Add Growth, Lead Followers—­To Multiply, Lead Leaders 21. THE LAW OF LEGACY: A Leader’s Lasting Value Is Mea­sured by Succession

Developing Relationships All good proj­ect leadership is based on relationships. P ­ eople w ­ on’t go along with you if they c­ an’t get along with you. The key to developing chemistry with leaders is to develop relationships with them. If you can learn to adapt to your boss’s personality while still being your­ self and maintaining your integrity, you ­will be able to be a leader to ­those above you in the orga­nizational hierarchy.

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Building relationships with proj­ect team members is just as impor­tant. The job of a complete proj­ect man­ag­er, as a leader, is to connect with the ­people he or she is leading. In an ideal world, that is the way it should be. The real­ity is that some leaders do l­ittle to connect with the p ­ eople they lead. As a proj­ect leader, take it upon yourself to connect not only with the p ­ eople you lead, but also with the person who leads you (your man­ag­er, your proj­ect sponsor). If you want to lead up, you need to take the responsibility to connect up. An Italian proj­ect professional noted the importance of mediation and co­ operation on proj­ect teams: The key is to mediate. Dif­fer­ent interests can converge into a proj­ect, functional workload, and proj­ect work. The solution [to] this is always in the ability to find mediation between needs, priorities, and under­ standing [the] approach from both sides. If the proj­ect man­ag­er is able to find the best mediation, and the parties involved assume a proactive and cooperative approach, then the compound is stable. A Spanish proj­ect professional said that connecting with p ­ eople as ­people is ­essential to building relationships and generating enthusiasm for the work: I believe this can be achieved [by] dealing with p ­ eople as ­human beings, not only as employees. Being confident, respectful, sincere, creating a team spirit in the proj­ect, clarifying the common objective. Th ­ ese atti­ tudes should generate enthusiasm itself. One example of a transformational leader occurred in the U.S. Civil War during the 1860s. Joshua Lawrence Chamberlain was an ordinary man of the times who became extraordinary in the context of the conflict. He had no significant military background or education but had a natu­ral gift for sol­ diering and leadership. He lived up to high values and be­hav­ior, and his ex­ ceptional physical courage, capacity to withstand pain, and strong ethical and po­liti­cal beliefs all helped him become a Civil War hero. He was honorable and thoughtful, exceptionally curious, and read vociferously. The movie Gettysburg depicts how he turned around Union Army men who wanted to leave and not fight anymore and how he led an innovative right wheel bayonet charge at ­Little Round Top against the Confederates. ­These actions saved the day for ultimate victory. ­After the war he went on to become a state governor and college president. An example of servant leadership was depicted in the TV series Galavant. The knight Galavant and King Richard visited a village and discovered the king’s ­castle had been torn down. He attempted to command it be rebuilt but met with this response: “We tore it down to make room for shops. When you left us, we ­didn’t hear anything for a long time. While you w ­ ere away, we realized a king is only a king if the p ­ eople say he is. And if we d ­ on’t, well, he’s just a man with a metal hat who’s only in charge ­because his ­father wore a metal hat before him.

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So, we came together and asked ourselves what if t­ here was a dif­fer­ent way of ­doing ­things, a better way.”

Professional Development A report on leadership ups and downs notes that 56 ­percent of global execu­ tives say their com­pany i­ sn’t ready to meet leadership needs; 89 ­percent say im­ proving orga­nizational leadership is an impor­tant priority this year. But one in five companies have no leadership program at all (Deloitte 2016). Complete proj­ect man­ag­ers need to take responsibility, self-­manage, and continuously develop their c­ areers. We draw upon Jim De Piante’s brilliant “compost pile” analogy as a model for professional development, presented at a PMI Global Congress (2009). H ­ ere, we summarize key points of his talk: Historically, the ladder has stood as a meta­phor for ­career success. Why? ­Because ladders let you climb, one rung at a time, to the heights you as­ pire to achieve. But ladders have prob­lems. ­They’re unstable. Th ­ ey’re dangerous. ­There’s only room for one person at a time on a ladder. And of course, ladders also have long-­standing associations with bad luck. It’s time for a new model. The compost pile offers a much more robust model, a model adapted to changing times and to the new millennium. It is a model of growth, of sharing, of happiness. It is a way of understanding ­career success in organic terms—­where the accumulation of your life’s (decomposed) experiences provides a broad and fertile base on which to cultivate and accumulate new and ever more valuable experiences. The pile grows ever fuller, without losing stability. It is about ­career growth, death, decay, and rebirth. What­ever comes your way in life, just put it on the pile and let it ripen. C ­ areer ladders are out. Compost piles are in. Phi­los­o­phers and pundits throughout the ages have unanimously concluded that happiness is not to be found in getting what we want; rather, it is to be found in wanting what we get. We seem to be slow to understand this impor­tant message, however, and often seek happiness, especially in our c­ areers, in terms of chasing, climbing, having, getting. The ladder has served for several generations as a model of c­ areer success. But it is a very limiting model. It defines success in terms of climbing higher. This is usually to be understood as higher in the orga­ nizational hierarchy. Such language usually serves as a meta­phor for higher compensation—­that is, success is equated with more money. When I first came to IBM, I sought the advice of wiser and more experienced p ­ eople. I was intrigued to learn that IBM proposed not one, but rather, dual ­career ladders (technical and managerial), and was in­ formed that a person could readily and safely move between the two. I found this model dissatisfying and sought a model that would suit my temperament more closely.

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Being generally a happy individual, and looking for a way to synthe­ size that happiness with a more satisfying model, I proposed the com­ post pile as a model of accumulation and growth. I found it very useful and robust and so presented it to vari­ous colleagues who readily em­ braced it and enhanced it. The model has withstood fairly rigorous ap­ plication, and I believe the time has come to give it wider exposure. Metaphysically speaking, we are the sum total of what we learn, what we experience, what we create. We increase in knowledge and in wis­ dom, taking what is given to us by the sun and giving it back to the world that is illumined and warmed, also by the sun. In the end, we can do ­little more than pass on the wisdom that we have accumulated. Then we also become the soil, quite literally uniting the humus of ourselves to the collective Wisdom. With a model such as this, pro­gress is judged to be in what we w ­ ill have become, and not in how high we w ­ ill have climbed. ­There is purpose and value in all of life’s experiences. We w ­ ill interpret and evaluate our c­ areers and our lives according to a model, and we are ­free to choose which model we ­will use. This is a model that we can use to synthesize our happiness. We might say that this is a model by which we might use the light of the sun to photosynthesize our ­happiness. Jim’s analogy fits with our reference to molecular structure as an organic de­ piction of the complete proj­ect man­ag­er. Through natu­ral, ongoing pro­cesses, scraps turn into beautiful humus . . . ​but not without some stinky in-­between steps. By adding waste products such as manure (which we can think of as a meta­phor for learning from bad experiences) to the compost, the pro­cess of creating rich soil is accelerated. The output, when the soil is added back into nature’s garden, is a bountiful harvest. Similarly, we become better ­people, man­ag­ers, and leaders by continually expanding and growing our skills and ­using lessons learned. Put in the effort for continuous, lifelong learning and professional develop­ ment. Use e­ very interaction as learning and/or teaching moments.

Building High-­Performance Teams—­ a Leadership Imperative New research reveals surprising truths about why some work groups thrive and ­others falter. Google—­k nown as a zealot for studying how workers can trans­ form productivity—­became focused on building the perfect team. The tech g­ iant spent untold millions of dollars mea­sur­ing nearly ­every aspect of its employees’ lives. The com­pany’s top executives long believed that building the best teams meant combining the best ­people. Understanding and influencing group norms became the keys to improving their teams. Google’s data indicated that psychological safety, more than anything e­ lse, was critical to making a team

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work. They defined psychological safety as a “shared belief held by members of a team that the team is safe for interpersonal risk-­taking . . . , a sense of confidence that the team w ­ ill not embarrass, reject or punish someone for speaking up. . . . ​It describes a group culture and team climate characterized by interpersonal trust and mutual re­spect in which p ­ eople are comfortable being themselves.” ­Here is a summary of leadership findings to create psychological safety, faster, better, and productively, that are relevant to complete proj­ect man­ag­ers (Duhigg 2016): • Encourage conversational turn-­taking and social sensitivity • Discuss norms for group interactions—­a common platform and operating language • Develop a shared belief that the team is safe for interpersonal risk-­ taking • Build a sense of confidence that the team w ­ ill not embarrass, reject, or punish someone for speaking up • Cultivate a team climate characterized by interpersonal trust and mutual re­spect in which p ­ eople are comfortable being themselves • Create psychological safety, more than anything e­ lse, as critical to making a team more complete or near perfect.

A Code of Ethics for Proj­ect Leaders Most businesses ­today are applying or working on reviewing the way in which they manage ethics. This topic has taken on increased impetus on all fronts, from personal to orga­nizational to governmental. ­Here are worldwide descriptions for ethics: From ancient Greek ethos (character) A set of princi­ples of right conduct A theory or a system of moral values The study of the general nature of morals and the specific moral choices to be made by a person • The rules of standards governing the conduct of a person or the members of a profession • • • •

Many organ­izations are elaborating a code of ethics. A code of ethics needs to take into account the following: • Re­spect. We listen to other’s points of view, seeking to understand them. • Responsibility. We do what we say we w ­ ill do.

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• Honesty. We honestly seek to understand the truth. • Fairness. We demonstrate transparency in our decision-­making pro­cess. A ­MATTER OF CHOICE We believe that we can advance our profession, both individually and collec­ tively, by embracing a code of ethics and professional conduct as individuals but also as leaders. • As individuals: We believe that this code w ­ ill assist us in making wise decisions, particularly when faced with difficult situations where we may be asked to compromise our integrity or our values. • As leaders: We hope that demonstrating a code of ethics and profes­ sional conduct w ­ ill serve as a catalyst for o ­ thers to study, deliberate, and write about ethics and values. LEADERSHIP AND ETHICS Kouzes and Posner (2017) say: “It’s clear that if p ­ eople anywhere are to willingly follow someone—­whether it’s into b ­ attle or the boardroom, in the front office or on the production floor—­they first want to be sure that the individual is ­worthy of their trust.” ­Every leader needs to be ethical based on t­ hese princi­ples: • Trust. The ethical leader inspires, and is a beneficiary of, trust throughout the organ­ization and the environment. • Authority. The ethical leader has the power to ask questions, make decisions, and act, but also recognizes that all ­those involved and affected must have the authority to contribute what they have ­toward shared purposes. • Purpose. The ethical leader inquires, reasons, and acts with organ­ ization purposes firmly in mind. • Knowledge. The ethical leader has the knowledge to inquire, judge, and act prudently. We believe that ethical leadership is the demonstration of normatively appro­ priate conduct through personal actions and interpersonal relationships, and the promotion of such conduct to followers through two-­way communication, reinforcement, and decision making. ETHICS VERSUS PROFESSIONALISM Students in an online university gradu­ate course prompted several questions and comments on what is ethical/unethical versus professional/unprofessional

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be­hav­ior. So I (Englund) invited noted author and ethics professor Dr. David Gill to comment. ­Here is his reply: Language meaning and usage evolve over time, and it is fairly common for p ­ eople to describe something as “professional” or “unprofessional” in the sense of “appropriate” or “inappropriate” to the par­tic­u ­lar busi­ ness context. Thus, we might think about our dress, communication style, o ­ ffice decoration and atmosphere as professional (or not). It is not too dif­fer­ent from good manners or respecting the customs of a given context. Ethical/unethical (and their linguistic cousins moral/immoral) dis­ tinctions are about right and wrong, something a ­little dif­fer­ent than appropriate/inappropriate or offensive/inoffensive. But the question then becomes “Who gets to decide what is right and wrong?” All ­human be­ ings carry around a kind of internal moral compass, a set of convictions, a conscience that guides them in making ­these judgments. We should certainly listen respectfully to each other’s ethical convictions but even in the best of circumstances we w ­ ill always have some disagreement. Dif­fer­ent religions have somewhat varying ethical standards—­and dif­ fer­ent nations have dif­fer­ent standards of conduct (represented in their laws and regulations). This rich but challenging diversity is why many companies and most professional organ­izations (doctors, nurses, accountants, engineers, marketing, law, e­ tc.) develop codes of ethics or standards of conduct to serve as their ground rules and standards for conduct during our hours working for them. Th ­ ese codes and standards can r­ eally help if they are done well. Historical note on profession: The four classic, traditional character­ istics of a profession (setting it apart from mere commerce, it was thought) ­were (1) a high level of education and expertise, (2) account­ ability to a community of peer professionals, (3) commitment to a ser­ vice mission, not just financial profit, and (4) voluntary submission to a code of ethics which demanded high standards of conduct, even if the law permitted something less. So, in bygone centuries to say something was “unprofessional” might have implied bad ethics. Historical note on ethics: What seems to be the common character­ istic of all ethics is not just that common standards of be­hav­ior are ­being v­ iolated, but, much deeper, that somebody might be harmed. At bottom, what makes something unethical is that somebody might be irresponsibly, seriously harmed (physically, financially, reputationally, ­etc.). If they are or might be offended, it’s about etiquette and manners. If they could actually be harmed, it’s about ethics.

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STEPS ­TOWARD ETHICAL DECISION MAKING Michael O’Brochta and his colleagues (2012) describe the strong connection be­ tween ethical decision making and proj­ect leadership success, depict the role that an ethical decision-­making model can play, and pre­sent the five-­step PMI Ethical Decision-­Making Framework (EDMF) created by the Ethics Member Advisory Group (Ethics MAG) and released PMI-­wide. They state: It is not uncommon for ethical challenges to arise that cannot be easily addressed with a s­ imple or quick interpretation of an ethics code. Com­ plex, time-­consuming, and often stressful dilemmas are a frequent part of the leader’s decision-­making portfolio; careful resolutions take time and effort. Leading-­edge organ­izations have condensed the critical ele­ ments of their codes into a sequenced “ethical decision-­making model” or “framework” that guides the decision maker through a series of steps that direct him or her to making the most appropriate choice pos­si­ble. The practical ethical decision-­making framework is carefully tied to the values and codes of the organ­ization, uses language familiar to members of the organ­ization, and can be illustrated with examples of situations commonly encountered by the organ­ization’s members. Although no code or EDMF can resolve definitively most specific eth­ ical dilemmas, a good code and EDMF can help to clarify the situation, eliminate poor choices, and illuminate better possibilities. No tool builds a cathedral, nor does it repair an automobile, or clear a blocked artery. The tool, in this case a code coupled with an EDMF, is only as useful as the skill of the person wielding it. Leaders need to develop ethical decision-­making skills; codes and decision-­making frameworks help leaders do that. They offer this case as an example: Andy works in a temporary job as a proj­ect man­ag­er in a small train­ ing and consulting com­pany that is run by his boss, Sarah. Since busi­ ness is growing fast, due in part to Sarah’s effective use of potential client lists, Andy is increasingly hopeful that his job w ­ ill become permanent. Andy and Sarah each has a Proj­ect Management Professional (PMP)® credential, and they serve as volunteers at the local Proj­ect Management Institute chapter. Sarah’s volunteer role at the chapter includes respon­ sibility for membership, where she has used her communication and marketing skills to help increase the chapter membership significantly. ­After only ten months of volunteering at the PMI chapter, Sarah re­ ports that her growing business workload precludes her from continu­ ing in her volunteer role. She withdraws from her volunteer role with the recommendation for Andy to take over her role; the chapter leader­ ship accepts her recommendation.

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In his new volunteer role, Andy discovers that the chapter’s member­ ship list is strikingly similar to the potential client lists that Sarah had been using at work. Andy suspects that the chapter and work lists might be related—or even the same. In this dilemma, a proj­ect man­ag­er has concerns about the observed be­hav­ior of his boss in a small com­pany who is also a fellow volunteer at the local PMI chapter; the proj­ect man­ag­er is specifically concerned about actions he, or ­others, should take to address the situation. The dilemma is s­ ilent about ­whether the proj­ect man­ag­er’s boss is using the chapter information for her com­pany’s ben­ efit or vice versa, or both. The ethical dilemma for the proj­ect man­ag­er includes ­these questions: What are the proj­ect man­ag­er’s responsibilities as an employee? What are the proj­ect man­ag­er’s responsibilities as a PMI chapter volunteer? What are the proj­ect man­ag­er’s responsibilities to bring the issue to the attention of the com­pany and/or the PMI chapter? What are the consequences of raising or not raising the issue? How can the proj­ect man­ag­er lead himself and o ­ thers by building levels of trust? To address ­these questions, use the PMI Ethical Decision-­Making Frame­ work: • • • • •

Assessment. Make sure you have all the facts about the assessment. Alternatives. Consider your choices. Analy­sis. Identify your candidate decision and test its validity. Application. Apply ethical princi­ples to your candidate decision. Action. Make a decision.

ETHICS CASE STUDY Po­liti­cal storms and ethical challenges may come at any moment. In order to survive, you need to choose between being in the right place or having enough types of umbrellas to protect yourself and your organ­ization. I (Bucero) served as a Proj­ect Management Association local president ­between 2008 and 2010. I was one of the found­ers of that association six years before, but unfortunately the association’s activity was quite poor during previ­ ous years. In fact, that association was audited by a ­legal entity ­because of po­ tential financial issues. The auditors did not find out anything bad, so that association restarted, electing me as its second president. As the association’s image was bad, I had to establish a recovery plan through calling a membership event. I asked p ­ eople to forget the bad previous impression about the profession, counting on them to move forward, and stating some ethi­ cal princi­ples. The first ethical princi­ple was re­spect. We reminded all members that they needed to re­spect a code of ethics as proj­ect management professionals, and they had an obligation to spread the word and explain it to all within their organ­izations. I acted as a heavy (per­sis­tent) mosquito for that purpose; we

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communicated by newsletters, articles and ethics pre­sen­ta­tions at all our events. ­Those pre­sen­ta­tions explained three ethics pillars: re­spect, fairness, and honesty. But the devil was tempting us. At the beginning of 2009, I received an email from a very big multinational com­pany requesting a business proposal on train­ ing ser­vices. The curious t­ hing was to read in that email that the reason they ­were sending that request to me was b ­ ecause I was the president of that profes­ sional association and I would be able to send them the best professional offer. A big smile arose on my face. Immediately, I called the association’s board of directors for a meeting and shared that request for proposal with all the board members. I still remember comments from some board members like, “You are stu­ pid, you had the opportunity to win a proposal on your own b ­ ecause you have the power, and you are sharing it with us to have more competitors.” My answer was clear: the main purpose of this association is sharing and networking. We are a nonprofit-­oriented organ­ization. I do not have members on my board of directors who cannot practice authenticity and integrity and do not re­spect the ethics code. Fi­nally, that request for proposal was posted and shared on our association’s website. ­Every association member could send a proposal. And they did. The final story was that another com­pany won that proposal, not mine. This story illustrates that the code of ethics from any professional associa­ tion needs to be respected, and the three princi­ples that we defend—­re­spect, fair­ ness, and honesty—­were understood by our members step by step. We believe that dealing with ethics in a professional manner is a never-­ending story, so ­every professional needs to be per­sis­tent pursuing the achievement and follow-up of ­these princi­ples.

Summary The complete proj­ect man­ag­er needs to be both a leader and a man­ag­er—­ someone who attends to both vision and execution. This requires placing pri­ ority on understanding and listening to p ­ eople. Lead by example. Demonstrate a positive attitude. Cultivate relationships up, across, and down the organ­ization. Identify leadership qualities that have made a difference in your life. Think about p ­ eople who have influenced you. Study what they did. Be grateful and thank them for the influence they had on you. Emulate the good traits but in your own way. Be a teachable student who continuously learns and applies a flex­ ible approach to leadership. Know and share why the work you are ­doing is impor­tant. Know yourself, believe in yourself, take care of yourself first, and then take care of ­others. Follow an organic model of professional development. Take ­action to build high-­performing teams. Be a role model for ethical be­hav­ior. Remco Meisner, a good friend and wonderful colleague on the same proj­ ect management journey as we are, adds t­ hese thoughts about leadership styles:

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Being a good man­ag­er or proj­ect man­ag­er implies the ability to act ac­ cording to dif­fer­ent leadership styles, selecting one of the styles you have available. Which one it should be depends on the situation at hand. An organ­ization, for example, dealing with fresh and crisp, clear perspec­ tives on how to get more fun out of life requires a visionary leader—­one that w ­ ill inspire its ­people. Their preferred proj­ect man­ag­er may well place himself in that same “church.” Somewhere ­else, however, ­t here might be a respected and well-­established organ­ization stuck in proce­ dures dating back to the stone age; they might need a firm leader for their proj­ect, one that ­will tell them what w ­ ill happen next, when and by whom.

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2 Personal Skills Be not afraid of greatness . . . ​some are born g­ reat, some achieve greatness, and some have greatness thrust upon them. —­William Shakespeare, Twelfth Night

Integration

Leadership/ adership/ nagemen ent Management Personal

Market/ Customer

Personal Negotiating N eg gotiat

Sales

The Complete Project Manager

Political

Change Management

Conflict Management Environment

Project Management

Organization Humor/Fun

Proj­ect man­ag­ers are in g­ reat demand, and we believe that w ­ ill increasingly be the case as the need for effective technologists continues to soar. Good proj­ect man­ag­ers are trained, not born. They are a very special breed of ­people who re­ quire a complete set of skills. To apply the leadership and management skills

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covered in the previous chapter, and often lacking formal authority, complete proj­ect man­ag­ers need to develop influence skills. In this chapter, we cover per­ sonal skills—­those vital competencies so necessary when dealing with col­ leagues, team members, upper man­ag­ers, clients, and ­others. The complete proj­ect man­ag­er possesses the aptitude, attitude, influence, and networking skills to in­ teract with ­people and achieve results. They understand and develop emotional and coping skills, as well as are able to work through generational differences that exist with p ­ eople on proj­ect teams. We believe the right proj­ect man­ag­ers are p ­ eople who want to be in that po­ sition. They develop skills through experience, practice, and education. They become better proj­ect man­ag­ers each time they successfully deliver a proj­ect. They learn new techniques and apply them on their proj­ects. They learn lessons—­ sometimes the hard way—­that make them better man­ag­ers and leaders.

Motivating and Sustaining ­People Proj­ect man­ag­ers need to be able to motivate and sustain ­people. Proj­ect team members look to the proj­ect man­ag­er to solve prob­lems and help remove ob­ stacles. Complete proj­ect man­ag­ers need to be able to address and solve prob­ lems within the team, as well as ­those that occur outside the team. ­There are numerous ways, both subtle and direct, as we have experienced, in which proj­ ect man­ag­ers can help team members stay motivated: • Managing by example. Team members w ­ ill be closely watching every­thing the proj­ect man­ag­er does. Therefore, proj­ect man­ag­ers need to be honest, direct, straightforward, and knowledgeable in all dealings with ­people and with the proj­ect. A good man­ag­er knows how to work hard and have fun, and this approach is contagious. I (Bucero) have managed many proj­ects outside my city of residence, staying away from Monday to Friday, far from home. I needed to be positive with my p ­ eople, in spite of the strain on me personally. I always believe I should lead by example. • Showing a positive attitude. Proj­ect man­ag­ers need to always have a positive attitude, even when ­there are substantial difficulties, prob­lems, or proj­ect obstacles. Negative attitudes erode confidence, and a downward spiral w ­ ill follow. • Defining clear expectations. Man­ag­ers need to clearly define what is expected of team members. It is impor­tant to do this in writing and get agreement from individual team members. This avoids prob­lems ­later, especially when someone says, “It’s not my job.” Define per­for­ mance expectations at the start of each proj­ect. • Being considerate. Proj­ect management is a demanding job with a need for multiple skills at many levels. Above all, be considerate and respectful, and give p ­ eople and team members the time and

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consideration they deserve. Make p ­ eople aware that their efforts are appreciated and the work that they do is impor­tant, ­because it is. A letter, personal word, or email of appreciation goes a long way. • Being direct. ­People re­spect proj­ect man­ag­ers who are direct, open, and willing to deal with all types of prob­lems. Never conceal prob­ lems or avoid addressing them. If a prob­lem is bigger than the proj­ect man­ag­er or the team can deal with, escalate it to se­nior management. Never make commitments that cannot be delivered. Our favorite rule is “Underpromise and overdeliver.” The complete proj­ect man­ag­er gains experience dealing with individuals and teams over time. This is a step-­by-­step pro­cess and w ­ ill not be a bed of roses, but proficiency in working with ­others is not impossible to achieve. A positive attitude makes a big difference.

The Influential Proj­ect Man­ag­er As I (Bucero) state in The Influential Proj­ect Man­ag­er (2015): Over the years, I have managed dif­fer­ent proj­ects and without being con­ scious of it, I indirectly influenced many p ­ eople through my be­hav­ior, actions, and decisions. Persuading ­people to help meet proj­ect goals was a difficult task for me when I started as a proj­ect management practitioner. Some years ­later, I understood that every­one has influence on other ­people. It does not ­matter who you are or what your job is. You ­don’t have to be in a high-­profile job to be a person of influence. In fact, if your life in any way connects with other ­people, you can influence ­these ­people. Every­ thing you do in your job, at home, and with your colleagues and friends has an impact on the lives of the ­people around you. You, as a proj­ect man­ag­er, influence all your proj­ect stakeholders. In fact, if you want to be successful as a proj­ect man­ag­er or to make a positive impact on your proj­ects, you need to become a person of influ­ ence. Without influence, t­ here can be no success. For example, if you are a proj­ect man­ag­er your success depends on your ability to posi­ tively influence your team members. No ­matter what your professional or personal goals are in life, or what you want to accomplish, you can achieve them faster, you can be more effective, and the contribu­ tion you make can last longer if you learn how to become a person of influence. It is well known that many proj­ect man­ag­ers do not have authority, but nevertheless they need to have influence to achieve proj­ect success. Influence is invisible b ­ ecause it is about how p ­ eople think. We cannot see p ­ eople’s thoughts. Thoughts drive be­hav­ior, which drives actions and results. We can look at the results that influential proj­ect man­ag­ers

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achieve but still have no idea about what makes them influential. Just as we cannot understand a person by looking at his/her shadow, we can­ not understand influence by looking at its effect. We have to look for the ­causes of influence, not at its effects. In my opinion, thinking like an influencer is the first and most impor­tant step to becoming an influential proj­ect man­ag­er. We do not need to sell our soul or clone our brain to become influential. We do not need to become someone e­ lse. We simply need to build on the best of who we already are. SKILLS FOR DEALING WITH INDIVIDUALS Proj­ect man­ag­ers need to deal with p ­ eople. In very few organ­izations can the proj­ect man­ag­er choose his team members. Usually, available ­people are as­ signed to the proj­ect, and prob­ably not all of them have the needed skills. So proj­ect man­ag­ers, in our opinion, need to develop skills that include: • Networking. The ability to assess the quality of working relation­ ships, to identify where better relationships are required in order to complete a proj­ect, and to develop a wider support network. • Building trust and rapport. Work to develop positive feelings in ­those who might be called upon for support. • Winning commitment to proj­ect goals. This is not just a ­matter of having proj­ect goals; it entails ensuring that every­one involved is sufficiently motivated to help the proj­ect man­ag­er deliver them. • Listening. Listening is a vital skill at all times, particularly b ­ ecause good listening helps the proj­ect man­ag­er recognize emerging risks. For example, we have noticed that some proj­ect man­ag­ers do not pay attention to their ­people when they come to talk about or explain a prob­lem. • Counseling skills. The proj­ect man­ag­er does not have to become a trained counselor, but t­ hese skills can be used to help team members overcome personal emergencies. In ­these situations, a proj­ect man­ ag­er with counseling skills is like a sports trainer ­running onto the field in the m ­ iddle of a game to help an injured player get back into the game as soon as pos­si­ble. Some proj­ect man­ag­ers believe that personal prob­lems should be left at home, but this attitude is both unrealistic and detrimental to the delivery of the proj­ect. • Appropriate use of power. Proj­ect man­ag­ers’ relationships with power are often very complex. Power needs to be used appropriately; other­wise, the goodwill and productivity of p ­ eople vital to proj­ect success w ­ ill be lost. • Del­e­ga­tion. This is a basic management skill and an essential one in a proj­ect environment. Some proj­ect man­ag­ers, often t­ hose who

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come from a technical background, run into difficulties b ­ ecause they do not delegate sufficiently or appropriately. • Conflict management and negotiation. Conflict can be a good t­ hing. When it is managed well, proj­ect man­ag­ers win re­spect and commit­ ment and find better solutions to prob­lems. If conflict is managed badly (or even ignored), ­people may resist or even oppose proj­ect goals. SKILLS FOR DEALING WITH TEAMS We have found that skills required for managing a small core team include: • Diagnosing a team’s stage of development (for example, using the Tuckman model to determine ­whether a team is in the forming, storming, norming, or performing stage) • Planning interventions to improve collective per­for­mance and further development • Building joint owner­ship for common objectives • Managing differing personalities and the role they play on the team • Developing and maintaining team pro­cesses • Integrating new p ­ eople into the team and managing team exits • Ensuring continuity of communication flow and the sharing of experiences • Improving relationships and encouraging bonding, where appropriate. MANAGING FROM THE HEART ­Here is a touching example from one of my (Englund) online learning colleagues. Very early in her c­ areer, Brenda was a direct report to a man­ag­er whom she still admires as a leader to this day. “Although I no longer work for her, I am thank­ ful that I had the opportunity to be coached and mentored by her. She helped to shape the leader that I am t­ oday,” Brenda says. “Margaret (I’ve changed her name slightly) is very skilled at the po­liti­cal games that the se­nior management team engages in. She has ­great vision for the organ­ization, and she knows how to inspire her ­people to be their best. She is the type of leader that ­people do not want to disappoint by ­doing ­things halfheartedly, ­because she never gives less than 100 ­percent. But best of all, she is an all-­around genuinely nice person.” Brenda applied for a lateral transfer into a high-­visibility position that would have put her in front of the se­nior management team on a regular basis. She ­explains: I had all of the qualifications for the position: a bachelor’s degree in busi­ ness, a master’s degree, and thirteen years of operations experience. In my mind, ­there was absolutely no reason why I should not get the job. Then came that fateful Friday after­noon when I found out that I was not selected for the position. According to the hiring director, while my

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technical skills w ­ ere a perfect match for the job, a few of the “stakehold­ ers” had expressed concerns about my interpersonal skills and my abil­ ity to effectively interact with ­others. I was crushed! In my mind, ­there was nothing wrong with the way that I communicated and related to ­people. My thought pro­cesses on technical ­matters w ­ ere always very log­ ical, and I presented them the same way. I’ll admit, ­there ­were a few instances when communications between me and someone in another department w ­ ere not as smooth as they could have been, but I chalked that up to ­those folks not wanting to do their jobs! I remember g­ oing into Margaret’s office that Friday after­noon, shut­ ting the door, and crying my eyes out. She let me go on and on about how the organ­ization that I had committed my entire adult life to could treat me so horribly. ­After about ten minutes of my incessant babbling, Margaret asked me if I would be open to hearing some honest feedback about my personality. I said, “Of course,” and she proceeded to tell me that, although I thought I was the most wonderful person in the world, other p ­ eople in the organ­ization did not necessarily share that same sen­ timent. She told me that ­there ­were times when I was too focused on getting the technical aspects of the job done right, and not focused enough on cultivating relationships with the p ­ eople around me. She told me to consider taking a “softer” approach when interacting with ­people. She guaranteed me that once I mastered the art of relationship build­ ing, I could have any job that I wanted. Margaret said, “Just as the key to real estate is location, location, location, the key to business is rela­ tionships, relationships, relationships!” That was the best advice that anyone has ever given to me. Along with that advice, Margaret also gave me a book to read called Managing from the Heart by Bracey, Rosenblum, Sanford, and Trueblood (1990). She told me that I reminded her of the book’s central character and perhaps ­there w ­ ere some lessons that I could learn from that book. The book’s main points are that leaders should heed the following five tenets when interacting with p ­ eople: 1. ​Please d ­ on’t make me wrong, even if you disagree. 2. ​Hear and understand me. 3. ​Tell me the truth with compassion. 4. ​Remember to look for my loving intentions. 5. ​Acknowledge the greatness within me. I read the book, and Margaret was right; I was the main character. I was talented, focused, and driven, but my interpersonal skills ­were horrible! From that moment on, I committed to being a dif­fer­ent employee by ­utilizing ­those five mantras in all my interactions with my coworkers, and now with my own employees. In hindsight, I deeply appreciate

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how ­Margaret employed all five of ­those tenets when she spoke with me. It is sometimes hard to hear not so flattering ­things about yourself, but on that day, it ­wasn’t hard at all. I can honestly say that Margaret and that book have forever altered my personality, in a good way! Upon reading Brenda’s story, another colleague said, “­Great example of a ‘learn­ ing conversation’ conducted by a skilled negotiator.” “Your man­ag­er could have just as easily listened to you, and then let you go on with your business without sowing into your life ­those impor­tant words you needed to hear. I hope ­there are ­people in my life who care enough about me to tell me the truth when I need to hear it! Three cheers for Margaret! Hip hip hurray!” PERSONAL CASE STUDY Working on my PhD over a period of three years, I (Bucero) only found demo­ tivation and bad feedback from my supervisors at a previous university. Even when all my research data ­were gathered and analyzed and I had started to write, all I received was negative feedback and demotivation. The explanations from this supervisor ­were not clear enough for me. Fi­nally, he did not allow me to continue working on my doctoral thesis, justifying his decision on some edu­ cational program changes at the university he worked for. You can imagine my feelings a­ fter three years of hard work and research. It took me a c­ ouple of months of reflecting on how to move forward. As I usually never give up, I contacted other PhD professors through my contacts network. It took me a while, but I was so lucky finding Dr. Ralf Müller, PMI Fellow and prestigious worldwide researcher. He works for BI University as a professor. He was available, becoming my current supervisor at ISM Uni­ versity (a partner of BI University). My new supervisor’s attitude is totally dif­ fer­ent: he spends some time periodically talking to me; and he has shared and still is sharing his knowledge about how to work on a thesis with me. He always gives me positive feedback and encouragement. He corrects my work without telling me how to move forward but showing me the “why” of ­every step I do and giving me some clues to discover the “how.” He helped me to find the way to move forward through advice, examples, and continuous motivation. I learned much more during the last three months with my new supervisor than in three years at the previous university. One clear example is that I was able to submit my first research paper to an International Research Congress. I am not so concerned if my research paper is accepted or not, ­because now I know the “why” and the “how,” so I’m ready to achieve the “what” for any other paper or for my doctoral thesis. Ralf is a positive attitude practitioner ­every time we meet. He listens to me, uses his empathy, encourages me, and supports me on my path. He applies my three Ps (passion, per­sis­tence, and patience), and he is contagious in every­thing he does as my supervisor. He helped me to charge my batteries again and now I am ready to move forward

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and w ­ ill not stop on my goal of getting my PhD. I am constantly reminded of words he shares with me, “Alfonso, continue with your good work.”

The Importance of Attitude and Aptitude Attitude can be defined as “a position of the body or manner of carry­ing one­ self, a state of mind or a feeling; disposition, an arrogant or hostile state of mind or disposition” (Urban Dictionary). Attitude is the preference of an individual or organ­ization ­toward or away from ­things, events, or ­people. It is the spirit and perspective from which an individual, group, or organ­ization approaches community development. Attitude shapes all decisions and actions. Early in our c­ areers, we the authors demonstrated negative attitudes about our jobs and t­ oward the proj­ects we managed. That negative disposition gener­ ated prob­lems. We created negative images of ourselves in the eyes of colleagues, team members, and man­ag­ers. The results w ­ ere not good—we transmitted negativity to man­ag­ers and team members, tarnished our reputations, and ­limited our options. Over time, the maturing pro­cess led us to change our thinking. We needed an attitude check! Attitude comes across like someone peeling an orange—it is noticeable even when out of sight. By changing our attitude, we changed our worlds. Our attitude change was such a fundamental, life-­changing experience that we now feel compelled to share it with our readers. Mike Schlappi helped change our thinking through his highly inspirational closing keynote address at the 2010 PMI North Amer­i­ca Global Congress. Mike was accidently shot in the chest as a young man and became para­lyzed from the waist down. He went on to win four Paralympics medals and other awards. His message is, “If you c­ an’t stand up, stand out!” In writing about his recovery pro­cess, Mike says that attitude is a position. “Having a good attitude means we tend to operate from the position that every­ thing ­will work out. Having a bad attitude means we tend to operate from the position that nothing ­will work out . . . . ​A m ­ ental attitude is a m ­ ental position, not a mood. You can be in a bad mood but have a good attitude. You can be in a good mood but have a bad attitude” (Schlappi 2009, 15). Mike compares our attitudes with attitude indicators in airplanes, which show the plane’s position in relation to the horizon or ground during flight. ­“According to e­ very commercial airline pi­lot I’ve consulted, the attitude (not altitude) indicator is the most impor­tant instrument in the plane’s cockpit” (Schlappi 2009, 48). The attitude indicator serves as the primary reference indi­ cator for safe flying, especially at night or in low-­visibility situations—­telling the pi­lot if the plane is flying straight and true, banking left or right . . . ​or making a spiral dive ­toward the ground. Mike writes, “It’s the same with us. Our position is every­thing. Regardless of our mood—­happy or irritated, grumpy or enthusiastic—­our position can remain stable and constructive . . . . ​ Our moods are not typically a m ­ atter of choice, but our attitudes are. We can

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choose what position we ­will take ­toward our circumstance regardless of the mood we may be in” (2009, 51). When we talk to proj­ect management audiences, we want to show we care about them and demonstrate how impor­tant it is to communicate with o ­ thers. We use pictures, jokes, and video clips to help p ­ eople understand and remember what we said. We demonstrate an attitude that we care about communicating ef­ fectively with the audience and use vari­ous means to make our message as clear as pos­si­ble. We also spend extra effort in preparing slides or seminar materials to ensure the message we want to share comes across clearly and memorably. PROJ­ECT ATTITUDE We are used to talking about the attitude of individuals, but it is impor­tant to recognize that proj­ect teams and organ­izations also have attitude. Usually, how­ ever, when we talk about an organ­ization’s attitude, we use the term orga­ nizational culture. When we talk about a proj­ect’s attitude, we use the term proj­ect culture. The proj­ect man­ag­er’s attitude dramatically affects team attitude. For instance, an impor­tant team attitude is confidence. The development of a proj­ect pre­sents tremendous challenges to a proj­ect team. Sometimes it can even feel like an act of faith. An enormous amount of detail is collected, ana­ lyzed, or­ga­nized, and assimilated into a functional ­whole. On very large efforts, only a few key individuals may understand the total big picture, and even this understanding may be at varying levels of completeness. This ambiguity can sometimes test the confidence of team members. Given ­these uncertainties, how can a team feel assured and confident of success throughout the pro­cess and have this reflected in individual team member attitudes? Figure 2-1 shows key qualities and beliefs that, in our experience, determine ­whether or not an individual, team, or organ­ization has the attitude needed to successfully lead or actively participate in a proj­ect. For the individual 1. Respect Belief in self

For the organization

9. Self-Confidence

Optimistic

In the organization In others Focus on solution Keep stakeholders informed

Strong sense of responsibility 2. Responsibility

8. Trust

7. Willingness to Participate

Strong sense of commitment

Desired Project Attitude

Listening to other people

3. Empathy

Understanding where others are coming from To look at alternate solutions To look at new opportunities

4. Openness

Creativity Innovation

For the team

6. CII

To look at ways to improve

Intuition

Passion 5. 3 P’s

Persistence Patience

Figure 2-1: Desired Proj­ect Attitude

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Albert Schweitzer said, “The greatest discovery of my generation is that ­human beings can alter their lives by altering their attitude of mind.” We strongly believe attitude is a choice. An average proj­ect man­ag­er waits for someone ­else to motivate him. He perceives that his circumstances are respon­ sible for the way he thinks. But which comes first, the attitude or the circum­ stances? The truth is that it does not ­matter which comes first. No ­matter what happened to you yesterday in your proj­ect or in your organ­ization, your atti­ tude is your choice t­ oday. Your attitude determines your actions. Your attitude is a secret power working twenty-­four hours a day, for good or bad. Attitude is a filter through which you experience the world. Some ­people see the world with an optimistic filter, while o ­ thers are pessimistic. Some ­people are in the ­middle—­not very optimistic or very pessimistic. Imagine a man­ag­er asking a proj­ect man­ag­er, “How is your proj­ect g­ oing?” The proj­ect man­ag­er answers, “It is ­going bad, as always.” If you take that ap­ proach, your enemies ­will be happy, and your friends ­will be sad. What would be a better answer? The proj­ect man­ag­er might instead say, “We are progress­ ing. I am aware that some proj­ect activities are delayed. We also have some proj­ ect issues, but my team is taking corrective actions, and every­thing ­will be back on track very soon. I’ll keep you informed about pro­gress on the proj­ect.” ­People with a positive attitude focus on proj­ect solutions. ­People with a negative attitude focus on prob­lems and issues. Proj­ect man­ag­ers with a nega­ tive attitude dramatically affect proj­ect success. It is the attitude of the proj­ect man­ag­er ­toward the proj­ect and t­ oward the team that w ­ ill determine the atti­ tude of the proj­ect to the proj­ect man­ag­er. We shape our own proj­ects. We have the choice of choosing the attitude that ­will make our proj­ects successful. Attitude is a ­great reflection of your spirit. Look at yourself. Are you happy as a proj­ect man­ag­er? Be honest. Professionals have a key desire to be respected and appreciated. How can you make that happen? Instead of think­ ing about what is missing, count your blessings. Do not see proj­ect limitations; identify risks and opportunities. The environment you find yourself in is a mirror of your attitude. If you have a prob­lem, then you should start asking why ­things are the way they are. Your team w ­ ill change when you change for them. Our advice is to treat ­those around you as you would like them to treat you. Every­one needs recognition, gratitude, and a kind word. The attitude you start with often has a marked influence upon the final outcome of any venture. Good attitudes are often the introduction to an opportunity and also the final arbiter of success. ADJUSTING YOUR ATTITUDE TO IMPROVE AS A PROJ­ECT MAN­AG­ER The complete proj­ect man­ag­er has the option to engage in ­either negative or pos­ itive thinking. Unfortunately, negative thinking is instinctive. Positive think­ ing is a learned self-­discipline that proj­ect man­ag­ers need to study and practice

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e­ very day. In order to achieve a positive attitude, make adjustments by taking physical, verbal, and m ­ ental actions. Lorraine Mancuso, an IT professional for over twenty-­eight years, served as a programmer and Oracle database administrator before accepting a posi­ tion as the director of a proj­ect management office for an educational institu­ tion in Scranton, Pennsylvania. She offers a personal example of how a positive “attitude adjustment” was key to her proj­ect management success. As a young programmer and database administrator, I had all the answers. ­There was so much that needed to be done, and accomplishments came slowly. My first supervisor pointed out that I was like a “bull in a china shop.” He suggested that I not put my head down and charge, but that I pick my head up to see where I was ­going first. As I charged into situation ­after situation with unsuccessful results, his words began to have meaning. I began to catch myself charging and took the time to stop and look up. My next supervisor helped me realize I had a l­imited perspective. I did not always put myself in the other person’s shoes. A ­limited view­ point was unacceptable to me, particularly one based on ignorance. As a result, I began picking my head up a ­little higher and seeing a bit fur­ ther. I asked myself many times ­after that, “What is that person ­going through? What challenges do they face that I am not aware of?” Since I did not know the answers to ­those questions, I asked the individuals di­ rectly. This opened up a w ­ hole new world, as I learned just how l­ittle I did know and that some of the issues I was concerned about ­were ­really not impor­tant when considering the big picture. When you work in a place for a long time and you ­don’t see much improvement, you tend to get quite critical and judgmental. I did not know it at the time, but I was too focused on the prob­lem without offer­ ing any solution. As my current boss and I discussed a pos­si­ble promo­ tion from assistant director to director, he said one ­simple phrase: “Be helpful.” That was it! Every­t hing came together. Stop and think. Put yourself in the other person’s shoes and offer solutions. Be helpful! Changes in attitude and the g­ reat advice and support of my supervisors have enhanced my leadership and management skills, making me success­ ful t­ oday as the director of a newly established proj­ect management office. I attribute that success primarily to a willingness to change my perspective. I have achieved a much better per­for­mance level. I am no longer frustrated. I enjoy finding solutions and helping o ­ thers achieve their goals at the task, proj­ect, or program level, ultimately achieving the goals of the business. APTITUDE Aptitude is an inherent capacity, talent, or ability to do something. Having a high aptitude for something means you are good at d ­ oing that t­ hing. When we

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talk about proj­ect man­ag­er aptitude, we are talking about a professional who has the talent or ability to manage proj­ects correctly and achieve good results, according to stakeholder requirements. Both authors can trace high proj­ect management aptitude back to our ear­ liest encounters within organ­izations. We gravitated ­toward creating unique re­ sults through proj­ects. Enthusiasm and energy w ­ ere highest when engaged in ­these activities. Maintenance or routine work was not as in­ter­est­ing for us. It only took discovering proj­ect management as a discipline before we realized this is where we need to be. Some characteristics we believe a complete proj­ect man­ag­er needs to have include: • • • •

High tolerance for ambiguity Teamwork abilities Customer orientation Business orientation

Proj­ect, program, and portfolio management is a distinct profession and needs to be staffed with p ­ eople who have the aptitude for this work. That means they find it in­ter­est­ing, they have natu­ral, improvable skills, and they do not need to exert an exorbitant amount of energy to do the work successfully. Combining attitude and aptitude create opportunities for peak per­for­mance.

Decision Making Effective and efficient decision making is crucial throughout proj­ect and program life cycles. Untimely and/or poor decision making—­for example, on the critical path of a proj­ect—­may lead to delays, missed opportunities, and market failures. Many experts on leadership point out that the worst decision is the deci­ sion not to make a decision. What many p ­ eople do not realize is that avoiding a decision ­really is a decision in itself. The lack of a real decision can be quite detrimental to any proj­ect. To be suc­ cessful, proj­ects need to continuously make forward pro­gress. Since the proj­ect man­ag­er’s per­for­mance is mea­sured by the success of her proj­ect(s), it is of utmost importance that proj­ect man­ag­ers ensure that decisions are made effectively. ­There are two categories of decisions to consider. The first is a decision that is out of the proj­ect man­ag­er’s control, and the second is a decision that is within the proj­ect man­ag­er’s control. Yes, ­there is a lot of gray area in between, and being able to decipher who has the authority to make decisions is not easy. For ­those decisions that are clearly outside the proj­ect man­ag­er’s authority, the proj­ ect man­ag­er needs to document ­these decisions and the effect of the decisions on the proj­ect. Include how the timing of the decision ­will affect the proj­ect. Typically, the longer a decision takes, the more risk, cost, and time are added to the proj­ect. This all needs to be clearly documented and sent to the proj­ect sponsor(s) and decision makers.

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­ eople tend to step back from making decisions that are within their realm P of authority. When you are in a situation in which you do not know what to do, analyze the ramifications of avoiding or delaying a decision against actually making a decision. Over time, regularly retreating from making decisions w ­ ill diminish a proj­ect man­ag­er’s authority. (This is not unique to proj­ect man­ag­ ers; ­people in general are concerned about making wrong decisions.) But by erring on the side of making more decisions rather than fewer, you ­will in­ crease your authority level. A study by Andy Crowe (2016) is described in his book Alpha Proj­ect Man­ag­ers: What the Top 2% Know that Every­one Else Does Not. Alpha proj­ect man­ag­ers are the top 2 ­percent of performers who stand out in the minds of their teams, se­nior man­ag­ers, customers, and stakeholders. Crowe states that 89  ­percent of alpha proj­ect man­ag­ers believe they have adequate authority, whereas only 47 ­percent of the non-­alphas believe they do. To gain authority, proj­ect man­ag­ers need to continuously test their author­ ity level, b ­ ecause no one w ­ ill actually tell them where their authority level ends. In fact, if you ask, you w ­ ill likely be told that you have much less authority than you can actually take. We find that ­people are typically happy if you make deci­ sions beyond your control. If you go too far, you ­will be corrected, but that may not r­ eally be a prob­lem. Organ­izations are in desperate need of decision makers. Stepping up to the plate ­will not only advance your degree of authority but ­will also improve pro­gress in getting proj­ects completed. You also gain re­spect for your courage to make the call. Making decisions thus improves your effective­ ness as a proj­ect man­ag­er and makes you more valuable to the organ­ization. A student asked, “In one proj­ect management class, it was emphasized that the proj­ect man­ag­er cannot make certain decisions. Is that a general statement, or are t­ here dif­fer­ent scenarios in which the proj­ect man­ag­er cannot make de­ cisions?” I (Englund) responded, “I would not accept a general statement that a proj­ect man­ag­er cannot make certain decisions, but I believe decision-­making capability is situation-­and organization-­dependent as well as dependent on the ability, maturity, and personality of the proj­ect man­ag­er. It may be necessary to earn the right to make certain decisions based on building up credibility through on-­the-­job experiences.” So be bold. Push the envelope and go beyond what you believe is your authority level to make decisions. Make your intentions clear through trans­ parency, demonstrating willingness to engage, and being proactive. In the end, you ­will reap the benefits of your hard work and dedication.

Influence Most proj­ect man­ag­ers face the challenge of influencing p ­ eople over whom they have no direct managerial authority. ­Whether it is team members themselves, the line man­ag­er who assigned them, proj­ect stakeholders, or t­hose at the executive level who control the proj­ect management pro­cess, the complete proj­ect man­ag­er’s ability to influence and inform is critical to proj­ect success.

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Perfect your written and oral pre­sen­ta­tion skills—­through practice and so­ licited feedback—­and gain the competency and confidence needed to influence stakeholders at multiple levels. Effectively negotiate with external subcontrac­ tors and internal ser­vice providers to attain win-­win agreements. A fundamental path to personal effectiveness means applying tools of in­ fluence (Cialdini 2008), including: • Reciprocity. Give an unsolicited gift. ­People w ­ ill feel the need to give something back—­perhaps a big contract or maybe just another opportunity to continue building a strong relationship. • Consistency. Draw p ­ eople into public commitments, even very small ones. This can be very effective in directing f­ uture action. Ask for explicit commitments and be consistent in enforcing them. Even the ­simple act of getting ­people to nod their heads in agreement is a power­ful technique. Demonstrate authenticity and integrity in all interactions. • Social validation. Let ­people know that implementing a proj­ect management methodology is considered “the standard” by o ­ thers. ­People often determine what they should do by looking at what ­others are ­doing. • Liking. Demonstrate to ­people that you like them and that you are likeable too. P ­ eople enjoy d ­ oing business with ­people they like. Ele­ments that build liking include physical attractiveness, similarity, compliments, and cooperation. Avoid getting into a popularity contest but do convey a positive demeanor that ­people can re­spect. • Authority. Be professional and personable. A suit and tie can do won­ders. Experience, expertise, and scientific credentials all confer authority. Tap referential power by being publicly named as the proj­ect man­ag­er by someone high up in the organ­ization; use that connection to get the attention of ­others. • Scarcity. Take advantage of how rare good proj­ect, program, and portfolio management practices are, not to mention p ­ eople who can transform a culture. Not every­one knows what it takes to make a proj­ect successful. Stand out as a person willing to do the right ­things in the right ways. In essence, it usually makes g­ reat sense to repay f­ avors, behave consistently, follow the lead of similar ­others, f­ avor the requests of ­those we like, heed legiti­ mate authorities, and value scarce resources. INFLUENCE MAPPING Many ­people can have influence over your proj­ects. Some influencers are obvi­ ous and easy to spot. O ­ thers are less obvious but are no less significant. If you

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fail to recognize and manage t­ hese influencers, you w ­ ill most likely experience unexpected re­sis­tance to your proj­ects and sometimes bewildering failure. This is increasingly the case on large proj­ects and as the number of ­people affected by the proj­ects increases. ­People within an organ­ization, in theory, are supposed to work together openly and willingly. However, even within your organ­ization, your boss, your teammates, your customers, your boss’s boss—­even the CEO’s nephew, who works in the mailroom—­can all affect you, given certain sets of circumstances. On top of this, p ­ eople outside your organ­ization have all sorts of interests and motivations that you cannot control. ­Here, knowing who influences whom can be critical if you want to get anything done at all. So, do you understand who has influence over your proj­ects? Do you know the nature, direction, and strength of ­these influences? ­Going up the normal chain of command may not always be the best way to advance your objectives. Knowing who the real influencers are can help you determine where to put ef­ fort if you r­ eally want to succeed. This is what influence mapping is all about—­discovering your proj­ect’s true stakeholders (not just the obvious ones) and the influence relationships among them. Influence mapping helps target key influencers so that you can win the resources and support you need to reach your goals. Influence maps are a natu­ral extension of stakeholder analy­sis. A proj­ect’s success can depend on identifying its key stakeholders and then managing the vari­ous relationships among them. Stakeholders have the power to help or hurt any initiative, so stakeholder management is an impor­tant aspect of proj­ect management. THE ELE­MENTS OF AN INFLUENCE MAP An influence map is a visual model showing the ­people who influence and make decisions about a proj­ect. The map depicts how stakeholders relate to one an­ other so that you can quickly see the ways in which influence flows. Remember that even the most power­ful p ­ eople rarely act alone. Top executives and other ­people in authority rely on advisers. Find out who the advisers are and under­ stand how they operate. This can be vital to proj­ect success. ­Here is an example. You proposed a new orga­nizational structure that ­will encourage p ­ eople to work in business units with cross-­functional teams. You know this is a huge change (in other words, it’s a change management proj­ect), and you want to make sure it is well supported within the com­pany before you try to implement it. The most obvious stakeholders are: CEO Rose Gil CFO Luis Bucero Director of Marketing Cristina Hans

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Director of Product Development Lewis Buch Director of H ­ uman Resources John Patches But are t­ here other stakeholders as well? And who holds influence over whom? Upon further investigation, h ­ ere is what you discover: 1. The entire ­human resources (HR) team w ­ ill be impor­tant to the reorganization—­not just the director of HR. Tom Basson, the newly hired change agent, ­will be especially impor­tant. 2. Rose Gil has worked with Lewis Buch for over fifteen years, and she values Lewis’s input on strategic initiatives. 3. The board of directors is chaired by a longtime associate of Lewis Buch. Like Rose Gil, the board chair values Lewis’s opinions and has never objected to any initiative Lewis has backed. 4. John Patches and Luis Bucero have a history of conflict b ­ ecause Luis was very late to realize HR’s strategic value. Luis still has difficulty spending money on HR proj­ects, which he considers to be “soft” expenses. Getting Luis’s buy-in is critical if you want the financial resources needed for the change. So, when you look more closely, you identify additional ­people who ­will have an impact on the reor­ga­ni­za­tion plan. And not every­one has the same influence. The resulting influence map looks something like Figure 2-2. Lewis Bush Director of Product Development

Board of Directors

Luis Bucero CFO

Rose Gil CEO

John Patches Human Resources Tom Basson Change Agent

Key

Circle size = Overall influence Line direction = Effect of influence Line width = Strength of influence

Cristina Hans Mkt. Director

Staff

Figure 2-2: Influence Map

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This influence map shows how impor­tant Lewis Buch is to the success of the restructuring plan. It also indicates that you should spend energy on gain­ ing support from John Patches and Luis Bucero before moving on to other executives. Before you thought about stakeholder influences, you might have assumed that the CEO and CFO had the most influence on any organization-­wide change. But the influence map shows that other influencers also exist in this situation. Influence is not static. It changes over time, just like the circumstances sur­ rounding each proj­ect or decision. By creating influence maps at regular inter­ vals, you can chart t­ hese changes and gain a much greater appreciation for the way decisions are made. This w ­ ill help smooth the decision-­making pro­cess and allow you to be more effective in working with stakeholders. KEY POINTS Influence maps are impor­tant visual models showing key ­people and relation­ ships that impact a proj­ect or decision. Do not make the ­mistake of thinking that hierarchy or traditional lines of authority are always the routes by which decisions are made. Take the time to uncover the under­lying relationships and influence key stakeholders have. With this insight, you can tap into the real sources of power and persuasion. While this is something that p ­ eople do intui­ tively on small proj­ects, it is something that you need to do actively for larger proj­ects. This is particularly impor­tant for proj­ects that involve p ­ eople outside your organ­ization.

Passion, Per­sis­tence, and Patience Especially when working on an international proj­ect, the complete proj­ect man­ ag­er needs to consider dif­fer­ent team members’ cultures and values. Aside from geo­graph­i­cal bound­aries, ­people create their own personal borders, and ­every proj­ect man­ag­er needs a good set of p ­ eople skills to cross them. Most im­ portantly, the man­ag­er needs to ground proj­ect practices in the three Ps: pas­ sion, per­sis­tence, and patience. Many years ago, I (Bucero) had my first experience managing a software development proj­ect for a bank called Banco Hispano Americano, with head­ quarters in Madrid, Spain. That proj­ect was implemented in eleven dif­fer­ent offices in Spain, Portugal, and South Amer­i­ca, and it involved twenty proj­ect team members. I spent two years leading the proj­ect, and it was not pleasant. ­These ­people ­were very dif­fer­ent—­they had distinctly dif­fer­ent values, attitudes, and cultures. While I had technical skills, it was difficult dealing with the p ­ eople side of management. Trying to get ­things done through ­others made me feel frustrated. I was unable to manage t­ hese ­people, so they managed me. Although I got off to a bad start, I was always per­sis­tent and patient when trying to understand the feelings of my team. I listened to them, asked for their

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opinions, and was a team member as much as I was its leader. Some months ­later, I realized the situation had changed. My coworkers respected me ­because I was truthful, and I respected them. The real benefit of proj­ect leadership was getting the team members to be more involved and accountable. Team mem­ bers felt f­ ree to interact among themselves and with the customer b ­ ecause they felt supported by me as the proj­ect leader. The complete proj­ect man­ag­er needs to be passionate about the proj­ect and the ­people. You need to reinforce best practices, often more than once, and ex­ plain why t­ hose methods make the most sense. To ensure proj­ect activities are getting done the right way, the proj­ect man­ag­er needs to be per­sis­tent. Spend­ ing the necessary time to talk with p ­ eople and solve prob­lems takes patience. My story (Englund) about passion, repeated a number of times over, led me to believe it is the greatest tool in a proj­ect man­ag­er’s toolkit. With support from the district ser­vice man­ag­er, I implemented a pro­cess within a field proj­ect office to review all sales quotations. When the sales man­ag­er confronted me about com­ plaints, I exploded. L ­ ater I found out he was impressed, realizing how impor­tant the issue was to me. I share this story in seminars as an example of using con­ trolled anger. In contrast, another time I exploded about a personal issue; this one did not work well. I learned the difference: passion about implementing orga­nizational improvements is welcomed, whereas personal issues may not be. Use passion as a tool. When meeting ­people who are particularly unreason­ able, the temptation is to quarrel with them. Instead, ask yourself, “What qual­ ifications do they have to disturb my heart?” Becoming furious is a ­recipe for becoming a loser. Man­ag­ers need to spend some time with ­every proj­ect team member, deal­ ing with misunderstandings, miscommunication, and dif­fer­ent perceptions. Lis­ ten to team members, even when it is not easy. If you focus on ­people as ­human beings, language, culture, and unique be­hav­iors do not ­matter. When ­people feel valued, they are more proactive, and their per­for­mance improves. Communication is the under­lying prob­lem in many international efforts. Language differences create difficulties, but the main issue is how dif­fer­ent ­people filter your directives. Dif­fer­ent cultures have dif­fer­ent values, so interna­ tional team members may misunderstand your approach to executing activities and tasks. Good man­ag­ers clarify reasons for their priorities. For example, some multinational companies emphasize their mission in an initial meeting to gain agreement about the proj­ect’s mission, objective, and personal roles and respon­ sibilities. They may also use teleconferences and video conferences to com­ municate and share information or hold regular face-­to-­face meetings. The proj­ect man­ag­er needs to travel to each country where team members are located to determine the status of activities, to gather feedback from team members, and to assess team members’ feelings about the proj­ect. ­Human beings can adapt to the environment in which they work, but a lack of cultural sensitivity distracts them from the tasks at hand. All man­ag­ers need

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to understand that, in a globalized world, they need to inspire their proj­ect man­ ag­ers to advance an understanding of other cultures and be­hav­iors.

Networking If given the choice, w ­ ouldn’t you like to succeed sooner rather than l­ater? Net­ working is a way to leverage your own efforts and accelerate the pace at which you get results. We strongly believe that the more solid relationships you build, the greater your opportunities for success. The sooner you start creating a net­ work, the faster you ­will pro­gress in your ­career. Francisco wanted to build contacts within the electronics market, so he joined the Electronics Firms Association in Madrid in 1998. Francisco imme­ diately began to attend the group’s meetings. When they asked for volunteers for vari­ous proj­ects, Francisco raised his hand. He got actively involved. Within six months of joining, somebody approached him and said, “We hear good ­things about you. You are a hard worker and very energetic. Would you like to join our board of directors?” As you might guess, Francisco gladly accepted. And within a few months, he began to see a significant increase in his business. In early 1999, Francisco realized that well over 50 ­percent of his current business could be traced to ­people he met through the Electronics Firms Association, proving that ­people can get big results in a short time by network­ ing effectively. When I (Englund) left Hewlett-­Packard, joined a small com­pany for a short period of time, and then went out on my own as an in­de­pen­dent con­sul­tant, I was fortunate in having built a network over many years. My first book, Creating an Environment for Successful Proj­ects, had already been published and re­ ceived widespread recognition. It opened many doors for contact with p ­ eople in other organ­izations. I had attended, and exposed myself to o ­ thers by speaking at, many professional association events, so my contact list was extensive. Even when I chaired professional conferences, I had met many potential speakers that I could contact to participate. ­These networking activities helped me tremen­ dously in building my business, not to mention how the learnings and collab­ orative efforts enabled me to bring increased value to my work. Conducting seminars for the Proj­ect Management Institute has also extended my network. My writing ­career began when I submitted a book review to a professional newsletter. This exposure created notoriety which encouraged me to do more, eventually resulting in a book contract. Sharing in­ter­est­ing thoughts and ideas directly with ­others as well as in written media has consistently generated new opportunities. When I (Bucero) joined the Proj­ect Management Institute in March 1993, it set off an incredible chain reaction that would forever impact my professional life, and then my current business. Let me share with you what happened. At the end of 1992, I attended proj­ect management training in France, or­ga­nized by HP, the com­pany where I had been working for almost fourteen

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6. Assists in solving problems

5. Help professional relationships for personal and professional growth

4. Provides valuable information and resources

Benefits of Networking

2. Increases business and professional opportunities

3. Helps find the right people to fill critical positions or jobs

Figure 2-3: Benefits of Networking

years. In that training, the teacher distributed to the attendees some proj­ect management articles and alerted me to the existence of PMI, the Proj­ect Man­ agement Institute, as a professional association. I asked my man­ag­er if I could attend the PMI Global Congress in 1993 and, ­after some discussions, he accepted my request. A huge win­dow opened to me when I went ­there. The first day of the congress, I was a l­ittle frustrated b ­ ecause I was the only Spanish professional attending, and I was conscious that we had many proj­ect management prac­ti­tion­ers in Spain who w ­ ere not t­ here. I attended a session called Global Forum, or­ga­nized by David Pells (who now operates the website PM​ Forum​.­org). ­There I met many professionals with whom I would have relation­ ships over a period of many years. I had the opportunity to distribute a lot of busi­ ness cards, I collected many cards from colleagues from dif­fer­ent countries and areas of expertise, and I had a good time talking to and connecting with p ­ eople. That first event was very power­ful for me. It motivated me, and I understood the huge power of networking with ­people. Over the years I continued attend­ ing t­ hose annual PMI congresses, and now I have a big network that increases year by year. I always take care of keeping my network alive. THE ­GREAT BENEFITS OF NETWORKING Your success starts with you, but it can grow if you participate in professional associations and make the effort to build relationships with ­people. Simply put, you cannot succeed on a ­grand scale all by yourself. The power of networking is nothing short of awesome. That is why networking is so impor­tant. Networking may be defined as the development of relationships with ­people for mutual benefit. Figure 2-3 shows vari­ous business benefits a proj­ect professional can reap from networking activities. But what can you do to enhance the effectiveness of your network? TAKE ACTION 1. Proj­ect a winning attitude. Attitude is key to success in networking. If you are positive and enthusiastic, p ­ eople ­will want to spend time with

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you. They ­will want to help you. If you are gloomy and negative, ­people ­will avoid you, and they ­will hesitate to refer you to their colleagues. 2. Be active in organ­izations and associations. Effective networking and relationship building take more than paying dues, putting your name in a directory, and showing up for meetings. You need to demonstrate that you are willing to take the time and make the effort to contribute to the group. What kinds of ­things can you do? For starters, you can volunteer for committees or serve as an officer or member of the board of direc­ tors. The other members w ­ ill re­spect you when they see you roll up your sleeves and do some work. They w ­ ill also learn about your ­people skills, your character, your values, and last but not least, your attitude. 3. Serve ­others in your network. Serving o ­ thers is crucial to building and benefiting from your network. Always be thinking, “How can I serve ­others?” instead of “What’s in it for me?” If you come across as desperate or as a taker rather than a giver, you ­will not find p ­ eople willing to help you. G ­ oing the extra mile for o ­ thers is the best way to get the flow of good t­ hings coming back to you. How can you serve ­others in your network? Start by referring business leads or potential customers. Also, whenever you see an article or other information that might be of interest to someone in your network, forward the material to that person. When I (Bucero) think of effective networkers, the first name that comes to mind is Jim De Piante, a U.S. proj­ect professional. Jim worked as a PM practi­ tioner for a multinational com­pany. He delivers creative, unique pre­sen­ta­tions on soft skills to proj­ect professionals at PMI Congresses and events, always trans­ mitting his power, positivity, and energy. I have referred many p ­ eople to Jim. Why? ­Because he is a talented, service-­oriented person who has gone out of his way to encourage me and to help me increase the power of my networking. Jim has put me in touch with p ­ eople in his own network who are in a posi­ tion to help me. He distributes my materials at his pre­sen­ta­tions. Jim is one of ­those p ­ eople who just keeps giving and giving and giving. That is why p ­ eople want to help Jim, and that is one reason his image, visibility, and professional­ ism continue to grow internationally. Another power­f ul example of a ­great networker is our colleague Michel Thiry, who is very active professionally in proj­ect management. He has a spe­ cial charisma that attracts ­people, and he has grown his professional network very quickly over the years. How? By observing ­people at PMI congresses and being proactive: inviting them to talk and to join his network, initiating din­ ners with them, exchanging experiences, and finding ways to do business with ­others. As a PMI Fellow, Michel also puts in the extra effort to nominate de­ serving ­people for recognition.

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­ very December, I (Bucero) pick up the phone and call certain clients I have E not spoken with for a long time. Many of t­ hese p ­ eople have not ordered any­ thing from my com­pany in years. My tone is upbeat, and my only agenda is to be friendly. I do not try to sell them anything. I appreciate the business they have given me in the past, and I just want to hear how they are ­doing, person­ ally and professionally. If business comes from t­ hese calls, that is g­ reat. Year a­ fter year, I do get busi­ ness as a result of making the calls. Someone w ­ ill say, “I do need to order more of t­ hese proj­ect management ser­vices,” or “Our com­pany is having a sales meet­ ing in six months, and they may want you to do a pre­sen­ta­tion.” Please understand that this is not manipulation or a sales tactic on my part. I am not expecting t­hese ­people to give me business. I r­ eally care about how they are ­doing. Business is simply a by-­product of reconnecting with them. EXCHANGE REFERENCES If you refer someone, make sure that the person mentions your name as the source of the referral. Be explicit. Imagine that you are about to refer John Smith to your graphic designer, Jane Jones. You might say to John, “Give Jane a call, and please tell her that I referred you.” In some instances, you may even call Jane and let her know that John Smith ­will be contacting her. Then, the next time you see or speak to Jane, remember to ask if John called and how it turned out. You want to reinforce in Jane’s mind that you are looking out for her and helping her to grow her business. Be selective. Do not refer e­ very person you meet. Re­spect the time of t­ hose in your network. Referring unqualified leads ­w ill reflect poorly on you. Ask yourself w ­ hether or not a par­tic­u­lar referral is r­ eally g­ oing to be of value to your network partner. Keep in mind that the key is the quality, not quantity, of the leads you supply. COMMUNICATE Be a good listener. Have you ever spoken to someone who goes on and on about himself and his business and never takes a moment to ask about you? We have all run into “me, me, me” types, and they are the last p ­ eople you want to help. So, in your conversations, focus on drawing other p ­ eople out. Let them talk about their c­ areers and interests. In return, you w ­ ill be perceived as caring, concerned, and intelligent. You ­will eventually get your turn to talk about yourself. Call ­people from time to time just ­because you care. How do you feel when someone calls you on the phone and says, “Hey, I was just thinking about you and was wondering how you are d ­ oing?” You prob­ably feel like a million bucks. If that is the case, why not make ­these calls more often? ­Every now and then, make it a point to call p ­ eople in your network simply to ask how they are d ­ oing and to offer your support and encouragement. That’s right. Call just b ­ ecause you care and ­because that is the way you would like to be treated.

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Take advantage of everyday opportunities to meet ­people. You can make ex­ cellent contacts just about anywhere. You never know from what seed your next valuable relationship ­will sprout. Review and practice the best practices de­ picted in Figure 2-4. Treat ­every person as impor­tant, not just the “influential” ones. Do not be a snob. Any person you meet (­whether or not she is the boss) may have a friend or relative who can benefit from your product or ser­vice. So, when speaking to someone at a meeting or party, give that person your undivided attention. And please avoid being one of t­ hose p ­ eople who gaze around looking for “more impor­tant” ­people to talk to. You know the situation: you are talking with someone, then he notices someone out of the corner of his eye, someone he deems more impor­tant than you. So he stops listening to you and abruptly breaks away to start a conversation with that other person. ­Don’t do that! Treat ­every person you encounter with dignity and re­spect. Some years ago, I (Bucero) was in Washington, D.C., to attend proj­ect man­ agement training. At lunch, instead of sitting with some friends from my com­ pany, I sat down at a ­table where I did not know anyone. Sitting at that ­table was a man named Frank, and we struck up a conversation. His organ­ization conducts excellent training programs on soft skills for professionals. Don’t be shy Introduce yourself to new people

6. Be willing to go beyond your comfort zone 1. Be a good listener

Don’t be nervous; the other person is also a human being

Do not sit with the same people all the time Make extra effort to meet new people

Don’t be a snob Do not concentrate only on important people

5. At meetings and seminars, make it a point to meet different people

4. Treat every person as important

Best Practices for Communications

Listen to other people Don’t be a “ME” type

2. Call people from time to time just because you care

3. Take advantage of everyday opportunities to meet people

Call people on your network Ask how are they?

Build up new relationships

Explore opportunities with new people

Figure 2-4: Best Practices for Communication

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It turned out that Frank also is a big believer that attitude is very impor­ tant. Frank has become a good friend. I am sure glad I did not sit with my friends that day, as I would have missed out on a tremendous opportunity. At meetings and seminars, make it a point to meet dif­fer­ent ­people. Do not sit with the same group at e­ very gathering. While it is g­ reat to talk with friends for part of the meeting, you w ­ ill reap greater benefits if you make the extra ­effort to meet new ­faces. Be willing to go beyond your comfort zone. For instance, if you have the urge to introduce yourself to someone, do it! You might hesitate, thinking that the person is too impor­tant or too busy to speak with you. Even if you are ner­ vous, force yourself to move forward and make contact. You ­will get more com­ fortable as time goes on. Ask for what you want. By helping o ­ thers, you earn the right to request ­assistance yourself. D ­ on’t be shy. As long as you have done your best to serve ­those in your network, they ­will be more than willing to return the ­favor. FOLLOW UP AND STAY IN TOUCH Send a prompt note ­after meeting someone for the first time. Say you attend a dinner and make a new contact. Send a short note as soon as pos­si­ble explain­ ing how much you enjoyed meeting and talking with him. Enclose some of your own materials and perhaps include information that might be of interest to him. Ask if ­there is anything you can do to assist him. Be sure to send the note within forty-­eight hours ­after your initial meeting so that your contact receives it while you are still fresh in his mind. Acknowledge power­ful pre­sen­ta­tions or articles. If you hear an in­ter­est­ing pre­sen­ta­tion or read a ­great article, send a note to the speaker or writer and tell her how much you enjoyed and learned from the message. One person in a hun­ dred ­will take the time to do this; be the one who does. Speakers and writers often have developed a huge network of ­people covering a variety of industries. This is a network you can tap into. When you receive a reference or helpful written materials, always send a thank-­you note or call to express your appreciation. Follow this suggestion only if you want to receive more references and more useful information. If you do not sufficiently acknowledge a person who has helped you, she w ­ ill be much less likely to assist you in the ­future. Send congratulatory cards and letters. If someone in your network gets a promotion or award or celebrates some other occasion, write a short note of con­ gratulations. Every­one loves to be recognized, yet very few ­people take the time to recognize ­others. Being thoughtful in this manner can only make you stand out. It is also appropriate to send a card or memorial gift when a ­family mem­ ber of someone in your network dies.

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BUILD YOUR NETWORK The networking suggestions offered above are merely the tip of the iceberg. You should be able to come up with several ideas of your own. How? By g­ oing to your library or bookstore and seeking out the many excellent books on network­ ing, and by noticing what other ­people are ­doing and adapting their ideas in a way that suits you. Remember that networks are built over time and that sig­ nificant results usually do not show up immediately. Cultivate passion, per­sis­ tence, and patience if you want to increase your network. Build a solid foundation of relationships, then continue to expand and strengthen them. You ­will have to put in a lot before you begin reaping the big rewards. Fi­nally, g­ reat networking skills are not a substitute for being excellent in your field. You might be a terrific person, but if you are not talented at what you do—­and constantly learning and improving—­your efforts ­will yield disappointing results. Now move forward. Select a few of ­these networking techniques and imple­ ment them right away. Get to work serving and improving your network. Then you ­will truly have an army of troops working to help you succeed. I (Bucero) have attended international proj­ect management congresses e­ very year since 1993. Thanks to my regular attendance, I know ­people from Malaysia, Japan, India, the United States, Costa Rica, Panama, Argentina, Peru, Chile, Mexico, Colombia, Venezuela, Uruguay, Cuba, Brazil, Morocco, Malta, France, the Netherlands, Belgium, Switzerland, Sweden, Norway, Denmark, Rus­sia, Luxem­ burg, Italy, Greece, Portugal, the United Kingdom, Ireland, Arabia, Austra­ lia, Romania, Hungary, Croatia, and Slovenia. The first time I delivered a talk in En­glish at a proj­ect management congress, it was a challenge for me, first ­because my En­glish level was very poor. Second, it was a big responsibility; I represented my organ­ization internationally, and I needed to do my best at all times. Third, preparing the talk was a special effort in addition to all my other work. However, the power of my enthusiasm encour­ aged me to move forward and improve my professional skills. This has continued year a­ fter year. I met wonderful p ­ eople who advised me very positively. I met ­people who understand the huge power of networking and the importance of the ability to connect with p ­ eople to share experiences, fail­ ures, successes, ­great adventures, and g­ reat proj­ects. I learned that good networking also requires discipline. You can add pro­ fessionals to your network, but you also need to sustain ­those relationships. It has not been easy for me to maintain my network, but it has not been impos­ sible ­either. I keep my contacts database as alive as pos­si­ble. I have lunch with dif­fer­ent colleagues ­every month, and I keep in touch periodically with most of my network colleagues. Networking has been very helpful for me when managing international proj­ects. I know ­people and have friends worldwide that I can connect with when necessary, especially if I regularly take care of my network. I am a member of

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proj­ect management networks such as PMForum​.­org, where I serve as the cor­ respondent for Spain, and I translate Risk Doctor Network Briefings into Span­ ish. ­These communities have the objective of facilitating the exchange of experiences related to areas of knowledge of proj­ect management, with the aim of promoting individuals’ personal and professional growth. DEVELOP YOUR POTENTIAL AS A PROJ­ECT MAN­AG­ER Complete proj­ect man­ag­ers want the satisfaction of knowing they are making the most of their potential. Successful proj­ect man­ag­ers usually have a winning attitude and a passion for their work. U ­ nder stress, they have no doubt about themselves. They have pride and strong self-­esteem, and they have both a de­ sire for and an expectation of success. Winners are single-­minded in setting and pursuing goals. Your main goals should be five or ten years in the ­future—­and should involve more than earn­ ing a good salary. You also need short-­range goals for t­ oday, next week, and next month. Having goals increases your efficiency and effectiveness and makes it easier to make decisions. Winners need to deal effectively with other p ­ eople. Some do it intuitively; ­others learn it. They know what makes p ­ eople tick. They r­ eally care about o ­ thers. They are good listeners and are quick to show appreciation. To advance your c­ areer, talk with a mentor, a se­nior executive who can guide you through the learning pro­cess and introduce you to associates. Another op­ tion is to meet with a good c­ areer counselor. Some achievers see relying on “pro­ fessional help” as a weakness, but we consider it to be a ­great help in maintaining a winning attitude.

Focus on Strengths At the beginning of my (Bucero) professional c­ areer as a proj­ect man­ag­er, I was responsible for three proj­ects in Spain at the same time. They ­were not very com­ plex proj­ects, but they needed time, effort, and focus. As my executives’ matu­ rity level in proj­ect management was not high, they thought I would be able to “chase three rabbits” at the same time—­that is, effectively manage three proj­ ects at the same time. That situation complicated my life, and it stressed me. However, I did it, and it was a g­ reat opportunity for me to realize that focus is a must. I had to priori­ tize and learn to speak the truth to my executives. Sometimes I had to say, “Not now.” L ­ ittle by l­ittle, my executives became more conscious of the importance of focus. ­Every proj­ect man­ag­er needs to be focused on his or her proj­ects. However, customers and other proj­ect stakeholders tend to assume that you, as a proj­ect man­ag­er, are assigned 100 ­percent to their par­tic­u­lar proj­ect. The prob­lem is that ­people assume the same about the other proj­ects you are managing at the same time. The level of concentration and focus we have at our disposal varies through­

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out our professional lives and may increase or decrease depending on circum­ stances such as organ­ization, environment, management, and customers. How, then, should you focus your time and energy as a proj­ect man­ag­er? Our suggestion is to focus 70 ­percent of your time and effort on strengths, 25  ­percent on new ­things, and 5  ­percent on your areas of weakness. Why focus on your strengths instead of your weaknesses? Our answer is that you always ­will grow faster personally and professionally from your strengths. When you feel comfortable d ­ oing a task or activity, you believe in yourself, your self-­esteem is higher, and the probability of extraordinary results is much higher. In ­those circumstances, you can improve your strengths even more, and per­ haps put in a l­ittle effort to improve your weaknesses. But most professional education has focused on improving weaknesses. That effort is very difficult. It takes more energy, and the results are never ­really ­great. With time and effort, you can improve your focus on your strengths. • Shift to strengths. Make a list of four t­ hings you do well in your job. What percentage of your time do you spend ­doing ­these ­things? Mea­sure it. Sometimes your perception is wrong. For instance, you might discover that you spend a lot of time ­doing ­things that you do well. If you do not, spend more time on your strengths, and you’ll find your productivity increasing dramatically. • Staff your weaknesses. Ask other p ­ eople to do the t­ hings you do not do well. Try to learn from them. If you delegate work you do not do well, it’s likely that p ­ eople ­will surprise you in a very positive way. • Create an edge. Ask yourself what it would take for you to go to the next level in your main area of strength. What new tools do you need? Rethink how you do t­ hings and be willing to make sacrifices. If you strug­gle to remain focused, ­here are suggestions to get back on track: • Work on yourself. Spend time with yourself e­ very day. Do not worry if you only start with fifteen minutes each day. Try to better under­ stand your feelings. Be aware of the ­things you do well, ask o ­ thers for feedback, and ask ­others what you do that is helpful to them. • Work on your priorities. Start each day by prioritizing daily tasks. Five minutes early in the morning helps a lot. Do it with a cup of coffee. Be focused on the importance of tasks first and urgency second. • Work on your strengths. Spend time developing your strengths. If you are good at delegating, observe the pro­cess you follow in order to do it better and better. If you are good at motivating p ­ eople, try to know your ­people even better. • Work with your contemporaries. Join positive ­people and ­those who are committed to improvement; your attitude ­will improve too.

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Cindy Margules, PMP, the owner of PM Transformations, provides a stunning example of applying personal skills: Growing up as an army brat involves moving frequently, and I had to build my circle of friends from scratch e­ very few years. Some might say I had a tough childhood, but I say it formed the building blocks to be­ come a successful businesswoman. It helped me learn to observe my sur­ roundings and the types of p ­ eople I would encounter. I had to overcome the “new kid” label by being innovative in the way I met p ­ eople, and being the new kid so often also taught me to be per­sis­tent in the face of ­those who wanted to maintain the status quo. L ­ ittle did I know at the time that ­these skills would be essential in advancing my ­career and overcom­ ing re­sis­tance to change. In fact, most of the managerial positions I have held ­didn’t even exist before I made it clear to se­nior management that they w ­ ere critically necessary. It was the power of observation that led me to create one of my great­ est successes, my effective interviewing pro­cess. A few years ago, I started a PMO and brought the international members together for some team-­ building activities. During t­hese events, I noticed a pattern forming. The members who ­were performing the best in the team-­building games and exercises w ­ ere also the same proj­ect man­ag­ers who w ­ ere consistently rated highly effective at their job and who produced the best-­quality re­ sults. I thought ­there had to be a way to harness ­these patterns into a new way of identifying and evaluating key successful be­hav­iors and traits in order to hire only the best candidates available. A few months ­later, my VP informed me that I could grow the PMO only in remote locations worldwide. My challenge was to maintain con­ trol of the hiring pro­cess without the cost and hassle of spending months abroad to build a new team. Given ­these constraints, I devel­ oped my interviewing pro­cess by combining traditional interviewing techniques, behavioral psy­chol­ogy, and the trait-­identification system that the team-­building exercises provided. The pro­cess comprised a series of team-­based games and creative problem-­solving exercises intended to naturally uncover the way a candidate would behave and perform in certain situations. It was radical, yet ­simple. It was innova­ tive, yet based on common sense. It worked, but still t­ here w ­ ere doubt­ ers who w ­ ere threatened or did not avail themselves to change. I had to constantly ­battle the com­pany’s ­human resources department. My per­sis­tence paid off when I was allowed to pi­lot the pro­cess over­ seas. I was able to hire a ­whole team of PMs in two days, and within six months the ­people in this group became the highest-­rated PMs in the com­pany. Eventually, I used this interviewing pro­cess in more than twelve countries, in multiple industries, and with candidates of all ages

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and experience levels. It has yielded 100  ­percent accurate results to date—­all candidates hired performed in their positions as observed. Even with a proven track rec­ord, I still have to regularly convince ­people of the system’s merits. One com­pany was very skeptical—­even dismissive. I challenged them to allow me to interview their current team of fifteen PMs for a maximum of two hours. I would then rate the PMs’ effectiveness and compare the ratings to their most recent talent rankings. They agreed. ­After two hours of observation, I compared my list to theirs. It was identical except for the PMs ranked #8 and #9; their order was switched. When I asked the man­ag­er why he had my upper candidate lower on his own list, he said, “­Because he has less experience— he was hired just three months ago, and from every­thing I have seen,  he ­will rise above the other in very l­ittle time.” They ­were sold from then on. ­Because I was observant, innovative, and per­sis­tent, I created some­ thing that has helped many companies find g­ reat PM candidates and deliver ­great business results. ­Those hires have benefited from exemplary ratings and reviews—­and the promotions and bonuses that come with it. A key lesson learned for me is, “Opportunity is always around you. Are you watching for it? And w ­ ill you be willing to take a risk to grab it?”

Coping Skills Being able to cope with ­others whose experiences, attitudes, culture, and biases differ from yours is necessary. Whereas intelligence quotient (IQ) often is viewed as fixed, emotional intelligence or EQ can be developed. EMOTIONAL QUOTIENT The ability to assess both personal and social skills with regard for h ­ uman emo­ tions has emerged as a huge ­factor in successful relationships. As Daniel Gold­ man (2014) says, “Orga­nizational Awareness—­the ability to read the currents of emotions and po­liti­cal realities in groups—is a competence vital to the behind-­ the-­scenes networking and co­ali­tion building that allows individuals to wield influence, no ­matter what their professional role.” The essence of EQ is: • Self-­awareness. Can I accurately identify my own emotions and tendencies as they happen? • Self-­management. Can I manage my emotions and be­hav­ior to a positive outcome? • Social awareness. Can I accurately identify your emotions and tendencies as I interact with you or a group? • Relationship management. Can I manage the interaction I have with ­others constructively and to a positive outcome?

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An assessment tool is found in The Complete Proj­ect Man­ag­er’s Toolkit. As­ sess your areas of strength and the best practices you employ to achieve high scores. Continue or expand ­these practices and share them with ­others. For ar­ eas in which you score lower, seek out o ­ thers with high EQ scores and probe for practices they use that you can emulate. Another awareness viewpoint is to realize it is not pos­si­ble to win all ­battles. The effort may be too ­great, and the output may have ­limited value. The advice we hear from wise elders and we want to pass along is: pick your b­ attles carefully. Conduct a return on investment assessment and prioritize where efforts are best applied.

Generational Skills THE MILLENNIAL PROJ­ECT MAN­AG­ER The real­ity is that we now have good young professionals to work with as proj­ ect man­ag­ers. They ­will be the se­nior proj­ect man­ag­ers of our ­future. We be­ lieve that learning to work with millennials is key b ­ ecause they w ­ ill increase in power and influence over the next several years. WHY? The first question that came to our mind is why? Why do we need to pay atten­ tion to the millennial proj­ect man­ag­er? As positive professionals we consider ­every change as an opportunity to learn something. Since the year 2000, changes are one of the constants in our life as proj­ect professionals. Society has changed, and it is still changing, habitudes are changed, values have changed, and the most impor­tant t­ hing is that we need to face t­ hose change in e­ very proj­ect we manage. We had the opportunity to ask a ­couple of questions to a group of 189 profes­ sionals who belong to multinational organ­izations in Eu­rope. The questions ­were: • Do you have millennials on your team? • If you are a millennial, what is your role in the proj­ect you are working for? The results are shown in Table 2-1. Table 2-1. Millenial Data Do you have millennials on your team?

If you are a millennial, what is your role?

• Yes: 73%

• Proj­ect man­ag­er: 66%

• No: 27%

• Team member: 34%

Most of their proj­ect man­ag­ers ­were millennial proj­ect man­ag­ers and 73 ­percent of the total population interviewed w ­ ere millennials too. We need to concentrate

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all orga­nizational efforts on listening, asking questions to probe their think­ ing, and sharing information among them. They are the ­future of our society. WHY COMPANIES NEED TO BE AWARE OF MILLENNIALS We believe organ­izations w ­ ill focus more extensively on employees and their needs in order to address the negative impact of churn on productivity, quality, and ser­vice. On the other hand, we found several clear, convincing, and com­ pelling arguments to take into account: • Millennials are the ­future, bringing newer perspectives and more innovative approaches. Companies need to harness their contribu­ tions and recognize the true potential they possess. • Technology is almost wired into the DNA of this tech savvy group in ways the previous generations may not fully understand and appreci­ ate. This makes millennials a hybrid solution in and of themselves and a power­ful resource for proj­ects. • Millennials s­ houldn’t be automatically mistaken as not as experi­ enced or unaware. ­They’ve come up through a business climate that is more diverse, complex, dynamic, and, yes, more stressful than other generations. This makes their experiences and contributions highly valuable. Proj­ect teams need to leverage their varied insights for improved outcomes. • When companies can harness the full combined potential of previ­ ous generations and millennials, the end result can offer a far more sustainable solution than relying on only one or the other. (Smith and Galbraith 2012) HOW TO MANAGE MILLENNIALS Consider three main characteristics in dealing with millennials: 1. Interest in them a. Ask questions b. Get to know them c. Focus on their strengths d. Discover their interests e. Discover or help to discover their passions f. Discover their attitude g. Alignment 2. Vision a. Paint a picture b. Why this proj­ect m ­ atters c. How they contribute d. How they are impor­tant

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3. Champion a. Set up for success b. Set expectations c. Provide training/support d. Fuel growth e. Coach and advise f. Mentoring g. Collaborate and contribute h. Provide community i. Believe in them WHAT TYPE OF ­PEOPLE ARE WE TALKING ABOUT? Millennials are becoming the largest generation workforce. Just like previous immigrants and natives still pre­sent in a society, ­there are differences in how new generations relate to them. ­Those differences ­will change the workplace. The differences include that they view the workplace as egalitarian versus hierarchi­ cal, they prefer telecommuting and flexible hours, and want the opportunity to make up work remotely (i.e., they may work from a café on a weekend or while they are on vacation). Millennials grew up in a world saturated with computer technology and the Internet. ­There used to be a time when this was not the norm, and it is quite understandable that millennials have somewhat of an innate advantage in this field. According to a millennials study by Telefonica, between 80 and 90 ­percent of millennials believe they are in touch with modern technologies. A study by the Society for ­Human Resource Management went even further, discovering that millennials expected to work with the latest technology in the workplace, including as part of proj­ect management. Millennials like multitasking or task switching and prefer to learn “just in time” and only what is minimally necessary. Younger workers are part of the YouTube generation; they understand the medium of video better than past gen­ erations. With most carry­ing smartphones with video capability, they can slip into a creative pro­cess almost instantaneously. By creating narratives in this way, they can both observe themselves in a video and also be a participant. Millen­ nials interact and network si­mul­ta­neously with many ­people, even hundreds of ­others. Their environment characteristics are egalitarian, flexible, task switch­ ing, just-­in-­time skills, and highly networked. Millennials have some specific characteristics. According to the Pew ­Research Center, millennials: • Are more ethnically and racially diverse than older adults • Are less religious, less likely to have served in the military, and are on track to become the most educated generation in history

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• Embrace multiple modes of self-­expression (approximately 75 ­percent have social networking accounts and 20 ­percent have posted videos of themselves online) • Are relatively private (surprise!), with over 70 ­percent placing privacy restrictions on their social networking sites • Are careful with dealing with ­people, but trust government more than their parents do (speaking of parents, about 60 ­percent have been raised by both parents) • Re­spect their elders, especially in work ethic and moral values Some myths about millennials are that they are: • Lazy • Disconnected • Unreliable • Entitled Obviously not all of them are behaving that way. Most of them are well prepared and smart p ­ eople (Stewart et al. 2017). WHAT DO THEY SEEK? A survey by Gallup found that millennials usually search for: • Community • Relationships • Collaboration • Contribution/ser­vice • The ability to work remotely (Harter, Smith, and Keyes 2003). WHAT IS NOT WORKING FOR THEM? • Labels • Unfulfilled roles • No expectations • No support • No shared vision WHAT DOES THIS MEAN FOR PROJ­ECT ACTIVITIES THAT SUPPORT BUSINESS GOALS? More and more businesses realize their survival hinges on embracing digital transformation. Now adapting to shifting expectations means delivering IT ca­ pabilities that complement business priorities. Even the most agile, tech-­forward businesses are rewriting their playbook in the face of evolving expectations.

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The truth is that millennials are disrupting traditional business models. ­Every day pro­cesses need to be updated to accommodate new generations of tal­ ent. They work differently and have dif­fer­ent expectations. Businesses that find the sweet spot—­the one that attracts talent without detracting from the success of the business—­will gain happier staff and happier stakeholders, regardless of the generation (Lin 2017). In our experiences in training and coaching young proj­ect man­ag­ers, we believe millennials differ in their approach to timelines, collaboration, and com­ munication. Millennials have a far better sense of work/life balance than other generations. This d ­ oesn’t mean that they w ­ on’t put in extra time when the situ­ ation demands it, or respond to correspondence ­after hours, but they ­will most certainly expect that to be the exception. We strongly defend that millennials are drawing bound­aries more clearly and that this new way of thinking is at odds with the old mentality of proj­ect management deadlines. It’s making proj­ect leaders rethink deadlines, how to schedule work and wins, key milestones and what is truly realistic and achiev­ able when your key players clock out ­earlier than the leader, and ­earlier than anyone in the older generations expect. It also means decision making needs to be put on steroids—if your team members are g­ oing to be productive for just eight hours, you c­ an’t have them spending two or three of ­those hours each day in meetings presenting Power­ Points and flow charts to get consensus around change requests and scope adjustments. When it comes down to collaboration, the Changepoint report says that millennials excel: “They are true team players and like to solicit inputs and views and are natu­ral connectors.” And they expect tools to keep pace. “Static whiteboards that ­can’t be seen ­unless you take a snapshot, SharePoint sites, Excel spreadsheets, and companies that d ­ on’t have adequate video confer­ ence solutions are dinosaurs in their eyes.” “Proj­ect man­ag­ers need to embrace and support modernized software that can h ­ andle collaborative brainstorm­ ing, real-­time updates, multiple readers and users, integrated video, voice and more.” Regarding communication, millennials are “the true tech generation; gadget-­ friendly, always on, highly responsive tech connoisseurs, and they communi­ cate in short bursts of emojis and splintered spelling. Email just ­won’t work to align teams, manage inputs, and drive per­for­mance.” GlassSKY is a com­pany dedicated to the empowerment and advancement of w ­ omen. Its founder, Robyn Tingley, believes millennials differ in their approach to timelines, collaboration, and communication. With the rise of virtual workers and geo­graph­i­cally dis­ tanced teams, Tingley predicted that proj­ect management apps ­will become the new norm (Divine and Werner 2017). The f­ uture just may entail millennials working at the local coffee shop, up­ loading a visual chart they just drew or a photo they snapped of something

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i­ nspirational, and the entire team can see it and build on it, click to vote yes/no, drag it to the next two-­quarters out for a f­ uture phase, and so on. HOW DO MILLENNIALS SEE THEIR ROLES IN PROJ­ECTS AND IMPACT ON BUSINESS GOALS? “The millennial generation has been dubbed the ‘selfie generation,’ ” said Dan­ iel Malak, who works for Motionloft, a provider of hyperlocal pedestrian and vehicle traffic sensors. “I like to think it’s more the ‘self-­starter’ generation. Young professionals realize that paying off student loans, advancing in their c­ areer, and establishing relevant experiences for growth requires a decisive attitude ­toward taking on and leading new proj­ects.” Malak, a millennial, believes his generation has an interest in not just meet­ ing expectations of a proj­ect but exceeding them as well. “Millennials are nim­ ble and can adapt faster to changes better than o ­ thers,” he said. “Younger associates can oftentimes be more determined to deliver, and that pre­sents an in­ter­est­ing situation in which proj­ects become opportunities rather than hurdles . . . ​deadlines are managed through the implementation of new com­ munication methods, which can both expedite the proj­ect and boost the bot­ tom line at the same time.” (Alexander 2017) ON THE OTHER HAND As more millennials take on leadership, team, and proj­ect management duties, especially when introducing newer technologies such as Agile and social media, they w ­ ill undoubtedly encounter older generations they need to work with. It is equally impor­tant for them to understand differing mentalities associated with other generations. A trend is growing to rehire skilled workers (AARP 2018). For example, to help meet production goals on its jetliners, Boeing is hiring retired employees back to work, perhaps temporarily or part time. This move is an example of com­ panies beginning to realize the value, and benefits to bottom lines, of keeping older workers with specialized skills on the job past traditional retirement age. Unretired workers may not want to return to old schedules, but a temporary job with flexibility might be appealing. It is difficult to find temporary workers who understand the operations and can make contributions immediately. Millennial media executive Nicole Larrauri manages sixty-­five full-­time ­employees at the EGC Group, a digital marketing agency. Many of her staff have more years of ser­vice than she does. Facing down skepticism among older employees that she has the right stuff to do the job simply ­because of her age, Larrauri offers up a few of her tips for millennial man­ag­ers to gain re­spect and cooperation from a more seasoned workforce: • Debunk the skeptics. “Sometimes p ­ eople ­aren’t r­ eally aware of how you earned your position, or they feel that b ­ ecause you ­don’t have the

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•

•

•

•

same number of years of experience, they assume that you d ­ on’t know every­thing that they know,” says Larrauri. Although she agrees that man­ag­ers ­shouldn’t have to prove themselves to ­others, she does think demonstrating her commitment to her work has helped solidify her position to baby boomer workers. “If you show up, and ­you’re the first one in and y­ ou’re working hard, then every­ one pretty soon starts to get why ­you’re in the position that ­you’re in,” she says. Set expectations. Setting expectations early about what she expects from her team and what she w ­ ill deliver in turn has been key to avoiding conflict with more seasoned workers for Larrauri. “Baby boomers are very results focused,” she says. Just be sure to follow through and deliver what you promise. Address misconceptions. The use of digital devices in the workplace by millennials can cause older employees to question how hard ­they’re ­really working. “Boomers ­don’t understand that y­ ou’re constantly on your phone,” says Larrauri. “They assume it’s for social reasons, not that y­ ou’re answering email or researching something that has to do with what y­ ou’re working on.” Similarly, millennial man­ag­ers also make assumptions that baby boomers a­ ren’t as tech savvy as they r­ eally are. Larrauri says both generations need to check their assumptions at the door to avoid misunderstandings in the workplace. Be consistent. While it can be tempting to act differently with dif­fer­ent generations, Larrauri says this is a m ­ istake. Being consis­ tent, she says, is the key to solidifying your team’s confidence in you as a leader. Acting light and casual with younger employees and using a stricter managerial tone with older employees ­will simply lead to confusion as to what type of man­ag­er you are and may cost you their re­spect. Adapt to differences in working style. Working styles can some­ times collide in the boardroom as the generations try to figure out a style that works for both. For example, Larrauri says while millenni­ als are used to gathering in a room to share ideas where every­one has an equal voice regardless of their status, ­those in the baby boomer generation are used to an environment where the more se­nior voice outweighs the o ­ thers.

Larrauri believes both generations can learn from each other. Her com­pany is about to launch a reverse mentoring program, providing older employees who have been with the com­pany for fifteen-­plus years the opportunity to be men­ tored by a younger employee who has only been in the com­pany for a year, with

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the goal of lessening the divide between the two generations and showing each a dif­fer­ent perspective (Evans 2019).

Summary The complete proj­ect man­ag­er possesses the aptitude, attitude, emotional, and networking skills to interact with p ­ eople and achieve results. Your ability to mo­ tivate o ­ thers starts with assessing and developing personal skills, paying spe­ cial attention to projecting a positive attitude and improving your emotional quotient. Leverage t­ hose areas where your aptitude is strong. ­Because networking is so impor­tant, remember t­ hese best practices: • The sooner you start creating a network, the faster you w ­ ill pro­gress in your ­career. • Your success starts with you; however, your associations and rela­ tionships with ­people can help you become even more successful. • Be a good listener. • Call p ­ eople from time to time just b ­ ecause you care. • Treat ­every person as impor­tant, not just t­ hose in “influential” roles. • Send a prompt note ­after meeting someone for the first time. Being focused on your strengths, as opposed to weaknesses, helps you grow per­ sonally and professionally. Know that generational differences exist in the workplace. Make the effort to apply your personal abilities to understand dif­ ferences and be open to opportunities. The time and money you spend to get to the next level of excellence as a proj­ect man­ag­er and as a professional are the best investments you can make in your professional ­career.

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3 Negotiating Skills Peace is not the absence of conflict, but the ability to cope with conflict by peaceful means. —­Ronald Reagan

Integration

Leadership/ Management Personal

Market/ Customer

Negotiating

Negotiating

Sales

The Complete Project Manager

Po Political

Change Management

Conflict Management Environment

Project Management

Organization Humor/Fun

The results delivered by proj­ects depend upon what you negotiate. Leadership, management, and influence skills often involve the need to negotiate with ­others. In this chapter, we explore a perspective on negotiations, as well as princi­ples, tools, and recommendations that can help you achieve better results through the power of negotiations.

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­ very day involves negotiations: what to buy, how much to pay, where to go, E what to do, or how to solve prob­lems, agree on requirements, or get the right resources. Are you fully equipped to get the best outcomes pos­si­ble? What if you could improve your negotiating abilities by at least 10 ­percent? Take the time now to learn ten basic “rules” and develop negotiating skills, and you ­will reap the benefits. Imagine how much better off you w ­ ill be over the course of your lifetime if you know how to negotiate clear success criteria and how to set your­ self up for success instead of failure. Improving your ability to negotiate w ­ ill change your life. The objectives that this chapter covers help you: • Significantly improve negotiation effectiveness. Be better able to negotiate successful agreements within the proj­ect environment, including informal peer agreements and more formal business negotiations. • Prepare for a negotiation and recognize the four forces pre­sent in ­every negotiation. • Clearly define success and achieve win-­win outcomes. Case studies and examples in this chapter help to reinforce and apply the con­ cepts. It is impor­tant to embrace the mindset that every­thing about a proj­ect is negotiable and that a complete proj­ect man­ag­er needs to be a skilled negotiator. With an intent to negotiate always in mind, review basic negotiation princi­ples, including how to use the four basic forces—­power, information, timing, and approach—in e­ very negotiation. Understand and use negotiating techniques as a means to move p ­ eople from stalemate to solution. I (Englund) first took a weekend negotiating course over thirty years ago. The course changed my life. The instructor, who was an attorney, said it is only necessary to get a 5 to 10 ­percent improvement in the outcome of each negotia­ tion for improved negotiating skills to prove their merit. The objective is not to win e­ very negotiation; the objective is to consistently achieve better outcomes for both parties in the negotiation. I learned the ten rules of negotiating in that course and have applied them ever since. The proj­ect world includes all kinds of personalities, who have vari­ ous styles and approaches to relationships. The rules help me get through all interactions, ­whether I am inside or outside my comfort zone. One of the most amazing lessons I learned in the course, one that repeatedly demonstrates itself, is how much more I can get simply by asking for it! I (Bucero) had not been conscious of the power you get by “asking for it.” I remember a software development proj­ect I managed where the stress of my team members was very high ­because we had to achieve a proj­ect milestone with a very tight schedule. Our customer was asking us to put in extra hours in or­ der to run more end-­user application tests. I asked my team members to do the testing without negotiating with my customer, following the “Yes, sir” approach.

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the complete project manager TIMING

• What is deadline? • Getting off to a good start

INFORMATION

• Link to strategic goals • Identify objective criteria

APPROACH

• Commit to win-win • Reward effective behavior

POWER

• Ability to get things done • Understand alternatives; invent elegant options

1 2 3 4

Figure 3-1: Four Forces of Negotiation

­ fter we worked for several weekends, I de­cided to ask the customer if my A team could start working on Monday at 11:00 a.m. instead at 8:00 a.m. to com­ pensate them for their effort over the weekend. The customer accepted my pro­ posal immediately. For several weeks I had a fear of asking the customer for this concession, but when I asked for it, I got it.

Getting Prepared Before engaging in any negotiation, the most impor­tant ­thing to do—­and the foundation for every­t hing else—is to be prepared. Even spur-­of-­t he-­moment negotiations—­for example, catching a core team member or another stakeholder in the hallway and engaging in a negotiation then and t­ here—­will go better if you spend a l­ittle time mentally preparing and reviewing the pro­cess ahead of time. A solid proj­ect plan, communications plan, po­liti­cal plan, and stakeholder management strategy all provide essential background for effective negotiations. Timing (when), information (what), approach (how), and power (who)—­the four forces of negotiation (see Figure 3-1)—­are key considerations in ­every ne­ gotiation. Prepare answers to ­these questions ahead of time. BENEFITS Proj­ect man­ag­ers need negotiation skills ­because they continually interact with and manage a number of forces: • • • • •

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Positional authority of proj­ect man­ag­ers (often very low) Team member reporting structures (complicated) Orga­nizational structures (convoluted) Shared resources (challenging) The effects of a dictatorial style (overbearing)

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• • • •

Multicultural proj­ect teams (hard to understand other team members) Global proj­ect teams (far away) Suppliers and manufacturing partners (dif­fer­ent) Customers (demanding)

As described in the PMBOK Guide, typical issues to be negotiated during the course of a proj­ect include: • Proj­ect charter, authority bound­aries • Scope, cost, and schedule objectives • Changes to scope, cost, or schedule • Release, ac­cep­tance, go/no-go criteria • Contract terms and conditions • Assignments, roles, and responsibilities • Resources Substantive issues that need to be negotiated include: • Terms • Conditions • Prices • Dates • Numbers • Liabilities PROJ­ECT SUCCESS “What defines success for this proj­ect?” is a question that needs to be asked but often is not. An exercise I (Englund) do in seminars is to ask every­one to take a high-­level view and identify what thread runs through all key ­factors that influence success and failure. The answer I am looking for is that ­these ­factors all are about ­people. ­People do m ­ atter. Proj­ects typically do not fail or succeed ­because of technical f­actors or b ­ ecause we cannot get electrons to travel faster than the speed of light; they fail or succeed depending on how well p ­ eople work together. When man­ag­ers lose sight of the importance of ­people issues, they are doomed to strug­gle. Engaged ­people find ways to work through all prob­lems. The challenge as leaders is to create environments for ­people to do their best work. Note also that proj­ect success intimately links to the Strategic and Business Management leg of the PMI Talent Triangle. The definition of proj­ects has ex­ panded to such a degree that it now includes business success. One general path to proj­ect success is to meet with key stakeholders, ask for their definitions of success, and negotiate acceptable answers. Pin them down to one key area each. Integrate the replies and negotiate consensual agreements.

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Having this dialogue and negotiating clear criteria early in the proj­ect life cycle provides the complete proj­ect man­ag­er with clear marching o ­ rders. Proj­ect man­ag­ers become better leaders and man­ag­ers of ­people, not just proj­ects, when they are aware that success or failure is dependent upon getting agreements among the ­people involved. Proj­ect management office man­ag­er Zahid Khan observed that “successful proj­ects are almost always linked to customer satisfaction, engaged employees, and strong team relationships. Organ­izations should create and use key per­for­ mance indicators (KPIs) centered around t­ hese ­human ­factors.” He goes on to add criteria to assess team morale, job satisfaction, and customer satisfaction: Tools and techniques for mea­sure­ment can include observation, meet­ ings, interviews, informal discussions, questionnaires, and surveys. Structured interviews can be conducted throughout the proj­ect life cycle to assess the overall quality of relationships among stakeholders and mea­sure improvements. Informal observations can also yield valu­ able information about team relationships—­even something like how often proj­ect team members get a cup of coffee together could be an in­ dicator of the quality of relationships. (Khan 2017) ATTITUDES AND TESTIMONIALS ON NEGOTIATION One of my (Englund) favorite courses to teach is on negotiating for results. I thought it would be in­ter­est­ing to share some comments, attitudes, and ap­ proaches that participants posted in online discussions about management and leadership: • I have known some good negotiators in my day, and I ­wouldn’t rank myself up ­there with the best. I do okay negotiating with someone with whom I have a strong working relationship when t­ here is mutual trust. In situations when I am negotiating over finances, such as with a vendor, I’m not that comfortable. I think the overarching story I tell myself is that I’m not a good negotiator and I ­don’t like negotiating. • Negotiation is part of daily routine, ­whether it’s work or on the personal front. During negotiations I focus on the issue and my goal is to end up with win-­win situations. Recently I had to negotiate terms with a con­sul­tant group, and ­after a lot of back and forth we both agreed upon the terms. What helped me a lot was seeing t­ hings from the con­sul­tant’s perspective. A number of times I seek advice from experts or experienced ­people before I launch into negotiations. One of the most common topics of negotiation is schedule. I usually get pushed back to make a more aggressive schedule, but I have to convince the team to look at ­things with practical eyes. The goal is

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not to have a schedule to make it look good; the goal is to make a realistic schedule that can be achieved. • Some stories that I tell myself: it w ­ ill all just work out if I ­really work hard, and if I am just more patient. I strongly believe that you can achieve a lot if you get out t­ here and face the challenges. I gain motivation from remembering ­great accomplishments and positive events. I know that a discussion/negotiation needs to consider the needs of the other party. If the end result is too un­balanced, or one person/company is burdened by the decision, it may leave a bad feeling and the inability to do repeat business with me and my team. • I’m still a very novice negotiator at work. To lead and manage my team members, I r­ eally try to communicate frequently with the team and check in and see how they are d ­ oing on their tasks and find out if they need more time. I try to see if they need any help with the work they are d ­ oing and try not to overburden them. I feel that knowing I want to work for them instead of trying to manage them helps motivate/lead my team members. I ­really am not their boss but just a coworker, and I try to walk that fine line and not go into boss mode. When I negotiate, I try to have as much evidence as pos­si­ble to state my case. To do so, I first state what I think should happen and give a good explanation of why we should go with what I think. I always ask what other ­people think to make sure they get to voice their opinion and not feel I left them out. The story I tell myself when I negotiate is that my opinion may not be the best, but to get enough feedback and input from my coworkers, we can together come up with the best opinion. I ­really try to not put myself first but try to get ­others to feel as if they are leading/contributing to the proj­ect. • Sometimes I find myself wrapped up in details. One t­ hing that I have learned is r­ eally stepping back and taking a look at the bigger pic­ ture. Other­wise, when I get too caught up in all the details, I forget about the main reason, what are we trying to r­ eally accomplish. I ask myself what the big picture is and have also noticed how helpful it is knowing what I want the end result to be. Another ­thing I do is ask myself [what I would do] in his/her shoes. How would I react, positive or negative? It’s conducting a quick risk analy­sis before I open my mouth. • I think I am a good negotiator. I am pretty confident in the work that I do, and I am not afraid to communicate my ideas and put them out ­there where my work is concerned. I w ­ ill also be the first to admit when I am wrong but do take some small plea­sure in being right when I am. I also know that I am not perfect and accept all criticism of my work product. I tell myself that all questions are valid and should be

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asked and that my opinions, regardless of what they may be, are impor­tant and should be stated to spark conversation and discussion. • Negotiation always had such a bad rap in my mind, as it would bring up ideas of a win-­lose situation or a situation where someone gets screwed out of something that should have been theirs but for the skills of a cunning negotiator. I always thought negotiation would be very challenging for me b ­ ecause I’m pretty timid, hate talking about money, and believe in fairness, but I’ve read a few books on negotiat­ ing that have changed my opinion on it . . . . ​I’ve come to realize that it does not have to be win-­lose, and that being a good negotiator does not mean you take t­ hings from ­people who deserve them. I’m the kind of person who likes to have a lot of information before I make a decision and like to feel that I know exactly where I stand and am making a completely informed decision. I have found this information gathering invaluable in negotiating. Knowing your alternatives not only gives you leverage, but more importantly, it keeps you honest. • Negotiating is a skill that with experience one becomes better at. I negotiate ­every day, w ­ hether in my personal life or at work. It is impor­tant to stay on course when negotiating. It is easy to lose sight of what is being negotiated, especially if one party gets emotional. I always look for a win-­win situation. I want the decisions we make to be fair and not cause animosity down the road. I get every­one in­ volved in the decision-­making pro­cess and use pro/con worksheets to help the negotiating along. Sometimes when ­things are written down in front of me, it is easier to make my point and stay on track. I think the tools I have used in the past have made me a successful negotiator. When g­ oing into a negotiation I make sure that I have all my i’s dotted and t’s crossed. When I feel confident about my point, then it leads to better results. I (Englund) added this response: Negotiating is fun, and it is productive. As you develop negotiating skills via learning and practice, p ­ eople come to re­spect you more rather than perceiving that you are challenging their professionalism. Every­thing is negotiable, both at work and in everyday lives. It is in our best inter­ ests, and for your team and organ­ization, that you embrace negotiating as a requisite skill and implement it dutifully. Take a negotiating course, read the books, change your attitude to apply the concepts, especially win-­win, be prepared and patient, believe you ARE a good negotiator (of course, each of us can improve, but that’s another story . . . ), and you ­will be grateful ­every day that you made this shift. I (Bucero) learned to be an effective negotiator over the years, although I did not initially believe myself to be a very effective negotiator. However, I now

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recognize—­a fter making many ­mistakes while negotiating—­t hat I can learn something in ­every negotiation. My suggestions are to be per­sis­tent, analyze the way you negotiate, and take action to improve it.

The Negotiation Pro­cess Negotiation is: • Communication back and forth for the purpose of making a joint decision • A way of finding a mutually acceptable solution to a shared prob­lem • A path to achieving an ideal outcome: a wise decision, efficiently and amicably agreed upon Negotiation styles include: • Hard (controlling). Hard bargaining is adversarial—­you assume that your opponent is your e­ nemy and the only way you can win is if he loses. So you bargain in a very aggressive, competitive way. • Soft (giving in). Soft bargaining is just the opposite. Your relation­ ship with your opponent is so impor­tant that you concede much more easily than you should. You get taken advantage of in your effort to please, and while agreement is reached easily, it is seldom a wise one. • Principled (P2O2): — People: Separate the ­people from the prob­lem. — Positions: Focus on interests, not positions. — Options: Generate options for mutual gain before choosing one. — Objectives: Make a decision based on objective criteria. • BATNA (Best Alternative to Negotiated Agreement). Know their alternatives; know and improve yours. A principled style is much more effective than the preceding ones. Good negotiations consist of a relentless search for a third alternative. P ­ eople are presently conditioned to expect relationships to be win-­lose. They view most situations from an either/or point of view: ­either I win or I lose. It must be one or the other. But ­there is a third alternative in which no one loses, or the loss has been minimized and fairly shared, though it may be harder to find. This is the win-­win way, or synergy (Fisher and Ury 2011). Sources of power in negotiation include: • Developing good working relationships among the ­people ­negotiating • Understanding interests • Inventing an elegant option • Using external standards and benchmarks

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Negotiation Life Cycle Decide to Negotiate

• Identify the issue • Define the problem • Decide whether to negotiate, dominate, acquiesce, or avoid

Prepare

Negotiate

• Understand the problem • Define goals • Build relationships • People/roles • Use standards • Define your BATNA & improve it • Define their BATNA & worsen it

• Generate alternatives • Evaluate alternatives • Select • Reiterate agreements • Capture agreements in writing • Create an action plan & timeline

Execute

Follow Up

• Congratulate • Nurture the other relationships parties • Check (never gloat) compliance • Follow up to (build this assure the into the action plan is agreement!) implemented • Carry out the agreed-upon solution

Figure 3-2: The Negotiation Life Cycle

• Developing a good BATNA • Understanding the other party’s BATNA • Making a carefully crafted commitment: an offer, something you ­will do, or something you w ­ ill not do The stages in the negotiation life cycle are depicted in Figure 3-2. It is not al­ ways a given that negotiations must happen, especially if the status quo is fine or other alternatives exist. But if t­ here is a need for opposing parties to reach a mutual solution, engage dutifully in each step in the life cycle.

Ten Rules of Negotiating The mind map in Figure  3-3 summarizes the ten rules I (Englund) learned during that first course. It applies for be­hav­ior during all negotiations. None are optional. Some may come easier than ­others; ­others you may only remem­ ber in the milliseconds of thinking time before you speak. The more you adopt the rules into your belief system and the more you practice them, the more readily you internalize them, resulting in actions that come easily and naturally. One of the princi­ples of effective negotiating is to go for win-­win. That should be the only acceptable outcome. (If that is not pos­si­ble, a wiser approach is to invoke the option not to negotiate, especially if the status quo is acceptable.) Intentional influencing does not have to result in winners and losers, or be characterized as manipulation, conflict, or competition. To achieve win-­w in outcomes:

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3. negotiating skills 91 Never reward

10 intimidation tactics

1 Be patient

9 Be prepared Know your

8 bottom line Limit your

7 authority

Know your

6 opening offer

2 Be positive TEN RULES OF NEGOTIATING

Gather

3 information Float trial

4 balloons Know your

5 status

Figure 3-3: Ten Rules of Negotiating

• Consider all stakeholders and how they w ­ ill be impacted. • Ask for their thoughts and listen carefully to their responses; answer their questions. • When prob­lems arise, consider how to alleviate them, or what outcomes might make solving the prob­lem worth the extra trou­ble. • Offer something of value to the other party in exchange for what is being asked of them. Another key princi­ple is being prepared for a negotiation—­k nowing both sides’ options, as well as starting and desired end points. ­People are definitely at a dis­ advantage when they are asked to negotiate without this information. They ask lots of questions and take more time to fully explore both sides’ needs and options before rushing to a judgment, which could have far-­reaching, negative consequences. Note that a detailed “Guide to Prepare a Negotiation” template is available in the online The Complete Proj­ect Man­ag­er’s Toolkit. ­People need to train themselves to remain firm in applying the ten rules of  negotiating. Merely knowing ­these rules and recommendations does not ­automatically mean that one truly adopts, adapts, and applies them. Kimberly Wiefling explains why ­people do not put what they know into practice: “Win-­ lose thinking is the first instinct for many ­people in any negotiation . . . . ​Any joint decision-­making or problem-­solving is a negotiation, and we all negotiate many times a day with our teammates. D ­ oing better than o ­ thers occupies our time while making real pro­gress takes a back seat. Fear of losing, coupled with a lack of clear goals, prevents ­people from even playing the game” (2007, 111). Colleague Remco Meisner states, “Do not take a stand that you intend to defend as if you are at war. Go with the flow and realize that t­ here are many points of view that can be shifted, bent or taken out without damaging the orig­ inal ideas ­behind the proj­ect. We call it polderen in the Netherlands: We talk to

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every­one and try to find a suit to fit all. In the pro­cess, we frequently sacrifice one in order to gain the other.” ­Here is an example of a negotiated agreement posted by an online univer­ sity student: The ideal way to achieve results for me is to get all stakeholders’ buy-in and reach a win-­win situation for all parties. Due to my profession, I am in negotiations constantly. Although some negotiations are harder than ­others, I would say I am a successful negotiator most of the time. By “successful negotiation” I mean a result which meets or exceeds my organ­ization’s bottom line, and meanwhile the other party is satisfied enough to make the effort to fulfill their obligations. In my view, no ­matter how g­ reat a result I achieve for my organ­ization, it w ­ on’t be a suc­ cessful negotiation if the other party has to swallow a b ­ itter pill in ­order to secure the contract. To compensate for the loss, they might downgrade their quality or ser­vices. This is the situation I do not wish to happen. A few years ago, we ­were sourcing a data hosting ser­vice. Among all the respondents to our RFP, one respondent’s pricing was 50 to 60 ­percent lower than the ­others. We knew this com­pany was trying to enter this market, and a winning bid would open the door for them. The negotia­ tion force “timing” was on our side. The direct benefit was the much lower pricing. ­After exercising all due diligence, including checking references, we entered negotiations with this com­pany. We agreed on the initial term of three years during which the pricing increases only subject to the CPI (Consumer Product Index). This was a rather significant proj­ect, and we did not plan to switch vendors three years down the road. If we do so, it ­will be very time and resource consuming, and may disrupt ser­vice continuity. The other party knew it, and of course they also wanted to recoup some lost revenues as a result of low pricing offered. For the renewal term(s), they requested a price increase including CPI and all pass-­through costs from third parties. We countered with CPI increase only, reasoning that the amount of pass-­through cost is out of our con­ trol. They came back with CPI increase and pass-­t hrough costs up to 20 ­percent of annual spending. We pushed back with a 10 ­percent in­ crease limit including CPI and pass-­through costs. ­Here we used the ne­ gotiation force “information.” Before offering 10 ­percent, I analyzed all bids, and concluded that even in a scenario where we had to pay a 15 ­percent increase year ­after year for seven more years, the spending with this com­pany would still be lower than the other bidders. They came back with 12 ­percent. We agreed to it, as we knew we would still benefit from this result, and we wanted to create a win-­win situation.

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I think during this negotiation both parties demonstrated the negotia­ tion force “power”—to be open-­minded to options and to get t­ hings done. CASE STUDY I (Englund) was contacted by Brent Geary, director of North Amer­i­ca sales and ser­vices for Aviat Networks, to provide training on negotiations. The primary focus was a need to establish enhanced negotiating skills among proj­ect engi­ neers, proj­ect man­ag­ers, and program man­ag­ers to produce better outcomes for Aviat regarding reduced quantity and value of cost overruns. In the more general and larger context, Aviat management desired that its customer-­facing post-­sale personnel gain a better understanding of negotiation princi­ples and “rules” that apply to Aviat proj­ects. Through this learning, Aviat and its employees enhanced and defended their trusted expertise in micro­wave networking solutions, which is called upon throughout the entire life cycle of designing, deploying, and maintaining micro­wave networks. We established the goal of negotiations workshops to cover the whys, whats, and hows of organization-­wide negotiating practices, so that man­ag­ers regularly achieve desired results through applying principled negotiations among all ­people who contribute to the portfolio of proj­ects. Implementation success depends upon developing widespread orga­nizational support for t­ hese skills, which means ensuring that sponsors and participants are clear about the need and are involved in applying an improved approach to negotiating with each other and with clients. Develop win-­win scenarios for all parties involved. Statement of Needs  In support of Aviat Networks’ question—­how can we reduce cost overruns and margin erosion for project-­based work?—­there was a need for improved negotiating skills related to scope and creep, schedules and delays, and cost management. Means to address t­ hese needs included:

• Identify case studies and typical scenarios that could be handled differently • Discover relevant negotiating princi­ples • Practice pos­si­ble alternate approaches, such as through brainstorm­ ing, discussions and role playing • Agree on action items and follow-on skill development activities Results  Brent served as an ideal proj­ect sponsor. He knows his p ­ eople and the challenges they and the organ­ization are facing. He researched solutions, ­arranged for workshop training, and worked to address needs and tailor cases for negotiations workshops. Best of all, he was pre­sent for all sessions, demon­ strating his support. Brent shared why and what every­one needed to accomplish. He shared insights throughout the workshops that added depth, sustainability,

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and understanding to situations that have been or may be encountered. His perspectives w ­ ere extremely valuable. In his words, Brent describes the effectiveness of tailored training to improve negotiating skills: I met Randy through LinkedIn as I was searching for an expert to provide negotiations training to my team of fifty professional employ­ ees. With several weeks between our first contact and the onsite train­ ing, Randy and I went back and forth and defined two sessions that met the needs for my team. Randy came to San Antonio in the begin­ ning of April and taught the material. Randy certainly delivered above and beyond my expectations. Some employees even provided feedback that this was the best training they had ever received. Randy modestly explained that it was ­because we tailored ahead of time the in-­class case studies and role playing to use very specific prob­lems my team had previously encountered. However, that was only partially accurate. The other part is that Randy is a very well prepared, personable, knowledgeable expert who integrates a va­ riety of best practices in his teaching methods, AND he varied the in-­ class content to keep participants engaged. Besides typical slides and lots of dialogue, Randy used movie excerpts, soundtracks, comic strips, and multiple breakout sessions to maintain high interest in his pre­sen­ta­tion. As a result, my team universally agreed that this train­ ing was excellent, and in just a few weeks since the training, ­we’ve al­ ready experienced improved outcomes for our com­pany. Employees are better equipped and more confidently and courteously providing solutions that are acceptable for our customers at lower cost to our com­pany.

Negotiating with Your Sponsor Upper management support is crucial for proj­ect success. Their support in spon­ soring proj­ects, however, often falls short of what is necessary to ensure proj­ect success. Why? Is it ignorance, lack of knowledge about what’s required, distaste for the role, busyness, or unwillingness? It may be any or all of t­ hese, but a key ingredient for complete proj­ect man­ag­ers is the ability to manage upward and effectively negotiate with sponsors. PRODUCTIVE CONVERSATIONS Negotiations between PMs and sponsors offer PMs opportunities to develop ­essential skills, such as: • Determining when to negotiate • Making necessary preparations for negotiations

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• • • • • • • •

Effectively applying the ten rules of negotiating Courage and fortitude to negotiate through difficult situations Devising effective alternatives for reaching successful agreements Influencing ­people to move from in­effec­tive positions to more cooperative, mutually beneficial approaches to issue resolution Dealing with proj­ect deadlines Developing acceptable concessions Skillfully using power, information, approach, and timing in a negotiation Bringing a negotiation to a successful close.

The purpose of negotiations between a PM and a sponsor is to promote excel­ lence in proj­ect sponsorship and per­for­mance, starting with the imperative for proj­ect man­ag­ers to take the initiative, first to learn the rules of negotiating and then to apply them through continuous dialogue with sponsors (and all other stakeholders), ultimately leading to improved results from proj­ects. Proj­ect re­ sults improve ­because effective negotiations clarify what and how proj­ects ­will be implemented and ensure that upper man­ag­ers take appropriate steps to support proj­ect work. WHAT TO NEGOTIATE The ideal time to negotiate is at the beginning of an endeavor. Before accepting a proj­ect assignment, ask many questions, including: • • • • • •

Why are we ­doing this proj­ect? What prob­lem is this proj­ect solving? How was this proj­ect selected (pro­cess, criteria)? What strategic goal does this proj­ect support? Are we fully prepared to resource this proj­ect? What constitutes proj­ect success?

When you are being asked to do the impossible, with no resources, and by to­ morrow, the proj­ect is in trou­ble. Most proj­ects are not quite this bad . . . ​but some come very close. It is not acceptable to be set up for failure. However, it may take a changed mindset—­and courage—to engage in negotiations with up­ per management. The beginning of a proj­ect is the time to negotiate all facets relating to that proj­ect. A DIALOGUE This section highlights steps in the negotiating pro­cess with a hy­po­t het­i­ cal conversation between a sponsor and a proj­ect man­ag­er. Pretend you are

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eavesdropping on this conversation with a coach. Pretend we have a special power to observe what they w ­ ere thinking. Notice the good, the bad, and the ugly in what happens during the negotiation. Think about how the ten rules of negotiating apply to the dynamics between proj­ect man­ag­ers and sponsors. Appreciate how negotiating skills dramatically enhance the ability to obtain effective sponsorship and to sustain sponsor support all the way through to proj­ect success. Observe this dialogue: What They Said

What They ­Were Thinking

Sponsor: I asked you ­here ­today to get you ­going on a new proj­ect. We have a wonderful opportunity to develop a new product based on the latest technology. You ­will lead a team to get this product done in time for the next major trade show.

S: I hear this new technology can do ­great t­ hings, but I ­don’t know a t­ hing about it. Our department has under­ performed in the past, so the pressure is on me to get something new and exciting ­going on.

Proj­ect Man­ag­er: ­Great, when do we get started?

PM: This sounds exciting, but what the heck is it all about?

S: Right away.

S: I hope nothing stands in our way.

PM: I’ll just finish wrapping up my current proj­ect and then start as soon as pos­si­ble.

PM: I want to do this new proj­ect, but how can I get a long list of tasks done that I’m already working on so they are out of the way?

S: I’m counting on you.

S: I sure hope I’ve picked the right person for the job.

This is a seemingly clear interchange between the two players, and the tone of the dialogue appears optimistic—as long as we focus only on the left-­hand col­ umn. But we know what each side is actually thinking. Many issues lie below the surface that the parties have not discussed. The interaction is not r­ eally off to a good start. One rule of negotiating is to be positive. In this dialogue, that is no prob­ lem. Both sides are positive as well as optimistic. Even in other situations, when more difficult issues arise, a positive attitude is always helpful, first to establish rapport with the other party and then to elicit cooperation to achieve resolu­ tion (see Bucero 2010). Two other rules of negotiating are to be prepared and be patient. For the proj­ect man­ag­er, it is difficult to be prepared when first presented with a new opportunity. It is pos­si­ble, however, to anticipate that situations like this may oc­

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cur. Being prepared means thinking about what questions to ask. It also means recognizing the need to temper the emotional excitement that comes with a new opportunity and also to resist the temptation to accept or commit too early. Per­ sonality style may guide typical responses: one person might quickly become emotionally invested, while another w ­ ill take a cautious and logical approach. Regardless of what your natu­ral style is, make an effort to be patient. Take the time to push back, ask questions, and propose a ­future time to respond. Next, gather information and know the alternatives. What is your alterna­ tive to accepting this proj­ect? Would you be fired or thought badly of if you did not accept? Is ­there another job you are considering anyway? What alternatives does the sponsor have? Are t­ here other p ­ eople capable of d ­ oing this proj­ect? What would the sponsor do if the proj­ect did not happen? Can a dif­fer­ent proj­ ect meet the goal, or is a dif­fer­ent approach to this proj­ect pos­si­ble? The sponsor’s anxiety about the proj­ect did not surface in the dialogue, but the right-­hand column reveals the sponsor’s ignorance about the technology, the pressure he is facing to perform, his concern about obstacles, and his un­ certainty about the proj­ect man­ag­er. Proj­ect sponsors may reveal their anxiety indirectly, perhaps through avoidance, unreasonable demands, or seeming ob­ sessions. A sponsor’s unexpressed anx­i­eties can lead to larger issues in the ­future, such as lukewarm support for the proj­ect or poor decisions on alterna­ tives for a new technology. (See Proj­ect Sponsorship: Achieving Management Commitment for Proj­ect Success [Englund and Bucero 2015] for a discussion of sponsor be­hav­ior.) The sponsor’s anx­i­eties reveal heavy dependence on the proj­ect man­ag­er to succeed. This situation endows the proj­ect man­ag­er with a lot of power. Upper man­ag­ers in general, and sponsors specifically, may lack a thorough understanding about what it takes to do proj­ects. They may be unfamiliar with the pro­cess, the means, or the technology. On the other hand, they may be expert in ­t hese areas and still want to micromanage the proj­ect. Then they get in the way. ­Either way, it becomes an imperative for the complete proj­ect man­ag­er to manage upward and engage in negotiations. ­Because of the intimate knowledge that proj­ect man­ag­ers usually possess about proj­ects and their requisite ability to systematically get ­things done in a timely manner, they possess the four ba­ sic forces that drive successful negotiations: power, information, timing, and ap­ proach. The proj­ect man­ag­er with an understanding of ­these forces is in a better position to negotiate with the sponsor. The negotiating rule to apply in this case is to know your status. When as­ signing a proj­ect, the sponsor is in the role of seller, and the proj­ect man­ag­er is the buyer. Buyers usually have higher status ­because sellers are dependent upon buyers to accept the offer. Sponsors’ edge as sellers is that they possess more in­ formation about why, what, and how the proj­ects are necessary for the organ­

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ization. Proj­ect man­ag­ers as buyers are in a position to “nibble” as negotiations near their end. Seek a concession for each commitment the sponsor requests; get something in return for every­thing you give. ASK MORE QUESTIONS The dialogue may now proceed differently: What They Said

What They ­Were Thinking

Sponsor: I asked you ­here ­today to get you ­going on a new proj­ect. We have a wonderful opportunity to develop a new product based on the latest technology. You ­will lead a team to get this product done in time for the next major trade show.

S: I hear this new technology can do ­great t­ hings, but I ­don’t know a t­ hing about it. Our department has under­ performed in the past, so the pressure is on me to get something new and exciting ­going on.

Proj­ect Man­ag­er: This sounds like a wonderful opportunity. Can you fill me in on more details about how this technology and proj­ect ­were selected?

PM: I’m intrigued, but I need to know more.

S: Our strategic goal is to be the market leader, and this technology has emerged as the next big ­thing.

S: I’m sure glad we have a business team to pick through all the noise around new technologies, ­because that’s not one of my strengths.

PM: What other alternatives have been considered?

PM: I hope I’m not coming across as unsupportive.

S: Our labs conducted a thorough investigation of alternatives, and this is the only one that has commercial feasibility and fits with our goals.

S: We ­shouldn’t have to question the decisions made by management.

PM: Can I think about this proj­ect some more and get back to you tomorrow to discuss it further?

PM: I’m worried about jumping in too soon, so I want to check around and think about w ­ hether this proj­ect is a good fit, both for me and for the organ­ization.

S: Sure.

S: I won­der why the delay.

This dialogue surfaces more information but still leaves some questions unan­ swered. While the proj­ect man­ag­er now knows more about the strategic link for the proj­ect (good) and has another proj­ect added to an already busy agenda (bad), the sponsor’s inner thoughts have not yet been explored (ugly). What each party is ­really thinking is often left out of the picture or is perceived as forbidden territory. However, the relationship between sponsor and proj­ect

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man­ag­er is incomplete without a fuller understanding of what motivates and drives each side. Such missing pieces can lead to conflict and undesirable out­ comes down the line. Also, in this dialogue, the parties take another step in the negotiation: in exchange for the sponsor providing more information about why the proj­ect was selected, the proj­ect man­ag­er asks for more time to consider the proposal. A very useful negotiating rule is to float trial balloons. Th ­ ese are “what if” questions used to gather information without ­either party making commit­ ments. It is also impor­tant to limit your authority when negotiating so that you can take time to check with other experts or get approval from a higher fund­ ing authority. This technique helps keep both parties from jumping into hasty and ill-­conceived solutions. DIGGING DEEPER With ­these negotiating points in mind, let us look at how the dialogue goes on to explore more issues: What They Said

What They ­Were Thinking

Sponsor: Our strategic goal is to be the market leader, and this technology has emerged as the next big ­thing.

S: I’m sure glad we have a business team to pick through all the noise around new technologies, ­because that’s not one of my strengths.

Proj­ect Man­ag­er: What other alterna­ tives have been considered?

PM: I hope I’m not coming across as unsupportive.

S: Our labs conducted a thorough investigation of alternatives, and this is the only one that has commercial feasibility and fits with our goals.

S: We ­shouldn’t have to question the decisions made by management.

PM: What specifically are we looking for in this technology?

PM: I won­der what the sponsor believes is the right ­thing to do.

S: You know, I’m not real clear on the details, so I expect the proj­ect team to investigate this question.

S: I have no clue about the technical features; that’s the job of the experts we have in this organ­ization.

PM: In that case, I need to get the right team together. If we start investigating this technology and find that something dif­fer­ent may be better, would it be okay to discuss that approach with you?

PM: I’m not the expert ­either, so I need to limit my authority. We ­don’t want to get stuck in the difficult position of not being able to deliver. It seems like we have a tremendous responsibility but are on our own. Do we have leeway to explore possibilities? Let me check out the answer to this question.

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What They Said

What They ­Were Thinking

S: By all means, I’d like to get the best pos­si­ble solution.

S: This is good . . . ​maybe we ­won’t get stuck in a failed approach.

PM: So, in your mind, what would make this a successful proj­ect?

PM: ­Here’s my opportunity to find out more about how the sponsor thinks.

S: The key ­thing is that we have some­ thing to show at the trade show, so we are perceived by the market as the leading contender.

S: My reputation is on the line to meet this expectation of our marketing executives.

PM: So, this is a time-­constrained proj­ect. Is ­there anything ­else?

PM: So, schedule is our key constraint. That’s risky with a new technology.

S: Yes, I need to be kept in the loop on pro­gress ­because this is a high-­visibility proj­ect and extremely impor­tant for our organ­ization.

S: I need to make sure this proj­ect goes well.

PM: Would you be pre­sent at our proj­ect startup meeting to share your vision and expectations with the team? Do you want to meet weekly to review pro­gress?

PM: Okay, so this is ­really impor­tant for the sponsor. I need to get commitment to follow through.

S: Yes, that’s a good idea.

S: I’ll have to be much more involved in this proj­ect.

PM: Can I think about this proj­ect some more and get back to you tomorrow to discuss it further?

PM: I’m worried about jumping in too soon, so I want to check around and think about w ­ hether this proj­ect is a good fit, both for me and for the organ­ization.

S: Sure.

S: I’m starting to feel much better about this person for the proj­ect.

It’s evident that the parties have made more pro­gress, but several other “rules” of negotiation remain to be covered. BEGINNING AND END POINTS Know your opening offer is applicable to the starting point of a negotiation. A guideline is to have the other side begin the negotiation, especially if it involves money. The intent is to get the other side to reveal the desired and feasible range of significant par­ameters. If a sponsor asks how long a proj­ect ­will take, a preferred response is, “Let me put together a preliminary proj­ect plan.” Very often the sponsor pushes for an initial estimate. The danger in providing such an estimate is that the proj­ect

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man­ag­er ­will over-­or underestimate the time the proj­ect w ­ ill take. While the proj­ect man­ag­er believes this “estimate” is nonbinding, the sponsor long remem­ bers the initial time frame as the “plan.” Next, it’s imperative to know your bottom line. What are your limits? When proj­ect sponsors demand the moon and the stars, it is imperative for the proj­ ect man­ag­er to push back, first ­gently, and then to raise the volume if need be, escalating the issue up the management chain. Be cautious in d ­ oing so, though; compile supporting facts, historical data, and arguments, as well as convincing stories. Also, develop a co­ali­tion of supporters who can apply per­ suasive power by providing relevant numbers and credibility and delivering a compelling message. Understand sponsors’ level of risk aversion. Speak the lan­ guage that sponsors speak; understand and use such terms as business impact, ROI, market share, reputation, and customer satisfaction. Remind sponsors of past failures that could easily occur again. Suggest positive alternative solutions. Avoid technical details. Be transparent; act with authenticity and integrity. Following t­hese suggestions comes more naturally when you have firmly es­ tablished the bottom line in your mind. By establishing limits, the proj­ect man­ag­er knows when to stand firm, negotiate with due diligence, or fall back on other alter­ natives. ­These limits determine w ­ hether to continue negotiating or walk away. In between the beginning and end points of a negotiation, never reward intimidation tactics. A proj­ect man­ag­er who does not push back against unrea­ sonable scope, schedules, or resources is training sponsors to continue their demanding be­hav­ior. Instead, set expectations by negotiating the t­ riple con­ straints at proj­ect startup and when changes occur. Make concessions when the other side makes them as well. When a sponsor resorts to intimidation tac­ tics, withdraw previous concessions, threaten to walk away, call a timeout, do not cooperate, and do not make further concessions. An additional rule that should never be broken is for ­every concession you make, get something in return. This is the law of reciprocity, the golden rule, the natu­ral order of t­ hings. This rule is most applicable when adjusting the t­ riple constraints on e­ very proj­ect—­scope, schedule, and resources. But violate this rule, and you w ­ ill most certainly feel bad, not happy—­and you w ­ ill find your­ self on a downward spiral t­ oward failure. We see over and over again that simply asking for something more during a discussion results in a better outcome. The other party can always say no, and no harm is done. Or the other party may say yes or counter-­propose, and each side ends up happy with the outcome. ACHIEVING COMMITMENTS Applying the rules of negotiating allows you to reach closure. Closure occurs when a resolution of a prob­lem is agreed upon, a new proj­ect with clear objec­ tives and constraints is accepted by both sides, or commitments are achieved on courses of action. For example, creating a proj­ect office (Englund, Graham, and Dinsmore 2003) is a concerted effort to develop and manage proj­ects,

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1. Objectives 2. Modified Objectives 3. Approval

Functional Manager (Sponsor)

Project Manager & Team

1. Can’t Do It 2. Can Do 3. Okay

Negotiate with Due Diligence

Figure 3-4: Achieving Commitments: Interchange Between Sponsor and PM

programs, and portfolios across a project-­based organ­ization. This effort may be a massive change for the organ­ization, requiring intense negotiations to adopt, adapt, and apply a change management pro­cess. Figure 3-4 depicts a typical exchange between a proj­ect man­ag­er and a spon­ sor that would lead to commitments from both parties. The sponsor makes an unreasonable demand, the proj­ect man­ag­er pushes back to say it cannot be done, negotiations ensue, and a set of modified objectives are identified, the proj­ect man­ag­er confirms that the proj­ect is doable, the sponsor approves the proj­ect, and the proj­ect man­ag­er accepts the proj­ect. Sponsors need to accept that this kind of interchange is necessary. Some old-­school command-­and-­control sponsors may not like this approach, believ­ ing when they issue ­orders, ­others should follow. They may perceive proj­ect man­ag­ers as being insubordinate. New-­school lead-­and-­coach sponsors accept the interchange as natu­ral. Effective proj­ect man­ag­ers develop and apply skills to push back and engage in collaborative negotiations with sponsors. Both sides apply due diligence in fulfilling mutually satisfying roles. When the rules are not applied, are misapplied, or are forgotten, stalemate happens. Neither side is happy. Or one side “wins” while the other side “loses.” The goal is to achieve win-­win (see Fisher and Ury 2011). Identify clear outcomes and make them happen. Do this at the beginning and throughout the proj­ect life cycle. A GOOD OUTCOME Let us now observe how the dialogue proceeds using the last set of rules for ne­ gotiating. The intent is to work through the emotions and pressures surround­ ing the proposed proj­ect and arrive at an agreement that is acceptable to all parties. This wraps up a concerted effort to ensure that discussions with a spon­ sor are productive, leading to an agreement that both sides are pleased to ac­ cept and support willingly. It is not necessary that the discussion be conflict-­free or even comfortable. Skill and perseverance are needed to surface feelings, assumptions, questions, and concerns that may initially be hidden or missing from a critical thought pro­cess.

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What They Said

What They ­Were Thinking

Sponsor: When can you get started?

S: I need to be strong and emphasize how impor­tant this proj­ect is to me.

Proj­ect Man­ag­er: I have a number of questions first. Can we discuss it further?

PM: I’m worried about jumping in too soon, so I need to get a few more issues settled before making any commit­ ments.

S: Well, I need you to get started right away. ­We’re wasting time that we ­don’t have. The trade show ­will happen ­whether we are ready or not!

S: This is frustrating. I need to re­ emphasize how we have to get started now.

PM: I c­ an’t do much if we ­don’t have a complete set of requirements and all the resources assigned to the proj­ect.

PM: I’m feeling the pressure. But I need to be firm on following the PMBOK Guide pro­cess steps.

S: ­We’ll make that happen. Meanwhile, I need your estimate of staff and time, right now.

S: Let me turn up the volume.

PM: Anything I give you now is ­going to be wrong.

PM: Now I’m feeling intimidated. It’s time to take a firm stand.

S: But I have to get back to the execu­ tive committee with an answer.

S: I see ­there’s no budging with this person. Let me shift to providing more reasons for the urgency.

PM: In that case, knowing that the deadline is fixed when the trade show starts, the only estimate I can provide right now is to deliver a minimally functional prototype with a full-­time dedicated team that is in place to start within two weeks.

PM: I need to provide some response. A full-featured proj­ect would be extremely risky in this time frame, but we may be able to do a scaled-­down version. Let me test if this approach is feasible.

S: Okay, that’s a good start.

S: This is not the answer I wanted, but it’s okay, possibly even better for all parties concerned.

PM: I w ­ ill get to work immediately on a proj­ect plan that describes what we need to do. Can I get back to you next week for your approval on this plan?

PM: I’m starting to get excited about this proj­ect. I’m glad I stood firm on not overcommitting.

S: Yes, I look forward to working with you on this proj­ect.

S: We’ve got a good working situation ­going on ­here.

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Popu­lar vocalist Katy Perry has a beautiful video of her song Rise. The lyr­ics are quite inspiring and applicable to would-be negotiators. Lyr­ics include not just surviving but thriving; not just conforming but staying true to roots; fight­ ing for victory; transforming herself to rise above it all; think again about vic­ tory. We can use her inspiration to remove our own doubts about negotiating.

Summary Before any negotiation, refer to the mind map in this chapter, and expanded de­ scriptions in The Complete Proj­ect Man­ag­er’s Toolkit, that depict all ten rules of negotiating highlighted ­here. It is not necessary to follow them in any par­tic­u­ lar order. The examples and dialogues in this chapter illustrate that the impera­ tive is to consciously apply the rules as appropriate throughout each negotiation life cycle. Remember that application of ­these rules represents the manifesta­ tion of four key forces that determine the fate of any negotiation: timing, infor­ mation, approach, and power. Negotiating can be a fun and productive endeavor. Discover the power of simply asking for something. Get something in exchange for e­ very concession. Complete proj­ect man­ag­ers owe it to themselves and their partners to engage in negotiations. Keep repeating the phrase, “I am a successful negotiator.” Use previous experiences of successful negotiations as proof that you are capable and ­will keep developing the skills. This is a lifelong skill that is worthy of atten­ tion, practice, and continuous improvement. Embrace a mindset to say, “I can and w ­ ill enjoy negotiating.” Before you know it, you ­will. Now is the right time to view every­thing as negotiable.

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4 Po­liti­cal Skills I’ve always said that in politics, your enemies ­can’t hurt you, but your friends ­will kill you. —­Ann Richards

Integration

Leadership/ Management Personal

Market/ Customer

Negotiating Sales

The Complete Project Manager

Political Political

Change Management

Conflict Conflic Con flictt Management Environment

Project Management

Organization Humor/Fun

With developing skills in leadership, influence, and negotiating, we can in this chapter now address how to optimize proj­ect results in po­liti­cally charged en­ vironments. A po­liti­cal environment is the power structure, formal and infor­ mal, in an organ­ization. It is how t­ hings get done, within day-­to-­day pro­cesses and through a network of relationships.

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Orga­nizational politics is often viewed as the pursuit of individual agendas and self-­interest in an organ­ization without regard to their effect on the organ­ ization’s efforts to achieve its goals. Linking power and politics means individ­ uals pursue an agenda to achieve results within an organ­ization. Since proj­ect management is all about getting results, it stands to reason that power is required. Power is the ability to cause or prevent an action and make t­ hings happen. It is the capacity each individual possesses to translate intention into real­ity and sus­ tain it. Orga­nizational politics is the exercise or use of power. Power is not imposed by bound­aries. Power is earned, not demanded. Power can come from position in the organ­ization, what a person knows, a network of relationships, and possibly from a par­tic­u­lar situation, meaning a person could be placed in a situation that is a very impor­tant focus area within the organ­ ization. Leading with power in a project-­based organ­ization is about earning legitimacy in complex orga­nizational settings. Instead of lamenting a failed proj­ect, program, or initiative, strive to learn about power and politics to optimize proj­ect success. Knowledge, wisdom, and courage, combined with action, have the potential to change your approach to proj­ect work. The examples and insights shared in this chapter can help turn victim scenarios into win-­win po­liti­cal victories. The challenge is to create an environment of positive politics—­that is, an organ­ization in which p ­ eople operate with a win-­win (all parties gain) attitude. In this kind of organ­ization, all actions are out in the open instead of hidden, below the t­able, or b ­ ehind closed doors. P ­ eople work hard t­oward a common good. Outcomes are desirable or at least acceptable to all parties concerned. Good, smart ­people, who trust each other (even if they do not always agree), get­ ting together to solve clearly defined and impor­tant issues, guided by effective, facilitated pro­cesses, with full disclosure and all information out in the open, can accomplish almost anything. This is the view of power and politics we ­espouse in this chapter. The goal of improving your po­liti­cal skills is to create a more project-­friendly orga­nizational environment characterized by positive politics. Recognize that organ­izations are inescapably po­liti­cal, so a commitment to positive politics is an essential attitude that creates a healthy, functional organ­ ization. This may be a change for the organ­ization. In such an organ­ization, re­ lationships are win-­win, p ­ eople’s ­actual intentions are out in the open (not hidden or distorted), and trust is the basis for ethical transactions.

Develop Legitimacy Influence exists in ­people’s hearts and minds, where power derives more from legitimacy than from authority. Greater ability to influence o ­ thers comes from forming clear, convincing, and compelling arguments and communicating them through all appropriate means. Th ­ ese actions help create leadership ­legitimacy.

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­ eople confer legitimacy on their leaders. It is how they respond to a leader P who is au­then­tic and acts with integrity. Position power may command re­spect, but ultimately how a leader behaves is what gains ­wholehearted commitment from followers. Legitimacy is the real prize, for it completes the circle. When ­people accept and legitimize the power of a leader, they are more supportive of (and thus less resistant to) the leader’s initiatives. BUILD A GUIDING CO­ALI­TION A common theme in the success or failure of any orga­nizational initiative is building a guiding coalition—­a bonding of sponsors and influential ­people who support the proj­ect or initiative. This support, or the lack thereof, represents a power­ful force ­either ­toward or away from the goal. Gaining support makes the difference between ­whether or not the goal is achieved. Moderate success may occur without widespread po­liti­cal support, but continuing, long-­term business impact requires alignment of power ­factors within the organ­ization. Organ­izations attempting proj­ects across functions, businesses, and ­geographies increasingly encounter complexities that threaten their success. A  common response is to set up control systems—­reports, mea­sures, and rewards—­that inhibit the very results intended. This happens when we violate natu­ral laws, inhibit ­f ree flow of information, and impose unnecessary con­ straints. ­These external forces tend to drive out what­ever motivation is natu­ rally pre­sent within ­people. In contrast, taming the chaos and managing complexity are pos­si­ble when stakeholders establish a strong sense of purpose, develop shared vision and val­ ues, share information as an enabling ­factor, and adopt patterns that promote cooperation across cultural bound­aries. ­These pro­cesses represent major change for many organ­izations. A complete proj­ect man­ag­er uses commitments to manage pro­cesses, proj­ ects, and work across units and geographic locations. Standard workflows and information flows that cut horizontally across organ­izations are missing the ­people perspective. A commitments-­based approach fills the gap. Breakdowns occur when p ­ eople do not make straightforward, clear requests or commitments to perform work, do not agree on “what by whens,” or do not designate respon­ sibility for work ele­ments. The point is that work actually gets done through con­ versations—by p ­ eople making offers, requests, and promises to each other. Too late, ­people often learn the power of a non-­g uiding coalition—­when across-­the-­board support is not lined up or in agreement on a plan of action. For example, a proj­ect man­ag­er may be surprised by an attack from an unsus­ pected stakeholder, resulting in a resource getting pulled, the imposition of a new requirement, reassignment of a proj­ect man­ag­er, or the cancellation of a proj­ect. Getting explicit commitments up front, the more public the better, is impor­tant to implementing any proj­ect or initiative. It also takes follow-­through to maintain the commitment. But if commitment was not obtained initially, it

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is difficult to maintain continuity throughout the life cycle of a proj­ect. It all starts by investigating attitudes and assessing how ­things get done. ACKNOWLEDGE THAT POLITICS IS EVER-­PRESENT Albert Einstein said, “Politics is more difficult than physics.” Politics is pre­sent any time an attempt is made to turn a vision for change into real­ity. It is a fact of life, not a dirty word that should be stamped out. Instead of acknowledging this, however, we often think first of po­liti­cal environments in which ­people are sneaky or underhanded and that lead to win-­lose situations. In ­t hese organ­ izations, secret discussions are more prevalent than public ones. Reciprocal agreements are made to benefit individuals rather than organ­izations. ­People feel manipulated. But proj­ect man­ag­ers who shy away from power and politics are not being all they can be. An automatic negative reaction to the word “po­liti­cal” could be a barrier to success. Proj­ect man­ag­ers should instead strive to operate effectively in a po­liti­cal environment. Jeffrey K. Pinto, PhD, chair and professor in management of technology in the Black School of Business at Penn State Erie, two-­time recipient of a Distin­ guished Contribution Award from the Proj­ect Management Institute, and author of Power and Politics in Proj­ect Management (1996), shared with us how he learned a po­liti­cal lesson: Early in my ­career, I had the opportunity to learn from experience (how ­else does anyone learn t­ hese lessons?) the importance of po­liti­cal aware­ ness for successful proj­ect man­ag­ers. Our organ­ization was undergo­ ing a reduction in costs (shorthand for “downsizing”), and one Monday morning I was called, along with a peer, into our boss’s office and informed that the proj­ects we w ­ ere each overseeing w ­ ere g­ oing to be evaluated that Friday after­noon. One of them would be cut from the bud­get, and the meeting was intended to give us each a chance to make our best pitch for retaining our proj­ect. (Much of what happened next I was to discover over time and as a result of subsequent investigation.) I left the office with my peer, both of us making sympathetic noises about how unfair the pro­cess was and how much work we needed to do to prepare our cases for retention. ­After I returned to my office, the peer made a quick U-­turn and headed back for the boss. “Who is on the com­ mittee evaluating our proj­ects?” he asked. When he was told, he spent the next three days negotiating, making deals, offering ­favors, calling in ­favors, and generally working on the members of the committee one at a time. By Thursday, he had lined up enough votes to ensure he would win. Well, I walked into the meeting with flip charts, reports, pie charts, projections, and all sorts of supporting material. He walked in with a

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few notes he had scratched on the back of an envelope. My pre­sen­ta­tion was twenty-­five minutes of facts, logic, figures, and every­thing needed to build a solid case. His pre­sen­ta­tion lasted five minutes, tops. At the end of the meeting, the outcome happened as expected by every­one except me—he got to keep his proj­ect and mine was cancelled. I came to realize that this was a perfect example of a classic dictum of office politics: “All impor­tant decisions are made before the meeting takes place!” If we accept the idea that politics is simply enacted power, my peer was not d ­ oing anything “wrong,” per se. He just recognized this fundamental real­ity. For proj­ect man­ag­ers, politics is a necessary device. It does not have to be a deliberately destructive pro­cess, but it recognizes that proj­ect man­ag­ers are often without formal authority in their com­ panies. As such, they are left with few options for improving the chances of proj­ect success. One impor­tant option is to learn how to use politics appropriately and persuasively. It can take you a lot farther than simply being technically competent or intelligent ­because it recognizes how much ­else is needed to bring a proj­ect to successful completion. As the Chinese proverb goes, “The smart man knows every­thing; the wise man knows every­one.”

Develop a Po­liti­cal Plan ASSESSING THE PO­LITI­CAL ENVIRONMENT Complete proj­ect man­ag­ers understand the power structure in their organ­ izations. Clues to a power structure may come from an orga­nizational chart, but how t­ hings get done goes far beyond that. A view from outer space would not show the lines that separate countries or organ­izations or functional areas or po­liti­cal bound­aries. The lines are manmade figments that exist in our minds or on paper but not in real­ity. ­People have always used organ­izations to amplify h ­ uman power. Art Kleiner (2003) premises that in ­every organ­ization t­ here is a core group of key p ­ eople—­the “­people who r­ eally m ­ atter”—­a nd the organ­ization continually acts to fulfill the perceived needs and priorities of this group. Kleiner suggests numerous ways to determine who t­ hese power­ful p ­ eople are. P ­ eople who have power are at the center of the organ­ization’s informal net­ work. They are symbolic representatives of the organ­ization’s direction. They got this way b ­ ecause of their position, their rank, their ability to hire and fire ­others. Maybe they control a key bottleneck or belong to a par­tic­u­lar influen­ tial subculture. They may have personal charisma or integrity. ­These ­people take a vis­i­ble stand on behalf of the organ­ization’s princi­ples and engender a level of mutual re­spect. They dedicate themselves as leaders to the organ­ization’s ulti­ mate best interests and set the organ­ization’s direction. As they think or act or convey an attitude, so does the rest of the organ­ization. Their characteristics and princi­ples convey what an organ­ization stands for. Th ­ ese are key p ­ eople who,

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when open to change, can influence an organ­ization to move in new directions or, when not open to change, keep it the same. Another way to recognize key p ­ eople is to look for decision makers in the mainstream business of the organ­ization. They may be aligned with the head­ quarters culture, be of the dominant ethnicity or gender within the organ­ization, speak the native language, or be part of the founding ­family. Some questions to ask about ­people in the organ­ization are: Whose interests did we consider in making a decision? Who gets ­t hings done? Who could stop something from happening? Who are the “heroes”? A s­ imple test for where power and influence reside is to observe who p ­ eople talk to or go to with questions or for advice. Whose desk do ­people meet at? Who has a long string of voice or email messages? Whose calendar is hard to get into? RELATIONSHIP BUILDING, CREDIBILITY, AND COMPETENCE One of the most reliable sources of power when working across organ­izations is the credibility a person builds through a network of relationships. It is neces­ sary to have credibility before a person can attract team members, especially the best p ­ eople, who are usually busy and have many other t­ hings competing for their time. P ­ eople more easily align with someone who has the power of knowledge credibility. Credibility comes from relationship building in a po­liti­ cal environment. Competence is also required. In contrast, credibility gaps occur when a person previously did not fulfill expectations or when his or her perceived abilities to perform are unknown and therefore questionable. Orga­nizational memory has a lingering effect—­people long remember what happened before, especially when t­ hings went badly, and do not give up t­ hese perceptions without due cause. Power and politics in relations across functional areas impact the basic pri­ ority of proj­ect management’s ­triple constraints—­outcome, schedule, and cost. If the power in an organ­ization resides in marketing, where trade shows rule new-­product introductions, meeting market win­dow schedules becomes most impor­tant. An R&D-­driven organ­ization tends to focus on features and new technology, often at the expense of schedule and cost. ­After assessing the po­liti­cal environment and relationships within the organ­ ization, it then becomes necessary to decide what you can and want to do in your current situation. J. Davidson Frame, PhD, PMP, is a personal friend and mentor. He has such distinguished credentials as academic dean of the Univer­ sity of Management and Technology in Arlington, V ­ irginia; Fellow and board member for the Proj­ect Management Institute; and noted author. David shares this story: My exposure to astonishingly capable ­people early in life taught me a lesson that became impor­tant to me as I began a thirty-­plus-­year ­career

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in proj­ect management. I learned that one of the strongest categories of authority proj­ect employees can accrue is what I call the authority of competence. In standard proj­ect management courses and texts, we often encounter discussions of the importance of formal authority, ref­ erent authority, technical authority, and authority based on bud­get con­ trol. In my courses and proj­ect management practice, I devote special attention to the authority of competence. The basic premise is that if  you are truly good at what you do—­and if you work in a healthy organ­ization—­people ­will often defer to your insights and suggestions ­because they know your opinions have value. Who cares what sloppy performers think? Let’s listen to our most capable colleagues. Your competence is your sword and shield. Even when politics raises its head in an organ­ization, highly competent p ­ eople can often stand above the fray. Who dares harm the goose that lays the golden eggs? The big caveat to ­these points is that they only hold in healthy organ­izations. Organ­izations suffering from major pathologies—­for example, po­liti­cally mired organ­izations—­are not likely to cherish com­ petence. When proj­ect staff find themselves working in pathological environments, they cannot count on their competence helping them. They should leave as quickly as pos­si­ble so as to avoid contagion. My advice to proj­ect staff who want to grow their authority in their organ­izations: Work hard. Maintain the highest standards. Do what­ever it takes to be excellent. Then enjoy the re­spect of your colleagues. STAKEHOLDER BE­HAV­IOR Stakeholder analy­sis is integral to developing a po­liti­cal plan. One fun way to do this is to apply traits or characteristics of animals to ­people within the organ­ ization. This is proven to be a less risky approach to sensitive topics, and ­people quickly come to understand the challenges of dealing with ­these “animals.” For example, assess each individual with regard to the degree of mutual trust and agreement on the proj­ect or program’s purpose, vision, and mission. Then start a stakeholder management strategy by reinforcing positions of strength and working on areas of concern. Use the knowledge about traits and be­hav­ior pat­ terns to address each stakeholder’s needs—­and to protect yourself when neces­ sary. Realize that dif­fer­ent kinds of “animals” speak dif­fer­ent languages, so the complete proj­ect man­ag­er needs to become multilingual, meaning that you adapt your language to what­ever is most comfortable and customary for the per­ son with whom you are speaking. THE PO­LITI­CAL JUNGLE One ele­ment of a po­liti­cal plan that can help create win-­win po­liti­cal victories is assessing and negotiating the po­liti­cal landscape. An organic approach to proj­ ect management means observing the world we live in and using or applying

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natu­ral systems to orga­nizational challenges. Especially when implementing any change in organ­izations, re­sis­tance arises. This re­sis­tance can be likened to someone new entering the po­liti­cal “jungle.” Resident animals react to this in­ vasion in dif­fer­ent ways, most often by attacking the invader. ­These reactions can be noted and then used to guide the interloper to act in ways that ­will en­ sure his or her survival and enable the creation of something new. Within any organ­ization, ­there are ­people whose traits and be­hav­iors are similar to t­ hose of several jungle species. Solitary tigers live and hunt in forests alone. To survive, tigers require large areas with forest cover, ­water, and suit­ able large prey. A typical predatory sequence includes a slow, s­ ilent stalk, fol­ lowed by a lightning-­fast rush to capture the prey, then killing it with a bite to the neck or throat. A tiger must kill about once per week but is successful only once in ten to twenty hunts (Lumpkin 1998). Male tigers’ territories are always larger than t­hose of females. A female ­tiger knows the other females whose territories abut hers. Females know their overlapping males and know when a new male takes over. All tigers can iden­ tify passing strangers. Solitary tigers actually have a rich social life; they just pre­ fer to socialize from a distance. The risk of mortality is high even for territorial adult tigers, especially for males, who must defend their territories from other males (Lumpkin 1998). An astute proj­ect leader identifies the tigers in her organ­ization. ­Those that rule over a large territory are C-­level—­chief executive, -­operating, -­information, or -­project officers. They may also be general man­ag­ers or possibly in the h ­ uman resources department. They are strong and skillful empire builders. They are solitary b ­ ecause of the unique nature of their position; they wield the most power but are often isolated. This happens ­because other ­people fear the repercussions of telling them the w ­ hole truth or giving them all available information. A ti­ ger’s environment is often very po­liti­cal and tenuous b ­ ecause many other p ­ eople aspire to take over this territory and reap its benefits. In contrast, lions are the most social of cats; both males and females form co­ operative groups. Females live in prides of related individuals, and males form co­ali­tions that then enter prides. Both sexes show extensive cooperation in territo­ rial defense, hunting, and cub rearing. Prides compete with each other in territo­ rial disputes. Males leave prides when they become mature or when a new co­ali­tion moves in. Male lions wander far and wide in search of food and companions ­until they are old enough and join a large enough co­ali­tion to take over a pride and be­ come resident. Number of offspring depends on ability to gain and maintain ac­ cess to a pride. Co­ali­tions are usually evicted by a larger rival co­ali­tion, and once they have been evicted, they are rarely able to become resident in a pride again. Competition for residence in a pride can be very intense, with larger groups dom­ inating smaller ones in aggressive encounters. A male co­ali­tion rarely holds onto a pride longer than two to three years before being run off by fierce challengers. The best predictor of a lion’s success is the size of his co­ali­tion (Grinnell 1997).

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Both male and female lions roar. Resident males only roar when on their own territory—­roaring by males is a display of owner­ship. Lion grouping was traditionally explained by the advantages of cooperative hunting. Groups of two or more females are far better at defending their cubs. Females minimize risk by moving away from the roars of strange males and avoiding new males. By banding together, females are better able to defend their cubs from direct en­ counters with infanticidal males, and by roaring together they minimize the chance that t­ hese encounters ­will occur at all (Grinnell 1997). Lions discovered t­ here are easier ways to keep intruders out than fighting every­one—­roaring can be heard for miles, proclaims the caller as a territory owner, and informs the listener of the caller’s sex and location. However, in ­humans, spoken intentions are notoriously unreliable—it is easy to lie with words and tone of voice or vocal signals. Vocal signals are too easily falsified, and t­ here is nothing to guarantee their honesty. Assessment signals, on the other hand, tell something about an individual that cannot be faked. They demonstrate how capable persons or groups ­really are. Members of a lion co­ali­tion often roar in group choruses that make it obvious they are roaring together and not in com­ petition with each other. A group chorus cannot be imitated by an individual or a smaller group or produced accidentally by roaring competitors. A resident male keeps his declaration of owner­ship and intent to defend the pride honest by consistently challenging any intruder that disregards his roar. Resident lions roar, and nomadic males make their way silently around them (Grinnell 1997). The lions in organ­izations are often functional man­ag­ers and in marketing and sales. Th ­ ese p ­ eople are out­going, approachable, want t­ hings their way, and are driven by clarity and a single-­minded purpose. They protect their bound­aries and develop multiple relationships; they are vis­i­ble, strong, and skilled. Their “roars” are heard across the organ­ization as assessment signals that directly relate to the quality in question—­they are low cost to produce honestly while costly to produce dishonestly. Th ­ ese signals are inherently reliable, b ­ ecause pro­ ducing the signal requires possessing the indicated quality. For example, a marketing functional man­ag­er who berates the feature set of a new product ­under development needs to be taken seriously ­because this person usually pos­ sesses the clout to drive changes into the proj­ect plan. Brown bears are solitary animals, except for females with cubs. They are ter­ ritorial, with males having larger territories that overlap the smaller territories of several females. Bears leave territorial signposts—­scent marking and long claw marks in tree bark. Brown bears occupy areas with extremely abundant food sources. Although they are one of the most feared animals in the world, brown bears are usually peaceful creatures and actually go out of their way to avoid p ­ eople. They prefer to roam in areas undisturbed by ­people and ­will flee as soon as they detect ­humans. (Brown bear populations cannot easily recover from losses ­because they breed slowly.) Although it usually lopes along, a brown bear can

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charge surprisingly fast if threatened—up to 30 mph, uphill, downhill, or on level ground, for short stretches (Youth 1999). The bear strikes a chord of fear and caution, as well as curiosity and fas­ cination: we think of them as wily, smart, strong, agile, and in­de­pen­dent. In fact, bears are among the most intelligent of mammals. They have very good memories, particularly long-­term memory, and they are excellent navigators. Bears are usually ­silent. However, they make a variety of grunts when re­ laxed, and when frightened, they clack their teeth or make loud blowing noises. They can express a range of emotions from plea­sure to fear. If you encounter a bear, do not panic, run, or yell. Instead, act calm, stand your ground, look at the bear, and talk softly to it. Most bears w ­ ill leave of their own accord ­after determining that you are not a threat. Bears read body lan­ guage, so it is impor­tant to maintain as much composure as pos­si­ble. ­People working at remote sites and technical professionals tend to be bear ­people. Bear ­people have a deep introspective capacity and are caring, compas­ sionate, seekers of deeper self-­k nowledge, dreamers at times, and helpers. They have tremendous power and physical strength, intelligence, inner confidence, reserve, and detachment. When in conflict, they retreat into the cave, draw g­ reat strength from solitude, choose peace instead of conflict, and contemplate their healing power. Their contribution is strength, introspection, and self-­knowledge. Bear ­people can sometimes be too quick to anger and too sure of their own power. They have l­ittle to fear and can forget to be cautious. Being unaware of their limits in certain settings can be disastrous. Leading with power in a po­liti­cal jungle starts with identifying, naming, and characterizing the animals that occupy the territory. ­People can be likened to other kinds of animals in addition to t­ hese. You can gather more ideas from team or group exercises in which ­people describe themselves or o ­ thers as par­tic­ u­lar kinds of animals. This impor­tant step helps predict p ­ eople’s re­sis­tance to changes in the status quo. I (Englund) was very pleasantly surprised ­after presenting the above con­ cepts at a PMI congress by the reaction from a favorite editor and colleague, Jeannette Cabanis-­Brewin, who writes for the business press on behalf of the Center for Business Practices, the publishing and research division of PM Solutions: It’s a jungle out t­ here where the con­sul­tants prowl. I was reminded of this in Anaheim (across the street from Disney­ land, appropriately enough), where I checked out a pre­sen­ta­tion by one of my favorite proj­ect management p ­ eople, Randy Englund. I figured he’d have something fresh and dif­fer­ent to say, unlike 80 ­percent of the project-­management-­presenting herd. Talk about an understatement. I had my first (well, only) belly-­laugh of the conference when he opened his pre­sen­ta­tion on “Leading with Power,” with the deadpan explanation

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that the word “politics” comes to us from the Latin, “Poly, meaning many; plus -­tics, meaning bloodsucking parasites.” When he ­later invited us to identify the po­liti­cal animals in our work­ place according to ­whether they ­were lions, tigers, or bears, I was sur­ prised when the audience d ­ idn’t chorus “Oh my!” Maybe that was ­because ­there w ­ ere so many attendees from outside the U.S. who d ­ idn’t grow up with Dorothy and Toto on TV. Or maybe proj­ect man­ag­ers are too inhibited for call-­and-­response comedy. But I bet I w ­ asn’t the only one who wondered when the flying monkeys w ­ ere ­going to come on the scene. Seriously, though, the meta­phor of the po­liti­cal jungle can be a use­ ful one for the person entering that jungle—er, organ­ization. Which of the po­liti­cal animals are friendly? Tamable? Shy and in need of coax­ ing? Liable to eat you alive? ­Those C-­level tigers—­the top cats whose territory spans the organ­ ization—­have a weakness: ­because they are so solitary, they are isolated. It’s a strug­gle to remain at the top of the heap: the tiger inspires envy from the other tigers who would rule his territory, and fear from every­ one e­ lse. Isolation and fear mean they often d ­ on’t get full or clear infor­ mation. They operate—as tigers do—­“ in the dark.” Maybe that’s why their actions often seem so predatory and antithetical to the idea of orga­ nizational community. Lions, on the other hand, like to bask in the sun with their large pride of admirers and hangers-on. You can hear them roaring a mile away. They defend their turf and serve a valuable function, keeping the herds on their toes and thinned out. Sound like any functional man­ag­ers you know—­especially, perhaps, ­t hose in marketing, sales, or ­human resources? Meanwhile, the solitary bears go about their business quietly. ­Don’t bother them and they ­won’t bother you. They dislike ­people and avoid them whenever pos­si­ble. They have an air of preoccupied introspection. But watch out if they think you are likely to cause harm to one of their “babies.” Technical p ­ eople—­and writers!—­can identify with the image of the bear. ­Don’t let that slow, ambling pace fool you: the bear’s sharp intelligence is very busy and quick. And ­those claws can be sharp when need be. Why do we feel vaguely guilty when we start having fun in a work-­ related setting? Must be our Calvinist forebears. (No pun intended.) I  noticed that the complement of attendees of Indian extraction had no trou­ble entering into the meta­phor and playing along. Play and meta­phor ­aren’t a distraction from thinking about orga­ nizational life, but a refreshing and productive new a­ ngle. In the past few years, ­there have been quite a few books and papers written about

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the uses of meta­phor, storytelling, and fun in building positive orga­ nizational culture and helping ­people deal with the stressors of orga­ nizational change. Randy w ­ asn’t just fooling around when he included this segment in his paper: he was providing an object lesson in how we can begin to regard orga­nizational politics in a positive light. Instead of politics being the realm of win-­lose, covert and manipulative action, he suggested we confront the real­ity of “the jungle” and engage with it, striving to create a po­liti­cal playing ground of win-­win, openness, and desirable outcomes. Hmmm. Sounds like that ­wouldn’t be a bad idea in national politics, as well as in the orga­nizational variety. But—­I’m still stuck on ­those missing flying monkeys. Who are they? Well, t­ hey’re the screamers; the shock troops; the attack machine. They display mindless, groupthink obedience to evil authority. They swoop in and carry their prey away. When you figure out where they fit in the orga­nizational chart, let me know. (Cabanis-­Brewin 2004) The next task for the proj­ect leader is to apply po­liti­cal savvy within her en­ vironment. Difficult challenges do not have s­ imple answers but responding in an au­then­tic way and with integrity leads to effective action. ­These are funda­ mental concepts that get left out of modern busyness. You may be tempted or pressured to deliver short-­term expedient responses. However, imagine your­ self five years in the f­ uture looking back on this time. What w ­ ill you be most proud of when faced with difficult po­liti­cal situations? What ­will you remember—­ that you met a bud­get or that you did the right t­ hing? How you make p ­ eople feel w ­ ill be remembered longer than what you did or said. A PO­LITI­CAL PLAN Since organ­izations by their nature are po­liti­cal, complete proj­ect man­ag­ers be­ come po­liti­cally sensitive, meaning that they become aware of how t­ hings get done in an organ­ization but do not get dragged into negative po­liti­cal b ­ attles. Beware of ambivalence ­toward power and politics. Take a stand: work to mo­ tivate o ­ thers to reach win-­win solutions, out in the open. The alternative is to become a po­liti­cal victim of a win-­lose situation that is conducted not in the open but in a meta­phorical back room, out of sight of full disclosure. History is replete with scenarios where growth is ­limited or curtailed by dictators, mob controls, or special interests. F ­ ree markets and open organ­izations accomplish far more in shorter time periods. Create a po­liti­cal plan that addresses the power structure in your organ­ ization, levels of stakeholder impact and support, who ­will form a supporting or guiding co­ali­tion to make the vision become real­ity, and the areas of focus that constitute a strategic plan. We pre­sent a template and Sample Po­liti­cal Plan in The Complete Proj­ect Man­ag­er’s Toolkit and online at www​.­englundpmc​.­com​ /­offerings​/­.

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Dealing with politics is like playing a chess game. While you are conscious of the role and power of each chess piece, success in the game depends upon your movements and the movements of your adversary. A good “chess player” can influence ­people in organ­izations. IMPLEMENTING THE PLAN I (Englund) worked with Dr. Ralf Müller to write an article on implementing a plan for addressing the po­liti­cal jungle, “Leading Change ­Towards Enterprise Proj­ect Management” (2004). An excerpt follows. ­ fter identification of the po­liti­cal animals and the development of a A ­po­liti­cal plan, it is time to use the animals’ power for support and de­ velopment of proj­ect management in the organ­ization. Successful ap­ proaches to move proj­ect management from a tactical “one-­off” task to an enterprise-­wide strategic asset for the organ­ization often start on a small scale and then grow organically over time. By identifying a single individual, preferably one of the most experienced proj­ect man­ag­ers who also possesses a rich dose of po­liti­cal sensitivity, the approach gains credibility in the eyes of t­ hose who w ­ ill critically observe how proj­ ect management moves forward. Similar to the brown bear, this indi­ vidual has standing, introspection, and self-­ k nowledge. Another similarity with the brown bear is that the person finds itself in an area of abundant food resources. All organ­izations have unsuccessful proj­ ects to rescue, skills and practices of existing proj­ect man­ag­ers to im­ prove, ­etc. The question that arises is, where to start? Among all pos­si­ble areas for improvement, an initial focus needs to be on orga­nizational ac­cep­tance of the approach. The person in charge of moving proj­ect management forward has to build a reputation of being loyal, knowledgeable, and po­liti­cally astute. In other words: a trustful person. That is best achieved by helping other proj­ect man­ag­ ers and line man­ag­ers become successful with their proj­ects. How is that done? It is a three-­step pro­cess, where the accomplishment of each step al­ lows for a balance, or equilibrium, of investment in proj­ect management capabilities and pos­si­ble returns for the investment through better proj­ ect results. Depending on the importance of proj­ect work for an organ­ ization, it could remain at step 1 or move on to steps 2 and 3. If proj­ect work is only occasionally done, then step 1 would be enough. If proj­ect work is a major contributor to the organ­ization’s results, then step 2 should be accomplished. If, however, proj­ects are the building blocks of an organ­ization’s business, then the achievement of step 3 is needed for sustained success in proj­ects and economized return on investment (ROI). Achieving step 3 is more likely when po­liti­cal power is diffused, and high levels of trust are pre­sent. So, what are the three steps?

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Step 1: Laying the foundation. This starts with an inventory. By assess­ ing what the organ­ization provides in the form of methodology and basic training, it is pos­si­ble to identify what proj­ect man­ag­ers could po­ tentially do to manage their proj­ects better. Similarly, by looking at steering group practices it is pos­si­ble to identify what management de­ mands from their proj­ect man­ag­ers. That includes an assessment of management’s interest in good proj­ect management practices. Then what is ­really done in proj­ects is identified through reviews, especially ­those of troubled proj­ects. Having insights in proj­ect management practices from t­ hese three perspectives allows for improving the practices so that they become syn­ chronized. That means achieving harmony in what the training and methodology allows p ­ eople to do, and in what their management de­ mands from them, as well as in what is r­ eally done in proj­ects. This is achieved through assessment of current practices and careful steering of proj­ect man­ag­ers and line man­ag­ers into a common direction, so that expectations about proj­ects and their management practices become aligned among proj­ect team members, proj­ect man­ag­ers, upper man­ agement, and customers. This establishes a common foundation for proj­ect management. It is equilibrium of investment and ROI at a low level. This foundation step may be sufficient for organ­izations where proj­ ect work is only a minor part of their business and not intended to grow. Step 2: Getting in the driver’s seat. Step 2 is a major step forward. It requires management commitment to proj­ect management as a driving force for business success. Companies whose business results are largely dependent on successful proj­ect delivery aim for this step. It typically follows a successful implementation of step 1. The individual(s) imple­ menting the prior step now become institutionalized as an organ­ization, a proj­ect management office (PMO), or a proj­ect office (PO). At this step a paradigm shift is needed. The bear-­type persons who accomplished step 1 cannot take care of all proj­ects and all proj­ect man­ag­ers at the same time. Just as the lions described previously, they need to find cheaper ways of dealing with intruders (bad proj­ect results). So, the bears need to staff their PMO with a few lions who roar in concert, so that it can be heard throughout the entire organ­ization. In organ­izations this means that project-­related information is no longer constrained to a few (troubled) proj­ects but becomes available as a summary report of all ma­ jor proj­ects on a monthly basis. This fosters communication across orga­nizational hierarchies and establishes shared knowledge about per­ for­mance on a proj­ect and orga­nizational level. It institutionalizes “speaking truth to power” in the organ­ization’s culture, which dramat­ ically reduces project-­related rumors and backstage politics.

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In parallel, the PMO w ­ ill establish an external “proof” of proj­ect man­ agement capabilities through certification. That serves several pur­ poses. It shows that (a) the PMO aims for professionalism that goes beyond established internal proj­ect management practices, (b) the proj­ ect management resources are skilled, credible, and acknowledged, and (c) proj­ect management and associated skills can be used as a sales argument in the com­pany’s marketing efforts. This step requires another concerted roaring of the lions in the PMO. Convincing proj­ect man­ag­ ers to become certified is not an easy task. Especially the most experi­ enced ones, who have not been back to school for a long time, are afraid to lose face by not passing the examination. This is counteracted by the PMO being a role model, having the first certified proj­ect man­ag­ers and offering preparation courses for certification exams. While the lions in the PMO are busy with communicating messages about proj­ect results and need for certification, the bears take care of overall PMO manage­ ment and strategically impor­tant proj­ects. For that they mentor proj­ect man­ag­ers in unusually complex proj­ects, or test new techniques and tools for their usability in the organ­ization. Step 2 establishes breadth and depth in moving proj­ect management ­toward an enterprise-­wide practice. While step 1 allowed developing the roots for enterprise-­wide proj­ect management through working on a few proj­ects, almost unnoticed by large parts of the organ­ization, step 2 makes proj­ect management growing and vis­i­ble to every­one. It balances efforts and returns for organ­izations whose business largely, but not en­ tirely, depends on the successful management of proj­ects. Step 3: Take the lead. If proj­ects and their management are the strate­ gic building blocks of an organ­ization’s business, then it is not sufficient to be just as good as the ­others—­the competitors. Then an organ­ization must strive to become the leader in its field. It requires a broadening of perspectives. Internally the organ­ization needs to broaden its perspec­ tive on competencies to include not only proj­ect management and tech­ nology knowledge, but also industry skills and more advanced planning and management techniques. That is accomplished through advanced training programs and proven through internal certification programs (see also Müller 2002). As in step 2 above, this is a task for the lions in the PMO. Their concerted roar makes the need for deeper skills and broader certification heard throughout the firm. The second perspective that needs to be widened is proj­ect manage­ ment execution. That is achieved by benchmarking proj­ect management practices against companies from the same industry and from other in­ dustries. While the same industry benchmark gives an indication of where the organ­ization can improve in re­spect to its competitors, other

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industry benchmarks give indications on where to improve to become better than the competitors. This requires the bears in the PMO. Their long-­ term experience and retrospection allows them to identify ­improvement areas that are adequate and pos­si­ble. The third perspective that needs to be broadened is that of the organ­ ization and its responsibility for managing proj­ects. Develop an under­ standing that all work in the organ­ization has to support proper proj­ect management, b ­ ecause that is the cornerstone of business results. By building awareness that all orga­nizational entities ultimately thrive through successful proj­ects, a large number of pro­cesses, accountabili­ ties, and authorities get prepared to change, and functional silos get con­ verted to cross-­organizational decision-­making teams. Reaching this stage requires another species of PMO member. It is the ea­gle who hovers above the organ­ization and sees the big picture and how all pieces of the orga­nizational puzzle fit together. In the next mo­ ment, the ea­gle is able to work on a granular detail level to fix pro­cesses, roles, and responsibilities. The ea­gle’s tools are orga­nizational proj­ect management maturity models, which can range from ­simple five-­step models that give a one-­dimensional “level of maturity” stamp to complex multidimensional tools that profile orga­nizational maturity and help to identify areas to improve. Organ­izations applying the techniques out­ lined in step 3 are on the path to become leaders in their field and a refer­ ence point for proj­ect management in their industry. They develop proj­ect management into a strategic asset of their firm, with the PMO as the focal point of all activities. That shifts PMO responsibilities from improving single proj­ects (step 1) via improving proj­ect management professional­ ism (step 2) t­ oward building the project-­based organ­ization (step 3). Organ­izations following ­these steps also develop program and port­ folio management capabilities in parallel. ­Here programs are understood as groups of proj­ects that serve a common objective and portfolios as groups of proj­ects that share the same resources (Turner and Müller 2003). The PMO’s role in steering proj­ect management positions is uniquely to take on portfolio management roles, such as the manage­ ment of portfolio results through proj­ect se­lection, as well as business and resource planning prior to proj­ects entering the portfolio, followed by identification and recovery of troubled proj­ects, steering group man­ agement, and practice improvement, once proj­ects have entered the portfolio (Blomquist and Müller 2004). Throughout the journey to enterprise proj­ect management, the power and authority of the PMO increases tremendously. Along this journey, the PMO engages in the po­liti­cal power-­plays of the organ­ization by aligning its own strengths and weaknesses with ­those already in power in the organ­ization. ­Here it is recommended to align bears with bears—­

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those with deep insight in practices, relationships, and po­liti­cal games. Similarly, the lions from the PMO could make themselves even better heard if they align their voices with the lions from other organ­izations. As described by Englund (2004), making the steps and changes “stick” to survive the test of time (and reorganizations) falls ­under the purview of a strategic proj­ect office (SPO). Invoke the power of the tiger (CEO) to successfully establish an SPO. Along the way, the ea­gles need to find their counter­parts. Ea­gles are rare, as most bears and lions prefer to stay as they are, and ­t here is l­ittle hope to develop them from within the PMO. However, ea­gles are often found at the CTO (chief technology ­officer) level or even outside the firm in professional organ­izations, con­ sul­tants, or at universities. ­These internal and external voices can pro­ vide a significant weight to the PMO’s value-­add in moving the firm ­toward its strategic objectives.

Looping Be­hav­iors Causal loops, both vicious and virtuous, are a tool that helps depict the conse­ quences of po­liti­cal be­hav­iors. For example, it is easy to get caught in a vicious loop when t­ here is no time to create a clear and widely understood business vision—­daily actions consist of prob­lem solving and firefighting, often more driven by urgency than importance. Consequently, t­ here is no consistent pri­ oritization of work, and a vast diversity of “stuff” then happens, which leaves even less time to prioritize. Choices are made in isolation, which creates duplication of effort or gaps in the product line. This leads to unsatisfactory business results, b ­ ecause the impor­ tant t­ hings do not get done. We then come full circle around the loop: we need a clear business vision. The trick is to break the loop somewhere—­almost any­ where is fine when you understand how t­ hese loops work. Leaders, caught up in a vicious loop similar to Figure  4-1, who also act without authenticity and commit integrity crimes (see the list below), follow a Disintegration

Need clear business vision

No consistent prioritization

Results < satisfactory

Duplication; gaps

No time

Choices made in isolation

Even less time

Figure 4-1: A Vicious Loop

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“shifting the burden” archetype. This means they get caught up in shallow or safe steps instead of addressing fundamental solutions required by p ­ eople in the organ­ization to improve their effectiveness. Leaders can choose to ignore fundamental values—­but they ­will find themselves in a difficult predicament. Or ­else they can tap the energy and loyalty of o ­ thers to succeed. The difference resides in ­whether they transparently act with authenticity and integrity. EXAMPLES OF INTEGRITY CRIMES • A man­ag­er giving a pep talk to the proj­ect team on the (unrealistic) “merits” of ­doing an eighteen-­month proj­ect in six months • Starting a meeting with a stated intention but diverting it for your own purposes • Passing along se­nior management’s statements to the rank and file as if you agree, even when you do not • Ending e­ very telephone conversation by saying “Someone’s at my desk, so I have to go now” • Requiring weekly milestones to be met, promising feedback and customer reviews but not providing them • Directing ­people to use a standard methodology but not training them on it • Promising to send a contract the following week—­then not sending it ­These actions make ­people feel ­violated. AU­THEN­TIC LEADERSHIP IN ACTION A fundamental solution within the pro­cess of creating a po­liti­cal plan includes applying tools of influence, being au­then­tic, and acting with integrity. ­People who are au­then­tic believe what they say, and p ­ eople with integrity do what they say they w ­ ill do, and for the reasons they stated to begin with. Authenticity and integrity link the head and the heart, the words and the action; they separate belief from disbelief and often make the difference between success and failure. Many p ­ eople in organ­izations lament that their “leaders” lack authenticity and integrity. When that feeling is prevalent, trust cannot develop, and optimal results are difficult if not impossible to achieve (Englund and Graham 2019, 9). It becomes painfully evident when team members sense a disconnect between what they and their leaders believe is impor­tant. Energy levels drop, and pro­ ductive work e­ ither ceases or slows down. Integrity is the most difficult—­and the most impor­tant—­value a leader can demonstrate. Integrity is revealed slowly, day by day, in word and deed. Actions that compromise a leader’s integrity often have swift and profound repercus­ sions. ­Every leader is in the spotlight of ­those they lead. As a result, shortcomings

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in integrity are readily apparent. Po­liti­cal leaders who “failed” often did so not by their deeds but b ­ ecause they lacked integrity. Man­ag­ers who commit integrity crimes have become victims of the mea­ sure­ment and reward system. The axiom goes, “Show me how p ­ eople are mea­ sured, and I’ll show you how they behave.” Mea­sure­ment systems need to authentically reflect the values and guiding princi­ples of the organ­ization. Forced or misguided metrics and rewards do more harm than good. ­People have inner voices that reflect values and beliefs that lead to authen­ ticity and integrity, but they also experience external pressures to get results. The test of a true leader is balancing ­these internal and external pressures and demonstrating truthfulness so that all concerned come to believe in the direc­ tion chosen. Know that ­people generally ­will work any time with, and follow anywhere, a person who leads with authenticity and integrity. Be that person. Remco Meisner adds t­ hese cautionary thoughts: Not all p ­ eople having influence on proj­ects w ­ ill be honest or transpar­ ent. Some w ­ ill have other values than yourself, which for a proj­ect man­ag­er frequently w ­ ill cause such folks to move about in mysterious ways. Maintain your own transparency. Tell ­others ­wholeheartedly what you are about to do, and why, and in what way. You only need to be able to explain your moves to your own proj­ect board. You might be able to do that while adjusting t­hings slightly and, in that way, also keeping a good relation to ­those with alien values. Many organ­izations lack good po­liti­cal “swimmers.” Leading with power is a learned skill. It involves assessment, identification, skill building, planning, and application. Like all learning, it involves movement between reflection and ac­ tion. Creating a po­liti­cal plan starts with making a commitment to lead with power, most prob­ably personal power. It continues by taking action to identify sources of power, perform stakeholder analy­sis, and apply the values of authen­ ticity and integrity. Look systematically at your organ­ization’s po­liti­cal environment. If your en­ vironment can be depicted as a vicious loop, work to create a virtuous loop based upon tools of influence. Trust cannot develop, and efforts to implement enterprise proj­ect management remain unrealistic, u ­ ntil leaders create an envi­ ronment that supports t­ hese values. Take the time to document a po­liti­cal plan, noting your observations and deciding upon action steps.

Speaking Truth to Power In our book Proj­ect Sponsorship: Achieving Management Commitment for Proj­ ect Success, Second Edition, we describe a case study about speaking truth to power. In essence, proj­ect man­ag­ers are closest to the action and know the truth about what is happening (or not, and why). However, ­those in power (upper

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man­ag­ers) are not always willing, able, or in a mindset to hear the truth. Any interruption in this dialogue can be devastating to achieving consistent suc­ cessful proj­ects. Complete proj­ect man­ag­ers need to be skilled to communi­ cate all news—­good, bad, and ugly. The steps in this pro­cess are: 1. Ask what’s bad about the news. 2. Define the truth. 3. Determine how to deliver the truth. 4. Act from strengths. 5. Get it done. The goal is to live another day, not be the messenger of bad news who gets shot!

Ethics and Power It is the responsibility of each leader and man­ag­er to behave in a professional manner and adhere to an ethical code. Th ­ ese be­hav­iors build credibility in the leader as well as contribute to the l­egal, moral, social, and ethical health of the organ­ization. Michael O’Brochta, president of Zozer, Inc., has had a long and successful ­career working with government proj­ect man­ag­ers. He writes in How to Get Executives to Act for Proj­ect Success (2018): Having the ability to speak truth to power is an impor­tant skill. When effectively practiced, the proj­ect man­ag­er’s level of influence, relative to lack of authority, ­will increase. That influence ­will further increase if the proj­ect man­ag­er effectively communicates the value of successful proj­ects. To ramp proj­ect man­ag­er influence levels up even further, behave like an Alpha. A survey of over 5,000 proj­ect man­ag­ers, stakeholders, and executives has provided an extraordinary insight into what the top 2 ­percent of proj­ect man­ag­ers, the Alphas, know and do that every­one ­else does not. The Alphas believed strongly that they had enough au­ thority, even though they had the same amount as ­others. They also spent twice as much time planning and ­were twice as effective with com­ munication as the ­others. Furthermore, their communications ­were in the business context that resonated with executives. Proj­ect man­ag­ers can understand and use power. Power refers to the ability of the proj­ect man­ag­er to influence o ­ thers to act for the benefit of his or her proj­ect; it is a resource that enables compliance or com­ mitment from o ­ thers. Proj­ect man­ag­ers have an excellent opportunity

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to build levels of expert power (centered around what the proj­ect man­ ag­er knows about his or her proj­ect), and levels of referent power (affilia­ tions the proj­ect man­ag­er has with other groups and individuals). Keys to building t­ hese two types of power are ethics and trust. As former Chair of the PMI Ethics Member Advisory Group, I can confirm that one of the most effective ways to build trust is to abide by the four values in the PMI Code of Ethics and Professional Conduct: responsibility, re­spect, honesty, and fairness. Transgressions in any one of t­ hese four values can cause immediate and long-­lasting undercutting of trust. Yunive Moreno Sanchez, a proj­ect man­ag­er in Mexico, believes proj­ect man­ agement can help turn the tide of corruption occurring in her country. She is a proj­ect man­ag­er leading the implementation of an anticorruption initiative. The proj­ect aims to shed light on the pro­cess by which the municipal govern­ ment issues building permits. Guadalajara has grown rapidly in recent years, but some construction proj­ ects ­haven’t been properly reviewed; illegally issued building permits have been prevalent. But proj­ect man­ag­ers with high ethical standards can make a differ­ ence by avoiding corruption in contracts and ensuring bud­gets are monitored property. “Proj­ect management princi­ples let you promote an anticorruption en­ vironment and set clear rules and procedures to follow in order to have clean and successful proj­ect implementation,” says Sanchez. Sanchez says she has faced re­sis­tance from the government while trying to implement change. She does have the support of the current mayor, which helps enact her change agenda. She’s made a point of engaging external stake­ holders so that the proj­ect can continue ­after the next municipal administra­ tion takes office. “We are communicating the proj­ect to stakeholders all over the city to make them ­owners and part of the proj­ect,” she says. The goal is to leverage strong backing from the public and civil society organ­izations to ­counter any po­liti­cal re­sis­tance to change. “We want to assure the continuity of the proj­ect beyond any ­future po­liti­cal change” (PM Network 2018, 61).

Summary Embracing a complete proj­ect management mindset goes beyond completing proj­ects on time, scope, and bud­get. Improving orga­nizational per­for­mance de­ pends upon getting more accomplished through proj­ects. Just what gets ac­ complished and how comes u ­ nder the purview of power and politics. ­Because power is the capacity to translate intention into real­ity and sustain it, and orga­ nizational politics is the exercise or use of power, leading change ­toward enter­ prise proj­ect management means embracing the po­liti­cal environment as a means to achieve broader success. Organ­izations by their nature are po­liti­cal. To be effective, proj­ect man­ag­ ers need to become po­liti­cally sensitive. Assessing the environment, rethinking

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attitudes ­toward power and politics, and developing an effective po­liti­cal plan are foundation steps ­toward developing greater po­liti­cal sensitivity. Th ­ ese steps help the proj­ect man­ag­er address the power structure in an organ­ization, iden­ tify critical levels of trust and agreement with stakeholders, develop a guiding co­ali­tion, and determine areas of focus. One key goal of developing po­liti­cal sen­ sitivity is to turn potential victim scenarios into win-­win po­liti­cal victories. A po­liti­cal plan is an overlay to the proj­ect management pro­cess. This plan involves observing how an organ­ization gets work done and performing stake­ holder analy­sis. It further incorporates creative ­human dynamics to encourage proactive thinking about how to respond to and influence other p ­ eople in the organ­ization. Complete proj­ect man­ag­ers develop po­liti­cal plans as well as effective proj­ect plans. The po­liti­cal pro­cess is always at work in organ­izations, and the po­liti­cal jungle is chaotic. Success comes to ­t hose who identify the “animals” in the jungle and recognize that they exhibit certain traits and pat­ terns. Each is driven by a purpose. Interacting effectively with t­ hese “animals” and influencing them involves working in their preferred operating modes, speaking their language, and aligning common purposes. Leading change in po­liti­cal environments is a learned skill. It involves as­ sessment, identification, skill building, planning, and application. It also involves knowing the potential of proj­ect management and the willingness to apply a dis­ ciplined pro­cess to a web of simultaneous proj­ects across the organ­ization. Like all learning, being effective in this environment involves movement between reflection and action. Ethical be­hav­ior is mandatory. Peak-­performing ­people use potent pro­cesses, positive politics, and prag­ matic power to achieve sufficient profit and keep organ­izations on a path ­toward a purpose. By applying ­these concepts to tough situations, proj­ect lead­ ers become better equipped to implement change, develop skills that achieve greater impact, and advance proj­ect management maturity in their organ­izations.

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5 Conflict Management Skills Conflicts cannot be avoided; we need to manage them with passion, per­sis­tence, and patience. —­Alfonso Bucero

Integration

Leadership/ Management Personal

Market/ Customer

Negotiating Sales

The Complete Project Manager

Political

Change Management

Conflict Conflict Management Management Environment

Project Projec ectt Management

Organization Humor/Fun

Complete proj­ect man­ag­ers are not immune to conflict. Sometimes they may even welcome it, for it shows that p ­ eople are engaged in their work. Integrating the conflict management molecule with other skills is crucial as p ­ eople may disagree with or resist efforts to become more complete. In this chapter, we

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investigate sources of conflict, discuss how to deal with difficult p ­ eople, focus on the ­people side of conflict, and use a reframing technique to achieve better outcomes from conflict. We also touch upon decision making in times of conflict.

Sources of Conflict The sources of conflict are many. We list a few in T ­ able 5-1. The potential out­ comes of t­ hese conflicts are: • Disputes • Competition • Sabotage • Inefficiency or low productivity • Low morale • Poor communication • Strained relationships On the other hand, lack of conflict may point to disinterest, lowered motiva­ tion, and indifference—­all which limit the ability to achieve higher-­performing outcomes. A goal is to establish constructive contention, wherein p ­ eople engage each other and seek better outcomes, fostering an attitude of “Let’s work together to figure this out.” A lesson I (Englund) learned about ­handling issues and especially risky ones came from working as a young man at a county fair where livestock and showmanship ­were judged. The winning animal showers did not always have perfectly behaved animals, but they won ­because of how masterfully they reestablished show positions when necessary and how they demon­ strated their leadership. In this case, conflict is an opportunity. Complete proj­ect man­ag­ers do not avoid conflict; rather, they are skilled in conflict management. A ­simple pro­cess we suggest for dealing with conflict on a proj­ect starts with answering ­these questions: • What was the conflict? • Why did it occur? • How did you attempt to resolve it? An assessment based upon this checklist helps to determine if the conflict stems from R, assigning the right ­people or getting resources for the proj­ect; O, differ­ ences regarding objectives about what needs to be done; or I, deep-­seated issues regarding personal beliefs, princi­ples, historical pre­ce­dence, or identity. (See Toolset “A Technique for Resolving Conflict” in The Complete Proj­ect Man­ag­er’s Toolkit.)

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Table 5-1. Sources of Conflict Source

Example

Resources

Scarcity of money, time, personnel, or materials may cause conflict.

Goals

Difference in goals (e.g., quality vs. quantity) can cause conflicts to arise.

Expectations

Conflicts can arise when ­people’s expectations are dif­fer­ent and when one or more expectations are not met.

Perceptions

­ eople’s perceptions of the world are often dif­fer­ent, and t­ hese P differences may manifest themselves in conflict.

Values

Values of individuals working together may be dif­fer­ent, and when addressing prob­lems in which values play a role, conflict may erupt.

Needs

Individuals have dif­fer­ent needs (e.g., recognition, safety, dignity, participation), and when ­these needs are not met, frustration and conflict can surface.

Culture

A lack of understanding surrounding cultural differences may lead to disagreements and conflict.

Dealing with Difficult ­People One of the g­ reat sources of stress on a team is putting up with difficult p ­ eople. Dif­ ficult p ­ eople are ­those who impede the actions and pro­gress of ­others. Their be­ hav­iors reduce productivity and curtail teamwork. Dealing with difficult ­people can be almost painful—­they seem to inflict an emotional pain on ­others. Difficult ­people have power over a team b ­ ecause they can control the team’s interactions. According to Zachary Wong, PhD, a man­ag­er with over thirty years of managerial and proj­ect management experience, difficult ­people tend to ­favor predominantly lower-­level be­hav­iors—in other words, t­ hose that fall below the “set point” line in Figure 5-1—­and consume team energy (Wong 2007). They take away time, resources, attention, and cooperation. Every­thing becomes an effort. The team feels diluted, tired, discounted, and frustrated when dealing with a per­sis­tently difficult person. P ­ eople feel devalued b ­ ecause the team ac­ cepts negative be­hav­iors and makes continual compromises and appeasements to placate them. A per­sis­tently difficult person w ­ ill pull the team down to a lower level. If the team s­ ettles into a lower dynamic state, then per­for­mance and quality suf­ fer. Operating at a lower level means that the team is functioning with less en­ ergy and synergy—­the team has a lower “set point.” The team’s set point represents the collective mindset and spirit of the team. Instead of striving for the best, a team with a low set point is happy just to finish the work. Such a team practices poor team be­hav­iors (such as re­sis­tance, impatience, fearfulness, and

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the complete project manager GIVING

COLLABORATIVE CARING

LISTENING

PATIENT INCLUSIVE

TRANSPARENT

OPEN-MINDED

Moving Above the Line?

“SET POINT”: AVERAGE DAY-TO-DAY BEHAVIORS

RESISTANT TAKER

DEFENSIVE

Moving Below the Line?

CLOSE-MINDED

IMPATIENT

CONTROLLING

FEARFUL EXCLUSIVE

Figure 5-1: Examples of Be­hav­iors Above and Below the “Set Point.” Adapted from Zachary Wong, ­Human ­Factors in Proj­ect Management, 2007. Reprinted with permis­ sion of John Wiley & Sons, Inc.

defensiveness) more often than collaborative be­hav­iors (such as listening, giving to ­others, and transparency). Conversely, you know a team has a high set point when: • Disagreements are encouraged, and conflicts are quickly resolved. • Every­one is transparent about their views and feelings. • The team wants to work together rather than apart. • ­People care about each other. • The team’s work output is greater than the sum of its parts. • The team regularly seeks behavioral feedback. • Reinforcement and recognitions are behavioral norms. One approach to solving prob­lems with difficult p ­ eople is to involve your man­ ag­er. Ana explains how her man­ag­er approaches prob­lem solving: “My boss has to constantly deal with difficult situations, since he is in charge of the IT de­ partment and the entire organ­ization cannot work if, for example, ­there is a net­ work prob­lem, the Internet connection fails, e­tc. He does not waste time thinking about assumptions and who could be the culprit. He tries to go always to the point and find the solution as quickly as pos­si­ble. One of his most famous phrases is: ‘Do not bring me a prob­lem if you cannot suggest a solution.’ ” I (Englund) used to believe in that phrase, and I’ve heard other man­ag­ers use it too. This is well and good for routine prob­lems. Where I find it limiting

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is with perpetually difficult p ­ eople or with opportunities or complex situations where t­ here is no perfect solution, trade-­offs are required, or the prob­lem is too large for a single person to suggest a solution. If the requirement is to come up with a solution before bringing up a prob­lem, the man­ag­er may not be fore­ warned early enough ­because ­people are afraid to speak up. This kind of envi­ ronment may do more damage than an open environment where p ­ eople bring up prob­lems early and every­one engages in brainstorming or collective reason­ ing to determine a range of options. B ­ ecause difficult p ­ eople can be toxic to the ­whole organ­ization, urgent action may be required by a higher authority. We mention this viewpoint just so ­people do not overpropagate this phrase. Complete proj­ect man­ag­ers view themselves not just as prob­lem solvers but also as capacity expanders. That means they embrace situations that may not have any easy, apparent, or clear solutions. By taking on ­these situations, they open paths to creating new knowledge and solving difficult challenges.

The ­People Side of Conflict Management Not surprisingly, p ­ eople view conflict management in vari­ous ways. Núria Blasco Pastor, a managing director with Tepsa in Barcelona, Spain, says: I’ve been learning a lot about conflict resolution over the last few years . . . ​ my c­ hildren are g­ reat teachers! But t­ hose l­ ittle smiles now and then re­ mind me that ­there is still a lot to be learned. And the ­little tears now and then remind me that ­there is potentially a risk of damage in any conflict. And—­this is often forgotten—­a chance for improvement, a pos­ itive risk. Conflicts are part of our professional activity. Proj­ect management is the art of integrating parts into a ­whole while satisfying the ­triple con­ straints. Think for a moment about the word “constraints.” Conflict is inspired by constraints, since they are never-­ending sources of issues. Step by step I’m improving in conflict resolution, even though some­ times I’m a conflict generator. Let me share my tricks with you: In the past, when in trou­ble with schedule, cost, or changing specifi­ cations, I tended to identify and try to solve conflicts only ­under my viewpoint. It’s hard to admit it was obviously a partial viewpoint. I’ve learned to, first of all, review the potential conflict as a third party. I do an exercise of describing the conflict mentally as if I w ­ ere an in­de­pen­ dent person. By ­doing that I gain perspective and I’m able to view a more complete picture, from both sides. It’s essential to separate personal feel­ ings from professional issues (although difficult) and by putting myself in an in­de­pen­dent perspective I focus mostly on the professional side. . . . ­There w ­ ill always be conflicts, and solving them is a tough activity. Maybe we’d like to ignore the conflict and wait ­until it gets resolved

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magically by itself. But this is not true and is not professional. There­ fore, if I have to tackle a tough situation, I do it first ­thing in the morn­ ing. If you have to eat a frog, do it as soon as pos­si­ble . . . ​and the rest of the day ­will be plain and easy. Invest some time preparing for it and eat the frog! The win-­win approach is classical in management theory. It’s a big truth. I force myself to consider the less aggressive way of conflict solving and avoid hurting other p ­ eople’s feelings. Hurting p ­ eople is obviously bad, but even more, it is not efficient. And, this is the most impor­tant ­thing, in the long term only a win-­win approach is applicable. A ­simple trick I do is to compensate the “losers” in a conflict with extra emo­ tional attention, like public congratulations for a well-­ done job, awarding them with nice tasks, let them know I understand their con­ cerns or . . . ​just a good-­morning chat with a good coffee! Norton Healthcare in Louisville, Kentucky, had an enterprise program man­ agement office (EPMO) that led the construction of a new fa­cil­i­ty. This massively successful program qualified as a finalist for PMI’s Proj­ect of the Year 2010. We asked Janice L. Weaver, PMP, former system associate vice president in the EPMO, to describe her approach to conflict: Conflict is one of the toughest and most avoided areas in proj­ect man­ agement. Even though we have conflict ­every day in our lives, many ­people d ­ on’t feel comfortable dealing with it. Most would rather look the other way and hope it goes away. Unresolved conflict rarely goes away on its own. If left unchecked, it usually festers and frequently becomes a huge prob­lem that impacts the proj­ect in negative ways. This just compounds the situation, causing more conflict. The key is to deal with it as soon as pos­si­ble before it gets to that point. Leadership skills include the ability to deal with conflict. As proj­ect man­ag­ers, how we deal with conflict separates “good” proj­ect man­ag­ ers from “­great” proj­ect man­ag­ers. I am frequently asked, “How do you deal with conflict on a proj­ect? It can be so frustrating!” My answer is usually, “It depends.” It depends on the proj­ect, the players, the situation, and the impact to the proj­ect. ­There are models designed to guide proj­ect man­ag­ers through the conflict resolution pro­cess. But in the real world, ­t here is no cookie-­ cutter approach to conflict resolution in proj­ect management. And, like it or not, it is the proj­ect man­ag­er’s responsibility to ensure conflict is addressed promptly and efficiently. ­There can be many sources of conflict on a typical proj­ect. It’s not uncommon to experience technical issues on a proj­ect that result in

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conflict. Technical issues tend to be easier to resolve. Conflict that in­ volves ­people issues needs to be handled carefully to avoid causing per­ manent damage to relationships and the proj­ect. ­There can be a myriad of people-­related issues on proj­ects, especially when the proj­ect is high risk, high visibility, high dollar value, and has a short timeline. Expectations from se­nior leadership are high. In this situation, proj­ect man­ag­ers need to focus on the ­people side versus the pro­cess side of proj­ect management, where most proj­ect man­ag­ers are most comfortable. Let’s examine a not-­so-­theoretical situation: One of six proj­ect lead­ ers on a new information system implementation is not responding to emails and phone calls in a timely manner. I’ll call this person the “in­ visible proj­ect leader.” The proj­ect w ­ ill impact the entire enterprise of 11,000 employees. The proj­ect has an aggressive timeline, a high price tag, and the attention of the board. The other five proj­ect leaders and several proj­ect team members are complaining about the lack of respon­ siveness. This is negatively impacting their tasks. They expect the proj­ ect man­ag­er to resolve the issue for them. Left unresolved, ­people start complaining amongst themselves about the invisible proj­ect leader and the lack of response to requests for in­ formation. It soon becomes a productivity issue b ­ ecause too many p ­ eople are involved in the w ­ ater cooler chatter and email traffic instead of working on proj­ect tasks. Several tasks have already fallen ­behind schedule. Many times, all of this is boiling ­under the radar of the proj­ ect man­ag­er. What would you do? ­Doing nothing is always an option but is not recommended in this situation. Too much is at stake. The proj­ect w ­ ill fall further b ­ ehind. Quality w ­ ill suffer and eventually, the proj­ect sponsor and the proj­ect man­ag­er’s man­ag­er ­will be demanding to know what’s g­ oing on and why it ­isn’t being addressed. Avoid that situation at all costs. One of the primary tasks of a proj­ect man­ag­er is to anticipate and avoid issues. This is where risk management comes in, which is closely tied to conflict resolution. So, what could or should be done to antici­ pate and avoid the situation? Many issues and conflicts in proj­ect management are due to unclear roles and responsibilities. This ­causes duplication of work, missed work, and tension in general—­all of which are costly. Instead, clearly document the roles and responsibilities by role in the proj­ect h ­ uman resources management plan. Clearly lay out what is expected of each role, starting with the steering committee through the proj­ect team members. Also include vendor personnel if applicable.

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They are part of the proj­ect team too and must abide by the same rules as internal proj­ect team members. ­Here is a sample of the responsibilities by role: Proj­ect leaders: 1. ​Are accountable for the success of their assigned major deliverables 2. ​Ensure all planning tasks are completed as requested 3. ​Resolve issues promptly and escalate to the proj­ect man­ag­er for resolution as necessary if unable to resolve issues on their own 4. ​Manage expectations to ensure all proj­ect team members know what is expected of them 5. ​Identify potential risk events and develop a risk management plan for addressing ­those risks 6. ​Manage the execution of the proj­ect timeline including the de­ tailed tasks, activities, durations, resources, and milestones 7. ​Communicate the status of the deliverables according to the proj­ ect communications plan 8. ​Instill a team spirit and cooperative attitude with proj­ect team members and between proj­ect teams Proj­ect man­ag­er: 1. ​Is accountable for the success of the entire proj­ect 2. ​Ensures all planning deliverables are completed for the entire proj­ect 3. ​Resolves issues, escalating to the proj­ect sponsor for resolution only as necessary 4. ​Manages expectations to ensure all proj­ect leaders know what is expected of them 5. ​Ensures potential risk events are identified and documented in the risk management plan and ensures implementation of mitigation plans 6. ​Communicates pro­gress to all stakeholders according to the proj­ ect communication plan 7. ​Monitors the overall bud­get and secures any additional funding requests as necessary 8. ​Instills a team spirit and cooperative attitude among and between the proj­ect teams ­There are many similarities between the two lists. Both roles require ac­ countability. Both roles are responsible for resolving issues, managing expectations, communication, and instilling a team spirit and cooper­ ative attitude. The difference is the span of control between the proj­ect leader and the proj­ect man­ag­er. The proj­ect leader is responsible for a

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piece of the proj­ect. The proj­ect (or program) man­ag­er is responsible for the ­whole proj­ect. Discuss t­ hese at the beginning of each proj­ect even if the team mem­ bers have seen them before. A refresher is usually welcome. This gives every­one an opportunity to ask questions if they ­don’t understand or ­don’t agree with a responsibility included in the proj­ect management plan. If new team members are added midstream in the proj­ect, it is the proj­ect leaders’ responsibility to bring them up to speed if a proj­ect team member has been added, or the proj­ect man­ag­er’s responsibility if a proj­ ect leader has been added. Now back to our “theoretical” situation. Let’s assume first that this proj­ect leader has been assigned to the proj­ect from the beginning and attended the meeting when this was discussed and agreed to as a proj­ ect management team. You are one of the proj­ect leaders waiting for critical information from the invisible proj­ect leader. Review the re­ sponsibility list for proj­ect leaders and decide which ones apply to this situation. The answer is that the proj­ect man­ag­er and the proj­ect leader are both responsible for ensuring proj­ect success. (Responsibility #1: Are accountable for the success of their assigned major deliverables.) First, check the email you sent to the invisible proj­ect leader to make sure the request was clear and included a date by which you needed the information. If not, send a courtesy follow-up email ensuring the mes­ sage and due date are clear. Ask for a response back if it is not pos­si­ble to meet this date. In other words, did you create the delay by not asking the right question in the first place? (Responsibility #4: Manage expecta­ tions to ensure all proj­ect team members know what is expected of them. Responsibility #5: Identify potential risk events and develop a risk management plan for addressing ­those risks.) Next, assess the situation. Is the invisible proj­ect leader new to the proj­ect, department, and/or the organ­ization? Is the invisible proj­ect leader experiencing pos­si­ble personal issues that could be clouding his work (e.g., a ­family member who is ill)? That d ­ oesn’t resolve the conflict, but it does help to inject some compassion into the situation. Stand back and make sure you address the situation professionally. (Responsibility #3: Resolve issues promptly and escalate to the proj­ ect man­ag­er for resolution as necessary if unable to resolve issues on your own.) Third, talk with the invisible proj­ect leader in person, preferably, or by phone if necessary. Explain your situation and ask when the infor­ mation ­will be available. Be willing if pos­si­ble to budge a ­little on the due date if that ­w ill help. If the task is not on the critical path, a ­little

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wiggle room w ­ ill go a long way to creating a strong working relationship. (Responsibility #8: Instill a team spirit and cooperative attitude with proj­ect team members and between proj­ect teams.) If all of ­these ­things fail, then go to the proj­ect man­ag­er with the sit­ uation and a request for resolution. State the facts, and d ­ on’t dramatize or exaggerate the situation. It ­doesn’t help solve the issue or put the proj­ ect back on track. It is easy for proj­ect man­ag­ers to get so involved in the proj­ect itself and the pro­ cesses associated with getting the proj­ect completed that we forget it is ­people that make it happen. ­People have feelings, and we need to be professional and compassionate in dealing with people-­related issues. The proj­ect may end up be­ ing successful from a scope, time, quality, and customer satisfaction stand­ point. But if no one wants to work with you again on another proj­ect, then you have failed as a leader and as a proj­ect man­ag­er.

Constructive Contention Some amount of conflict is healthy. As shown in Figure 5-2, ­middle ground between the flight-­fight extreme reactions can be productive and more ­effective. ­There are two styles typical of the ways in which p ­ eople approach conflict: Flight: Avoid conflict whenever pos­si­ble. Fight: Confront conflict in a somewhat combative way. A more effective approach is: Engagement: Where conflicts are proactively surfaced, discussed, managed, or resolved.

level of effectiveness

Excess Cooperation

FLIGHT

Constructive Contention

Excess Conviction

ENGAGEMENT

Let’s work together to figure this out Whatever the group wants. I don’t care what you do.

(avoidance)

No way; you’re all wrong. My mind’s made up. FIGHT

(confrontation)

Figure 5-2: Fight, Flight, or Engage?

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Constructive contention involves: • • • • •

Common objective—­every­one supports the same goal Contribution—­each participant has value to contribute Significance—­what we are d ­ oing is impor­tant Empowered—­people believe they have power to resolve conflicts Accountability—by accepting responsibility for success of the w ­ hole, ­people more willingly work through conflicts

Complete proj­ect man­ag­ers are advised to seek a “sweet spot” in between exclusive be­hav­iors such as being reactive or withdrawn. A more inclusive approach is flexible in balancing giving and taking, speaking and listening, leading and following—­strive for win-­win in all interactions. CONNECTING WITH ­OTHERS In describing The DNA of Strategy Execution, Jack Duggal highlights challenges faced by PMOs to reor­ga­nize and reinvent themselves, often a rocky pro­cess with lots of opportunities for conflict management: The PMO’s staff found itself duplicating work as it partnered with busi­ ness units that w ­ eren’t talking to each other. It strug­gled to deliver value on a day-­to-­day basis. Vari­ous pain points emerged in the PMO, includ­ ing lack of priorities (or conflicting priorities), too-­slow decision-­making, lack of engagement on the part of business units, and stakeholders who ­were unclear about the purpose and role of the PMO. ­There ­were also multiple dependencies (some hidden) across proj­ects and programs it supported, and something familiar to any proj­ect man­ag­er: scope creep due to stakeholders who wanted dif­fer­ent ­things. ­There’s a theme in all this: disconnection. . . . ​Leaders felt cut off from other parts of the organ­ization . . . ​and felt strategically adrift. . . . The new PMO director realized it was incumbent on the PMO to create the connections necessary to deliver on its mission. It could be the change agent that fixes the broken mirror, allowing every­ one  across the  com­pany’s business units to feel part of the same ­picture. . . . The PMO team began to look for opportunities to identify discon­ nects across the com­pany landscape where the PMO could build bridges, bust silos, and connect all ele­ments of the DNA of strategy execution. (Duggal 2018, 137–138) In describing the power of connections, Duggal adds, “Connection is the foundational circulation that breathes life and adds complexity. Just like you cannot connect and communicate without a good Wi-­Fi connection, similarly, you cannot get ­things done without connection” (2018, 139).

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The types of conflicts he describes are not uncommon for other areas within proj­ect, program, and portfolio management. We believe good communication focused on forging connections has the power to solve most conflicts.

Reframing Reframing is seeing conflict or decisions through dif­fer­ent lenses, each with a dif­fer­ent frame around it. At its very basic, reframing means viewing proj­ect management as p ­ eople management, with the purpose of achieving strategic goals instead of just assembling tasks and timing charts. Reframing means add­ ing more alternatives, options, and considerations for review. A wise leader introduces reframing very early in a conflict in order to get ­people out of ruts and into thinking differently. This pro­cess opens doors to better compromises or creative solutions. Successful complete proj­ect man­ag­ers apply multiple frames to the same—­and possibly ­every—­situation. This technique helps connect with reticent ­people who each have a dif­fer­ent view or way of seeing the world. A historical example of reframing occurred when U.S. President John F. Kennedy was facing the Cuban missile crisis. He demanded that Rus­sia remove their missiles from nearby Cuba. Rus­sia responded with two messages: the first one was conciliatory while the second was hard line. The reframing by Kenne­ dy’s cabinet was when they de­cided to ignore the second message and act on the first. Along with offering to remove U.S. missiles from nearby Russia—­a ne­ gotiating concession—­a major crisis was averted. The po­liti­cal frame used in this crisis may be accompanied by other frames, such as structural/rational, ­human resource, and symbolic. When seeking to influence o ­ thers or reach decisions, describe the situation in many ways, de­ pending on the context and preferences or motivations of vari­ous stakeholders. Take strategic planning for example: • Structurally, define strategies to set objectives and coordinate ­resources. • The h ­ uman resource frame describes strategic planning as gather­ ings to promote widespread participation. • Po­liti­cally, t­ hese are rallies to air conflicts and realign power. • The symbolic gesture embraces rituals to signal responsibility, produce symbols, and negotiate meanings. Multiframe thinking requires movement beyond narrow and mechanical thinking. Complete proj­ect man­ag­ers who master the ability to reframe are ­rewarded with a liberating sense of choice and power, are less startled by orga­ nizational perversities, and are better attuned to p ­ eople and events. They anticipate turbulent twists and turns of orga­nizational life, develop unique al­ ternatives and novel ideas about what organ­izations need, see new possibilities, and determine wider ranges of outcomes when dealing with uncertainty. They

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are like artists who reframe the world, so o ­ thers can see new possibilities. For example, in Janice Weaver’s “theoretical” situation, she reframed a dif­fer­ent view: ­people are not prob­lems—­instead, every­one possesses accountability and needs to behave accordingly. Personally, project examples of reframing occurred a number of times for me (Englund). Sponsors wanted projects framed a certain way. Based on my research, I reframed each project to more accurately solve the problem. Sponsors agreed, and we were successful. More examples of reframing, as well as other conflict resolution tools, may be found in The Complete Proj­ect Man­ag­er’s Toolkit.

Summary Conflict is ever-­present and may be a good ­thing. For effective decision making in times of conflict, follow ­these steps: • Focus on goals and objectives. • Assess the depth and type of conflict. Is it related to resources, objectives, or identity? • Implement a checklist of steps to follow, depending on the situation. • Follow a decision-­making pro­cess that addresses p ­ eople issues. • Reframe, within the context of the environment. • Involve team members. • Be creative. • Get closure and follow through. Evaluate conflict through multiple frames and reframe project-­based work ­ ecisions in areas beyond just the financials. Think about how decisions ­will d affect ­people development and the quality of proj­ect work. Point out the ram­ ifications of lower set point be­hav­iors; encourage, and set the example for, upper-­level be­hav­iors. Apply systematic tools that enable proactive—­and timely—­resolution of conflicts.

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6 Proj­ect Management Skills Excellence in proj­ect management is not a differentiator—it is an expectation. —­Gregory Balestrero, former CEO, Proj­ect Management Institute

Integration

Leadership/ Management Personal

Market/ Customer

Negotiating Sales

The Complete Project Manager

Political

Change Management

Conflict Confl Management M Man nage Environment

Project Management Projectt Management

Organization Humor/Fun mor/Fu Fun

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Initiate

Plan

Agreement

Execute

Monitor & Control

Close

Refine Plan Organizational Learning

Figure 6-1: The Complete Proj­ect Management Pro­cess

In this chapter, we build upon a foundation in A Guide to the Proj­ect Management Body of Knowledge, developed by the Proj­ect Management Institute. Our goal is to add insights and examples to help complete proj­ect man­ag­ers in their quest to make sense of and apply the PMBOK Guide—­exploring the rest of the story. We step through the stages of the proj­ect management pro­cess and share suggestions for implementing the pro­cess, focusing on ­people issues ger­ mane to a complete proj­ect man­ag­er mindset. We then offer a few words about creating proj­ect and orga­nizational excellence, responsibility, and competen­ cies. Guidance is offered about using appropriate methodologies, such as Agile. Figure 6-1 displays the complete pro­cess. Proj­ect management is the appli­ cation of knowledge, skills, and techniques to execute proj­ects effectively and efficiently. The PMBOK Guide identifies the recurring ele­ments: the five pro­cess groups of Initiating, Planning, Executing, Monitoring and Control­ ling, and Closing, and the ten knowledge areas of Integration, Scope, Time, Cost, Quality, Procurement, ­Human Resources, Communications, Stakeholder Management, and Risk Management. While this guide provides a basic struc­ ture for proj­ects, the rest of the story involves practice, ingenuity, and learning from o ­ thers in order to achieve breakthrough per­for­mances. Let us start with initiating proj­ects.

Initiating Proj­ects A common ­mistake is to focus on a benefit you are providing (an output) and not articulating the benefit of the benefit (the outcome—in other words, the value in business terms). Outputs are a­ ctual deliverables or products/ser­vices. Outcomes are the success criteria or a mea­sur­able result of successful comple­ tion of the outputs. Emphasis is often placed on collecting outputs, with ­little attention paid to outcomes. But outputs may have ­little intrinsic value ­unless they are linked to outcomes. For example, a complete proj­ect man­ag­er might say, “By initiating a proj­ ect office to coordinate our portfolio of proj­ects [output], we select the right

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proj­ects to meet our strategic goals and provide the key set of ser­vices required by our end users [outcome].” THE PROB­LEM STATEMENT ­Unless proj­ect team members and departments see a need for solving the perceived prob­lem or see an opportunity for innovation, it ­w ill be difficult to ­obtain the necessary resources for the proj­ect. A prob­lem statement un­ derscores the value to be gained for the organ­ization by carry­ing out the proj­ect. ­Every prob­lem has ­causes and effects. In order to make a convincing argu­ ment that a proj­ect is required to solve a par­tic­u­lar prob­lem, it is beneficial to include the ­causes and effects of the prob­lem in the definition. A prob­lem state­ ment answers the following questions: • Why is this proj­ect necessary? What prob­lem, situation, or need justifies the proj­ect? • How do we know that the need exists? • How is it currently handled? • How does the prob­lem affect productivity, teamwork, profitability, or other crucial f­ actors? • How w ­ ill the proj­ect solve the prob­lem or take advantage of the opportunity? WHAT IS PROJ­ECT SUCCESS? The typical goal for leaders and man­ag­ers is to achieve proj­ect success. Taking a high-­level view of proj­ect success, identify the thread that runs through all key ­factors that determine success, failure. These ­factors are all about ­people. ­People do m ­ atter. Proj­ects typically do not fail or succeed b ­ ecause of technical ­factors; they fail or succeed depending on how well p ­ eople work together. When we lose sight of the importance of p ­ eople issues, such as clarity of pur­ pose, effective and efficient communications, and management support, then we are doomed to strug­gle. Engaged p ­ eople find ways to work through all prob­lems. ­There is a bountiful harvest of definitions for proj­ect success (and just as many explanations for proj­ect failure). Meeting the t­ riple constraints is just a starting point. Sometimes you can be right on scope, schedule, and resources and still fail to be successful, perhaps ­because the market changed, or a com­ petitor outdid you, or a client changed its mind. You could also miss on all con­ straints but still have a successful proj­ect in the long term. It is impor­tant to get all requirements specified as accurately as pos­si­ble; it is also impor­tant to be flexible since needs and conditions change over time or as more becomes known about the proj­ect as it progresses.

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Please allow us to suggest an overarching criterion for proj­ect success: check with key stakeholders and ask them for their definitions of success. Pin them down to one key definition each. You may get some surprising replies like, “­Don’t em­ barrass me.” “Keep out of the newspaper.” “Just get something finished.” You may even get conflicting responses. Integrate the replies and work to fulfill the stakeholders’ needs. Having this dialogue early in proj­ect life cycles provides clear marching o ­ rders—­and forewarning about what is impor­tant to key stake­ holders. Having established that success or failure is all about p ­ eople, our goal now is to be better leaders and man­ag­ers of ­people, not just proj­ects. THE IMPORTANCE OF VISION A vision statement is a vivid description of a desired ­future state once the proj­ ect is successful. It is unique to that proj­ect, and stakeholders w ­ ill know when that new state is realized. To illustrate the power of clear vision in guiding initiation and directing proj­ect execution, we share this example from Dr. Thomas Juli of Germany, the author of Leadership Princi­ples for Proj­ect Success (2010): Working in professional proj­ect management for many years, I have worked on and managed numerous proj­ects of all sizes. Not all of them could be considered successes. And this was good, for it taught me what ­matters most in ensuring proj­ect success. What I have found is that proj­ ect management skills are necessary but not sufficient. Instead, effec­ tive proj­ect management needs to have a solid foundation in proj­ect and team leadership. Now, not e­ very proj­ect man­ag­er is a natu­ral leader. And this is not necessary. But ­every proj­ect man­ag­er should know the basic leadership princi­ples for proj­ect success. One of the most impor­tant princi­ples is that a proj­ect leader helps build a common proj­ect vision. A proj­ect ­vision goes way beyond a formal proj­ect objective statement. A proj­ect vision constitutes the purpose of a proj­ect. It sets the overall picture of a proj­ect. Building a common proj­ect vision is no academic exercise. It is prag­ matic and can be relatively ­simple. To illustrate this point, let me tell you a story about a proj­ect that supports this claim. My wife and I ­were deeply frustrated that t­here was no reliable preschool in our town. Our eldest d ­ aughter had just finished attending a preschool that, unfortunately, closed shortly a­ fter, and t­here was no other preschool in our community. This is why we w ­ ere looking for a pre­ school for our youn­gest ­daughter. ­There w ­ ere other preschools in the region. However, they w ­ ere overpriced or had a waiting list of one year or longer. This was clearly no solution to our prob­lem. One eve­ning we

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met with other parents who faced a similar situation and w ­ ere equally frustrated. We talked about what a relief it would be to have a reliable preschool in our town. We visualized the daily routines, the happy kids, you name it. At one time I ­stopped the discussion and asked why we ­couldn’t found a preschool by ourselves. We had a vision of the preschool—­saw its daily operations, the happy and smiling kids. We saw how happy we ­were. Soon our initial skepticism of founding and r­ unning a preschool was replaced by excitement and an entrepreneurial spirit. We had nothing to lose and every­thing to gain. One week l­ ater we met again and founded an organ­ization as the ­legal prerequisite for the preschool to develop. Only nine months l­ater we opened a preschool in our town. Six years ­later, the preschool is still operating and has expanded in size. It has be­ come an institution in our community. ­There w ­ ere a number of reasons why this proj­ect turned out to be a huge success. The cornerstone of our success was our vision and our ­belief in it. The vision of founding and ­r unning our own reliable and affordable preschool drove our daily planning. In the beginning we did not have the faintest clue how exactly we could realize our vi­ sion. And ­t here w ­ ere a lot of obstacles ahead of us. ­People and other organ­izations told us that it would take at least two to three years to found a preschool. Well, we proved them wrong. Our vision carried us, helped overcome obstacles. Maybe our vision even caused us to overlook the obvious obstacles and master them without much has­ sle. We proved our critics wrong and accomplished the seemingly impossible in less than a year. This story illustrates that having the right vision can carry you a long way. The right vision defines the di­ rection of your proj­ect. It constitutes the reason for initiating your proj­ect in the first place. It sets the tone of the overall proj­ect and what you want to achieve. It helps overcome obstacles ­because it is a driving force. To get a ­handle on vision and how it comes to be a part of a good leader’s life, understand ­these points: • Vision starts within. Vision comes from inside. Draw on your natu­ral gifts and desires. Know yourself better; ask other p ­ eople for feedback to get a fuller picture of your competencies and areas for improvement. • Vision draws on your history. Vision grows from a leader’s past and the experiences of the ­people around him or her. • Vision meets ­others’ needs. True vision is far-­reaching. • Vision helps you gather resources. The greater the vision, the more winners it has the potential to attract.

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Where does vision come from? To find a vision that is indispensable to leader­ ship, become a good listener. Listen to several voices: • The inner voice. Do you know your life’s mission as a proj­ect man­ag­er? • The unhappy voice. Discontent with the status quo is a ­great catalyst for vision. • The successful voice. Nobody can accomplish ­great t­ hings alone. Fulfilling a big vision requires a good team. But you also need advice from someone who is ahead of you in the leadership journey. If you want to lead o ­ thers to greatness, find a mentor. Do you have an advisor who can help sharpen your vision? • The higher voice. Although it is true that your vision needs to come from within, do not let it be confined by l­ imited capabilities. Vision is essential to more than initiating proj­ects for an organ­ization. We man­ age many proj­ects in our lives, and one of them is our professional develop­ ment as proj­ect man­ag­ers. E ­ very proj­ect man­ag­er needs to manage her ­career as a proj­ect—or rather, like a program—­which requires vision. Growing per­ sonally and professionally should be a proj­ect man­ag­er’s obligation. Such growth requires time, effort, passion, per­sis­tence, and patience. Work on your vision to build up your professional c­ areer. Without a clear vision, it w ­ ill be difficult to achieve ­great t­ hings as a proj­ect man­ag­er.

Planning Proj­ects During the planning pro­cess, break down all tasks required, estimate task du­ rations, assign an owner to each task, and assem­ble all tasks into a schedule. Take into account all learnings from previous proj­ects about how long tasks take and about “unknown” tasks that mysteriously but always come up. Plan for ­these to appear in new proj­ects as well. It is always worthwhile to consider alternative ways to execute the proj­ect. This may not only resolve resource conflicts but may also allow you to complete the proj­ect e­ arlier or use fewer resources than originally planned. In all likelihood, the proj­ect plan ­will contain several resource overloads. A resource overload occurs whenever the proj­ect requires more than 100 ­percent of a resource’s available time in a given period. The pro­cess of resource leveling removes resource overloads and ensures that the proj­ect only requires up to 100 ­percent of a resource’s available time. The proj­ect plan remains unrealistic ­until all resource overloads have been leveled. When two or more proj­ects compete for resources, the organ­ization needs to set strategic priorities. An agreed-­upon and clearly communicated pro­cess for selecting proj­ects and staffing them with necessary resources helps to depo­ liticize proj­ect management and make proj­ects a more integral part of the busi­ ness strategy. Although the proj­ect sponsor and steering committee are ultimately responsible for assigning scarce resources, it is impor­tant for the proj­ect leader

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to show the consequences of not obtaining necessary resources to the proj­ect’s deadline or quality. Involve the proj­ect steering committee or proj­ect sponsor in the decision-­making pro­cess. Do an analy­sis of all key p ­ eople who have a stake in the proj­ect to: • • • • • •

Understand their needs Establish accountability and per­for­mance expectations Recognize issues and concerns Identify preferred communication pro­cesses Mitigate potential conflicts Develop collaboration mindsets

Analyzing stakeholders and talking to them is a key activity in the planning phase of a proj­ect. When I (Bucero) started as a PMI chapter president, my chapter had no membership activities. I proposed to my chapter’s board of di­ rectors that we or­ga­nize a professional PM event. They agreed and committed as a team to do it. I thought that a professional event would be well accepted, but I made a ­mistake. My team and I planned the event without asking the members what type of event they wanted. The event was successful, prob­ably ­because we delivered the event content very passionately. At the end of the event, we ran a survey, and it was then that we discovered our main stakeholders’ real needs. Now I generally spend time asking questions of stakeholders. They often express tremendous gratitude for my efforts to explore their interests. Stakeholder analy­sis helps proj­ect man­ag­ers understand how dif­fer­ent in­ dividuals can influence decision making throughout the proj­ect. A sample stake­ holder and matrix worksheet is available at www​.­englundpmc​.­com, ­under “Offerings.” You can use it to conduct an initial stakeholder assessment. The resulting graph depicts the level of interest and power of each of the stakehold­ ers. Included is a stakeholder matrix that can be used to identify stakeholders’ interest in the proj­ect and impact, as well as approaches for working with each stakeholder. Use this information to proceed, more fully informed, about prob­ able stakeholder responses during the planning and executing phases of the proj­ect. ­Here are one student proj­ect man­ag­er’s thoughts about the stakeholder and matrix worksheet: I believe this ­will be an invaluable tool ­going forward in that it w ­ ill help me better define all stakeholders early on, further refine my understand­ ing of stakeholder needs, and provide some degree of oversight when planning meetings and communications to ensure nothing is missed. ­There is nothing worse following proj­ect implementation than getting copied on a communication where a missed stakeholder is saying, “No one asked my opinion on this!”

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In the past, I have not made any attempt to implement a stakeholder management strategy. In hindsight, I can see a variety of issues that might have been averted, or at least improved upon, had I done so. G ­ oing forward, it w ­ ill be imperative to balance the needs of all stakeholders. In my situation, I believe this should be accomplished by completing a stakeholder registry; analyzing and documenting their stake in the proj­ ect outcome; recognizing potential conflicts and resolutions; develop­ ing an exceptional communications plan; maintaining high visibility throughout the proj­ect life cycle; using excellent negotiation skills; and developing mutual trust and re­spect. ­These are summed up well as a three-­pronged approach: engagement, alignment, and influence. EFFECTIVE RISK FACILITATION: H ­ ANDLING DIFFICULT ­PEOPLE The risk management pro­cess needs to be conducted throughout proj­ect life ­cycles but especially as a workshop in the planning phase. Many p ­ eople partici­ pate readily while o ­ thers may not. To assist complete proj­ect man­ag­ers in dealing with ­these ­people, we call upon Dr. David Hillson (2016), the Risk Doctor, for guidance: In addition to being able to flex their facilitation style to meet the vary­ ing challenges of the risk workshop and dif­fer­ent risk identification tech­ niques, a risk facilitator also needs to h ­ andle the p ­ eople who participate in the risk workshop. Unfortunately, it is common to find at least some participants in e­ very risk workshop who are not fully committed to its success, or who are not willing to contribute freely. Th ­ ere are seven types of workshop blockers, and risk facilitators need to know how to h ­ andle them appropriately. • Aggressive. ­These ­people do not want to be in the workshop, think it is a waste of time, and actively oppose what the facilitator is trying to achieve. They are often loud, argumentative and critical, and their behaviour distracts ­others from contributing. –­ Defuse. Give them time to make their point, and do not argue with them, listen patiently, and use conciliatory language. If necessary, speak to them outside the meeting during a break, asking for more tolerance, seeking their active support. • Complainer. Every­thing is wrong for a complainer, from the room size or temperature to the meeting time and duration, the list of par­ ticipants, the type of coffee and biscuits, the agenda and scope of the workshop, and so on. –­ Delay. Listen to their complaints and acknowledge anything which is valid. Then agree to address concerns outside the meeting. Deal with immediate m ­ atters during a break and take up other issues l­ater.

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• Know-­it-­all. Some ­people delight in expressing their opinion and demonstrating their expert knowledge of a topic, even when they are not real experts. They have strong opinions and voice them confi­ dently. They are the first to answer e­ very question, often dismissing the views of ­others as uninformed or naïve. –­ Defer. Recognise valid expertise and play back their opinion so they know they have been heard and appreciated, then extend on their input if pos­si­ble, building on it to regain the initiative. • Agreeable. While agreeable individuals may appear to be the facili­ tator’s friend, they often fail to share their true opinion for fear of up­ setting someone or being criticised. They smile and nod encouragingly, but shy away from disagreeing with ­others, and are often reluctant to speak first in any debate. –­ Direct. Beware of allowing them to get away with “being nice” and challenge them to express their true opinions. Ask them to con­ tribute first from time to time. • Negative. ­These p ­ eople w ­ ill disagree on princi­ple with o ­ thers, seeing it as their role to give the opposing viewpoint (even if they ­don’t believe it). They undermine the facilitator and other participants by casting doubt on the truth or reliability of their inputs and prevent consensus through constant nay-­saying. –­ Detach. Maintain a degree of neutrality, not allowing them to get you on their side in criticising ­others. Accept valid alternative viewpoints but aim for realistic compromise. Depersonalise their opposition, make it about the pro­cess or the princi­ple but not about the person. • Staller. For the staller, ­there is never enough information to make a firm judgement or to give a clear opinion. They wish to defer every­ thing ­until ­later, when more data is available or more pro­gress has been made. –­ Delegate. Explore reasons why they are reluctant to offer an opin­ ion on the available data, find out exactly what additional infor­ mation they require, and give them an action to bring it to the next meeting. Encourage them to give an interim assessment on the current data. • S­ ilent. Some ­people just refuse to contribute. They sit quietly but w ­ ill not speak up to give their opinion, even when challenged or specifi­ cally invited to do so. –­ Decline. Refuse to accept non-­participation or withdrawal. Ask ­direct open questions, then wait for an answer, using silence as a motivator. Speak to them privately to encourage participation.

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Executing Proj­ects Adaptability and innovation are key aspects embraced by complete proj­ect man­ ag­ers. A dialogue with se­nior proj­ect man­ag­er Jose Solera, who works in Sili­ con Valley, helps illustrate many issues that need to be addressed and overcome during the executing phase of proj­ect work, especially in software development: Jose: In late 2006, I joined a high-­technology firm to lead the development of the registration and billing capabilities of a Software as a Ser­vice (SaaS) product the com­pany wanted to launch by mid-2007, nine months ­later. As the com­pany was trying to absorb an acquisition made the prior year, they faced a very big challenge—­merging to Oracle ERP instances. A year a­ fter the acquisition, the merger of the ERP systems had not happened, and IT management had to focus on this challenge. Randy: What was the imperative that made this a priority? Jose: It was difficult for the com­pany to close its books. As the acquisition was almost as big as the acquiring com­pany, this created challenges. Plus, the stock market was not happy. So, the imperative came from the CEO down to fix the prob­lem. The inability to merge the ERP systems meant that closing the books required a lot of manual work and impacted the organ­ ization’s ability to perform effectively. Hence, all other proj­ects, including mine, ­were placed on hold for an indefinite period. Oh, the launch date for the SaaS product was still May 2007! As I looked into how to accelerate the proj­ect once we got the go-­ahead, I investigated Agile software development practices (e.g., Scrum, XP) as a way to deliver the product much faster than the traditional Waterfall ap­ proach. For ­those of you not familiar, Waterfall dictates that all requirements are captured before design starts. Similarly, design needs to complete be­ fore coding begins, and so on. Agile focuses on getting value (product) to the customer as soon as pos­si­ble in very short iterations, two to four weeks. I floated the idea of using Agile with the management review committee, VPs from IT, and the customer side. As the com­pany had spent a significant amount of time and resources defining its own Waterfall methodology, I got the answer I should have expected: “You w ­ ill use our methodology [Water­ fall]!” What to do? Time was ticking; we w ­ ere still on hold. Randy: What f­ actors w ­ ere driving the proj­ect to be on hold? Jose: The need to focus IT resources on the merger of the Oracle ERP instances. Almost an “all hands on deck” situation, with all IT resources fo­ cused on merging the ERP instances . . . ​but launch was still set for May 2007. I remembered an approach that Intel developed to more effectively and efficiently design their semiconductor products. Described in Timm Esque’s No Surprises Proj­ect Management [1999], it focuses on individuals performing

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the work making the commitments as to when their portion w ­ ill be done. It encourages communication among team members as well as early warn­ ing of any issues. The plan is developed as a group in a meeting called a “map day” b ­ ecause of what the plan looks like. Per­for­mance is tracked us­ ing ­simple tools (an Excel spreadsheet). It had been highly effective for ­Intel, so I figured I could use it in my own software proj­ect. What did I have to lose? Traditional proj­ect planning and management guaranteed a late delivery and made communicating about the challenge with the client difficult. Randy: Can you elaborate on how you overcame the management re­sis­tance described e­ arlier? What steps you took; did you have a champion or spon­ sor who supported you; how you proceeded. Did you go ahead in spite of management support or with it? Jose: I took a risk a­ fter letting my direct man­ag­er know that I was trying a new approach. I did not ask for permission, although the executives ­were informed of the planning day, and many w ­ ere ­there to launch the proj­ect. With nothing to lose, I went ahead and held the first “map day” in February of 2007, soon a­ fter the proj­ect was unfrozen. I took a risk, com­ municating my approach only to my direct man­ag­er but not hiding it from ­others. While se­nior man­ag­ers ­were pre­sent to launch the proj­ect, they did not remain in the session. If they had, though, I would have argued that this approach would give us faster results. The output was an excellent high-­level plan for the entire proj­ect, indi­ cating that while we could not make the May date, we could make an Oc­ tober date. It also made clear the amount of work that needed to be done. Randy: What was the reaction to this news? How did you address concerns about delays? Jose: By this point, the client’s team was facing its own delays, and they ­were willing to accept this change. It was easier than I thought since the main client representative was very reasonable about the situation. It would have been ugly other­wise. The planning was done in one day. As a se­nior par­ ticipant said at the time, this approach did in one day what typically takes two months of work. This approach layers an Agile framework, something we now call commitment-­based proj­ect management, or CBPM, over a traditional soft­ ware development methodology. Besides the joint planning, status is monitored weekly at the deliverable level, checking into what is due, what is late, and anything that has not been scheduled. ­There is flexibility in the commitments, and the messenger is never shot. We encourage issues to be raised as soon as pos­si­ble. And we ­were able to still use the Waterfall ­approach and meet all of its requirements.

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Long story short: while we had to adjust the plan to deliver in two phases, one in August and one in November, we hit both schedules perfectly with no issues. Randy: Did you put additional effort into publicizing this good news? Did ­these results set a new pre­ce­dence for ­future work and change how ­people operate? Jose: The teams ­were recognized for their success and the approach recog­ nized as a v­ iable approach to r­ unning proj­ects. As one participant said, t­ here ­were no crises, and the program ran like a well-­oiled machine. The success led to requests for internal training on the approach. We still had doubters. By this time, se­nior IT execs w ­ ere investigating the outsourcing of IT, which eventually was completed in 2008, so the approach did not get the support it could have used. Randy: Can you highlight your motivation that drove you to become an evangelist? Jose: I received requests to assist other teams and train them in the approach, which I supported. Since then, I have applied this approach in other areas. With a defense client, we applied it to the development of the third-­stage control system (hardware and software) of a defense missile. With a major university, we applied it in the development of a radiation dosimeter to be used in case of a major radioactive disaster. In both cases, the approach has complemented the product development methodology, ensuring better per­ for­mance by the teams. With all t­ hese successes and the experience teaching at my com­pany on the approach, I started delivering seminars on how to plan and execute us­ ing CBPM. I have automated the tracking pro­cess using Excel and have made the tool available to ­those attending my workshops as well as ­others inter­ ested in it. Through ­these workshops and workshops by Timm Esque and ­others, many proj­ect man­ag­ers have been able to successfully apply this ­approach. INNOVATION MANAGEMENT Innovation is often expected during a proj­ect’s execution phase. Based upon his long and varied ­career in both commercial and government organ­izations, Thomas J. Buckholtz shared with us the following lessons on innovation man­ agement. I would like to suggest several operating princi­ples for innovation man­ agement. Th ­ ese princi­ples generalize lessons learned from innovative endeavors in which I participated. I hope ­people ­will evolve t­ hese princi­ ples into yet more useful statements and ­will use at least similar princi­ples

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to foster beneficial innovation in their proj­ects, programs, and port­ folios. I illustrate each princi­ple based on my having led a companywide in­ novation program that included Pacific Gas and Electric Com­pany’s (PG&E) first use of personal computing. Less than three and a half years ­after I joined the com­pany as the leader of a small group in the com­ puter department, I announced in a pre­sen­ta­tion to corporate officers, “We have 5,000 computers. I’ve spent $20 million of the com­pany’s money. And you ­here in this room have signed off on $100 million in recurring ­annual benefits.” The annual cost savings equaled about 1.5 ­percent of corporate annual revenue. • Assume that almost anyone can have an idea that can lead to an ap­ propriate innovation. This program embraced proposed innovations—­ mostly quality and productivity improvements—­ f rom p ­eople throughout the com­pany. Proj­ects ­were started by p ­ eople holding job titles of clerk through director. Some proj­ects involved localized work for which t­ here had been no computer support. Other proj­ects involved work—­such as meter reading—­for which t­ here already was mainframe-­ based support but not automation at the point of data collection. • Observe—­and possibly change—­innovation culture. Early on, I no­ ticed that conversations often centered on technology. I tried to change the dialogue to focus first on results for the com­pany, customers, and employees; second on h ­ uman infrastructure such as teamwork, inno­ vation, sharing, and learning; and third on technology. A ­ fter my group began publishing a newsletter, I recommended featuring work-­ improvement successes, not technology topics, as the lead stories. • Consider emphasizing princi­ples, along with or instead of goals. My group developed and announced the following seven princi­ples: —Meet individual and departmental needs, both ­those needs that are common throughout the com­pany and ­those that are specialized. —Deploy easy-­to-­use systems. —Encourage self-­sufficiency for organ­izations and ­people using technology. —Foster integration of pro­cesses and technology. —Foster flexibility for accomplishing and sharing work and for taking advantage of changing technology. —Integrate office technology−based information into the com­ pany’s overall information resources. —Promote proper sequencing and timing of pro­gress.

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It was not feasible to establish targets for outcomes. We used the princi­ ples to foster compatibility between individual proj­ects and broader cor­ porate needs and to decide when to become interested in new types of software and hardware. • Leverage the contacts and skills that championing innovation brings. Based on the com­pany’s chief economist’s desire to meet industry leaders in Silicon Valley (part of PG&E’s ser­vice territory), I arranged a meeting with the chairman of Intel. I found an opportunity for the com­pany to learn about deregulation of the United States transpor­ tation industry. The meeting that ensued included two of the three top leaders of the com­pany. I arranged a Rotary Club speech for a CEO of the com­pany. News media coverage of the program featured first our pioneering of the corporate software license and ­later the successes of vari­ous inno­ vation proj­ects. A ­ fter I had provided several media interviews, the cor­ porate public relations function allowed me to schedule and hold interviews without its involvement. I also gained autonomy from the law department and helped negoti­ ate contracts without the involvement of a com­pany l­awyer. • Encourage exploration and mitigation of the risk of derailment. The program-­leading group served the entire com­pany, including the tra­ ditional administrative and engineering clientele of other parts of the computer department. Th ­ ere was a risk of undue rivalry within the  computer department. My group encouraged other computer-­ department groups to embrace personal computing as part of the rep­ ertoire of technologies and ser­vices t­ hese groups offered to their clients. More generally, ­there is no guarantee that an innovation program, an innovative concept, or a specific innovation proj­ect ­w ill not get derailed. Corporate leadership can derail an innovation culture by de­ funding research-­and-­development efforts and groups. Or, for exam­ ple, starting in 1980, the United States federal government established the discipline of information resources management (IRM)—­the com­ bination of knowledge ser­vices (sometimes called knowledge manage­ ment or rec­ords management), computing, and telecommunications. As a commissioner in the United States General Ser­v ices Adminis­ tration (1989−1993), I led an organ­ization that included a group that served as co-­CIO for the U.S. federal government’s executive branch. The federal community made pro­gress based on the IRM vision. Yet, it would appear that during the mid-1990s, emphasis shifted t­ oward pro­ gram management and technology management, and the focus on in­ formation as resource lost prominence.

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I hope that p ­ eople gain from the above perspective, try to use some of it, provide feedback and other­wise share knowledge of what they do, and thereby help society take advantage of what ­people learn and help create.

Control or Results? In most organ­izations, producing unique proj­ect results provides the means to achieve success. Monitoring and controlling proj­ects are core pro­cesses, con­ ducted particularly during the execution phase of the proj­ect life cycle, in which pro­gress is tracked, reviewed, and regulated to meet per­for­mance objectives in the proj­ect management plan, including the implementation of corrective or pre­ ventive actions to bring the proj­ect into compliance with the plan when vari­ ances occur. When man­ag­ers do not get desired results, careful observation reveals that they put greater emphasis on increased controls, such as tighter metrics and de­ tailed status reports. In proj­ect work, where we may not always know what re­ sults are pos­si­ble, the paradox is that man­ag­ers often need to give up control to get successful proj­ects and achieve business objectives. P ­ eople say they want re­ sults, but they act as if they want control; they resort to a command mode. The command-­and-­control model is deeply embedded, but it does not serve us well in modern organ­izations. Proj­ect work finds us floating in an ocean of data and disconnected facts that overwhelm us with choices. At its most basic, the choice on proj­ects is between control and results. The goal of ­every proj­ect is to achieve results. A common view is that man­ag­ers need to be “in control” to achieve ­those results. However, onerous controls inhibit achieving the very results intended ­because they demotivate and limit how p ­ eople approach creative work. It is pos­si­ble to pursue both control and results—up to the rare point where the two actually conflict. A key question for the complete proj­ect man­ag­er to address is, which value ­will you choose when control and results conflict at the point of paradox? If control is more impor­tant, the cost is lesser results. If results are more impor­ tant, the cost is giving up some control. Getting more of one requires sacrificing a portion of the other. Controls often suggest that man­ag­ers do not trust workers, ­whether this is the intended effect or not. When trust is not pre­sent, extraordinary results are missing as well. Let us first discuss the nature of paradoxes. Then let us explore how to work through the paradox and achieve greater proj­ect results. I (Englund) have had the privilege of coauthoring several books, articles, and workshops with Dr. Robert J. Graham. As a cultural anthropologist, Dr. Bob was trained to observe unusual be­hav­ior in tribes. Through his mentoring and guidance, I came to appreciate the value of observation. I also came to appreci­ ate the power of questions and the questioning pro­cess. One question we inves­ tigated is, “Do you want control or results?” Most ­people, of course, say that they

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want results. But when we observe what they actually do, it becomes clear that control is paramount. Asking the question is perhaps more power­ful than any answer, for the ques­ tion prompts p ­ eople to reflect upon their experiences. I once spent a ­couple hours in discussion with a high-­level scientist at Motorola who was intrigued by the question. The preference is to have both control and results, but that is not always pos­si­ble. The quest for control is inherently flawed, since it is not fully pos­si­ble to be “in control.” Herein lays the paradox: you need to give up control to get results. So, we need to: • Identify the nature of paradoxes and how they impact the achieve­ ment of proj­ect results. • Discuss how to change thinking pro­cesses to focus on what is most impor­tant for business success. • Apply a set of ideas, leading practices, and examples to project-­based work so that increased productivity can be realized immediately. THE PARADOX ­There are several definitions of paradox: 1. A statement that is seemingly contradictory or opposed to common sense and yet is actually true. 2. An apparently true statement that appears to lead to a contradiction or to circumstances that defy intuition. 3. A person or t­ hing showing contradictory properties. 4. A statement that leads to an instant, infinite contradiction. Our paradox can be stated as follows: In project-­based work, man­ag­ers may need to give up control to achieve results. A paradox by definition cannot be resolved. In order to resolve the dilemma between control and results, we have to redefine what we are d ­ oing and how we view ­these values to avoid creating the paradox in the first place. EXAMPLES FROM PROJ­ECT MANAGEMENT Do ­people rave about Hero A, the crisis fighter, or Hero B, the proj­ect man­ag­er and team who prevent the crisis in the first place? Who w ­ ere the heroes of Y2K—­ those who worked hard to make the turn of the millennium a nonevent for computer systems, or ­those who responded (or ­were prepared to respond) to sys­ tem crashes? Most organ­izations want heroes and planners, but which do they choose, and reward, when it comes to operating the organ­ization? Beware of

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Figure 6-2: The Firefighter “Hero”

rewarding the firefighter “hero” who resolved the crisis but who may have been responsible for creating the “fire” in the first place (see Figure 6-2). Organ­izations may find that they need to overcome heroic symbols. Early on, AT&T became famous for its ability to pull off miracles in times of natu­ral disas­ ters. The “rescuers” ­were often treated as heroes, symbolized by the Golden Boy (shown in Figure 6-3)—­a 24-­foot-­high statue depicting Mercury’s speed, the era’s sense of mystery about all t­hings electric, and the modern messenger, the tele­ phone. AT&T’s mission was to wire the world. This mentality carried over and be­ came incompatible with the proj­ect management approach that became necessary in the modern organ­ization. Admiration for heroic rescuers had to be replaced with admiration for ­doing a competent job. And paradigm shifts—­from wired to wireless, for instance—­also drive the need for new be­hav­iors and attitudes. Another question to ponder: does a credit-­processing organ­ization such as Visa, which adopts a zero-­defects approach to transaction pro­cessing for credit cards, carry that approach over to managing proj­ects, creating an environment that demands perfection before completing proj­ects? Be aware that historic foundations may hinder implementation of new pro­cesses or innovation initia­ tives. Honor ­these traditions while building a case and support for new ways to monitor and control proj­ects. CASE STUDY An internal ser­vice group had been operating as a proj­ect office in a self-­funding mode: internal clients “purchased” ser­vices and products via transactions or location code transfers. Bud­gets w ­ ere based on head count, and offerings con­ tinued as long as clients saw value and voluntarily provided enough revenue to recover costs. In this mode, the group sponsored periodic events that be­ came quite popu­lar, offering attendees exposure to external experts and best practices that colleagues ­were implementing. Shortly before one big proj­ect was about to complete, an intense cost-­cutting requirement was imposed by se­nior management. The director above the inter­

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Figure 6-3: The Golden Boy

nal ser­vice group unilaterally imposed cost controls. He did this to set the stan­ dard for the rest of the organ­ization, believing the proj­ect was too vis­i­ble and that p ­ eople would not control costs on their own. This mandated action was in sharp contrast to the volunteer-­based, self-­funding model. The program man­ ag­er was not asked how to conduct the proj­ect at lower cost but was told to ­either cancel it or make drastic reductions dictated by the director. In this case, the director placed higher value on a show of action for reduc­ ing costs than on completing a proj­ect that was perceived by many to be ex­ tremely valuable. ­People resented his message, which took away their choice about w ­ hether or not to participate. The program man­ag­er passionately argued for continuing the proj­ect b ­ ecause a carefully constructed set of offerings had been designed to meet client needs. He demonstrated the costs of cancellation with no value received, as opposed to continuing and receiving at least some marginal value, and thus received approval to continue—­but was told to do so with one-­fourth as many participants. The program man­ag­er’s focus all along was on offering a valuable outcome versus staying within bud­get or tracking the breakeven point. He believed that if value is pre­sent, the funding would be ­there. This belief was tested by the direc­ tor’s actions, which seemed driven by other concerns. The program man­ag­er’s passion and per­sis­tence, as well as his courage to push back against oppressive pres­ sures, saved the proj­ect (and also served as an “educational opportunity” for the director). Except for the pain they created, the director’s short-­term cost-­cutting

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Interference Reports Measures Comfort

Optimum Minimal

Chaotic

{

Control

Results

}

Noncompliant Unpredictable Missed target(s) Inconsistent

Desired

Undesired

Absence No follow-through Hands-off No standards

Scope creep Dissatisfaction Busy work Low morale

Figure 6-4: Control vs. Results

actions ­were given ­little or no credit and w ­ ere soon forgotten. Long ­after its com­ pletion, however, ­people still remember the good ­things that this proj­ect delivered. Telling this story usually elicits a response such as: “Thanks, Randy! Once again, exposing the ridiculousness of arbitrarily setting some mea­sure­ment or target makes an excellent point!” ­People on proj­ects often face similar dilemmas, in which two deeply held values are in opposition: do I want to create value or control costs? ­There are no easy answers, ­because the conflict is a ­matter of right versus right. Individuals need to be clear on their values in order to navigate this difficult territory. Figure 6-4 depicts the balancing act and its consequences. The ideal situation is to have optimum controls that achieve desired results. Desired results are usually identified by purpose, vision, and mission statements; by ele­ments in the proj­ect charter; and by discussions with key stakeholders. The optimum controls to achieve ­those results, however, are often less clear. They may be derived from experience, discussions among proj­ect teams and spon­ sors, or by accident. When controls are not pre­sent or are minimal, the results appear chaotic, meaning the deterministic aspects of proj­ect per­for­mance are lacking. Excessive controls, which are pre­sent more often than not, lead to the undesired results that we want to address. DRAW UPON COURAGE We live in worlds of conflicting values or priorities. It takes courage to make tough calls. Resolve conflicting values and hidden dilemmas by engaging in dia­ logue with key stakeholders. Trust your judgment about what is most impor­tant. Take a stand on which value you choose at the point of paradox, that point where it becomes impossible to achieve both values. What is most impor­tant: being a hero or a planner? Control or results? Outputs or outcomes? You can then pursue both values up to the rare point where the two actually conflict; at that point you need to choose, and make clear to o ­ thers, what is most impor­tant. What­ever action is taken requires moral courage, especially if the action is more difficult, less popu­lar, dif­fer­ent from tradition, something new or experi­

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mental, or goes against the flow. Realize that ­these latter options typically lead to breakthroughs—­and also come with commensurate risk. Rely on your pas­ sion and a sense of belief in d ­ oing the right t­ hing to summon energy and cour­ age to persevere. At the same time, be mindful of feedback and new information that may lead to the need to take a dif­fer­ent approach. FOCUS ON VALUE Many groups appear risk averse. In our experience with professional organ­ izations that sponsor major events, an inordinate amount of discussion goes into pessimistic forecasting, angst around breakeven points, and tasks. Some­ times we suffered through t­ hese discussions quietly. We then spoke up and re­ minded the group of the First Law of Money (Phillips and Rasberry 1974): money ­will come when you are d ­ oing the right t­ hing. We refocused the discussion on why we ­were ­doing the event, reinforced that its purpose was to contribute to the professional community (not just prevent the organ­ization from losing money), and engaged ­others in clarifying the value the event offered, both to promoters and participants. If the value was indeed t­ here, we could charge ap­ propriately, and ­people would come. We need to be enthusiastic about the proj­ects we do. It is that enthusiasm, and its source, that w ­ ill be contagious, drawing ­others in to participate. TELL A STORY ­People have always learned lessons through storytelling. Telling a story makes the impersonal personal. I (Bucero) once worked in an organ­ization where I was required to provide daily sales reports to a general man­ag­er. The time required to do ­these reports detracted from my ability to get out and sell. I believed in the ser­v ices I had to offer but was diverted and both­ered by the emphasis on the numbers. I was literally in pain, but I realized relief when I de­cided to leave the com­pany and create my own business. My professional values ­were in conflict with the security of this position and the excessive re­ porting requirements. Sharing examples like this helps ­others understand the values that are in opposition, shows how o ­ thers have ultimately resolved their own conflicts, and provides motivation to do the right t­ hing. WORKING THROUGH THE PARADOX Our experiences make it clear that at the point where it becomes impossible to achieve seemingly contradictory values, we may need to give up some control to get results. Control, a­ fter all, is an illusion. Nature is firmly rooted in chaos. We try to convince ourselves and our bosses that we proj­ect man­ag­ers are in control of our proj­ects. We may come close to this illusion, and we usually are far more knowledgeable about the proj­ect or program than anyone ­else. Try as we may, however, the fact remains that far more forces are at work in our universe than

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we can ever understand or control. But this does not relieve us of the obligation to achieve results. What should we do to monitor and control proj­ects? Focus on results and constant course corrections to stay on track. Capture the minimal data required to keep informed. Seek information that supports action-­oriented decision making. Just b ­ ecause we can capture e­ very conceivable piece of information does not mean we should, nor can most organ­izations afford to do so. Excessive reports and metrics may support a feeling of comfort, but that feeling is deceptive. Continuous dialogue with stakeholders and rein­ forcing intended results are more effective means to relieve anx­i­eties. Use brevity, clarity, and a story to reveal your personal feelings about an ­issue. Tell personal stories. Sharing feelings stirs up feelings in o ­ thers—­and wins followers. Believe that results are pos­si­ble, but they may not follow a clearly defined path. Draw upon courage, and avoid the temptation to impose exces­ sive controls, understanding how detrimental that may be to achieving desired be­hav­iors. Be flexible and enjoy the r­ ide!

Closing a Proj­ect The following story is about failure to get complete closure a­ fter a proj­ect and how that affected the motivation of its participants. A professional association sponsored a major event that involved the par­ ticipation of all chapters within the region. The planning of the event followed most steps required in the proj­ect management pro­cess: a vision was created and agreed upon; speakers who ­were known to have a valid and compelling mes­ sage that fit with the event’s established theme ­were invited; sponsors ­were signed up; the event was well publicized, with promotional materials citing key mes­ sages that would be covered; and weekly status meetings with all proj­ect partici­ pants ­were held. Key documents ­were posted and available to all at a SharePoint website. The proj­ect man­ag­er drafted a “day in the life of” scenario that al­ lowed planners to step through all details of the proj­ect to ensure no tasks ­were incomplete. Enthusiasm was high, response was equally high, the event hap­ pened as planned with attendance at maximum capacity for the site, and finan­ cial returns for the association w ­ ere bountiful. I (Englund) was the content and program director for the event. The prob­ lem, in my mind, came ­after the event concluded. As volunteers who put much time into this proj­ect, we wanted assurance that the reasons for our proj­ect’s success w ­ ere clear, that we’d met all our goals, and that our work was recog­ nized. Surveys of attendee reactions ­were conducted, but the results ­were not shared among the team. The final numbers from accounting ­were known to only a few. A set of resourceful and productive volunteers was assembled but then disbursed. Lessons learned, or best practices applied, w ­ ere not captured. Sub­ sequent events did not replicate key ­factors that made this event successful, and ­those l­ater events did not generate the same level of participation as this event.

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I was able to influence the upfront design of this proj­ect, such as r­ unning a single track so that all participants heard all messages and inviting known speak­ ers with known messages instead of putting out a call for papers. I was not able to get the proj­ect man­ag­er and sponsoring organ­ization to schedule a followon proj­ect review. We all got busy a­ fter the event, and a review date was miss­ ing from our original plan, so it never happened. The result was that some individuals felt this was an incomplete experience, that all the hard work went for naught. ­People want closure, especially a­ fter a successful proj­ect. We learned from each other and had fun together, but I sensed that this event was not regarded with the same level of high regard that I felt about it, simply b ­ ecause t­ here was no forum for sharing t­ hose feelings. It seems like no news is bad news. A sug­ gestion to share financial returns with key contributors was summarily dis­ missed, even though it was in the bud­get; follow-on summary reports and A/V materials w ­ ere not made available to participants as originally planned. I believe we “stretched the rubber band” about how to conduct an event like this, but the organ­ization snapped back to how it always operates. We lost the opportunity to generate a longer-­term impact in our community and build upon messages generated by the event. As a consequence, I am now less willing to participate in other proj­ects for this organ­ization. As a proj­ect team member, I had to take accountability that we did not achieve the desired closure. I also realize how dependent we ­were upon the proj­ ect man­ag­er to guide us through this stage. We needed someone to urge us to complete unfinished tasks. Since that did not happen, we w ­ ere left with unex­ plored feelings. This experience underscores for me how influential a proj­ect leader is with regard to all aspects of proj­ects, from beginning to end. If the ending—­meaning the cathartic pro­cess of debriefing what went well, what we should do again, and what we should revise—is not complete, then p ­ eople are less motivated to apply their best efforts to f­ uture work. Since p ­ eople’s attention during the closing stages naturally shifts to the next activity, it is imperative for the proj­ect man­ag­er to exert significant effort into ensuring that closure happens. Failure to do so is a lost opportunity to influence perceptions—­about d ­ oing work together in the ­future, about how impor­tant proj­ects are to this organ­ization, about making it a priority to learn together and apply t­ hose learnings to f­ uture proj­ects, and about rewarding p ­ eople for their best work. PROJ­ECT REVIEWS During the entire proj­ect life cycle, the proj­ect man­ag­er usually collects a lot of knowledge. Sometimes that knowledge is not reused—­people reinvent the wheel again and again in f­ uture proj­ects. Many man­ag­ers and proj­ect man­ag­ers, and ultimately the organ­izations that depend upon them, lose the opportunity to

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learn from their proj­ects ­because they do not take the time to analyze past re­ sults during the proj­ect life cycle. So, the question that comes to mind is, how can we manage proj­ect knowledge? ­After many years in the proj­ect business, I (Bucero) have always found that proj­ect man­ag­ers from dif­fer­ent countries in Eu­rope live the same experience: ­there is a lack of time to stop, analyze, and learn from past experiences. When I was working for a multinational com­pany that sold customer IT proj­ects, I had the responsibility to define and implement a knowledge management pro­cess for my consulting organ­ization. Ju­nior and se­nior proj­ect man­ag­ers ­were sup­ ported by our proj­ect office. All of them said, “We are reinventing the wheel for ­every new proj­ect, and we d ­ on’t have the opportunity to spend time talking among the team about our proj­ects.” It was a crazy situation, but that was real­ity. Learning from past experiences is not a priority in many organ­izations. In the solution-­selling business, upper man­ag­ers want to sell more and more, but learning from proj­ects they sponsor does not seem to m ­ atter to them. As a solution-­selling organ­ization, we had to achieve profitable results from our customer proj­ects. At that time, proj­ect results ­were not very good, but the strategic direction was to improve and achieve the next maturity level for the organ­ization. Then I proposed implementing improved pro­cesses using a proj­ect office and received a green light from upper man­ag­ers to begin. Initially, we started by identifying proj­ects in our portfolio and also by iden­ tifying the skills and experiences of proj­ect man­ag­ers in the organ­ization. Then we, as a proj­ect office, delivered a pre­sen­ta­tion to proj­ect man­ag­ers and man­ag­ers about how to collect useful information during the proj­ect life cycle, taking into account the time and cost restrictions in our organ­ization. The result was to implement “proj­ect snapshots,” half-­day sessions whose purpose was to capture lessons learned during a proj­ect, identify knowledge for reuse, and identify op­ portunities for skill or methodology improvement for all proj­ect stakeholders. What w ­ ere the objectives of ­these sessions? • Reflecting upon successes and lessons learned in proj­ect selling and implementation phases • Focusing on key themes such as proj­ect and scope management, communications, issue management, prob­lems, and successes • Leveraging successes and learning to more effectively deliver subse­ quent phases or proj­ects for clients • Identifying tools and best practices that could be shared more broadly. What was the value of the proj­ect snapshot sessions? They generated value for the professionals, for the proj­ect team, for the proj­ect man­ag­er, and for the rest of the organ­ization. For professionals, they leveraged team members’ work and experience through the sharing of lessons learned, prevented redundant activi­ ties by making sure that all team members understood what each person was

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working on, and resolved issues ­earlier in the proj­ect by getting them surfaced and resolved. For the proj­ect team, the sessions leveraged learning and successes for on­ going proj­ect work, helped align every­one on a given proj­ect for a more consis­ tent implementation, and gave the proj­ect team and selling team a better understanding of client perspectives (when clients ­were involved in the sessions). Other proj­ect teams learned how to reuse existing tools, identified proj­ect teams that had completed similar proj­ects, and ­were able to use their learning to enhance proj­ect outcomes and avoid costly ­mistakes. Proj­ect man­ag­ers came to understand successes in delivering par­tic­u ­lar methodologies and solutions and recognized opportunities for selling and delivering solutions. For the organ­ization, the sessions allowed the elimination of non-­value-­ adding work, and more attention was placed on improving customer satisfac­ tion and increasing sales.

Business Analy­sis Skills for the Proj­ect Man­ag­er Business analy­sis is emerging as an increasingly impor­tant function in ­every organ­ ization. It is ­ really all about choosing and defining a desired ­future—­analyzing business needs. Most organ­izations do some form of busi­ ness analy­sis w ­ hether they use the term or not. For many organ­izations, it is an extremely structured, managed pro­cess, while ­others thrive on change and only do business analy­sis when and as needed. The perception that business analy­sis is only needed to develop IT solutions is inaccurate. Actually, it is a critical com­ ponent of any change initiative within an organ­ization ­whether software is in­ volved or not. Some level of business analy­sis skill is essential for any proj­ect man­ag­er in the business world ­today. I (Bucero) needed to play the role of business analyst in the first phase of some proj­ects ­because previously I was an analyst, and I had some resource constraints. That situation helped me to understand much better the customer business needs. Many of the techniques used in the field evolved from e­ arlier lessons learned in systems analy­sis and have proven them­ selves to be useful in ­every walk of professional life. The following skills are specific to the business analyst role, but even as a new business analyst or someone looking to enter the profession, you’ll see it’s pos­si­ble to relate transferable experience d ­ oing similar work u ­ nder a dif­fer­ent title—­for example, as a proj­ect man­ag­er. • Documentation and specification skills. The business analyst or the proj­ect man­ag­er working in that role includes the ability to create clear and concise documentation (the latter becoming increasingly necessary in a lean or agile world). You may not have experience in a variety of business analyst specifications (that comes with time and

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a variety of proj­ect experiences), but it’s quite pos­si­ble that your strong general documentation and writing skills w ­ ill get you started. • Analy­sis skills. Business analysts use a variety of techniques to analyze the prob­lem and the solution. You might find that you naturally see gaps that o ­ thers gloss over and identify the down­ stream impact of a change or new solution. As you mature in your business analy­sis skills, you’ll use a variety of techniques to conduct analy­sis and deconstruct the prob­lem or solution. ­There are three key levels of analy­sis that are impor­tant for fully understanding a prob­lem and solution domain, when software is being implemented as part of the solution. Th ­ ese are: • The business level, or how the business work flows operationally, often completed by analyzing the business pro­cess • The software level, or how the software system supports the business workflows, often completed through functional require­ ments models like use cases or user stories • The information level, or how data and information are stored and maintained by an organ­ization, completed using a variety of data modeling techniques • Visual modeling. As part of learning the analy­sis techniques, learn to create visual models that support your analy­sis, such as work-­flow diagrams or wireframe prototypes. For any given analyst role, ­there could be specific models that need to be created. As a general skill set, it’s impor­tant to be able to capture information visually—­ whether in a formal model or a napkin drawing. • Facilitation and elicitation skills. In order to discover the informa­ tion to analyze, business analysts facilitate specific kinds of meet­ ings. The most common kinds of elicitation sessions a business analyst facilitates are interviews and observations. In some more advanced roles, the meetings are called “Joint Application Develop­ ment (JAD) sessions” or “requirements workshops.” • Business analy­sis tools. As a new business analyst, the ability to use basic office tools such as Word, Excel, and Power­Point should be sufficient to get into the profession. Other technical skills include the ability to use modeling tools, such as Visio or Enterprise Architect, requirements management tools, such as DOORS or Caliber, or proj­ect and defect management tools. • Relationship-­building skills. First and foremost on the list of soft skills is the ability to forge strong relationships, often called stake­ holder relationships. A stakeholder is simply anyone who has some­ thing to contribute to your proj­ect, and often you’ll work with many

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stakeholders from both business and technical teams. This skill involves building trust and often means stepping into a leadership role on a proj­ect team to bridge gaps. • Self-­managing. While business analysts are not proj­ect man­ag­ers, the most successful business analysts manage the business analy­sis effort. This means that the business analyst is proactive and dependency-­aware. It also means they manage themselves to meet commitments and deadlines, a skill set which can involve influence, del­e­ga­tion, and issue management. • A thick skin. To succeed as a business analyst requires the ability to separate feedback on documents and ideas from feedback on the person. • A paradoxical relationship with ambiguity. Business analysts despise ambiguity. Ambiguities in requirements specifications lead to unexpected defects. Ambiguities in conversation lead to unneces­ sary conflict. At ­every stage of a proj­ect, you’ll find a business analyst clarifying and working out ambiguities. Yet, at the beginning of a proj­ect, before the prob­lem is fully understood and the solution is de­cided upon, a business analyst needs the ability to embrace ambi­ guity and work effectively through vague situations. Managing ambiguity means embracing new information and learning as it surfaces, even if it surfaces l­ater than we’d like. HOW DO COMPLETE PMS NEED TO WORK BUSINESS ANALY­SIS INTO THEIR PROJ­ECTS? The first step we encourage you to take as a proj­ect man­ag­er is asking: what is the reason for this proj­ect and why has it been assigned to me? That means that the proj­ect man­ag­er would read the business case or perhaps partici­ pate in its generation, depending on the type of proj­ect, acting as a business analyst. Afterward, the proj­ect man­ag­er needs to participate in getting business re­ quirements agreed upon with the customer, sponsor, and other stakeholders, so he/she ­w ill need to supervise or even participate in requirements elicitation, gathering, and validating, using the techniques explained above. The major outcome the complete proj­ect man­ag­er needs to obtain from ­these activities is contributing to and generating greater business value.

Creating Proj­ect Excellence Pursuing excellence in proj­ect management is, obviously, a worthy goal. Thomp­ son (2008) says that based on his personal experience and the lit­er­a­ture, he has uncovered that certain traits need to be in place to make the difference between success that lasts and groups that lose their edge:

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1. Meaning is more impor­tant than perfection. — ­Focus on a few t­ hings that m ­ atter. — ­Set priorities and avoid distractions. 2. The environment always wins. — ­Remove obstacles from the workplace. — ­Recognize p ­ eople ­doing ­things right and ­doing what ­matters. 3. Lovers finish first. — ­It’s essential to follow your passions. — ­Be able to leap back into action when ­things get difficult. (Thomp­ son 2008) We also believe a sense of purpose contributes to creating excellence. Nikos Mourkogiannis writes, “The pursuer of excellence seeks action that constitutes innate fulfillment for its own sake (and thus ‘beautiful’ or ‘elegant’). . . . ​How can leaders use Purpose to create advantage? Leaders do not simply invent a Purpose; they discover it, while at the same time developing a strategy and ensuring that Purpose and strategy support each other. This requires that they listen to them­ selves and their colleagues, and are sensitive to their moral ideas, as well as being aware of the commercial opportunities offered by the firm’s strengths” (2008). By applying the above concepts and by creating excellence in proj­ect management, complete proj­ect man­ag­ers, together with proj­ect sponsors, set the stage to create orga­nizational excellence through proj­ect management. This means: • Obtaining significant advancements in the maturity of ­people, pro­cesses, and the environment of a project-­based organ­ization • Optimizing and achieving greater results from project-­based work • Realizing a competitive advantage by executing strategy through proj­ects Bruce Edwards, CEO of Exel Corporation, says that excellence in proj­ect man­ agement at the orga­nizational level is characterized by: 1. A project-­centric organ­ization 2. A project-­based culture 3. Strong orga­nizational and leadership support for proj­ect management 4. A matrix team structure 5. A focus on proj­ect management skill development and education 6. Emphasis on proj­ect management skill track

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7. A globally consistent proj­ect management training curriculum 8. Globally consistent proj­ect management pro­cesses and tools 9. Template-­based tools versus procedures 10. Multilingual tools and training 11. Acknowl­edgment and support of advance certification in proj­ect management (Proj­ect Management Professional [PMP], Certified Associate in Proj­ect Management [CAPM]) 12. The presence of internal PMP and CAPM support programs for associates 13. Strong risk management 14. Proj­ect management knowledge sharing 15. Orga­nizational visibility of the portfolio of proj­ects and status through the use of enterprise software such as PlanView. (Kerzner 2010, 108−18) Creating excellence involves forming a picture of an ideal environment—in terms of p ­ eople, pro­cesses, and the environment—­for implementing proj­ects and requires an honest assessment of the current real­ity. By getting expert feedback and sharing examples, actions, and improved practices that ­will help bridge the gap between real­ity and ideal, you can prepare yourself to transform your approach to proj­ect management, no ­matter where you work. ACCEPT RESPONSIBILITY We believe proj­ect success on any major scale requires you to accept responsi­ bility. The one quality that all successful p ­ eople have is the ability to take on responsibility. We strongly believe that a proj­ect leader can give up almost any­ thing except responsibility. Complete proj­ect man­ag­ers never embrace a victim mentality. They recognize that who and where they are remain their responsi­ bility. They never complain. In addition, proj­ect leaders lead by example and transmit to their ­people that a sense of responsibility is fundamental for team and proj­ect success. The intensification of competition and the difficulties reaching a wide range of consumer segments c­ auses reduced profit margins for many industries. Proj­ ects that transform companies or industries need proj­ect man­ag­ers capable of managing a complex set of requirements. Th ­ ese requirements often involve new technologies, changes in operating procedures, and dif­fer­ent ways of working. Complete proj­ect man­ag­ers embrace curiosity and accept responsibility for im­ plementing changes that may emerge.

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The Competent Proj­ect Man­ag­er Competence is the ability to perform a specific task, action, or function success­ fully. Proj­ect management competence goes beyond simply talking the talk. It is a leader’s ability to say it, plan it, and do it in such a way that o ­ thers know that he knows what he is ­doing and know that they want to follow him. Competent proj­ ect man­ag­ers also close the loop—­they learn from each proj­ect. They are profes­ sionals who are always ready to learn and are always ­going one step beyond. They are ­people who overcome a fear of making ­mistakes, who are able to recognize better ways to get a job done, and who can learn from successes and failures and from o ­ thers. Competence is a key to credibility, and credibility is the key to influ­ encing o ­ thers. Most team members ­will follow competent proj­ect man­ag­ers. ­Table 6-1 depicts three levels of competencies: Table 6-1. Competency Levels Individual • Knowledge-­based • Socially rooted • Business judgment Team • Clearly defined goals and deliverables • Proper mix of skills • Adequate pro­cesses and tools Orga­nizational • Procedures and information to perform work • Trained resources • Vision, openness, and support for proj­ect management

Competence is rooted in a variety of ­factors: • Motivation • Energy • Intelligence • Skill level • Knowledge Each of us tends to be competent in one or a few of t­ hese areas. However, highly competent ­people are skilled in all of them. Incomplete proj­ect man­ag­ers may need to focus on industries or areas where they possess knowledge or skills. Complete proj­ect man­ag­ers who are highly competent in all of them may usu­ ally be successful no m ­ atter where they work. We advise to build on p ­ eople’s strengths. Design work to fit the worker, not the other way around. Best results occur in organ­izations where all three levels of com­ petencies are properly aligned—­across individuals, teams, and the organ­ization.

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In short, competent proj­ect man­ag­ers are: • ­Those who can see what needs to happen • ­Those who can make it happen • ­Those who can make t­ hings happen when it ­really counts ­ eople admire proj­ect man­ag­ers who display high competence relative not only P to the proj­ect management pro­cess but also in related and necessary disciplines. Do research to find three ­things you can do to improve your professional skills. Then dedicate the time and money to follow through on them. Remember that you are as good as your personal standards. Review your standards, keeping in mind that p ­ eople have no limit to their ability to pro­gress, learn, and move forward—­adding more “molecules” to your skill set. At the end of this week, take a moment to make a plan to improve your competency level. Strive to improve competency of ­those p ­ eople around you as well.

Agile An ongoing trend is t­oward adopting Agile methodology, perhaps in place of traditional Waterfall or in a mix with other techniques. Agile methodology is an approach typically used in software development and in other areas when modu­ lar construction can be applied. It helps teams respond to the unpredictability of building software through incremental, iterative work cadences, known as sprints. This approach may greatly reduce both development costs and time to market. In Agile paradigms, ­every aspect of development and design requirements are con­ tinually revisited throughout life cycles, focusing on a module at a time. Figure 6-5 highlights key princi­ples of Agile methodology, drawn from the Agile Manifesto, serving as guiding practices that support teams in implement­ ing and executing with agility (see more at www​.­agilealliance​.­org). Agile devotees appear like evangelists, stating this as the best approach. Complete proj­ect man­ag­ers are wise to investigate and use this approach when appropriate or use it as another tool when suitable, perhaps in a hybrid ap­ proach with other techniques. Training is recommended when tasked, for example, to become a ScrumMaster who administers the sprints. Discipline is still required when using this methodology. Leaders need to create environ­ ments that support self-­managed teams. On a proj­ect that had a very hard, aggressive deadline and required several ­legal and financial reviews, with lots of contingencies, Michael Thompson at IBM de­cided straight Agile did not make sense: “I used the bare minimum waterfall to lay out milestones of what would have to happen when and how we would achieve each milestone and then incorporated agile into that,” he says. That hybrid approach allowed the team to pivot more quickly when it encountered a setback, without fear of blowing its hard-­and-­fast reviews. “We ­were flexible

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12. At regular intervals, the team reflects on how to become more effective, then tunes and adjusts its behavior accordingly.

1. Satisfy the customer through early and continuous delivery of valuable software.

11. The best architectures, requirements, and designs emerge from self-organizing teams.

2. Welcome changing requirements, even late in development. Agile processes harness change for the customer’s competitive advantage.

10. Simplicity–the art of maximizing the amount of work not done–is essential. 9. Focus continuous attention to technical excellence and good design to enhance agility. 8. Agile processes promote sustainable development. Sponsors, developers, and users maintain a constant pace indefinitely.

3. Deliver working software frequently. Twelve Principles Based on the AGILE Manifesto

4. Business people and developers work together daily throughtout the project. 5. Build projects around motivated individuals. Give them the environment and support they need; trust them to get the job done. 6. Conduct face-to-face conversations.

7. Working software is the primary measure of progress.

Figure 6-5: Princi­ples of Agile

enough to roll with the punches and firm enough to deliver,” he says. (Thompson 2017)

Summary Producing unique proj­ect results is the aim of the proj­ect management pro­cess, which spans five stages from initiating to closing each and e­ very proj­ect. A foun­ dation based on PMI’s A Guide to the Proj­ect Management Body of Knowledge is a starting point. Throughout the journey, seek best practices in each phase of the proj­ect life cycle and apply them. We share in this chapter a few practices that we have found helpful. Keep focused on ­people and the results they can achieve. Invoke clarity of purpose through prob­lem and vision statements. Create excellence in proj­ect management, both by developing skills and im­ plementing pro­cesses, and move on to create orga­nizational excellence through proj­ect management, by tapping contributions from business analy­sis and uti­ lizing a high-­performance project-­based organ­ization that optimizes outcomes. Develop a set of competencies that reflects a high standard. Take responsibility for your actions. Be careful not to become too rigid in your approach; stay flex­ ible when working with o ­ thers; use methodologies appropriately.

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7 The Role of Humor and Fun A joke in a proj­ect is a very serious t­ hing. —­Alfonso Bucero

Integration

Leadership/ Management Personal

Market/ Customer

Negotiating Sales

The Complete Project Manager

Political

Change Management

Conflict Management Environment

Organization zattion n

Humor/Fun

Project P ro Management M anag

Humor/Fun

A proj­ect man­ag­er walks into his boss’s office and says, “­Here is the bottom-­ line bud­get we need for the proj­ect to succeed.” The boss asks, “What can you do for half the money?” The proj­ect man­ag­er says, “Fail.” The boss asks, “When can you get started?” The proj­ect man­ag­er says, “I think I just did.”

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Observe your reaction to the previous paragraph. Did you smile, laugh qui­ etly, snicker, or break out in a hearty laugh? Sometimes we wish we had the presence of mind to react similarly when confronted with seemingly outrageous demands. P ­ eople react differently to jokes, of course, but telling jokes and sto­ ries can get ­people’s attention and set the stage for addressing serious issues, such as success or failure. In this chapter, we advocate for including humor and fun in the complete proj­ect man­ag­er’s toolkit. We do so b ­ ecause we believe that injecting humor into proj­ect situations is effective, productive, and memorable. We are not of­ fering an exhaustive study and description of humor, nor can we prescribe how to create fun in ­every situation. What we can do is share our commitment to creating fun working environments, with the hope that ­others may renew their commitment to the same or ­else come to a new understanding of the need for lightening up some of the serious work of proj­ect management. Humor plays a vital role in getting ­others to laugh at situations that may seem overwhelming. ­People cannot truly laugh and still retain anger or hostility. When a person laughs at a joke, he agrees with the basic premise of that joke. A joke is often a play on words that gives a double meaning to a statement. It is seldom the denotation of the words that is the joke; the connotation or some informal understanding makes the joke humorous. ­Those understanding both the denotation and connotation, or informal understanding, w ­ ill laugh if they agree with the joke. We often say that we are not intentionally creating humor—­just reporting news in a unique way. Comedians use this technique to make us laugh at every­ day occurrences that only seem funny when described in a dif­fer­ent way. Like­ wise, in a proj­ect environment, a person may use humor to “report the facts” of a situation. General Colin L. Powell (U.S. Army retired), former chairman of the Joint Chiefs of Staff and former U.S. secretary of state, wrote in My American Journey (1996) that p ­ eople should not take themselves too seriously. Approaching situa­ tions too seriously takes away our ability to think clearly and find the best solu­ tion to challenges. Powell’s ability to reason through many dif­fer­ent global issues was aided by his ability to relax ­under pressure and see the lighter side of life. It has been said that a true profession has jokes that point at its foibles and make fun of the way individuals conduct themselves in the work of the profes­ sion. Proj­ect management has become a more recognized profession when jokes are made about its prac­ti­tion­ers. A joke about proj­ect management we recall is: “What is the difference between a proj­ect man­ag­er and a used car sales­ man?” “The used car salesman always knows when he is lying.” Humor in the workplace can improve the efficiency and effectiveness of a proj­ect team when used appropriately. It can change p ­ eople’s attitudes and cre­ ate a productive atmosphere. Specifically, humor can be used to diffuse tense situations and to suggest corrections to be­hav­iors that are ­counter to team goals.

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Though it is healthy for ­people to laugh at themselves, demeaning or vicious hu­ mor can destroy the unity of a team and isolate individuals who feel criticized. ­There are situations that clearly do not lend themselves to humor—­for example, in the midst of a tragedy or the death of a loved one. Business situa­ tions, however, often inspire humor that changes the way ­people look at the environment. On past proj­ects, e­ very day I (Bucero) promised to tell my team members the “joke of the day” at lunchtime. It was a way to ­free ­people of stress, together as a team. I (Englund) have observed Alfonso leading proj­ects and can attest that his practice of telling jokes is truly effective. He creates a fun environment by tell­ ing the jokes in an animated way. P ­ eople enjoy being in his presence and want to work with him. He exhibits an infectious personality largely driven by his attitude and humorous approach. ­These are precious assets. Depending on the culture of the workplace, telling jokes or using humor in other ways may not always work well. Although fun and enjoyment are not ap­ propriate or expected in ­every situation, humor may be most effective when least expected. Good judgment is essential to avoid eliciting unwanted reactions. Bal­ ancing good taste and humor are key ele­ments for success in many areas.

The Effects of Humor on Proj­ect Management A good-­humored, creative environment is essential for most businesses to suc­ ceed. If the atmosphere is tense, unfriendly, toxic, or even hostile, productivity ­will most likely be very low. In such an atmosphere, every­one is in a guarded state, communication is ­limited, and the organ­ization suffers greatly. The same situation applies to proj­ect teams. Team members may lose interest, avoid build­ ing relationships, and focus more on their day-­to-­day tasks than on the objec­ tives of the proj­ect. A team of p ­ eople who do not get along w ­ ill prob­ably face many more challenges and may have greater difficulty overcoming obstacles than a team that works well together and blends in a ­little fun. We encourage you to make fun a priority on your proj­ect teams. Humor in business is not about clowning. It is about demonstrating that you are a warm, responsive, intelligent, and considerate person. We love p ­ eople, and we want them to want to work on our proj­ect teams. We need p ­ eople with energy, pas­ sion, and enthusiasm. We can inspire them by staying positive and focusing on the lighter side of our work, as appropriate. But it is not easy for some ­people to add more fun to the workday. Many ­people do not make a connection between the words “fun” and “work.” Fun is not something that naturally accompanies a job. It can, however, be gradually integrated and eventually can become a part of the job or even the culture of an organ­ization. The use of the word “fun” itself can be a prob­lem for some man­ag­ers—if that is the case, try using “enjoyment” instead. An environment that includes a l­ittle fun or enjoyment can attract highly skilled p ­ eople, help teams become effective faster, and produce superior results.

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Consider the following joke. A proj­ect man­ag­er, a software engineer, and a hardware engineer are helping out on a proj­ect. About midweek they decide to walk up and down the beach during their lunch hour. Halfway up the beach, they stumble upon a rusted old lamp. When they rub the lamp, a genie appears and says, “Normally I would grant you three wishes, but since ­there are three of you, I w ­ ill grant you each one wish.” The hardware engineer went first. “I would like to spend the rest of my life living in a huge h ­ ouse in St. Thomas with no money worries.” The genie granted him his wish and sent him off to St. Thomas. The software engineer went next. “I would like to spend the rest of my life living on a huge yacht cruising the Mediterranean with no money worries.” The genie granted him his wish and sent him off to the Mediterranean. Last, but not least, it was the proj­ect man­ag­er’s turn. “And what would you wish for?” asked the genie. “I’m the proj­ect man­ag­er, and I want both my team members back ­after lunch,” replied the proj­ect man­ag­er. Proj­ect management humor is an impor­tant asset for the proj­ect man­ag­er. A joke like this is a good opener for a pre­sen­ta­tion or a meeting. ­People work­ ing on proj­ects can relate to the players, aspirations, and thought pro­cesses. This joke, for example, underscores the proj­ect man­ag­er’s self-­sacrifice and dedica­ tion to his work. Such a joke is also versatile: you can easily change the characters, perhaps replacing the proj­ect man­ag­er with a proj­ect sponsor, as applicable. A corollary response might be, let the proj­ect man­ag­er (leader) go first. Keep jokes short, make them relevant, and do not spend too much time dwelling on them (though it is okay to refer to a humorous incident l­ ater, creat­ ing a sort of recurring theme). ­Here is another example: A man is flying in a hot air balloon and realizes he is lost. He lowers the balloon and spots a man down below. He flies lower still and shouts, “Excuse me, can you help me? I promised my friend I would meet him half an hour ago, but I ­don’t know where I am.” The man below says, “Yes, you are in a hot air balloon, hovering approximately 30 feet above this field. You are between 40 and 42 degrees north latitude and between 58 and 60 degrees west longitude.” “You must be a programmer,” says the balloonist. “I am,” replies the man. “How did you know?” “Well,” says the balloonist, “every­thing you have told me is technically correct, but I have no idea what to make of your information, and the fact is I am still lost.” The man below says, “You must be a proj­ect man­ag­er.” “I am,” replies the bal­ loonist, “but how did you know?” “Well,” says the man, “you ­don’t know where you are or where you are ­going. You have made a promise that you have no idea how to keep, and you expect me to solve your prob­lem. The fact is you are in the exact same position you w ­ ere in before we met, but now it is somehow my fault.” This scenario provides a humorous means to poke fun at vari­ous professions while also illustrating how ­people view the same t­ hings differently. The story is

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7. the role of humor and fun 175 Our customers really love us, so they don’t care if our products are late and don’t work!

1

We aren’t smart enough to implement project management without stifling creativity and offending our technical geniuses.

9

Organizing to manage projects isn’t compatible with our culture, and the last thing we need around this place is change.

2

We might have to understand our customers’ requirements and document a lot of stuff, and that is such a bother.

8

All our projects are easy, and they don’t have cost, schedule, and technical risks anyway.

3

Our bosses won’t provide the support needed for project management; they want us to get better results through magic.

7

Project management requires integrity and courage, so they would have to pay me extra.

4

We’d have to apply project management blindly to all projects regardless of size and complexity, and that would be stupid.

6

I know there is a well-developed project management body of knowledge, but I can’t find it under this mess on my desk.

5

We figure it’s more profitable to have 50% overruns than to spend 10% on project management to fix them.

10

Top Ten Reasons NOT to Use Project Management

Figure 7-1: Top Reasons Not to Use PM

a good opener for a team discussion about roles, responsibilities, and personal­ ity differences. The next step then is to get closure about how a team can work together more effectively. We have derived yet another example from our own proj­ect management experiences: the top ten reasons why some upper man­ag­ers do not want their ­people using proj­ect management (see Figure 7-1). We believe that each of the reasons provides a lighthearted yet impor­tant incentive to help prepare a con­ tingency plan.

Humor across Cultures We consulted with the Risk Doctor, Dr. David Hillson, PMI Fellow, HonFAPM (www​.­risk​-­doctor​.­com), for his diagnosis on humor in proj­ect management. ­Here is the “prescription” that he sent us from the U.K.: Humour is a g­ reat asset to effective communication, if it is used well and appropriately. And since every­one agrees that all proj­ect man­ag­ers need to communicate effectively, we also need to know how to use humour properly. Unfortunately, it is very easy to misuse humour, with negative results, especially where we are communicating cross-­culturally. I experienced this firsthand when I spoke some years ago at a confer­ ence in Dublin, Ireland. All cultures make jokes about another nation or  people-­group, and for the En­glish this role is filled by the Irish. I thought a ­simple “Irish joke” would be a good way to start my speech at the Dublin conference, so I chose something that I thought would be inoffensive and funny to get them on my side. “An Irish wolfhound lay in front of the fire chewing a bone. When he got up, his leg dropped off.” It was a disaster, received in stony silence, and the rest of my visit

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went very badly. I quickly learned not to make fun of your hosts! But this uncomfortable experience prompted me to find out how to use humour properly. Dif­fer­ent cultures have very dif­fer­ent approaches to humour. While most humour involves ele­ments of incongruity and surprise, joke struc­ ture can vary. For example, American humour is very direct, building to the punch line, then delivering it with ­great emphasis, and reinforc­ ing it to be sure that every­one knows when to laugh. En­glish humour is more indirect, giving the audience the components of the joke and leav­ ing them to make the final connection, and then they laugh if and when they get it. This typical understated En­glish joke illustrates the point: “A man walks into a bar. Ouch!” So I am always especially careful when working in another country or with cross-­cultural teams, knowing that what I find funny may not translate, e­ ither in words or in style. It is also not good to use humour that requires specialist domain knowledge, ­unless your audience understands the concepts involved. When I told a group of quantitative risk analysts that “­people who un­ derstand probability distribution functions ­aren’t normal,” they all laughed. And a group of software developers appreciated my opening line in a risk workshop: “­There are 10 kinds of p ­ eople in the world: t­ hose who understand binary and t­ hose who d ­ on’t.” But t­ hese types of jokes ­won’t work with most ­people, and we should use them sparingly. Many ­people like humour based on wordplay or puns, such as: “I’ve got a pet newt. I call him Tiny, b ­ ecause he’s my newt.” But puns d ­ on’t work in multicultural situations where p ­ eople are using their second or third language. You might think that this would be a good place for a multilingual pun, for example: “Why do the French only have one egg for breakfast? ­Because for the French, one egg is un oeuf.” But this just adds complexity and requires knowledge of both languages, making it even harder to understand. It’s also impor­tant that humour be relevant, related to the topic in hand. Th ­ ere’s nothing worse than starting your proj­ect review meeting with an irrelevant joke to break the ice. “A funny t­ hing happened on the way to the meeting . . . ​Now let’s check t­ hose earned value indicators . . .” It’s much better to use something linked to the subject, for example: “How many proj­ect man­ag­ers does it take to change a light bulb? One—­ the proj­ect sponsor ­won’t approve extra resources ­unless it’s in the WBS. Now let’s talk about our resource utilisation figures . . .” Managing proj­ects is fun, and we should take ­every opportunity to lighten the mood of our proj­ect meetings and reports. But we must use humour carefully and appropriately if we want it to be a help and not a hindrance. ­There are many ways to get it wrong, but well-­placed humour can be a g­ reat advantage. ­People work better when they are smiling!

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The Effects of Humor on Soft Skills Humor affects all proj­ect management soft skills (see Figure 7-2). COMMUNICATION ­People pay more attention to speakers who use a humorous style, and humor improves information retention. I (Bucero) managed a proj­ect outside my city of residence for two long years with a team of 150 ­people. When we arrived at the customer site ­every Monday, some of my team members said, “Oh Alfonso, ­today is Monday, Friday is very far away.” I usually replied as follows, “­Don’t worry. It is 9:00 in the morning, and in a while we w ­ ill have a nice breakfast. ­After breakfast, we w ­ ill work a ­couple of hours and go for lunch, and a­ fter lunch it ­will be almost Tuesday.” P ­ eople laughed at this response, but I perceived that they appreciated my comments. A humorous response acknowledges ­people’s concerns while offering a dif­fer­ent perspective. Humor can make a statement more persuasive, but it can also be misused to obscure meaning. The words we use make a big difference in how well we communicate. For example: Wife texts husband on a cold winter morning: “Win­dows frozen, w ­ on’t open.” Husband texts back: “­Gently pour some lukewarm w ­ ater over it and g­ ently tap edges with a hammer.” Wife texts back five minutes l­ater: “Computer ­really messed up now.” TEAM MANAGEMENT Using humor in the team-­building phase is a noninvasive way to test relations and gives ­people who use it a parachute in case ­others respond badly. A positive response to a joke encourages other team members to use humor, speeding up the socialization pro­cess. Humor represents a shared interpretation of events that highlights similarities among team members and creates a sense of equal­ ity. A joke can start a chain of humorous takes on a situation, giving a feeling of consensus and camaraderie among team members. 1. Communication

8. Negotiation 7. Motivation 6. Stress Management 5. Problem Solving & Decision Making

Soft Skills Effects from Humor

2. Team Management 3. Leadership 4. Conflict Management

Figure 7-2: Humor and Soft Skills

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Humor at the right time and right place can lead to better relationships among team members, as long as the humor is not demeaning or off-­color. The wrong type of humor can work to the detriment of the proj­ect team. It can make ­people feel criticized and isolated. The spontaneous use of humor may serve as an indicator of personal or orga­ nizational well-­being. Humor can be used in critical situations to alleviate anxiety and fear. Humor is also a response to incongruities and contradic­ tions. Spontaneous humor can serve as a signal of ambiguity; unanticipated yet funny responses can highlight gaps in understanding. Some of the most effec­ tive humor comes from spontaneous moments. A commitment I (Englund) make, even if only to myself, is to be on the lookout for ­those spontaneous comedic moments and to take the time to revel in them. That means pausing serious work on the agenda and taking time to have a good laugh—­these are precious moments that may be long remembered and trea­sured. It is so easy to pass over ­these moments and get back to business, so I am committed to elevating them to foster team building and bonding. LEADERSHIP Studies show that the use of humor by leaders has a positive relationship to in­ dividual and unit per­for­mance. Good leaders are often humor appreciators rather than humor initiators. Leaders who are humor initiators have a task-­oriented leadership style. Lead­ ers who are humor appreciators have a relationship-­oriented leadership style. It is also pos­si­ble that bad leaders may attempt to mask their inability through humor. Leaders can set the stage for a workplace culture in which fun is encour­ aged and expected. One leader at a corporate proj­ect office placed the letters B M F at the top of each staff meeting agenda. At the start of e­ very meeting, he reiterated the affirmation, “We are ­here to Be productive, Make a difference, and have Fun.” CONFLICT MANAGEMENT Humor can be used in vari­ous ways to manage conflict, depending on one’s pre­ ferred conflict resolution style. • Avoidant. Humor promotes coping, reduces p ­ eople’s emotional involvement in a situation, and changes the dominant perspective on the situation. It also can be used to deflect criticism. • Confronting. Humor, mostly in the form of meta­phors, reveals dif­fer­ent perspectives on a situation, providing a broader set of alternatives for h ­ andling it. • Smoothing. Humor can be used to make a situation seem more positive by playing down differences, which can help create common ground.

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• Compromising. Humor can be used to make messages more am­ biguous and thus can be used to express ideas that, if communicated directly, would offend or upset ­others. • Forcing. Humor can express hostility and aggressiveness. Embed­ ding aggressive messages in a joke is perceived as less risky for the sender and less hostile to the receiver, but the meaning of the mes­ sage is still intact. Humor is a two-­edged sword. It can be used to ease the sting of confrontation and thus facilitate interaction, but it can also be used to obstruct attempts to deepen the level of an interaction or broach sensitive topics. Not permitting con­ flicts to come to light can be dangerous, but generally, humor does not effec­ tively hide or suppress conflicts. PROB­LEM SOLVING AND DECISION MAKING Humorous stimuli can positively affect prob­lem solving and creativity. Humor lowers tension and improves divergent thinking. However, humor may have neg­ ative effects related to the perception of risk. ­People may underestimate the importance of a risk if it is presented in a humorous way. STRESS MANAGEMENT Stress affects many ­people in ­today’s business world. Some are working ­under difficult deadlines that have been set by upper management or p ­ eople who pile on pressure to meet deadlines. O ­ thers are struggling to juggle their professional and private lives. All of this can put more and more pressure on p ­ eople, who may end up melting down or burning out, w ­ hether professionally or personally. Humor—­and its result, laughter—­helps reduce the negative effects of stress. It produces a cognitive shift that can make p ­ eople feel calmer and less emotional. Humor also reduces hostility, relieves tension, and improves morale. Some man­ag­ers are becoming more aware of how stress can diminish the probability of success. Some organ­izations are offering recreational activities at work to eliminate stress, but ­these are often expensive. It is impor­tant for organ­ izations to deal with stress in the work environment, and it is equally impor­ tant to examine the costs that come with dealing with that stress. By encouraging employees to stay positive and laugh at work, companies can minimize stress and diminish its negative effects. See “The Research on Humor” below for more on how humor can relieve stress. MOTIVATION Humor can influence ­people’s sense of hope. It creates a greater sense of self-­ efficacy in dealing with specific prob­lems or stressful events, as well as a focus on positive thinking instead of failures and prob­lems. It does this by facilitating

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open-­minded thinking, allowing ­people to generate new ideas and deal with prob­lems, thus increasing motivation. In a proj­ect I (Bucero) managed in Spain for a telecom operator, I observed that the customer always focused on proj­ect prob­lems at monthly proj­ect review meetings. The proj­ect could not pro­gress ­because of the customer’s excessive crit­ icism and negativity. So I de­cided to take action. At the next monthly review meeting, I asked for a break in the ­middle of the meeting. I treated every­one to coffee and told them some jokes about the latest news of the day. In a few min­ utes I got them laughing. The situation shifted from negative to calm. ­People ­were more relaxed a­ fter the break, and we started to think about alternatives to solve the issues and prob­lems. Taking a “humor break” does not work all the time, but it was very helpful for me in that situation. One program man­ag­er I (Englund) worked with injected humor into the minutes of program team meetings. Usually the target of his humor was him­ self, which is a safe way to do it. “Well, yours truly screwed up again . . . ,” he might write. One proj­ect man­ag­er told me she looked forward to reading ­these reports and passed them along to her sponsor, who also was ­eager to read them. Combining entertainment with reporting pro­gress motivated ­people to pay more attention to the program. Expressing humor in this way also revealed the pro­ gram man­ag­er’s talent for humorous writing, which other­wise may have been wasted. NEGOTIATION Humor increases a communicator’s likeability, and ­people who are more like­ able have greater power to influence ­others. Humor also makes the object of a negotiation seem less impor­tant, possibly leading to greater concessions from the party being asked to compromise.

The Effects of Humor on Hard Skills Hard skills need to be learned and then applied. Inserting humor when teach­ ing hard skills aids in learning. For example, incorporating humor into lecture materials improves listeners’ attention, increasing their ability to make connec­ tions between concepts, find inconsistencies, and retain information. Humor is also very desirable in self-­education activities, as it captures readers’ attention. Approaching the application of hard skills with humor tends to shift focus from the specific methodology to the way it is used. A funny approach is especially helpful during the introduction of new methodologies. An early Tom Hanks movie, The Money Pit, helps demonstrate the differ­ ence between working individually or connected. It’s a comedy that shows him working on his own to remodel a potentially beautiful h ­ ouse, which collapses on him and gets very expensive. In contrast, bringing in help, depicted by a somewhat motley crew, creates a wonderful outcome. We laugh, but we also get the point . . . ​and remember it longer b ­ ecause of how it was illustrated.

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Any occasion to listen to or attend a session presented by our colleague Carl Pritchard is delightful. He manages to tell stories and animate points that bring interest to topics like risk management. Alfonso does the same when teaching PMP Exam Preparation courses. But make sure the jokes are relevant to the lesson material. Proj­ect and pro­ gram man­ag­er Remco Meisner says, “Humor allows proj­ect man­ag­ers to tell customers t­ hings that must not be said, but nevertheless o ­ ught to be” keeping in mind that “humor is to be used in well-­proportioned quantities and in se­ lected situations. I once made fun to a group of bankers following a very suc­ cessful proj­ect board meeting: ‘Gentlemen, I think we have solved all of our prob­lems in the last forty-­five minutes. What can we do about that?’ This caused a full disconnect for all of t­ hese man­ag­ers. They simply did not understand the joke. It confused them and spoiled the accomplishment.”

The Research on Humor In the past, humor was not the subject of serious study, but in the last several de­cades, psychologists and sociologists have taken a more rigorous and system­ atic approach ­toward research on humor. The study of humor at work and in workgroups is only just beginning. Research has shown health benefits of laugh­ ter that range from strengthening the immune system to reducing food crav­ ings to increasing one’s threshold for pain. Th ­ ere is even an emerging therapeutic field called humor therapy, in which humor is used to help ­people heal more quickly. Humor has several impor­tant stress-­relieving benefits: • Hormones. Laughter reduces the level of stress hormones such as cortisol, epinephrine (adrenaline), dopamine, and growth hormone. It also increases the level of health-­enhancing hormones like endor­ phins and neurotransmitters. Laughter increases the number of antibody-­producing cells and enhances the effectiveness of T cells. All of this means a stronger immune system, as well as fewer physi­ cal effects of stress. • Physical release. Have you ever felt like you have to laugh or you’ll cry? Have you experienced a cleansed feeling a­ fter a good laugh? Laughter provides a physical and emotional release. • Internal workout. A good belly laugh exercises the diaphragm, contracts the abs, and loosens the shoulders, leaving muscles more relaxed afterward. It even provides a good workout for the heart. • Distraction. Laughter has greater benefits than other mere distrac­ tions b ­ ecause it draws the focus away from anger, guilt, stress, and negative emotions. It relaxes ­people, preparing them to think clearly and act rationally. • Perspective. Studies show that our response to stressful events can be altered by ­whether we view something as a threat or a challenge.

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Humor can give us a more lighthearted perspective and help us view events as challenges, thereby making them seem less threatening and more positive. • Social benefits. Laughter connects us with o ­ thers. Also, laughter is contagious, so adding more laughter to your life may help o ­ thers around you laugh more and realize t­ hese benefits as well. By elevating the mood of ­those around you, you can reduce their stress levels, and perhaps improve the quality of your interactions with them, reduc­ ing your stress level even more.

Think Differently Proj­ect man­ag­ers need to be aware of how the team and each team member are feeling. If you sense that all is not well, it is impor­tant to make adjustments in order to keep momentum g­ oing and team members motivated. Using humor to encourage p ­ eople to see t­ hings in a new, possibly unexpected way can lead to new ideas or discussions that yield exciting end results. We all want to work hard and give it our best, but we also want to have fun while ­doing it. We are spending more and more time with our coworkers ­these days, so it is very impor­tant to be able to share a good laugh with them on a daily basis. Keeping this in mind ­will help complete proj­ect man­ag­ers achieve the ultimate in proj­ect results. When confronted with a stressful or challenging situation, say, “I can think differently about this.” Over the years I (Englund) have invoked this phrase many times, and it has changed my life. When someone criticizes me harshly, instead of responding defensively, I say to myself, “I can think differently about this,” then reply, “Thank you, you just made my day.” When a mentor told Alfonso that he would not be able to get something done, he responded with “I love you too.” Defensive responses are seldom effective. In t­ hese situations, he who loses his cool first loses. A wise man­ag­er shared that advice with me (Englund) just ­after I lost my cool. (At that point, I definitely had to think differently—­I started looking for a new job.) In contrast, a humorous, unexpected, and positive re­ sponse is utterly disarming to adversaries. Enjoy yourself. Sometimes the best answer in a predicament is laughter. Courageous proj­ect leaders have a sense of humor; they are able to laugh at them­ selves and their trou­bles. Being able to laugh even in the most stressful of times helps ­people thrive. Courageous proj­ect leaders find the comic in the tragic. They make it okay to have fun even when times are tough. They know that laughing, even when you are low, lifts the spirits. Humorless p ­ eople who take t­ hings too seriously are much more likely to dig themselves deeper into the hole of despair—­ and to bury us all. As one student discovered, “I’m not a joke teller, but I find that t­here are often many informal instances to apply humor, fun, and personality to a proj­ ect. For example, most meetings usually start a few minutes late as we are waiting

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for someone to join us—so often ­those already in the room ­will chat about their weekends, travel plans, or some funny story that recently happened to them. I always like t­ hese informal moments to do some interpersonal bonding amongst the team. I am not a fan of forced humor, but if I see a natu­ral oppor­ tunity to put the team at ease or crack a smile, I take it!” A BIT OF PERSPECTIVE Some years ago, my (Bucero) f­ather became ill. He was diagnosed with lung cancer. At that same time, I joined a multinational com­pany as a proj­ect man­ ag­er. I c­ ouldn’t give up on work b ­ ecause I had a f­amily, and I needed to move forward professionally. I tried to stay with my ­father e­ very weekend, some of the time without sleeping (he could not sleep well). The rest of the week I managed the proj­ect far from home (450 km away). My f­ather always smiled e­ very time I met him on the weekends. He always encouraged me to continue managing the proj­ect. I remember well his words about working in organ­izations. He said, “When you are young, you must fly and learn, be focused on p ­ eople, and take care of the details. You ­will be able to gain your credibility as a professional.” I’ll never forget his words. He used to tell jokes and stories, and I inherited that skill from him. It seemed that he was not conscious about ­dying. A ­ fter he passed away, I realized that he did not want to damage me. He always thought in positive terms and smiled when I joined him. I ­will remember my ­whole life all t­ hose days talk­ ing to my ­father and how he helped me deal with my stress. I knew he was ­dying step by step, but he never complained. He passed away smiling and lov­ ing p ­ eople; he was an example for the w ­ hole ­family. I have experienced stressful situations in proj­ects, but most of them seem insignificant when I think about how my f­ ather handled his illness. The first ­thing I remind myself is about the number of blessings I have in my life ­every day and to smile and never give up. This attitude makes me happier and also makes for happier teams. ­Today is a good day to smile a l­ ittle bit more. LESSONS LEARNED We want to share with you three humorous stories and accompanying “lessons learned.” We hope t­ hese lessons help you as you work through the challenges of proj­ect management. You may remember this first story from Chapter 1. A crow was sitting in a tree, ­doing nothing all day. A rabbit saw him and asked, “May I sit with you and do nothing all day?” The crow answered, “Sure, why not?” So the rabbit sat down on the ground u ­ nder the tree and relaxed. Suddenly a fox appeared . . . ​and he jumped on the rabbit and ate it. Lesson 1: In order to spend all day ­doing nothing on a proj­ect, you must be positioned very, very high in the organ­ization.

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A turkey said to a bull, “I would love to be able to fly up into that the tree, but I do not have enough energy.” “Try eating my dung,” replied the bull. “It is full of nutrients.” The turkey ate a l­ ittle bit of dung, which gave it enough strength to reach the first branch of the tree. The next day he went up to the second branch, and a­ fter two weeks, he was proud to reach the top of the tree. Just then, a farmer appeared . . . ​and shot him. Lesson 2: Dung can rise to the top, but it cannot stay t­ here. A bird was flying south to pass the winter. It was so cold that the bird froze and fell to the ground. As it lay on the ground, a cow passed by and let fall some dung, right on top of the bird. The bird felt so warm! It was so happy that it be­ gan to sing. Hearing the bird singing, a cat approached. Discovering the bird inside the dung, the cat immediately ate it. Lesson 3: Not every­one who drops dung on you is your ­enemy; not every­ one who f­ rees you from the dung is your friend; and when you are in deep dung, keep your mouth shut!

Summary In this chapter, we advocate for the judicious use of humor and fun—­find ways to integrate humor into all aspects of the complete proj­ect man­ag­er’s molecule. A proj­ect man­ag­er’s toolkit is more complete when fun is on the agenda and ­every day includes laughter. A profession has “arrived” when it tells jokes on itself. Life in general and proj­ects specifically seem to flow better, and more is ac­ complished, when p ­ eople have fun ­doing what­ever they are d ­ oing. Humor and fun offer a multitude of benefits. They can improve health, both personal and orga­nizational. Humor grabs p ­ eople’s attention and helps them retain informa­ tion. It creates bonds between ­people, helps ­people manage conflict, reduces stress, increases motivation, and can ease negotiations. Seek a fun path that lightens the load while leading to your target. If necessary, think differently about humor’s place in the work environment. ­People ­will want to work together—­ and with you—­when they know the experience ­will include having fun.

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8 Organ­ization Skills An “empowered” organ­ization is one in which individuals have the knowledge, skill, desire, and opportunity to personally succeed in a way that leads to collective orga­nizational success. —­Stephen R. Covey

Leadership/ Management

Integration

Personal Market/ Customer

Negotiating Sales

The Complete Project Manager

Political

Change Management

Conflict Management Environment nme entt

Organization

Project Management

Organization Humor/Fun H um mor/

In this chapter, we address the structure, culture, pro­cesses, governance, and finances that surround and rule or enable project-­based work. The organ­ization is where all the skills we write about are put into practice. In keeping with in­ creased sensitivity about operating “green,” we cover moving from a “toxic” to

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a “green” organ­ization. ­Because what goes into a portfolio of proj­ects is usually determined by orga­nizational forces, we share perspectives on proj­ect portfolio management. All t­hese ele­ments combine into a “perfect storm” for orga­ nizational effectiveness. While ­people in organ­izations have weathered many storms, a perfect storm is of such monumental proportions that even p ­ eople used to storms cannot withstand it. Likewise, a perfect orga­nizational storm is ca­ pable of overcoming all re­sis­tance. The antidote is to seek alignment among strategy, culture, structure, execution, and the portfolio of proj­ects—­the per­ fect storm. Assess, improve ­those that you can, and be aware of ­others you can­ not change.

Orga­nizational Structure Program man­ag­er R.K. reported this not-­atypical situation: When the IT organ­ization reported directly to the plant man­ag­er, the business objectives w ­ ere being met satisfactorily as determined by the plant management. However, the corporate office was concerned that IT development was not being done in accordance with the corporate standards, so they de­cided to come in and take over the department. In ­doing so, the corporate office imposed so many new restrictions and ad­ ministrative pro­cesses that the direct support of the plant suffered. The culture of the IT workforce at the plant was geared to provide total support to the plant—no ­matter what it took to get the job done. When corporate took over, the objectives changed, as more focus was placed on meeting the corporate objectives instead of the plant objec­ tives. This created conflict that has had a huge impact on the ability of the plant IT group to meet the plant’s IT requirements. The structure and pro­cesses changed, which decreased IT’s ability to respond in an expedient manner to client needs. When the IT organ­ization reported to the plant management, the organ­ization was very organic. Proj­ects ­were identified and completed with ­great cooperation between IT and the plant clients. Once corporate took over IT, the organ­ization slowly morphed into a very mechanical organ­ization. Three separate silos ­were developed; t­hese reported up to three dif­fer­ent corporate man­ag­ers. Cooperation became less apparent within the IT organ­ization, which totally impacted the ability to deliver products to the plant clients. The organic model is a much better orga­ nizational structure than what the mechanical one has proven to be. Within the current mechanical structure, it is difficult to get proj­ects coordinated within IT. No one seems to take owner­ship. Each group is focused on meeting its own objectives regardless of how it affects over­ all orga­nizational effectiveness. Per­for­mance has suffered, and ability to manage proj­ects has suffered.

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This is an excellent example of how shifting a working, productive structure to a more top-­down centralized arrangement can severely affect the environment in which proj­ects are done. We have seen this happen also when management dictates a “one-­stop shopping” solution, where users get what they need from a central, common place instead of locally. Many times, the level of ser­vice goes down. Before such “solutions” are implemented, management needs to weigh benefits that would be lost against the possibility of lower costs. The costs—in time, effort, and frustration—to standardize and set up a common solution may be high, and the hoped-­for solution may possibly be unattainable. How­ ever, t­ hese costs are often overlooked. It is impor­tant to align objectives across an organ­ization, so standardiza­ tion may be necessary to create a common brand, meet ­legal requirements, or both. One would hope the alignment pro­cess would not be dictatorial from cor­ porate but would allow for dialogue to ensure that effective operating practices are not jeopardized. ­There is no one orga­nizational structure that fits all situations, nor is ­there ever a perfect organ­ization. ­There w ­ ill always be trade-­offs and differences of opinion about how to structure any organ­ization for the work ahead. Many ­people wish ­there ­were more flexibility within their organ­izations. Many organ­ izations are still stuck in archaic structures. Many man­ag­ers obsess over orga­ nizational structures and engage in reor­ga­ni­za­tion exercises with l­ ittle attention to ensuring the means are in place to execute strategy. While working in a corporate consulting group, I (Englund) witnessed a ­director announce a reor­ga­ni­za­tion using a set of circles instead of a hierarchi­ cal structure. This looked very in­ter­est­ing. His goals w ­ ere to emphasize the inter­ sections between groups and to encourage groups to work more closely together. I kept waiting for what we would do differently to make this work. Nothing. Re­ porting arrangements ­were the same, assignments w ­ ere the same, and p ­ eople ­were the same. It seems that the only changes ­were the circles on the paper. Noth­ ing e­ lse changed in the work setting, and groups continued ­doing their own work. As longtime proponents of proj­ect, program, and portfolio management, we are biased t­oward a project-­based organ­ization. Adopting a ­wholehearted approach focused on proj­ects would serve most situations much better than current approaches. However, wide-­scale adoption of PBOs is still slow in com­ ing. A com­pany like HP, where we previously worked, combines operations and proj­ects. Many organ­izations are well served by such a hybrid approach—­ having a functional organ­ization for routine operations and a projectized organ­ization for project-­based work such as developing new products or ­doing proj­ects for clients. This way, proj­ects do not have to compete with other work for resources and management attention. The structure then supports the goals of the organ­ization.

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We also believe an organic approach, both to the implementation of proj­ect management and to orga­nizational structures, is preferable ­because it more read­ ily adapts to living organisms. In an organic approach, orga­nizational charts are flexible or non­ex­is­tent. Natu­ral, organic pro­cesses and structures have the potential to create more harmony, less stress, and better results. Information flow is fluid. But p ­ eople who desire more structure may be uncomfortable in an organic environment. The agile concept may confuse some ­people to understand about being flex­ ible as in agility versus adopting an agile methodology. An agile organ­ization uses iterative approaches in relatively small structured modules with two-­week sprints in conducting some or all of its proj­ects. The belief is that work happens more effectively and efficiently in uncertainty, constantly changing environ­ ments, and rapidly changing customer expectations. Creating an agile culture requires changing under­lying pro­cesses, systems, metrics, and incentives that align with a customer-­centric strategy. Other organ­izations who desire more agility may use a variety of methods to achieve this stance, such as faster decision making, more dynamic proj­ect portfolio management systems, rewarding experimentation, and more open communication methods that encourage innovation. The Environmental Assessment Survey Instrument (EASI) discussed in this book provides clues as to how effective a current environment and orga­nizational structure are. Keeping orga­nizational assessment in mind, continue absorbing other ideas through studies and forums. Put together action plans, perhaps prompted by force field exercises, that define specific steps to address orga­ nizational concerns. Complete proj­ect man­ag­ers are well served by bringing visibility to alternative approaches and being open to experimentation. Trying innovative approaches is highly dependent on enlightened leadership and will­ ingness to be pioneers. One piece of advice we strongly advocate: ensure that the orga­nizational structure does not get in the way of ­doing proj­ects. Setting ­people up in func­ tional silos that are isolated from each other, along with rigid chains of command, excessive reports, indirect communication channels, and in­effec­tive metrics are examples of potential obstacles. By recognizing the value of proj­ects and estab­ lishing priorities for proj­ect work, proj­ect leaders and their teams can exercise initiative and find a way through the structure to get work done. In addition, clar­ ity of vision, effective pro­cesses, well-­defined roles and responsibilities, and as­ signing the right p ­ eople to tasks—­these are ele­ments that lead to optimized results.

­People and Culture Complete proj­ect man­ag­ers are aware of the importance of ­people within the organ­ization and how so much of what happens—or does not happen—­depends upon the culture of that organ­ization. Núria Blasco Pastor, a managing direc­ tor with Tepsa in Barcelona, Spain, shares her experiences in t­ hese areas:

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Some ­people have a wide range of skills to establish a good, natu­ral, spontaneous, positive, and friendly relationship with other p ­ eople. Some ­people ­don’t. If you do, no doubt it’s a good beginning, but it’s definitely not enough. If you ­don’t, you can still be a brilliant professional. Yes, you can be a good proj­ect man­ag­er even if you are not the most popu­ lar person at the party. It is a good ­thing to have natu­ral social and emotional skills, but ­there are two or three ­things worth remembering: Every­body is dif­fer­ent. This statement might seem obvious but is very easy to forget. We have to adapt and fine-­tune our be­hav­ior to success­ fully ­handle dif­fer­ent individuals. You can learn new skills or improve t­ hose you already have if you ­really want to. Before beginning the long way of improvement, though, ask yourself if you ­really need to and ­whether you want to devote energy to such an activity. As a rule of thumb, friends and colleagues are two dif­fer­ent groups of ­people. If your com­pany has chosen you to be a proj­ect man­ag­er, they expect you to perform that role in a professional manner, not just to be a friendly boss. Working with p ­ eople is not easy—­I ­can’t emphasize this enough. Working with p ­ eople is part of our job description, just as writing emails or attending meetings. It took a long time ­until I fi­nally realized that. Dealing with a tight schedule, a quality prob­lem, or a difficult person is part of our jobs. Therefore, if I do my best to work on schedule, within a set bud­get and meeting the quality standards, I must do my best when dealing with ­people. Even more, working with ­people is a paramount part of our work. My personal experience is that if I ­really think about the goals of the proj­ect, I tend to deal with difficult p ­ eople in a pro­ fessional manner—­not focusing on our differences—­and that is very helpful and effective. I work in a good com­pany, and I love the work I do t­ here. My com­ pany has been growing a lot, putting much effort into expansion, tech­ nical improvement, and reviewing operational procedures. I was promoted to engineering man­ag­er and had to perform many functions of a hidden PMO—­and then I realized that ­there was still room for im­ provement. I learned about proj­ect management and PMBOK guide­ lines and convinced se­nior management to design and implement a tailored methodology to help us improve. Se­nior management under­ stood that that was the only way to succeed in the ­great challenges we have to achieve in the near ­future and understood that adopting a proj­ ect management approach was the next step in the pro­cess of growing and updating the com­pany. Luckily, the initiative was fully supported by top management, and we ­really started a soft cultural change.

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That was easier to say than to do. The first year was dedicated to learn­ ing proj­ect management and analyzing our current situation; the sec­ ond year was dedicated to designing, communicating, and training users in the new methodology. The third year is a year of consolidation, and the fourth year allows us to fine-­tune methodology from real learning experiences. I truly believe that deep cultural changes are always slow and soft, nondramatic: a deep revolution in an almost imperceptible manner. Th ­ ere are days when I feel we are not g­ oing to succeed, but I still lead the pro­cess in a professional way. On the other hand, some days I feel we are on the right path. ­Every day I am convinced that this is the correct and only way to manage proj­ects in a complex organ­ization. In my opinion, the more long term a cultural change is, the slower it is. Speeding it up could almost be counterproductive. As a collateral effect (once you begin to analyze your pro­cesses, you find that more ­things than you thought a priori need to be improved!), we have begun similar improvement initiatives for related areas, such as the purchasing and investment control areas. We have found syner­ gies in all t­ hese pro­cesses, and we are using a similar approach to re­ view them. Some of the pro­cesses used for proj­ect management are also useful t­ here. The seed of cultural change is growing!

Managing Sponsors We have written extensively about how in e­ very organ­ization achieving man­ agement commitment to proj­ect success depends upon excellence in proj­ect sponsorship (Englund and Bucero 2015). We have come to realize that pro­gress in this area w ­ ill largely depend upon complete proj­ect man­ag­ers developing skills in “managing up” the organ­ization. That means helping proj­ect sponsors un­ derstand their roles and what is needed from them. We met Vicki James, a se­nior proj­ect man­ag­er, in Olympia, Washington, at a PMI Global Congress. We w ­ ere impressed by how she approached this goal: I hope to share my thoughts and wisdom on all t­ hings proj­ect manage­ ment and gain even more insights and wisdom in return from readers. My job is to help ­people create a vision and plan for implementing change, then facilitate the successful implementation of that change. My focus is on “what’s in it” for the impacted parties, then working to cre­ ate an environment that promotes a smooth transition. I gave a pre­sen­ta­tion to a group of ­people who made up the gover­ nance stakeholders of a newly initiated, multiagency, federally funded proj­ect. The pre­sen­ta­tion was developed to be generic and geared t­ owards a large, diverse audience that may include a mix of sponsors and proj­ ect man­ag­ers from dif­fer­ent organ­izations and dif­fer­ent proj­ects. Th ­ ere was an unforeseen advantage to giving a general sponsorship pre­sen­ta­ tion to a specific group.

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The discussion at the pre­sen­ta­tion was among individuals with a vested interest in the governance of the upcoming proj­ect. They w ­ ere able to review the definitions, responsibilities, and recommendations within the pre­sen­ta­tion and have candid conversations about the needs for this proj­ect. It helped open ­people’s minds, and the discussion, about who should be invited on the steering committee and how the sponsors could work together to complement each other and acknowledge com­ peting interests in the proj­ect, and it helped give light to what they w ­ ill need when selecting a proj­ect man­ag­er to help the proj­ect succeed. ­Because ­there was so much interest and discussion, the downside was I had to cut the pre­sen­ta­tion short b ­ ecause we ran out of time, but given the work and discussion that did happen, I am okay with that. The point is to say that b ­ ecause sponsorship was presented in a way that promoted discussion of the concepts with all governing stakehold­ ers, the group was able to discuss their needs rather than being told what they needed to do. The discussion validated that they understood the roles of the sponsors and steering committee and how they could set the proj­ect up for success. I suggest t­ hese commitment strategies for each and e­ very proj­ect man­ag­er: • Understand the sponsor’s expectations, goals, and objectives of the proj­ect. • Plan frequent, yet brief one-­on-­one discussions with the sponsor. • Be the sponsor’s trusted source of information. • Make sure that messages sent are received as expected. • Be clear in making known what he or she needs from the sponsor.

Toxic to Green An imperative facing complete proj­ect man­ag­ers in all organ­izations is not only to embark on a quest to manage proj­ect management pro­cesses but also to ex­ ecute proj­ects in a “green” organ­ization that encourages project-­based work. When t­ hese ele­ments are in place, the organ­ization is better positioned not only to survive but to prosper, even in difficult times. In this context, usage of the terms green and toxic extends physical, tangi­ ble thinking about our environment into the nonphysical, intangible relation­ ships and interactions that affect working environments among ­people in an organ­ization. In this sense, green is good, productive, and desirable. A green organ­ization allows ­people to work as natu­ral, organic living systems are in­ tended to do. In a green organ­ization, for example: • Trust among colleagues and management is ever pre­sent. • Cooperation instead of competition is the norm.

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• A common sense of purpose provides sustenance and meaning to all activities. • A shared vision brings clarity to the direction of work. • ­People fully and regularly communicate with each other. • Individuals are respected, are able to express their creativity, and have power to influence ­others through positive influential techniques. Conversely, toxic working environments are permeated by mistrust, failure to communicate, burdensome reporting requirements, misguided metrics, and cut­ throat tactics. Negative po­liti­cal practices create uneasiness and frustration among all—­except ­those who use them with power. Orga­nizational structures and cul­ tures are ­either ignored or are misaligned with the needs of project-­based work. In a toxic organ­ization, man­ag­ers might barely understand or appreciate the proj­ect management pro­cess, and they may make shortsighted demands or deci­ sions. In a green organ­ization, leaders engage their p ­ eople in open discussion—­ and allow for pos­si­ble dissent—to determine the best way to proceed on a complex proj­ect. Greening an organ­ization requires that leaders eliminate pollutants and toxic actions that demotivate p ­ eople and teams (see Figure  8-1). P ­ eople on this path search with unrelenting curiosity for leading practices. A leading practice is a pro­ cess, action, or procedure that has not yet gained recognition as a best practice but shows enormous potential as a better way to optimize results from project-­based work. When you discover ­these practices, be prepared to take action. Se­nior man­ag­ers often insist on ­doing ­things their way, even when they are new to their position or portion of the business. One time I (Englund) was being pushed to become a technical expert on a proj­ect I was managing, ­because the se­nior man­ag­er thought that gaining technical expertise was the way to earn re­spect. I argued that a proj­ect man­ag­er’s responsibility is to drive the overall pro­cess and get issues resolved, not try to second-­guess the techni­ cal experts. We did not resolve our disagreements in the initial conversation but agreed to keep each other informed as the proj­ect progressed. At one point during the proj­ect, he criticized me for a change we made. I explained that the proj­ect team discussed the change thoroughly and agreed

toxic

to

green

Figure 8-1: Moving from Toxic to Green

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it was necessary to get beyond prob­lems from the past. It took courage and passion on my part to push back against the man­ag­er, who was only acting upon inputs from o ­ thers, not his own experience or knowledge. I had the strength of the w ­ hole team, the soundness of our deliberations, and my own belief that this was the right t­ hing to do acting in my f­ avor. The man­ag­er backed down. Throughout the proj­ect, I consistently applied sound proj­ect management practices and achieved success. It was this success and consistency in actions that gained me re­spect. That man­ag­er and his man­ag­er, who both had previ­ ously been project-­management illiterate, came to recognize that the proj­ect man­ag­er position makes a unique, valuable contribution to executing proj­ects ­because they witnessed how masterfully the discipline can be applied. I got dif­ ficult proj­ects done and in ways that went beyond their own knowledge. I kept the man­ag­er informed of what I was ­doing so he would not be surprised. I also made sure that I had his support, in a general sense, via regular communica­ tions. This approach had the additional benefit for me of avoiding microman­ agement by the man­ag­er ­because he respected my contributions. This somewhat painful pro­cess accomplished a valuable long-­term gain: a shift from toxic criticisms to green support and a successful outcome. When the time came for me to move on, an upper man­ag­er told me, “At first it was not intuitively obvious to me what you ­were ­doing. Now I see that you applied a very power­ful and productive pro­cess. You are the person I need to go to when I need a proj­ect to get done. I’m not sure I can find somebody to replace you.” We believe that complete proj­ect man­ag­ers need to buy into, create, and support green aspects. Without a green approach, p ­ eople and organ­izations are often doomed to failures, overruns, and dissatisfied stakeholders. Each person has the power within himself or herself to embrace this thinking and act upon it ­every day. ASSESSING AN ORGAN­IZATION’S “GREENNESS” “­Going green,” or eco-­consciousness, has become a big trend. Faucet maker Moen, together with Iconoculture, a leading cultural trend research firm, gath­ ered information on consumers’ level of interest in green products (Examiner 2009). The research divided consumers into four primary groups—­dark green, medium green, light green, and non-­green. They found that key values and fi­ nancial status, rather than age, are the defining characteristics in determining ­people’s level of interest in green products. It is pos­si­ble to take this framework— a scale from “very green” to “not at all green”—­and extend it to proj­ect organ­ izations. Complete proj­ect man­ag­ers can assess where they and their stakeholders position themselves about creating green working organ­izations. Such an as­ sessment could highlight an organ­ization’s toxicity and the toxic ele­ments that man­ag­ers often, unintentionally or other­wise, reinforce.

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“GREENVENIENCE” IS KEY Research shows that most p ­ eople feel t­here is an intrinsic value in g­ oing green, ­whether that stems from an interest in the planet or a desire for the status ­going green can confer. In the Moen/Iconoculture study, 40 ­percent of respondents said they would pay more for green products, and 52  ­percent rated eco-­consciousness as very or somewhat impor­tant (Examiner 2009). Consumers expect con­ve­nient, no-­sacrifice products that make it easier to be green. Likewise, we believe creating green rather than toxic working envi­ ronments w ­ ill appeal to most proj­ect stakeholders, if such a change is positioned as a natu­ral, s­ imple, necessary, and con­ve­nient way to implement project-­based work. ­Going green requires a belief in the inherent value that p ­ eople, proj­ects, and the environment contribute to orga­nizational success, especially when they are part of an integrated green movement. Our good friend Remco Meisner offers this advice to ­those transitioning to a greener organ­ization: • Have the organ­ization participate in your proj­ect. • Listen to the opinion of “the o ­ thers,” the p ­ eople who are indirectly involved. • Do not abuse h ­ uman resources or natu­ral resources. • If you try to be a “good Roman,” you cannot do anything wrong—­ inside, you w ­ ill know what would be wrong and what is good.

Proj­ect Portfolio Management Growth in organ­izations typically results from successful proj­ects that generate new products, ser­vices, or procedures. Man­ag­ers are increasingly concerned about getting better results from the proj­ects underway in their organ­izations and in getting better cross-­organizational cooperation. One of the most frequent complaints of proj­ect man­ag­ers is that proj­ects ap­ pear almost randomly. The proj­ects seem unlinked to a coherent strategy, and ­people are unaware of the total number and scope of proj­ects. As a result, p ­ eople feel they are working at cross-­purposes, on too many unneeded proj­ects, and on too many proj­ects generally. But when organ­izations select proj­ects for their strategic emphasis, such feelings are lessened. Basing proj­ect se­lection on an overarching strategy is a corner anchor in putting together the pieces of a puzzle—an environment for successful proj­ects (Englund and Graham 2019). ­Every organ­ization benefits from having a pro­cess for linking proj­ects to strategy, commonly referred to as proj­ect portfolio management. Developing co­ operation across an organ­ization requires that upper man­ag­ers take a systems approach to proj­ects. That means that they look at proj­ects as a system of inter­ related activities that combine to achieve a common goal. The common goal is to fulfill the overall strategy of the organ­ization. Usually all proj­ects draw from one resource pool, so they interrelate as they share the same resources. Thus,

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the system of proj­ects is itself a proj­ect, with the smaller proj­ects being the ac­ tivities that lead to the larger proj­ect (orga­nizational) goal. Any lack of upper-­ management teamwork reverberates throughout the organ­ization. If upper man­ag­ers do not model desired be­hav­iors, t­ here is l­ittle hope that the rest of the organ­ization can do it for them. Any lack of upper-­management coopera­ tion w ­ ill surely be reflected in the be­hav­ior of proj­ect teams, and t­ here is l­ittle chance that proj­ect man­ag­ers alone can resolve the prob­lems that arise. Aaron Hall, PMP, the director of proj­ect ser­vices and the portfolio man­ag­er for Carfax, drives strategic implementation to ensure the organ­ization pursues initiatives that add real value and executes them with sound practices, by meet­ ing “on a monthly basis with our president and his direct reports to review our proj­ect portfolio and our initiatives’ strategic alignment. And if we have a change in priorities, I make sure we make a conscious, informed decision about it. Be­ fore I joined the com­pany, t­ here w ­ asn’t much of a structure decision-­making pro­cess applied throughout the year” (PM Network 2018, 18). GAINING EXECUTIVE SUPPORT FOR PROJ­ECT PORTFOLIO MANAGEMENT—­CASE STUDY The difference from one organ­ization to another, in terms of strategic execu­ tion, relies on the discipline of engaging the strategy with the tailored portfolio of proj­ects and programs that w ­ ill bring it to life. In many organ­izations, with ­limited resources and not very mature in proj­ect management, it is as much about choosing what not to do as about deciding which strategic proj­ects and programs to invest in. The orga­nizational success or failure rests on how an organ­ization governs its proj­ect portfolio. A Spanish savings bank de­cided to implement a proj­ect portfolio pro­cess in their IT organ­ization. The PMO man­ag­er from the savings bank led the proj­ ect, with the help of a PM consulting com­pany. They worked as a team with the savings bank professionals to sell the executives the need of a proj­ect portfolio pro­cess, and the added value of this pro­cess implementation for their organ­ ization and for their customers. As the organ­ization grew in terms of proj­ects and p ­ eople, knowing more about proj­ect status became a real issue from the management perspective. The management team de­cided to implement an IT proj­ect office to relieve proj­ect man­ag­ers of low-­value activities. ­After two years, my organ­ization (BUCERO PM Consulting) was selected to help the organ­ization located in the north of Spain to implement a proj­ect portfolio management system in their organ­ization. They had a PMO in place, but it only focused on controls. The customer used the PMO to prepare pro­gress status for the management of the bank, but they did not gather enough information about the proj­ects they manage in their organ­ization. As a PPM con­sul­tant, the first activity I did was a proj­ect port­ folio assessment. As a result of that assessment, I discovered that they w ­ ere ­doing too many proj­ects, so ­there was:

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• • • • •

No holistic view of proj­ect portfolio in the organ­ization Mix between se­nior proj­ect man­ag­ers and outsourced ­people Lack of discipline Lack of sponsorship Focus on control

Upper management had the feeling that they w ­ ere investing effort, time, and money in proj­ects that had very l­ ittle added value. Something needed to be done in order to operate more efficiently as a banking organ­ization. The urgency of implementing a proj­ect portfolio management system was clear enough. EXECUTIVES’ BELIEFS AND EXPECTATIONS The executives did not have a high level of proj­ect management maturity. They believed that the PMO was helpful for proj­ect control—­that it was tactical, fo­ cused on launching new products on time and being first to market. I looked for the opportunity to talk face to face with the general man­ag­er from that organ­ ization, and ­after several tries I achieved it. The general man­ag­er did not see that proj­ect management added value; he thought of proj­ect management as a tool. He was not able to create the right environment for successful proj­ects in his organ­ization b ­ ecause he did not see that need. It was curious b ­ ecause this professional had worked for a consulting com­pany in the past, before manag­ ing the IT department in the bank. However, his way of managing p ­ eople in his organ­ization created many interruptions, so proj­ect man­ag­ers and techni­ cal professionals w ­ ere involved in firefighting most of their time. Proj­ect prior­ ity changes ­were frequent. As a consequence, ­middle man­ag­ers followed the same be­hav­ior. The general man­ag­er was focused on control instead of results. He asked p ­ eople to set up priorities, but he changed them frequently. I spent some time explaining to him the proj­ect portfolio management basics and how that approach would help his organ­ization to be more efficient and better or­ga­ nized. The general man­ag­er asked me to educate ­middle man­ag­ers and business man­ag­ers on proj­ect portfolio management b ­ ecause they had a lack of knowl­ edge. I prepared a training workshop for ­middle man­ag­ers and executives where I explained the concepts shown in Figure 8-2. When I started the session, they asked me why they needed a portfolio man­ agement pro­cess. They said that they had been successful so far, so why change? I answered that pro­cess would help them decide which proj­ects to invest in, and it would help to monitor them and make decisions about moving forward or can­ celing proj­ects. They also asked me what would be the cost of implementing and ­running a proj­ect portfolio pro­cess. I answered that it would be less money and effort than not having one. Fi­nally, we went into discussion regarding what would be the ser­vices and added value for that system. It was a challenging meet­ ing for me as a con­sul­tant. However, it was helpful for every­body ­because the workshop helped them to identify the current situation, and they bought the idea

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8. organ­ization skills 197 Executives

• Define strategy • Set priorities • Establish measures

Portfolio Planning Team

• Selects programs & projects • Allocates resources • Manages portfolio

Strategic CrossFunctional Project Teams • Launch projects • Manage projects • Deliver value

Strategic Goals Programs

Strategic Management

Projects

Activities – Teams – Results

Figure 8-2: Strategic Management

that they needed to change. I got very good feedback from the workshop, with comments like: “It has been ­great to find somebody who spent time with us talk­ ing about strategy and portfolio management without any interruption.” KEYS TO GETTING UPPER MANAGEMENT SUPPORT The key to getting upper management support was to show how a proj­ect port­ folio system would help them solve current prob­lems and provide business im­ pact. They did not have a common list of proj­ects and programs in the organ­ization. They knew some proj­ects ­were delayed, but they did not know if they w ­ ere investing in the right ones. They knew they w ­ ere investing a lot of money, but they did not know the risk. I asked the general man­ag­er to be the proj­ect sponsor. The success or failure of any proj­ect often hinges on how well the proj­ect sponsor—­the person who funds the proj­ect, supports it throughout, and ensures that desired benefits are achieved—­relates to the proj­ect, the proj­ ect man­ag­er, and other stakeholders. However, executives who are assigned as proj­ect sponsors often have l­ ittle if any experience understanding their roles and responsibilities during proj­ect life cycles. Prob­lems in communication and ex­ ecution are inevitable if se­nior man­ag­ers and proj­ect man­ag­ers do not under­ stand the mechanics of their relationship. I was lucky b ­ ecause the PMO leader was able to influence p ­ eople and helped me convince them about the importance of that proj­ect and the value for the organ­ization. I needed to be a “good preacher and bull fighter.” I needed to clar­ ify roles and responsibilities for all team members, and I needed to be flexible with the w ­ hole organ­ization. Managing politics during the proj­ect portfolio proj­ect at the customer site was a challenge. Some man­ag­ers only managed win-­ lose situations. All business units believed they had the same strategic weight within the organ­ization. I say that politics is more difficult than physics ­because physics can be for­ mulated, but politics is like playing a chess game. I coached the customer proj­ect

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man­ag­er in being po­liti­cally savvy and embracing proj­ects as “musts.” The bank procedures w ­ ere so difficult to follow, and the level of management pres­ sure in order to launch new products to the market was so high. I worked with the PMO leader on a po­liti­cal plan based on the stakeholder analy­sis we did. SELLING PROJ­ECT PORTFOLIO MANAGEMENT TO EXECUTIVES To sell proj­ect portfolio management to executives, I had to spend time with man­ag­ers, saying what I believed and acting on what I said. I delivered talks and workshops speaking the language management understands, asking ques­ tions like: • Where do you expect to take your organ­ization in two years’ time? • How do you know you w ­ ill get ­there? • What is your organ­ization ­doing now (de facto strategy)? I explained to them that a com­pany’s proj­ect portfolio drives its f­ uture value. Suc­ cessful strategic execution requires tightly aligning the proj­ect portfolio to the corporate strategy. I explained to them that the key was translating the strategy into the proj­ect portfolio. I proposed to the customer a pro­cess to sell sponsorship into the organ­ization. Individuals fulfilling the sponsor role need to be sold on the features, advantages, and benefits that result from excellence in sponsorship. The secret to selling an executive is to focus on primary business needs, em­ phasize the value sponsorship can bring to the organ­ization, and implement proj­ect portfolio management. The two key value items that executives want to focus on are (1) how proj­ect management can reduce costs and (2) how proj­ect management ­will increase revenues. EXECUTION The proj­ect portfolio—­the array of investments in proj­ects and programs this com­pany chose to pursue—­was the agent of change. I provided them with small but tangible results as soon as pos­si­ble. We did several actions: Executive involvement in proj­ect reviews. The PMO called for a meeting to run a proj­ect review. That meeting was a g­ reat opportunity for the ex­ ecutives to know more details about the proj­ect, and to understand much better the proj­ect man­ag­er difficulties and lack of skills in order to improve proj­ect management in the organ­ization. Proj­ect portfolio training for all the proj­ect stakeholders. In that train­ ing I was helped by the PMO team to gather information about the proj­ ects in the bank portfolio. In that way I was able to understand the level of knowledge executives had about the proj­ects they sponsored in the organ­ization.

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Half-­day session training for business man­ag­ers. In that session I explained the concept of proj­ect sponsorship, its meaning, and implications to all busi­ ness man­ag­ers. I spoke the language management understands. General man­ag­er coaching in proj­ect sponsorship. It took some time and effort, but the general man­ag­er fi­nally came to appreciate the value added at the end of the proj­ect. He understood the role of sponsor very well, and it was one of the reasons for proj­ect success. From the very beginning of the proj­ect we obtained small results and t­ hose ­were shown to management. It was one of the key ele­ments of success. The PMO had a key role in managing proj­ect stakeholders. The PMO leader knew all the main stakeholders well, and that helped me when I proposed actions to be taken. The behavioral change from the sponsor step by step during the proj­ect life cy­ cle was very helpful in positively influencing all proj­ect stakeholders. THE PROJ­ECT PORTFOLIO MANAGEMENT TRAINING The training focused on the key following subjects: • All proj­ects need a sponsor • Proj­ect sponsor role and key responsibilities • Understanding orga­nizational culture (strategic alignment and business impact) • Commitment and owner­ship • Setting and maintaining agreed upon priorities We reviewed all types of proj­ects, and we demonstrated that ­every proj­ect would need a sponsor to be successful. We defined the role and responsibilities for the proj­ect sponsor. They had used a proj­ect management methodology, but the sponsor role was not implemented. We made a cultural assessment to find out the strategic alignment and the business impact. We explained the importance of commitment and owner­ship from the ex­ ecutive point of view, and we emphasized the importance of setting up and maintaining proj­ect priorities. We explained the criteria to select the right proj­ ect portfolio sponsor. ­After the training, the executives understood sponsorship implementation can have huge business impact. Effective sponsorship can contribute to increased business success. Sponsors implemented the plan agreed upon with the general man­ag­er. Fi­nally, the PMO did a follow-up with the general man­ag­er. The bank was a functional organ­ization with a very autocratic management style. It was not easy to change t­ hose be­hav­iors step by step. I had to use my passion, per­sis­ tence, and patience during the ­whole proj­ect life cycle. Although I had a lot of enthusiasm acting as a con­sul­tant, the proj­ect was managed by the PMO leader who had worked more than twenty-­five years for the bank and knew very well

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the procedures, the politics, and, more impor­tant, the p ­ eople at all hierarchical levels in the organ­ization. He r­ eally acted as a change agent in this challenging proj­ect. HOW TO SUSTAIN A PROJ­ECT PORTFOLIO DISCIPLINE A prob­lem that often comes up is changes to proj­ect priorities. The proj­ect spon­ sor can work alone or with other executives to agree on proj­ect priority and then inform the proj­ect man­ag­er, sometimes explaining reasons why they assigned that priority. Proj­ect sponsors are man­ag­ers or upper man­ag­ers who know (or should know) how the organ­ization works. Then the proj­ect sponsor can also help the proj­ect man­ag­er in establishing pro­cesses and procedures for the proj­ect. The proj­ect sponsor functions as the contact point for customers and clients. Proj­ect portfolio reviews help the organ­ization force executives to meet with proj­ect man­ ag­ers periodically to review the proj­ect status, to see the prob­lems and issues their proj­ect man­ag­ers faced, and from t­here move forward through proj­ect sponsor­ ship. Th ­ ese activities reinforce the proj­ect sponsorship culture in the organ­ization. CONCLUSIONS ­Here are some thoughts based on my experiences in this proj­ect: • Selling proj­ect portfolio management to executives and getting buy-in takes time and effort as they need to be trained. • Politics are active in ­every organ­ization. • ­After training executives in proj­ect portfolio management and sponsorship, you need to follow up on the man­ag­er’s action plan to achieve good results. • Selling proj­ect portfolio management to executives is dealing with power in organ­izations. PORTFOLIO MANAGEMENT: IS MODERN MANAGEMENT PRACTICE COMPATIBLE? Brian Irwin, PMP, has worked in program and proj­ect management for many years. He shares his thoughts about implementing portfolio management: I sat anxiously in the PMO director’s office waiting to pre­sent my pro­ posal for an orga­nizational portfolio management pro­cess implemen­ tation. I had spent the previous several months drafting the pro­cess and holding reviews with several key com­pany stakeholders. My homework was done, and I knew I would hit this one out of the park. The pre­sen­ta­tion spanned the next 30 minutes. ­A fter what seemed like an eternity of silence had passed, but in real­ity was prob­ably only ten seconds, the PMO director fi­nally offered his verdict. “Am I the only one that has major heartburn with this pro­cess?” My heart sank as I wondered what I could have possibly forgotten to include. He

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continued, “This pro­cess w ­ ill never work h ­ ere, as you are proposing to ask one vice president to give up resources (both h ­ uman and financial) to another vice president, to his department’s detriment.” To date, I have implemented portfolio management pro­cesses across several organ­izations with varying degrees of success. In theory, the premise sounds very appealing to an organ­ization—­align all the organ­ ization’s proj­ects and other work with its strategy, allocate resources ac­ cordingly, and deliver on the strategy. However, in practice it is usually quite dif­fer­ent. Introducing portfolio management pro­cesses into an organ­ization, even t­ hose with very mature proj­ect management pro­ cesses, is a monumental undertaking, to say the least. If you’ll ­pardon the cliché, it is akin to steering the Titanic with a soup spoon. The challenge that I have encountered in e­ very implementation of portfolio management thus far is that a gap seems to exist between the promise of portfolio management and the practice of modern business management. This was evident in the PMO director’s comments above. Modern management practice rewards individual man­ag­ers, especially executives, for their par­tic­u ­lar department’s per­for­mance. Portfolio management requires t­ hese same man­ag­ers and executives to give up a portion of their slice of the pie for the good of the entire organ­ization, yet their per­for­mance is still being assessed based on departmental per­ for­mance. Can you identify anything wrong with this picture? This seemingly small gap is a primary reason portfolio management initiatives fail in organ­izations. The development of portfolio manage­ ment pro­cesses in organ­izations is relatively s­ imple and straightforward. As with most t­ hings in management, the challenge lies in the h ­ uman ele­ment. For an organ­ization to reap the benefits of what portfolio man­ agement has to offer, ­human be­hav­ior, motivators, and agendas must be considered. Very rarely is an organ­ization structured into a single pool of re­ sources. The vast majority are still structured as numerous depart­ ments dispersed across the enterprise, ultimately rolling up into a single entity known as “the com­pany.” A com­pany’s bud­get is typically distrib­ uted across departments based on numerous ­factors such as depart­ ment size, profitability, and forecasted growth. You are fortunate if you are in one of the few organ­izations that actually align operational and proj­ect work with com­pany strategy and even more fortunate if the organ­ization’s annual bud­get is distributed according to that strategy. So, what are we to do? The answer is s­ imple to state but incredibly difficult to implement. The way organ­izations are designed must be revisited. Simply implement­ ing portfolio management pro­cesses, as defined by PMI, is not enough. Executive and managerial accountability and reward systems must be thought through in advance and built into the system. In his book The

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­ uture of Management (2007), Gary Hamel introduces us to the Emerg­ F ing Business Opportunities (EBO) pro­cess developed at IBM. Launched in 2000, the EBO pro­cess rapidly evolved into a comprehensive system for identifying, staffing, funding, and tracking new business initiatives across IBM (Hamel and Breen 2007). In the program’s first five years, IBM launched 25 new businesses. While this example is not directly ap­ plicable to portfolio management, it is a g­ reat example of promoting executive collaboration and partnership. I am now well into another portfolio management pro­cess develop­ ment and implementation. And, as usual, the organ­ization in question is ­eager to run while it is still learning to walk. While eagerness and will­ ingness are admirable traits, if all aspects of pro­cess implementation are not considered, they can be incredibly haphazard. (Irwin 2010)

If Proj­ect Portfolio Management Is Easy, Why ­Isn’t Every­body ­Doing It? Another aspect of orga­nizational life in which politics plays a key role is in im­ plementing proj­ect portfolio management. When management sees its role as defining, selecting, and executing proj­ects according to an agreed-­upon strategy, its choices then reflect the organ­ization’s shared purpose and meaning. How­ ever, bud­gets are often set up as win-­lose situations: if one department wins, the other loses. This creates suboptimization, where what is best for each individ­ ual ruins the collective. To address ­these issues, a first step is for management to act as a team and work together to develop a pro­cess aimed at encouraging new types of be­hav­ ior. It is unreasonable to expect proj­ect team members to embrace changes if management does not model desired be­hav­iors. Keep in mind, however, that many forces inhibit be­hav­iors that allow for the effective implementation of proj­ect portfolio management. ­Here our intent is to help the complete proj­ect man­ag­er build awareness about ­these forces. Thus prepared, the proj­ect man­ag­er can more wisely choose her ­battles. In the following essay, colleague and cultural anthropologist Dr. Robert J. Graham attempts to answer the question: Why do organ­izations continue to at­ tempt too many proj­ects? INTRODUCTION The subject of this essay is an attempt to answer the question of why organ­izations consistently attempt to do too many internal proj­ects at one time. This situation is an impor­tant prob­lem ­because the attempt to si­mul­ta­neously achieve many proj­ects results in delaying all t­ hose proj­ects as well as causing a less-­than-­optimal employment of proj­ect resources. That is, attempting to do too many proj­ects ­causes delay and costs money. This is not an isolated prob­lem occurring in only a few

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organ­izations. No, it is a widespread prob­lem occurring in many busi­ ness organ­izations. This is also not an unrecognized prob­lem, one that the business man­ag­ers would attend to if only they ­were aware of it. No, it is usually a quite well-­recognized prob­lem, with man­ag­ers often asking what can be done to eliminate that prob­lem. Nor is it a prob­lem without solution. Th ­ ere are some very good solutions to this situation that are quite well known, that have been known for many years. The solutions are reasonable and rational, often recommended by proj­ect management con­sul­tants, and usually received quite favorably by busi­ ness executives. So, this is a prob­lem which is impor­tant, widespread, well known, and with well-­k nown solutions that executives usually accept. However, this prob­lem is rarely solved. This essay is an attempt to understand some reasons why this situation continues to exist and why a resolution continues to elude us. This situation as described fits into Barbara Tuchman’s definition of folly. According to Tuchman, folly exists when ­people know ­there is a prob­lem, they know ­there are choices to solve that prob­lem, they know that the choice they are following ­will not solve the prob­lem, yet they continue to follow that choice, which they are quite aware is wrong. She cites many instances of this situation occurring throughout world his­ tory. So, orga­nizational folly is not a new and unique phenomenon, but rather it has a rich and glorious history. To understand how such folly develops and persists, we need to examine the orga­nizational dynam­ ics that guide p ­ eople’s be­hav­ior and sentiment to f­avor the status quo over a prob­lem solution. The basic outline of our analy­sis w ­ ill be that organ­izations develop procedures to solve prob­lems early on in their existence. ­These proce­ dures become second nature to orga­nizational members and are passed on from generation to generation. They prob­ably made sense when they ­were originally developed, but as ­things change the continued applica­ tion of old procedures begins to cause prob­lems. The solution to the prob­lems is usually in the abandonment of old procedures and the sub­ stitution of new ones. However, the old procedures become so ingrained in orga­ nizational groupthink that abandoning ­ t hese procedures ­becomes a very difficult pro­cess of orga­nizational change. Some organ­ izations attempt to change, but the pro­cess becomes so long and so arduous that it seems to many that the benefits to be gained are far out­ weighed by the costs required to gain them. Thus, the change effort, like most change efforts, fails and the status quo prevails. PROB­LEM GENESIS Organ­izations have too many proj­ects ­because the methods for choos­ ing, staffing, and managing proj­ects are not based on best practices but

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are rather procedures that evolved from times past. ­These methods nor­ mally evolved from standard procedures used in departmental organ­ izations. However, proj­ects do not fit into departmental structures but are rather temporary and cross-­departmental endeavors. In short, proj­ ects are the antithesis of departmental organ­ization. As a result of the evolution of methods, the procedures used to choose, staff, and manage proj­ects are exactly wrong. Now, an organ­ization can “muddle through” using improper procedures, and most do ­until ­there is some massive failure or a concerted effort by the organ­ization’s man­ agement to install better practices. To begin, methods for choosing proj­ects are normally not well de­ fined. Now, this is not true for capital proj­ects, where t­ here are massive amounts of money being spent. But it is true for so-­called internal proj­ ects, such as systems upgrades, new product development, or increas­ ing customer ser­v ice. For capital proj­ects, the biggest constraint is money, and so this is well analyzed. For internal proj­ects, that constraint is normally other types of resources—­mostly ­people. In the past, most proj­ects could be accomplished pretty much in one department. ­People within departments would decide what needed to be done and allo­ cate their p ­ eople to that proj­ect. The largest department had the most ­people and usually had the most proj­ects ­going. Proj­ects ­were usually defined as being from a par­tic­u­lar department and thus assumed to be for the benefit of that department. Of course, ­there ­were always more good ideas than ­there ­were ­people to go around. When p ­ eople had a good idea, they tended to get a proj­ ect g­ oing without regard to other proj­ects that w ­ ere in pro­cess. To get a new proj­ect ­going, you need to steal p ­ eople from current ongoing proj­ ects, and this was done. In order to do more with less, p ­ eople w ­ ere told to work part-­time on a variety of proj­ects, instead of full-­time all on one proj­ect. In this way the department could have many proj­ects ­going out on time, and thus rising status and prestige. Associating proj­ects with departments resulted in many negative con­ sequences as proj­ects became more companywide and thus interde­ partmental. Proj­ects, which w ­ ere often known as “something ­t hey’re ­doing over in engineering” (or wherever) would have difficulty attract­ ing p ­ eople from other departments. First, other department man­ag­ers would want to keep ­people for their own proj­ects. Second, what­ever it is ­they’re ­doing over in engineering ­can’t be that impor­tant. This is true by definition for all t­ hose p ­ eople who are not part of the engineering (or what­ever) department. Given this setup, ­people from other depart­ ments would be provided to engineering only begrudgingly, and they would certainly not be the most capable p ­ eople.

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An additional prob­lem arose b ­ ecause the estimate of the time required to complete the proj­ect was usually optimistic. Now, the original esti­ mates may have been valid, if all the ­people on the proj­ect w ­ ere from the same department. Th ­ ese are p ­ eople who know each other, who know each other’s technical strengths, and they are used to working together. As proj­ects became more interdisciplinary, more time was needed to get ­those p ­ eople on the proj­ect to gel as a working team. This time for team development was normally not considered and thus was not factored into time estimates. As a result, proj­ects began to take much longer than was expected. In addition, proj­ect man­ag­ers ­were accidental. Many times, ­people ­were chosen to be proj­ect man­ag­er ­because they knew the most about the prob­lem or the technology being used. That is, ­people ­were chosen not ­because they had par­tic­u­lar management skill, but ­because they had technical skill. This resulted in the phenomenon of the accidental proj­ect man­ag­er. Accidental proj­ect man­ag­ers tended to focus on the technol­ ogy rather than on the ­people who ­were on the proj­ect. As a result, very ­little emphasis was put on basic proj­ect management tasks such as de­ veloping a work breakdown structure (we w ­ ill know what to do when we get t­ here), developing a proj­ect plan (plan is just a four-­letter word), and developing the proj­ect team (­because ­we’ve got real work to do). This lack of attention to the management of the proj­ect contributed to fur­ ther proj­ect delays as well as a general decrease in proj­ect outcome qual­ ity, often requiring extensive rework. As a result, proj­ects began to take even more time than they “should have.” The pro­cess outlined above results in a reinforcing spiral of proj­ect proliferation. First, too many proj­ects are started. This results in ­people working on a variety of proj­ects, which means each one of t­ hose proj­ects takes longer than it “should.” The right ­people are not put onto the proj­ ect, and this adds more delay to each proj­ect. Given that proj­ects have become more interdepartmental, more time is necessary for team devel­ opment, which adds even more time to proj­ect durations. Poor proj­ect management contributes further delay. Of course, while all t­hese proj­ ects are taking so much time, p ­ eople come up with new ideas for t­ hings that need to be done. And so, they add t­ hose proj­ects into the mix, which spreads ­people even thinner, which delays all proj­ects some more, such that ­those that should have been done by now are not done, so that the number of proj­ects continues to increase, seemingly without end. PROB­LEM SOLUTION Methods to stop this spiral are numerous and well known. However, they are not easy. Eliminating this prob­lem requires a coordinated,

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comprehensive, and long-­term program design to eliminate old habits and teach new ones. The components in such a program are given below. First, the pro­cess for selecting proj­ects needs to become more formal­ ized, as well as centralized. Most such pro­cesses involve a management committee taking over the pro­cess of proj­ect se­lection. This committee develops criteria for proj­ect se­lection such that all proj­ects selected con­ tribute to the achievement of orga­nizational strategy. The committee also develops an estimate of the resources available for proj­ects so that the number of proj­ects selected is within the means of the organ­ization to complete by the time they are needed. This committee starts by ap­ plying their criteria to the current situation, thus decreasing the current number of proj­ects, which is no easy task. ­After proj­ect se­lection, the executive committee sets priorities for the scheduling of proj­ects. That is, instead of attempting to do three proj­ ects at once, for example, proj­ects are scheduled in series such that a lower-­priority proj­ect is not begun ­until the higher-­priority proj­ect is completed. ­Doing proj­ects in series helps to speed proj­ect completion and thus contribute to eliminating proj­ect backlog. Next, the executive committee appoints a proj­ect sponsor. This is impor­tant, ­because no difficult proj­ect ever succeeds in a hierarchical organ­ization u ­ nless t­ here is someone at the top who r­ eally wants the proj­ect results. The proj­ect sponsor then works with the proj­ect man­ ag­er and departmental man­ag­ers to ensure proper proj­ect staffing. Proper staffing means that p ­ eople working on proj­ects are working on only one at a time. It also means that core team members are commit­ ted to the proj­ect from the beginning to the end and that departmental man­ag­ers ensure such team members’ participation for the proj­ect ­duration. Fi­nally, the executive committee ensures that a competent proj­ect man­ag­er is appointed. This means that the person appointed w ­ ill no lon­ ger be selected based solely on technical knowledge but rather based on training and ability to manage proj­ects in the business organ­ization. In addition, the executive committee ensures that all proj­ect members are trained in proj­ect management techniques in order to maximize their per­for­mance in proj­ect settings. Working on proj­ects is much dif­fer­ent from working in departments, and proj­ect per­for­mance increases when ­people are trained in ­these differences. ORGAN­IZATION DYNAMICS, SOLUTIONS IN REAL­ITY As previously mentioned, the ideas outlined above are quite reasonable and rational and are usually accepted by business organ­izations. The prob­lem usually begins in the implementation of the new ideas. Such implementation requires a long-­term coordinated effort to change be­

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hav­ior in the organ­ization. It is well known that most orga­nizational change efforts fail. Organ­izations are not set up to do something dif­fer­ ent. Rather, orga­nizational beliefs, rewards, systems, and procedures are designed to maintain the status quo. Modifying this orga­nizational real­ ity is a long and arduous task fraught with delay, disappointment, and upset. At some point, t­ hose guiding the change w ­ ill determine that the costs of the change are more than the benefits of the prize, and thus the effort is abandoned, and the status quo remains. An effort to change the number of proj­ects ­will encounter many of the same difficulties. First, who w ­ ill lead this effort? Establishing a new order of t­ hings re­ quires a long-­term commitment from the very top of the organ­ization. As previously mentioned, most orga­nizational change efforts fail. The effort to reduce the number of proj­ects ­will require a long-­time com­ mitment to a pro­cess that ­will most likely fail. And most orga­nizational members, particularly t­ hose at the top, understand that a person is de­ fined much more by their failures than by their successes. That is, they know that successes are soon forgotten while failures are long remem­ bered. Thus, it is often difficult to find power­ful orga­nizational members who feel strongly enough about the “too many proj­ects prob­lem” to risk damaging their ­careers. However, without this power­ful com­ mitment and support, the effort ­w ill be doomed to failure from the beginning. Next, ­there is a ­matter of the executive committee. It is usually as­ sumed that this group w ­ ill be a voting committee so that a consensus can be reached regarding proj­ect ac­cep­tance and scheduling criteria. This normally means that an executive ­will have to yield power that she has traditionally had and defer to the consensus of the group. This w ­ ill be very difficult to achieve. First, p ­ eople in executive positions usually want to maintain or increase their power so that they can have more influence on the direction of the organ­ization. Second, it is extremely difficult to take something away from someone once he has become ac­ customed to having it. Therefore, one should expect that many rational-­ sounding arguments w ­ ill be dismissed in order to maintain the power status quo. Despite this re­sis­tance, it is true that many times ­these committees are formed. However, orga­nizational real­ity is that one par­tic­u­lar de­ partment ­will be dominant in terms of bud­get, power, and prestige, and so the director of this department can be expected to lobby for more say in proj­ect se­lection. When this happens, it usually means that the proj­ect selected w ­ ill be more heavi­ly weighted t­ oward the more power­ ful department, just like it was before. ­After this executive committee is formed, they ­will find that devel­ oping criteria for proj­ect se­lection is no easy task. If the criteria are

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developed, they w ­ ill find that applying t­ hose criteria to eliminate cur­ rent proj­ects is almost impossible. ­People ­will easily agree that proj­ects should be eliminated, u ­ nless it is a proj­ect that they f­ avor. Good, ratio­ nal reasons can always be found for not eliminating some par­tic­u­lar proj­ect, particularly if that proj­ect is favored by the more power­ful de­ partment. It ­will be argued, for example, that a par­tic­u­lar proj­ect is “impor­tant to the f­ uture of the com­pany” and thus cannot possibly be eliminated. If rational arguments cannot hold sway, bureaucratic ar­ guments ­w ill abound. It ­will be argued, for example, that “we spent so much money on this proj­ect already—­stopping it now would be throw­ ing that money away. Besides, ­we’ve got the team up and ­running and ­w ill never get them back if we stop.” If neither rational nor bureau­ cratic reasons hold sway, po­liti­cal deals ­w ill be struck (“I’ll vote for yours if you vote for mine”). In the end, the review of current proj­ects ­will reveal that none of them can be eliminated, just like it was before. Since no proj­ect can be eliminated, the next step is usually an attempt at proj­ect prioritization so that proj­ects can be scheduled to be done in series rather than parallel. ­There are several well-­k nown techniques for rationally establishing proj­ect priorities. However, t­ hese techniques can be gamed and even sabotaged. The same arguments against eliminat­ ing proj­ects ­will resurface, and the politics w ­ ill intensify. Not surpris­ ingly, high-­priority proj­ects ­will be ­those favored by the most power­ful department, just like it was before. Even if ­there is agreement that certain proj­ects should be ­stopped, that does not mean that work ­will actually be halted. ­There are several well-­ known examples in which a CEO has ordered work on a par­tic­u­lar proj­ ect to stop, but still the work continued. Anyone who has been in a bureaucracy for any amount of time quickly understands that t­ here are ways to get t­ hings done that never appear on any bud­get or time sheet. I have personally been in several organ­izations where it seems that ­every department had a “secret proj­ect” ­going on. So even though ­there may be formal agreement that a proj­ect w ­ ill be ­stopped, the work goes on, just like it did before. Despite the best efforts to prioritize proj­ects, crisis proj­ects ­will arise, and attending to ­t hese tends to ruin what­ever priorities ­were agreed upon. For example, suppose we had three proj­ects, A, B, and C, to be done in that order. One can expect the ­people who prefer proj­ect C to be complaining from the onset. Now suppose that during the execution of proj­ect A t­ here is some crisis that requires every­one’s attention. When this is done, proj­ect C w ­ ill be even further delayed. The ­people who pre­ fer proj­ect C w ­ ill complain that if t­hings had been done the old way, then at least something would have gotten started. Now they feel that they may be delayed in­def­initely. Experiences like t­ hese give ­people even

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more reasons to continue to work on proj­ects even though they agreed to the priority system. Of course, while this is happening, proj­ect team members w ­ ill be aware of the confused situation. On the one hand, ­they’ll be told to de­ lay work on certain proj­ects, while on the other hand they w ­ ill be told to continue. Team members w ­ ill start to complain that the new priori­ ties scheme is just another “flavor of the month” that ­will soon pass. This is ­because most orga­nizational members have seen attempts at change before. Th ­ ey’ve seen the change announced, ­they’ve seen confusion con­ cerning the change, t­hey’ve seen lip ser­vice given to the change, and ­they’ve seen it fade away. To protect themselves they ­will work on what­ ever proj­ect their departmental man­ag­er tells them to work on, just like it was before. While all this is happening, proj­ect staffing does not get any better ­because every­one is still just as busy. The chorus of complaints rises, and orga­nizational members chafe u ­ nder the stress of change and long for the “good old days.” Perhaps at this time the person leading the change effort wavers a bit, a signal that the end is near. At this point the change effort loses steam and dies of its own weight. ­People decide that the benefits to be gained from getting proj­ects done better and faster are not worth the amount of pain inflicted on the organ­ization. So, ­people revert to “muddling through,” just like it was before. ON THE OTHER HAND On the other hand, ­there are some valid reasons for continuing to at­ tempt too many proj­ects. First, the choice of which proj­ect to do first may not be clear. When this is the case, it may be best to start several proj­ects at one time and then see which one looks to be the most prom­ ising. Second, the use of so much rigor could bring on rigor mortis. A famous example of this occurred at the Ford Motor Com­pany, where following a very rigorous proj­ect se­lection technique yielded the Edsel, a famous failure. The management team felt burned by this experience and was hesitant about developing new automobile models. Luckily for them, a group of engineers ignored management dictates, worked on a “secret proj­ect” out of management view, and produced the Ford Mus­ tang, a famous success that is still produced ­today. Fi­nally, it’s much more fun to work on proj­ects than to work on selecting them. That is, the pro­cess of meeting, discussing, voting, and cajoling is pretty dull stuff. In addition, the amount of time spent ­doing all that might well be better spent actually working on proj­ects. P ­ eople who work on proj­ects have a bias ­toward action, not talk.

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CONCLUSION In this essay it has been argued that in a departmental organ­ization, ­doing too many proj­ects seems to be the natu­ral order of ­things for a number of reasons. It was further argued that the cost of the orga­ nizational turmoil and the pain required to change that natu­ral order is usually judged to be greater than the benefits to be gained from the change. In any organ­ization, ­there are power­ful forces at work to main­ tain the status quo. It would seem that the best way to have an organ­ization that does not do too many proj­ects is to have the organ­ization establish proj­ect se­ lection committees when the organ­ization is first established. In that way, techniques required to limit the number of proj­ects are ingrained in orga­nizational systems and assumptions. That is, d ­ oing the right number of proj­ects is established as the status quo. When this is the case, the p ­ eople who are attracted to that organ­ization are t­ hose who are com­ fortable working ­under that type of system. In that case, any move ­toward attempting to do too many proj­ects would be resisted, as it would be a change in the status quo. However, for the typical departmental organ­ization, this is not the case. Attempting to do too many proj­ects is the norm, and so it s­ hall remain. Far as we know from so many years ago, that ­unless ­there is severe pain, that “mankind are more disposed to suffer, while evils are sufferable, than to right themselves by abolishing the forms to which they are accustomed” (Thomas Jefferson). A detailed mindmap about the situation, issues, recommendations, and ap­ proach to “Portfolio Management: Why Not D ­ oing It?” is available in the online The Complete Proj­ect Man­ag­er’s Toolkit.

Focus on Value Iain Fraser has over thirty years of global portfolio, program, proj­ect, PMO, and business leadership experience from a variety of sectors worldwide, such as oil and gas, telecommunications, power, banking, defense, government, and technol­ ogy. He is globally known for his expertise and insights on leveraging benefit and value capture for business advantage. A former CEO and proj­ect director, based out of New Zealand, he is now an author, speaker, trainer, and profes­ sional director. We asked Iain to share highlights from his book The Business of Portfolio Management, published by PMI: The fast-­changing VUCA (volatile, uncertain, complex, ambiguous) world is forcing leaders to consider dif­fer­ent approaches to ­r unning their organisations. In my interactions with business leaders from vari­ous sectors around the world, I see an increasing need for a focus on value.

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The mention of the word “value” usually ­causes heads to nod as if a collective unspoken understanding of the meaning of the word exists. Not so! Th ­ ere is a g­ reat perception on what value is with a default meaning revolving around monetary aspects. ­There are also formulae circulating that support this notion. The term “value” in any organisation needs to be determined, defined, and used in statements that set the cultural tone and working style of the organisation. To me this can revolve around four ele­ments: • Value to customers • Value to staff and brand • Strategic value • Monetary value Within t­ hose ele­ments four types of value need to be considered so that an organisation can leverage the maximum value at any given stage. ­These value types are: • Inherent • Added • Innovative • Now The four value ele­ments together with the four value types allow a comprehensive approach to be applied that increases value creation but also value capture. The integrated model can be applied to both opex [operational expenditure] and capex [capital expenditure] investments which allows the balancing of risk with opportunity. ­Today I believe that the creation of value that is realized quickly is the differentiator between organisations that are progressive and agile compared to ­those that are risk averse and slow. Creation and capture of value should be top of the agenda in boardrooms, executive ­tables and, I would sug­ gest, EPMO offices. The notion of value being just a monetary aspect is so out of trend! ­There is plenty of evidence that strategies and strategic plans fail due to a variety of reasons. ­There is evidence also that the implementation activity fails at rates of around 30 percent causing enormous wastage of time, money, and resources. This can create significant negative reac­ tion on the brand perception. A focus on value creation is one t­ hing, but if ­there is no integration or alignment with value capture, then ­great intentions associated with strategic plans are just that—­intentions! To me, orga­nizational leaders need to shift their focus to a wider value mind-­set, one that is well developed, integrated, and understood by all

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in an organisation. It’s not just another set of mid-­management pro­cesses that run the risk of choking the organisation through bureaucracy, compliance, or slow decision making. I believe that leaders must show the way and encourage all to simplify their way of ­doing business. However, this can lead to chaos if not guided by an overarching philos­ ophy. That philosophy can be adoption of the “3Ps to Success” where purpose, p ­ eople, and per­for­mance are focused upon, developed, com­ municated, and embedded as part of the organisational culture. This fo­ cus ­will allow leaders and man­ag­ers to ­free up the organisation by the removal of pro­cesses that are not aligned to, or supportive of, the value management approach sought. For a value management shift to be sustainable, it requires some form of framework that allows for value strategy, planning, engineering, de­ livery, and capture to be governed and deployed in a manner that is ef­ ficient, effective, and easily understood by all involved. This framework applies at the commencement of value creation dialogue and advances through the phases of implementation so that value is confirmed. This would be mea­sured against the achievement of one or more business ob­ jectives. The value management framework should include classic tools and techniques such as value planning, value engineering, and earned value management. Examples can be option analy­sis, cost, time and quality trade-­offs, and benefits realisation in Programme of Work delivery. The next few years w ­ ill demonstrate and introduce change in areas of geo-­politics, technology, environmental, and social well-­being that w ­ ill likely have considerable impact on all organisations. Leaders that can guide their p ­ eople ­towards a value orientated focus and culture that uses the philosophy of the “3Ps to Success” w ­ ill be t­ hose that ­w ill boost their organisational per­for­mance. The American scientist James Bryant Conant once said, “Behold the turtle. He makes pro­gress only when he sticks his neck out.” This should be a rallying cry for all, including t­ hose in the portfolio, program, and proj­ect management profession. Attracting the right ­people into an organ­ization may require a drastic rethink of the way the organ­ization is structured. With a carefully crafted strategic di­ rection derived from a shared vision, management can deploy portfolio, pro­ gram and proj­ect management approaches supported with effective governance and the development of new skills to achieve the goals set. Iain goes on to state (Fraser 2014), “This w ­ ill create ‘strategic alignment’ through the organ­ization while maintaining maximum flexibility and nimbleness to adjust as needs re­ quire. A full project-­management approach to orga­nizational structures allows for faster achievement of goals and objectives while maximizing the relatively short availability of scarce skilled ­people.”

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The skilled p ­ eople he refers to . . . ​often make engagement decisions that include f­ actors other than just monetary based reward systems. Social networking and informal refer­ rals w ­ ill lead much of this activity. For example, you might get a group of young skilled professionals that are geo­graph­i­cally spread network­ ing via Facebook and asking, “Is this organisation cool?” or, “Can we contract for 3-4 months to raise some cash for our next trip?” Th ­ ese ­people are “global gypsies.” To attract t­ hese skilled “global gypsies” and persuade them to set up camp and stay a while requires organisations to make themselves the most attractive they can be to t­ hose gypsies. This is more than brand­ ing or marketing. The attraction aspects need to be multifaceted. They need to clearly demonstrate ele­ments of excitement and empowerment, developmental opportunities, ­career path options, and entrepreneurial extras. This ­will also mean bud­geting for more elaborate development, reward, and retention programs that go beyond traditional bonus-­type systems. The bottom line for organisations is twofold: Focus on attract­ ing and developing the right ­people as well as balancing your structures and systems for better resource empowerment. This w ­ ill create an organisation that can sustainably achieve higher per­for­mance.

Governance Why is governance needed? Governance facilitates a framework for ethical decision making and mana­ gerial action within an organ­ization based on transparency, accountability, and defined roles (Müller 2009). It also provides a clear difference between owner­ ship and control of tasks. It establishes the limits for management action by defining the organ­ization’s goals and the means by which they need to be attained, as well as the pro­cesses that man­ag­ers need to use to run their areas of responsibil­ ity. If an organ­ization does not have a governance structure, it runs the risk of conflicts and inconsistencies between the vari­ous means of achieving orga­ nizational goals, the pro­cesses and resources, thereby causing costly inefficiencies that impact negatively on both smooth ­running and bottom-­line profitability. What is governance in proj­ect management? Proj­ect governance is the in­ frastructure that surrounds your proj­ect dealing with responsibility and ac­ countability. Basically, it is the framework for making decisions regarding the proj­ect. Governance in proj­ect management answers the questions: To whom ­will I be reporting? Who must report to me? It gives a structure of oversight to the entire proj­ect. Governance of proj­ects and proj­ect management may be considered as a sub­ set of corporate governance. Governance is not confined to the board level of the organ­ization. Many proj­ect failures ­were caused by lack of appropriate governance at the level of individual proj­ects and their management. Proj­ect

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management methodologies like PRINCE2 (Knapp 2018) suggests that gover­ nance of proj­ects and proj­ect management originates at high levels in the organ­ ization and trickles down to lower levels. How to do it? At the corporate level, governance of proj­ects and proj­ect man­ agement is a responsibility of the board of directors, including: • Definition and goal setting for the proj­ects, programs, and portfolios of the organ­ization in order to achieve its strategic objectives • Definition of the means to achieve t­ hese objectives • Controlling pro­gress on the implementation of t­ hese actions and taking corrective actions in case of plan deviation This structure includes a governance entity at the level of proj­ects, programs, and portfolios. At the portfolio level is the board of directors, which defines port­ folio goals as a subset of the organ­ization’s strategic goals, the priorities, and mea­sure­ment of pro­gress. At the level of individual proj­ects and programs, it is the sponsor or project/ program steering group that sets the business objective and agrees upon proj­ ect deliverables by providing the means to achieve objectives and defining the means to control pro­gress. Complete proj­ect man­ag­ers need to ensure they un­ derstand how governance occurs in their organ­izations and to feel or gain con­ fidence in working within that system.

Financial Skills Finance ­matters for complete proj­ect man­ag­ers ­because proj­ects develop assets that produce a return to the com­pany and its shareholders. Finance begins with getting the money to invest in and operate the business. It ends with returning money to t­ hose who have supplied the cash. U ­ nless a business demonstrates its ability to return cash, it ­will not get the cash it needs to invest. No cash to invest means no proj­ects and prob­ably no business. Execution phases of proj­ects, in real­ity, are negative value creation, as resources are consumed with no imme­ diate return. Likewise, activity is of l­ imited value u ­ ntil results are achieved. Proj­ects produce items of value with potential to produce cash for the busi­ ness. That potential is realized if cash produced by proj­ect outcomes is greater than the cash used for developing and producing it. When this is the case, proj­ ects that produce items of value contribute a net positive cash flow to the finances of the com­pany. Financially, a com­pany is a portfolio of assets produced through proj­ects. Pre­ sent operations of any com­pany w ­ ere developed by past proj­ects. Pre­sent opera­ tions are improved and supported through current proj­ects. F ­ uture proj­ects ­will lead to strategic implementation of ­future operations. A com­pany is r­ eally no more than the sum of the proj­ects in which it invests. If proj­ects do not meet expectations of com­pany investors, it is unlikely that the com­pany as a ­whole ­will be able to do so. This is why finance should ­matter very much to complete proj­ect man­ag­ers.

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Cohen and Graham (2001) identify proj­ect outcome life cycles as the time over which proj­ect outcomes have a useful life. Proj­ect outcomes as the basis for revenue generation are the design and delivery of proj­ects, ser­vices, or pro­ cesses that help customers solve prob­lems and meet or exceed their expectations, at a price customers are willing to pay. The expense side of finance involves quantifying the length of time to the breakeven point where positive cash flows overtake negative flows incurred dur­ ing the proj­ect. As long as proj­ects are unfinished, the com­pany cannot begin to realize cash flow that w ­ ill offset cost of development and cost to borrow capital. And t­ here are trade-­offs to be considered. Proj­ect costs and customer satisfac­ tion affect cash flow and time to breakeven. A trade-­off between proj­ect cost and proj­ect deadline may involve buying more resources to reduce the time it takes to get the proj­ect done. The effect of vari­ous trade-­offs on proj­ect contributions to economic value for the organ­ization needs to be considered by complete proj­ect man­ag­ers. Put in the effort to learn financial terminology and relationships. Apply them appropri­ ately when planning and making key decisions throughout proj­ect life cycles.

Strategic Thinking We asked noted PMI seminar leader Greg Githens to share his thoughts about why, what, and how strategic thinking fits into the complete proj­ect man­ag­er mindset. In contrast, incomplete proj­ect man­ag­ers focus almost entirely or my­ opically on tasks and proj­ects they are asked to manage. They lose sight of fit­ ting into ­actual needs and goals for the organ­ization; thus, results are suboptimal or fail entirely. Why. Proj­ect man­ag­ers are advised to care about strategic thinking ­because proj­ects serve the purpose of ­either operational excellence or strategic excellence. Especially for t­ hose proj­ects that serve the purpose of executing the organ­ization’s strategy, proj­ect man­ag­ers (or program man­ag­ers) need to adapt project-­level decisions to the relatively higher-­ order strategic decisions. Too many individuals have been told, “You need to be more strategic . . . . ​You need to think strategically.” This is an ambiguous statement, and they need to better understand what that means. Just like no one would be happy to be called an incompe­ tent proj­ect man­ag­er, no one would be happy to be labeled an incom­ petent strategic thinker. Especially, program man­ag­ers and portfolio man­ag­ers are closer to the development of strategy. Organ­izations have good strategy and bad strategy. Good strategic thinking is more likely to deliver good strategy. What. Strategic thinking is an individual competency. Strategic think­ ing is a complement to leadership. It means seeing the bigger picture and linking all actions, tasks, and proj­ects so they contribute to fulfilling strategic goals.

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How. Develop microskills: curiosity, high-­quality questions, open ­mental stance, nonlinear imagination. Pay attention to words spoken, documented statements, and actions undertaken by upper management. Find ways to support them. PERSONAL BRANDING Why. Organ­izations invest a lot of time and thought into their own brand. In many cases, their brand is considered their most impor­tant asset. Personal branding is applying that idea to the individual. Proj­ect man­ag­ers need to care about personal branding ­because it is up to them to manage their own ­careers. What. Personal branding is dif­fer­ent than reputation. What are the promises you make to ­others? What is your thought leadership? ­People ­will prob­ably remember you more for how you conduct yourself on a proj­ect compared to the results you turn in. How. Reflection on your own strengths, weaknesses, passions, leader­ ship. Change focus from deliverables to benefits and value. Put yourself in stakeholder’s shoes. What experiences do they have when interact­ ing with you? Consider the importance of ideas such as like networker, productivity, industry expertise.

Summary A complete proj­ect man­ag­er realizes the organ­ization is the place where all work happens and has an indelible impact on how work progresses. Seek alignment—­a perfect orga­nizational storm—­among strategy, execution, structure, cultures, and the portfolio of proj­ects. Support movement from “toxic” to “green” within the organ­ization by as­ sessing and paying attention to the issues that guide ­whether one or the other dominates. Recognize the challenges facing development of an integrated proj­ ect portfolio management system. Develop financial skills and treat proj­ects like a portfolio of investments. Paying attention to the ­human ele­ment appears far more significant to guide successful implementations. An easier task is setting up good systems near the beginning of an organ­ization’s life cycle. Encourage strategic thinking, and focus on value, effective governance, and efficient metrics.

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9 Environment Skills Our studies indicate that the trend that is the defining characteristic of ­human evolution—­the growth of brain size and complexity—is likely still ­going on. Meanwhile, our environment and the skills we need to survive in it are changing faster than we ever ­imagined. I would expect the ­human brain, which has done well by us so far, ­will continue to adapt to ­those changes. —­Bruce Lahn

Integration

Leadership/ Management Personal

Market/ Customer

Negotiating Sales

The Complete Project Manager

Political

Change Manageme ment Management

Conflict Management

Environment Environment nt

Project Management

Organization Org Humor/Fun

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In this chapter, we address the environment in which complete proj­ect man­ag­ ers operate. We refer h ­ ere not to the physical environment but to the relation­ ships between ­people that define what happens in an organ­ization. ­These are the manmade artifacts that overlay the physical environment. Focusing atten­ tion on creating a project-­friendly environment perhaps allows for the most systemic and widespread pro­gress more than any other change. The same approaches applied by equally talented man­ag­ers may have quite dif­fer­ent outcomes depending upon the culture, operating princi­ples, structure, customs, procedures, and values in place in an organ­ization. Complete proj­ect man­ag­ers embrace chaos as a natu­ral operating force. A firm grasp of purpose is the means to prospering in any environment. It is also impor­tant to take social responsibility by being a good citizen in the larger con­ text of the surrounding environment. Multicultural and virtual proj­ect teams are becoming the norm in many organ­izations. The complete proj­ect man­ag­er needs to be sensitive to the im­ pact of culture on e­ very proj­ect—­a nd able to create a proj­ect culture that is effective for working with ­people from diverse backgrounds. To create a proj­ect environment that works for every­one involved, it is nec­ essary to assess the current environment, describe a more ideal environment, and understand the forces driving all be­hav­iors. The assessment allows a PM to make changes that are centered on reality-­based knowledge of how p ­ eople op­ erate in a specific environment. Turning this data into knowledge makes it pos­ si­ble to approach project-­based work with a higher probability of success. This knowledge is put to work in the preparation and execution of action plans. Research data reinforces our focus on creating an effective orga­nizational climate. Consider this multiplying effect: • In one study, climate alone accurately sorted companies into high versus low profits and growth in 75 ­percent of cases. × • Climate—­how p ­ eople feel about working at a com­pany—­can account for 20 to 30 ­percent of business per­for­mance. × • The actions of the leader account for 50 to 70 ­percent of how employ­ ees perceive their organ­ization’s climate (Goleman, Boyatzis, and McKee 2013, 17−18). = 16 ­percent ­ ese impact relationships suggest that a leader’s actions can predict up Th to 16 ­percent of an organ­ization’s per­for­mance (.75 × .30 × .70 = .16). That is a significant compounding effect that deserves attention and underscores the importance of spending time on environmental im­ provement programs.

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It is also impor­tant to note that organ­izations go through cycles of revitalization. Englund and Graham (2019) cover this topic in chapter 1 of Creating an Environment for Successful Proj­ects. Essentially, organ­izations operate in a steady state ­until environmental conditions change. ­These changes may create individ­ ual stress where options are to exit, voice, or loyalty. If loyalty is chosen, condi­ tions may deteriorate to cultural distortion. With radical change or new leadership, revitalization occurs, followed by a new steady state. The point is to understand ­these cycles and the fact that they are accelerating. Be patient during distor­ tions and prepare for revitalization. Develop and increase integration of all skills comprising a complete proj­ect man­ag­er to ensure a sustainable ­career.

Managing Multicultural Teams Proj­ect man­ag­ers are all dif­fer­ent, and when we listen to team members and proj­ect stakeholders from dif­fer­ent cultures, we hear t­ hese differences expressed in many dif­fer­ent ways. We, as proj­ect man­ag­ers, are dif­fer­ent as well, and we listen to what is being said in many dif­fer­ent ways. I (Bucero) had the opportunity to work with Eu­ro­pean, American, and ­Middle Eastern colleagues in a multinational program. The program man­ag­er was American, and he managed a group of multicultural proj­ect man­ag­ers com­ ing from the U.K., the Netherlands, Switzerland, Belgium, Norway, Sweden, Germany, France, Portugal, Spain, Italy, Hungary, and Rus­sia. The first t­ hing he did was or­ga­nize a meeting to share the program mission, objectives, and scope with the team. One key purpose of the meeting was to meet each other face to face. It was a fantastic opportunity for me to observe the dif­fer­ent un­ derstandings, reactions, and be­hav­iors of colleagues who came from other coun­ tries. I heard p ­ eople say t­ hings like: “I am from the Midwest, and this guy from the coast just drives me up the wall with his aggressiveness,” or “We cannot fol­ low that approach. We are Spanish, and Spain is dif­fer­ent.” Some of t­ hose statements made us smile, which helped us all relax. B ­ ecause we understood that our perceptions varied, we ­were better able to listen to each other. That program turned out to be a positive example of managing a multi­ cultural team. We as proj­ect professionals have dif­fer­ent motivators. We also bring differences to the communication pro­cess ­because of our gender and re­ gional or cultural backgrounds. Obviously, we need to deal with p ­ eople in proj­ ects and organ­izations, so we, as complete proj­ect man­ag­ers, need to be sensitive to ­these differences in a world of globalization. ­These differences underlie all communications. They influence the mean­ ing of proj­ect communications at all levels—­words, tone, inflection, and body language—­and influence both how we send and how we receive messages. They affect what we say and how we say it, and they also affect the filters we apply when listening. Professionals from diverse cultures have dif­fer­ent filters. Good proj­ect man­ag­ers extend empathetic listening to gender and regional or cultural differences. Good proj­ect man­ag­ers need to be good listeners, able

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to recognize the basic prob­lems of communicating across language barriers, when one person may be using En­glish as a second language, or when they them­ selves are using a second language. What can we do to deal with ­these prob­lems? H ­ ere are recommendations for improving as an empathetic listener. First, remember that listening with an ear for regional or cultural differences is a mindset. It is a decision to take your­ self and what you are hearing out of your personal context and put it into a dif­ fer­ent context. Second, think of the other person as dif­fer­ent, and honor ­these differences (keeping in mind that every­body has a heart). Effective communication comes from celebrating differences rather than ignoring them or being in conflict over them. This is a specific way of respecting p ­ eople as ­human beings. Be happy that your team members are dif­fer­ent! Third, recognize that t­here are significant differences between cultures within cultures (such as Italian-­A merican, German-­A merican, and British-­ American) and the culture you ­will encounter in another country. If you are dealing with international proj­ects, find information about the specific cultural differences that apply and educate yourself and your ­people. Americans tend to be known around the world as culturally self-­centered, Germans tend to be known as highly disciplined, and Spanish and Italians tend to be thought of as less disciplined but creative. To be successful as a complete proj­ect man­ag­er, it is impor­tant to make an honest attempt to understand cultural differences. Note also that cultural differences exist even within functional organ­izations, such as across engineering, marketing, and manufacturing. Fourth, consider reading a book on relationships between men and w ­ omen. Remember that generalizations are always wrong. Men are not always from Mars, and ­women are not always from Venus. Our culture may establish per­ ceptual ste­reo­t ypes, but what motivates p ­ eople and builds their self-­worth—­ action orientation, helping ­others, being logical, being part of a group, and building consensus—is not determined by gender. Ste­reo­t ypes are helpful as baselines to know what to expect when dealing in new environments; validate or notice variations from the baselines instead of accepting them totally. Being sensitive to ­these issues does not mean losing your sense of self. The objective is not to become a member of another culture. It is more a ­matter of recognizing the differences as you listen to ­others, as a ­matter of re­spect. If you re­spect ­people from other cultures and how they communicate, they ­will re­spect you. Empathetic listening across gender as well as regional and cultural bound­ aries requires more of an effort to get out of ourselves, and that effort adds real value and additional insight into other p ­ eople’s communications and broadens our own perceptions and ways of thinking.

Working with Virtual Teams As virtual teams—­meaning team members are separated by time and distance—­ become more common, complete proj­ect man­ag­er competencies need to include

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coaching and managing per­for­mance without traditional forms of feedback, se­ lecting and appropriately using electronic communication and collaboration technologies, leading in a cross-­cultural environment, helping to develop and transition team members, and especially building and maintaining trust. ­Here is a summary of challenges and steps to address them: Miscommunication. A lack of discernible body language and voice into­ nations means a higher potential for problematic miscommunications. Help virtual team members find alternative ways to signal their emotions and feelings online through summarizing and paraphrasing or by impression checking and be­hav­ior description. Distrust. A lack of effective communication can negatively influence trust and lead to its reduction. Recognize that interpersonal trust comes in many forms and each of t­hese can be developed by an effective combination of action and conversation. Information overload. The enormous amounts of data exchanged in a vir­ tual gathering can overload team members. Help teams compensate for this with topic reduction, division into subteams (one per topic), increased break times, and slowed pace of contributions. Parallel pro­cessing. The simultaneous multiple topic discussions of some virtual teams can cause parallel pro­cessing concerns. Help members com­ pensate for this by identifying clear topic threads, focusing on related threads, and increasing topic reflection times. High-­speed exchanges. The high-­speed nature of virtual conversation can leave some members lost b ­ ehind. Some synchronous situations f­ avor extro­ verts for their quick thinking and out­going nature, while other asynchro­ nous cases ­favor introverts for taking time to think before expressing their opinions. Encourage the inclusive mixing of both exchanges. Opportunity to hide. Technology allows some members to hide and avoid contributing to exchanges. This makes identifying who is engaged (and who is not participating) a very difficult task in some instances. Utilize other side channels of communication to contact ­people and gain their full attention and complete involvement. Poorly chosen channels. The wrong choice of communication tool or tech­ nology can be disastrous for virtual teams. While the final choice is based on needs, intent, literacy, and resources, make careful recommendations that help to consider the best common denominator for all virtual team mem­ bers and thus avoid excluding anyone. Split groups. Many virtual teams are a hybrid of an assembled majority in one location with a dispersed minority spread around the world’s geography and time zones. Hybrid virtual teams often experience split team personalities

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with a number of associated prob­lems. Work hard to ensure that team mem­ bers are aware of this potential division and find ways to address it. Synchronicity. Some virtual teams contribute at the same instant in time, while other members are only able to contribute at very dif­fer­ent times. The time lags or response delays that are frequent with such mixed interactions can cause team members to feel bored and ignored. Remedy this by preparing ­people for slow interactions, by encouraging them to reflect before respond­ ing, and by scheduling synchronous conversations on side channels. Dependence on technology. A dependence on technology can push some virtual teams into chaos when that technology fails to work. Work with tech­ nicians or support p ­ eople to quickly rectify minor breakdowns in technol­ ogy and be ready with contingencies for most major prob­lems. Fear. Fear of failure or retribution is a common concern of ­people in any organ­ization where learning from m ­ istakes is devalued and risk taking is diminished. Many virtual teams have the added concern that every­thing they say, write, draw or do is recorded for posterity in a technological ar­ chive. Discuss the ethical dilemmas of anonymity, confidentiality, security, risk, and support at the outset, and stand ready to introduce learning from failure concepts to the orga­nizational culture. ­Human dynamics. The usual problematic teamwork that is found in face-­ to-­face teams is also pre­sent for virtual teams: personality conflicts, re­sis­ tance to change, incentives to be uncooperative, and so on. Employ facilitators who have years of experience working with all kinds of teams and who are well trained in a number of advanced techniques that have proven success­ ful at dealing with difficulties.

How to Create a Proj­ect Culture When it comes to implementing proj­ect management in organ­izations, ­there are three common but often dangerous words: “Just do it.” Many companies are try­ ing to be first to market, and it seems as if it does not m ­ atter if the final product or ser­vice achieves an expected level of quality. As a result, organ­izations are spending copious amounts of money “just ­doing it” for the wrong reasons at the wrong time and in the wrong way. ­These organ­izations have proj­ect man­ag­ers, but they do not support them. They simply do not believe proj­ect definition and proj­ect planning need to be done before implementing and executing a proj­ect. In Spain, I (Bucero) helped three big companies implement proj­ect management across their organ­izations. All three knew they could improve their proj­ect management methods, but they could not find the right time to do it. “Too busy” and “too stressed” w ­ ere the management team’s usual excuses. Despite this, they continued sending p ­ eople to be trained in proj­ect management and spending a lot of money on proj­ect management training and consulting.

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When I delivered proj­ect management training for t­ hese organ­izations, all attendees seemed to be interested, but most of them told me, “Although my man­ ag­er has sent many proj­ect leaders to this training course before, we rarely, if ever, have time to put best practices into action.” With a clearly defined mission, vision, and strategy acting as the primary filter for proj­ect decision making, organ­izations can change their proj­ect ap­ proach. Better communication between proj­ect man­ag­ers and executive decision makers is a necessary step on the path to improvement. Often, proj­ect man­ag­ers concentrate on individual proj­ects, whereas executives look at the big picture. One way to overcome obstacles is to better understand the com­pany and how proj­ects are linked to the com­pany’s strategy. Executives and proj­ect man­ ag­ers have a huge opportunity to create a culture of working together. In speaking with upper man­ag­ers at a telecommunications com­pany, I (Bucero) learned that rapid time to market was the proj­ect’s most impor­tant goal. Taking this princi­ple into account, I proposed drastic pro­cess changes, such as retrospective analy­sis (learning from past experiences), training executives in filtering information and project-­focused decision making, and maintaining strategic focus using proj­ect management. A proj­ect management culture first and foremost requires the right proj­ect man­ag­ers—­leaders who actually want the job. Implementing proj­ect manage­ ment in organ­izations supports true leaders who are able to think holistically, not only for one par­tic­u­lar proj­ect. Every­one in the organ­ization needs to look ­after the same interests. Companies striving to maintain and improve their competitiveness and expand their market w ­ ill inevitably be faced with implementing proj­ect man­ agement as a practice. Some organ­izations aspire to set up effective proj­ect man­ agement offices or simply choose to appoint proj­ect leaders/managers to manage cross-­functional proj­ects in addition to their existing responsibilities. What­ever the approach or the goal an organ­ization may have, establishing an effective culture has proven to be a very hard task, very akin to the expression about separating the wheat from the chaff—­choosing what is high quality from what is mixed or lower quality. For example, I (Bucero) was subcontracted as a proj­ect management con­ sul­tant by a logistics com­pany in Spain. Although their organ­ization’s focus is on operations (they store chemical products and prepare them for customer dis­ tribution), they do proj­ects. They have been managing their proj­ects by acci­ dent b ­ ecause they did not have many experienced and trained proj­ect man­ag­ers or any proj­ect management pro­cess in place. They lacked discipline in imple­ menting and managing their proj­ects. When I started to work for them as a con­sul­tant, I did an orga­nizational environment assessment, interviewing around twenty ­people from dif­fer­ent po­ sitions from that organ­ization. I ran the EASI (from Englund PMC) and also reviewed twenty proj­ects randomly with their proj­ect man­ag­ers. The results in­ dicated a lack of discipline, poor communications, lack of leadership, too many

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proj­ects, and lack of trained proj­ect man­ag­ers. I then presented a management report to the executive board of directors; I met them and explained the need for a cultural change ­toward managing proj­ects in a disciplined and structured way in order to obtain better business results. At the beginning they told me, “Our business is d ­ oing very well; we d ­ on’t need to change.” However, as soon as I told them more about their critical proj­ects and the lack of good data and ac­ curacy about their status, they started to listen. I started a change management proj­ect within the com­pany. During the first three months, I encountered opposition and obstacles thrown up by a multitude of proj­ect stakeholders in the organ­ization. As soon as I got buy-in from the proj­ect sponsor (the managing director), I could train the executive team, the proj­ect man­ag­ers, and the rest of the organ­ization. I developed a very ­simple PM methodology for them, and now they are starting to use it. The keys to success with this par­tic­u ­lar customer w ­ ere achieving results through p ­ eople, gathering tangible data, and showing that information to the management team. It has been difficult to change this customer’s culture, but it is not impossible so far. I have many pending tasks to be done with the customer team, and it takes time and per­sis­tence. Global markets rapidly change, and customers become more demanding. Organ­izations that can respond more effectively ­will achieve greater financial success. When we use the words “change” or “customer demands,” we need to re­ member that proj­ect management can respond to unique customer needs better than traditional management techniques. Proj­ect leaders who are able to use an executive lexicon that is understood by upper man­ag­ers ­will be able to sell them the advantages of taking time to develop a project-­friendly environment. Ten years from now, successful organ­izations ­will be defined by ­those who have implemented proj­ect management effectively and have established a proj­ect management culture.

Social Responsibility: Obligation or Devotion? Social responsibility means eliminating irresponsible or unethical be­hav­ior that might bring harm to the proj­ect management community, its p ­ eople, or the environment—­before the be­hav­ior happens. Complete proj­ect man­ag­ers con­ sistently transmit positive and ethical be­hav­ior to their teams and to custom­ ers. Business is a high priority, but ­people come first. Why? ­Because ­people do the work. If you take care of p ­ eople, p ­ eople w ­ ill take care of their proj­ect work. A proj­ect man­ag­er needs to lead by example, and that includes acting with social responsibility. Proj­ect man­ag­ers need to answer questions regarding professional and social responsibility when taking the PMP exam. However, the real challenge comes when dealing with global proj­ects—­how to deal with varying proj­ect en­ vironments, politics, executives, and customers. Globalization has obliged us to deal with diverse cultures and dif­fer­ent points of view on d ­ oing business, and we need to behave ethically in ­every situation in which we find ourselves.

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Businesses can use ethical decision making to strengthen their businesses in vari­ous ways. One way is to use ethical decision making to increase productivity—­ the mea­sure of output from a pro­cess. This can be done by improving employee benefits, perhaps offering better health insurance or a better pension program. One t­ hing that I (Bucero) always keep in mind is that my employees are my busi­ ness stakeholders. They have a vested interest in what the com­pany does and how it is run. When employees believe that they are a valuable asset and are treated as such, productivity increases. But not all organ­izations take care of their p ­ eople; some focus only on numbers and results. Th ­ ese organ­izations are not project-­oriented organ­izations, and they do not contribute to the expansion of the proj­ect management profes­ sion. They unintentionally create obstacles to professional development. Over a period of years, I (Bucero) have observed a curious phenomenon regarding proj­ect management associations in Spain. Th ­ ere are three PMI chap­ ters in Spain (Madrid, Barcelona, and Valencia), plus two proj­ect management associations (AEDIP, AEIPRO). All have a big social responsibility. Although the chapters have a common approach and try to cooperate among themselves, the other two associations do not act the same way. My short-­term vision is to achieve cooperation among them. We must do it, and we can do it. For instance, I am a member of AEIPRO, and I often attend and pre­sent pa­ pers at their congresses. However, I am not seeing the same attitude of coop­ eration on their part. Why? Perhaps they are not conscious of the big social impact and business advantages that cooperation would have on our proj­ect management community. A positive attitude helps proj­ect professionals be more aware of social responsibility. We proj­ect man­ag­ers have a social mission: To expand the knowledge and best practices of proj­ect management in benefit of our social communities, not only for business benefit (Wenger and Snyder 2000). We are concerned about the irresponsibility and unethical be­hav­ior of some proj­ect professionals who belong to professional associations. Unfortunately, t­here are examples worldwide of individuals who have harmed our society, diminishing the profes­ sion’s credibility and negatively affecting business communities and f­ uture proj­ ect professionals. We also are sad to see that in some countries, public-­sector executives are not involved in proj­ect management nor do they participate in PMI activi­ ties. This is curious b ­ ecause ­t here are many public-­sector proj­ects and unfor­ tunate b ­ ecause this noninvolvement dramatically affects the results of social proj­ects. Nevertheless, we still say that “­today is a good day.” We need to look at the glass as half full. We need to be positive and transmit positivity about the sig­ nificant impact that professionals have in building better socie­ties. Proj­ect man­ ag­ers can be g­ reat contributors, mentors, coaches, and better believers. We can display enthusiasm, per­sis­tence, and patience when working with stakeholders. We can reflect on our actions and be more careful about what we do.

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More and more ­people worldwide are becoming interested in the proj­ect management profession. Master’s degree programs in proj­ect management are becoming more popu­lar. We have a massive responsibility to create better and better proj­ect professionals. We must lead by example. We also see more and more immigration to Eu­rope from South Amer­i­ca and Africa. In this increasingly globalized world, we need to reduce communi­ cation barriers—­not only language barriers but cultural ones. The proj­ect man­ agement community can help society by creating a sense of purpose around social responsibility. Voluntarism within proj­ect management associations is often quite poor, but volunteer activities keep ­people alive and engaged, and serving o ­ thers creates good feelings. Volunteers can collaborate on activities at schools to help young students understand what proj­ects are and that ­every proj­ ect needs to be planned, and they can also help government and nonprofit organ­izations work through program implementations. As professional proj­ect man­ag­ers, we are privileged ­people. One of our many missions is to help educate p ­ eople on proj­ect management patterns and be­hav­ iors, but we also should strive to better the world in general. In the film The Lord of the Rings: The Fellowship of the Ring, the queen says, “Even the smallest per­ son can change the course of the ­future.” The wizard adds, “All we have to de­ cide is what to do with the time that is given to us.” We do not have unlimited time available to us. Proj­ect man­ag­ers can help change our society by making a commitment to social responsibility. We understand social responsibility as readiness to give without expecting anything in exchange. This seems to be dif­ ficult but is not impossible. How many of you are practicing proj­ect management only by obligation and never by devotion? Th ­ ere are no proj­ects without prob­lems. Take into account that we work with a variety of proj­ect stakeholders, some of whom we do not know or cannot see but who w ­ ill be the p ­ eople who w ­ ill have significant effects on proj­ects long-­term. We have a social responsibility in all proj­ects we man­ age, in all businesses we manage. Please do not think only about yourself and your business; think also about how your be­hav­iors can affect our society. It is our collective responsibility.

Managing Chaos with Purpose A key challenge in managing proj­ects is dealing with chaos. We can learn tre­ mendous lessons from that fabulous practice field where chaos flourishes—­ nature—­and embrace a natu­ral, organic living-­systems approach to working with p ­ eople on proj­ects. A strong sense of purpose w ­ ill sustain us in all endeav­ ors, however chaotic, and help us achieve better, more harmonious outcomes from our proj­ects. Chaos theory is an extremely useful guide to be­hav­iors in an organ­ization that depends upon project-­based work for its vitality. H ­ ere is the essence of chaos theory:

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• • • •

Nature is unpredictable and disorderly. Chaos is an essential pro­cess for renewal and revitalization. Small changes in initial conditions create enormous consequences. Similar patterns take place across layers (fractal geometry).

As this theory is applied in organ­izations, it is known as complexity science, with the following princi­ples: • Information is the primary organ­izing force—­share it widely. • Develop diverse relationships. • Embrace vision as an invisible field. • ­People have similar needs and corresponding responses. • Look for patterns in be­hav­iors. • Working together is a source of meaning and purpose. • Establish a shared sense of purpose. Each of ­these points provides guidance for orga­nizational be­hav­ior. Create con­ ditions for p ­ eople to make connections, b ­ ecause ­those initial conditions pro­ vide the idea or practice that could lead to resolving a major issue or inventing a new product or ser­vice. Push back in ­these challenging times when in-­person meetings are hard to schedule, ­because ­people need to get together to form con­ nections. A proj­ect startup meeting enables p ­ eople to learn more about each other’s talents and aspirations; they can then begin the forming, storming, norm­ ing, and performing stages of team development. Value diversity, b ­ ecause it provides more opportunities for the next big idea to flourish. HARNESS THE CHAOS Rather than viewing chaos as undesirable, harness the natu­ral forces oper­ ating in organ­izations. Tap p ­ eople’s need for purpose by clarifying, in a purpose statement, an enduring reason for that group of p ­ eople to work together, such as leading the continuous improvement of proj­ect management across the com­pany. Craft a vision statement about a desired ­future state—­for example, one in which the practices for proj­ect success are: • Identified • Concisely documented • Widely understood • Willingly ­adopted • Appropriately adapted • Enthusiastically applied so that p ­ eople managing proj­ects continuously improve how they do their work and lead ­others to quickly achieve excellent results.

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The purpose and vision statements above both came from the corporate HP Proj­ect Management Initiative, of which I (Englund) was a member. They derived from deliberations among ourselves and served extremely well to re­ mind each of us e­ very day why we w ­ ere ­there and what we w ­ ere ­doing. We de­ veloped a mission statement for specific objectives we needed to achieve and then goals for each member that tapped our interests and talents and clarified how and when each of us would contribute to overall objectives. IMPLEMENTING CHAOS THEORY IN A PBO When I (Englund) presented “Applying Chaos Theory in a Project-­Based Organ­ ization” at a PMI Congress in Amsterdam (2009), a distinguished gentleman asked the question, “Such a massive change in thinking and be­hav­ior may be mea­sur­able on an individual level, but how do you get upper man­ag­ers to oper­ ate in the manner you describe?” Some of the points I covered in my talk ­were to imagine an organ­ization where: • We believed the system was dynamic, complex, and ultimately unknowable. • We believed organic systems have their own internal momentum and integrity. • We assumed ­those in the system already had the wisdom to find the best solutions. • We understood that ­people’s models of their situation are the most impor­tant part of their situation. I also encouraged man­ag­ers to operate in “bounded instability” (Stacey 2008) where you allow what appears to be chaotic proj­ect team activity to flourish un­ abated, up to the point where boundary crossings—­such as excessive conflict, delayed schedules, or escalating costs—­appear imminent. The benefits of this free-­rein be­hav­ior include increased creativity, innovation, and enthusiasm in the workplace. Achieving ­these benefits means we need to expand and embrace a broad range of organic princi­ples, conceptual frameworks, theories, and mod­ els to guide the se­lection and execution of more natu­ral, human-­friendly prac­ tices. Applying ­t hese practices contributes to increased productivity and our ability to achieve more from project-­based work. My answer to the question asked was essentially, “Show them the value.” Believe in and practice ­these be­hav­iors yourself, be successful, and be an evangelist—­speak up and encourage more natu­ral, sane be­hav­iors. Ask lots of “why” questions. Make suggestions and point the way to innovative approaches, applying meta­phoric lessons from nature, such as how redwood tree root struc­ tures interconnect, how the V-­formations in which geese fly require less work and provide greater benefit to individual members of a flock, and how bees in hives model be­hav­iors for task-­oriented work.

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Know that changing ­people’s be­hav­ior is not a trivial task. Believe also that creating improved working environments is a worthwhile quest. Studies of chaos theory and complexity science say that we can and need to apply t­hese organic princi­ples more strenuously in proj­ect environments. Constant dialogue, experi­ mentation, and achieving successful outcomes ­will encourage ­people to embrace ­these practices. Of course, a culture that accepts innovative approaches is essential. How to get stakeholders to focus on t­ hese issues? We always seem to find time to do impor­tant ­things that we care about. Help ­others see the importance of creating environments that support successful proj­ects. Each person needs to assess the culture and environment in which he or she is currently operating. Then pick a time and place when key ­people appear amenable to applying dif­fer­ent approaches. Constantly plant seeds and embrace learning moments. Model desired be­hav­iors, especially t­ hose that ­counter cur­ rent toxic be­hav­iors. Your example may be the best motivator for ­others to change, first their thinking, and then their be­hav­iors.

Are You Ready to DANCE? Colleague Jack Duggal (2010) provides helpful insights and suggestions for deal­ ing with proj­ect complexities: When you are in the m ­ iddle of your proj­ect and frustrated with unex­ pected fluctuations, it is impor­tant to sometimes get away from the dance floor and go into the balcony to see the big picture. Some proj­ects fluctu­ ate beyond the normal variance. You work hard to manage the proj­ect meticulously, but the more you try to control it the harder it gets. What you have is a prob­lem managing the DANCE—­the dynamic and chang­ ing, ambiguous and uncertain, non-­linear and unpredictable, complex and emergent nature of proj­ects that c­ auses instability. Even though the nature of proj­ects and programs has changed over the years, the proj­ect management approach, tools, and techniques we use to manage them have not changed. ­There is recognition that ­today’s proj­ect and program environments are dif­fer­ent and complex, and we need new approaches. To manage the DANCE, find ways to complement the scope, plan, execute, and control (SPEC) pro­cesses with a dif­fer­ent approach. Think differently and create a dif­fer­ent mindset. Start with a beginner’s mind with a fresh approach; other­wise, you end up with more of the same. A first step is to recognize when you have DANCE ele­ments in your proj­ect. Instead of getting frustrated, learn to accept the real­ity. Instead of trying to control, let go. Understand the limitations of traditional ap­ proaches; develop skills that help anticipate changes and fluctuations. To manage the unexpected, an organic approach is better suited. Cul­ tivate skills to sense, respond, adapt, and adjust (SRAA). Sensing skills help to develop acute awareness and help the user be vigilant to anticipate

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unexpected changes. Response prepares you to view unique situations and respond accordingly in that moment, instead of implementing a ready response. Adaptation helps to quickly adapt to new realities and adjust plans to accommodate changes. Recognize the DANCE and understand the limitations of traditional proj­ect management approaches and tools. When dealing with a proj­ ect that has a lot of uncertainty and ambiguity, SRAA combined with next generation techniques is a good complement to traditional ap­ proaches and can be instrumental in helping manage the DANCE. A master craftsperson uses his or her tools like a palette, knowing which tool to use for what purpose.

Identify an Ideal Environment As stated in Chapter 6, creating excellence involves forming a picture of an ideal environment—in terms of p ­ eople, pro­cesses, and the environment—­for imple­ menting proj­ects, starting with an honest assessment of the current real­ity. What would a ­future desired state look and feel like? What stimulates p ­ eople to want to work in this organ­ization and on specific proj­ects? A worthy discussion is to share and brainstorm ideas, resulting in output statements, something like: ­ eople. Highly qualified ­people, excited to be in this organ­ization, work­ P ing on proj­ects, enjoying trusting, collaborative relationships and full support, have fun and are extremely productive. Pro­cesses. Streamlined, easy-­to-­use, and intuitive pro­cesses ensure we have the means to get all proj­ects completed successfully. Environment. Every­one from top to bottom is attuned to project-­ based work so that the right proj­ects get done right. Would you be excited to work in this organ­ization? Get inputs and feedback from a cross-­section of ­people in an organ­ization, then share examples, actions, and im­ proved practices that w ­ ill help bridge the gap between real­ity and ideal. Use that gap to create energy and momentum t­oward change. Prepare yourself and o ­ thers to transform your approach to proj­ect management, no ­matter where you work.

Achieving Management Commitment for Proj­ect Success Ask, are you getting the support you need on your proj­ects? The answer most likely is prob­ably not! Proj­ects need upper manager/sponsor support to be successful. This point seems to surface everywhere we turn—­proj­ect man­ag­er testimonials, PMI Pulse of the Profession reports, Chaos reports, personal experiences, and so on. Is it true, or is it anecdotal?

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We de­cided to conduct experiments to prove or disprove the research hy­ pothesis that upper management support is crucial to proj­ect success. Bucero had already accumulated much data from lit­er­a­ture searches in his PhD stud­ ies. All seemed to support that correlation exists between upper management support and proj­ect success. Our experiments w ­ ere conducted in multiple seminars during Proj­ect Man­ agement Institute SeminarsWorld. We asked participants coming from multiple industries and geographies to pick a topic of concern to them, a current state that could be subjected to force field analy­sis. Each ­table was ­free to select their own topic. We asked them to craft a description of a current state, then identify forces that drove movement t­ oward a better state or restrained that movement. Likewise, identify forces that would make for, or prevent moving ­toward, a worse state. The concept being employed is that a steady state equilibrium exists—­forces in positive and negative directions balance each other. A next step in developing action plans is to increase positive and decrease negative forces, thereby improv­ ing the situation. Even small changes make a difference. Multiple small changes in force vectors (vectors are arrows with magnitude and direction), combined with a few large changes, become the basis for a solid change management plan. Results: Repeatedly, almost ­every group picked a deficiency relating to upper management support! Figure 9-1 shows a sample of flip chart results. This pattern repeats itself worldwide during ­these exercises. Upper man­ag­ers do not recog­ nize, understand, appreciate, and/or support the proj­ect management pro­cess. Frustration is rampant among proj­ect man­ag­ers trying to execute proj­ects where management support is non­ex­is­tent or less than desired. Suitable re­ sources are not allocated in a timely manner, ­people are pulled off proj­ects for other work, changes to requirements appear randomly, decisions and conflicts

Figure 9-1: Force Field Exercise Examples

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take forever to get resolved, proj­ect prioritization and se­lection are mysterious pro­cesses, with minimal linkage to any strategy, w ­ hether that strategy is directed or evolves. Negative politics prevail. Th ­ ese are just a few areas plaguing proj­ect, program, and portfolio management professionals trying to do their best work.

Force Field Analy­sis ­ ere is the exercise that assesses the forces that affect the environment within H an organ­ization (see Figure 9-2). It provides impetus to develop a set of action steps to change the status quo. 1. Discuss ways to get compelling action on forces that create equilibrium (status quo). 2. Create a force field diagram: —­ Select a statement that describes a prob­lem in the current environ­ ment. —­ Describe the current state, ideal state, and worse state. — ­Identify driving and restraining forces (see the list below) and their direction and magnitude. The sample analy­sis shown in Figure 9-3 shows four driving and four restrain­ ing forces.

Figure 9-2: ­Drivers and Restrainers

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9. environment skills 233 10 8 6

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k Te am w or

en t itm m Co m

te nc y sis Co n

bi la Av ai

sia th u En

lit

sm

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Figure 9-3: Force Field Diagram

SAMPLE DEFINITIONS OF STATES AND FORCES FOR DEVELOPING A FORCE FIELD DIAGRAM • Ideal state (10). Clear guidelines and focused work provide superior results and the means to accomplish e­ very mission. • Current state (0). Inconsistent proj­ect support creates confusion and conflict. • Worse state (–10). Proj­ect failures threaten our ability to continue the work we are d ­ oing. • Sponsorship. A single sponsor is assigned and actively supports each proj­ect. • Enthusiasm. The sponsor believes in and is passionately interested in the proj­ect. • Availability. Management time and resources can be obtained when needed. • Consistency. Each proj­ect benefits from management attention. • Commitment. A management team has expressed each proj­ect’s priority and fully funds in-­plan proj­ects. • Teamwork. Management collaborates as a team and models desired be­hav­iors. • Focus. Strategic goals are implemented through a clearly defined portfolio of proj­ects. • Vision. A shared vision for the organ­ization and each proj­ect are clear, convincing, and compelling.

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The good news is that any change in any force ­causes the status quo (equilib­ rium) point to shift. By knowing key operative forces, you can put together a comprehensive plan that includes nudges as well as large changes in force vec­ tors across the chart. Just as nature abhors a vacuum and seeks to fill it, changes in any force cause a movement in the equilibrium point, as long as counterbal­ ancing forces do not arise. A first step is to unfreeze the forces that hold the organ­ization in the status quo, perhaps by sharing this assessment with key stakeholders, focusing on one or a variety of the forces, and demonstrating its impact on proj­ects through a clever story. Then an imbalance needs to be in­ troduced to enable positive change. This can be achieved by increasing the ­drivers, reducing the restraints, or both. Engage man­ag­ers in dialogue to dis­ cover specific be­hav­iors and actions that better support proj­ect work. For ex­ ample, leverage the sponsor’s enthusiasm and commitment and get pledges to be pre­sent at start-up events, make decisions promptly, and be more consistent in setting and adhering to priorities. Set dates for follow-up reviews. Use the force field pro­cess, preferably as a team of change agents, to assess all forces operating in an organ­ization. Then prepare action plans that increase or decrease each force, e­ ither slightly or massively. Get o ­ wners to implement the plans and take pride in seeing changes happen! CASE STUDY This case study describes an environmental assessment pro­cess and subsequent action plans to improve proj­ect management in an organ­ization called Grupo Eroski. The organ­ization had eight formal proj­ect man­ag­ers and about 150 em­ ployees. The com­pany manages internal IT infrastructure proj­ects. They ­were conscious that proj­ects ­were delayed, they had many unexpected changes dur­ ing proj­ect life cycles, and ­there was a lack of proj­ect sponsorship. They real­ ized that they needed to improve proj­ect management in the organ­ization. They outsourced a consulting com­pany (BUCERO PM Consulting) to start up that improvement initiative. I (Bucero), as the proj­ect management con­sul­tant, acted as a guide for the proj­ect man­ag­ers and executives of the organ­ization, helping them understand how to create the right environment for successful proj­ects and build proj­ect man­ag­ers’ credibility. At the beginning of this initiative, we ran an assessment to identify the organ­ization’s maturity level in proj­ect management. We also did a review of all proj­ects. The findings ­were very meaningful for the executives, helping them understand where they ­were in terms of proj­ect maturity. They came to understand the com­pany could make many improvements that would have a very big business impact. Participants in the maturity assessment survey included professionals with distinct roles: proj­ect man­ag­ers, functional man­ag­ers, and the IT director of the organ­ization. ­After we ran that survey, an action plan was developed, and it was implemented over a period of two years. Now the functions of the proj­ect man­

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ag­er are better understood and recognized by every­one in the organ­ization. Cus­ tomers, executives, and team members in the organ­ization see proj­ect man­ag­ers as more credible. They have been able to create a better environment for proj­ect success, and they learned how that effort affects the entire organ­ization. THE ASSESSMENT To evaluate the maturity of the organ­ization, we used the Environmental Assessment Survey Instrument (EASI), which is very effective and focuses on the ten component areas of orga­nizational maturity identified by Englund and Graham in Creating an Environment for Successful Proj­ects (2019). The com­ ponent areas on which organ­izations are evaluated include changing to a project-­based organ­ization, developing a strategic emphasis for proj­ects, upper management influence, core team pro­cesses, orga­nizational support for proj­ect management, developing a proj­ect management information system, devel­ oping a plan for proj­ect man­ag­er se­lection and development, developing a learning organ­ization, developing a proj­ect management initiative, and devel­ oping a proj­ect management culture. Th ­ ere are ten questions for each area, and the survey takes no more than twenty minutes to complete. Before ­running the survey, I (Bucero) asked all participants to be honest and speak the truth, ex­ plaining to them that nobody would be punished for providing candid, truth­ ful answers. This approach worked very well. It helped participants reflect about what was actually happening within their proj­ects. I sat down with selected ­people while they filled in the survey. Afterward, we spent time talking about the proj­ects they managed and their perceptions and feelings. All ­people interviewed showed a positive attitude in answering the survey questions. The questions ­were scored from 1 to 7. The results ­were as shown in Figure 9-4. Dif­fer­ent answers and point of views from se­nior and ju­nior proj­ect man­ag­ers turned out to be very in­ter­est­ing. Some executives interviewed also had varying responses to the same questions. For example, upper executives scored high in the project-­based organ­ization (PBO) questions, but functional man­ag­ers did not. This was an unexpected result. When I went into depth in the PBO area, I discovered that functional man­ag­ers dealt with proj­ect man­ag­ers on a daily basis, and they cared about their proj­ects—­they talked to their stake­ holders and tried to dialogue with them—­but upper executives did not seem to care about proj­ects. They had an attitude that ­there was nothing in it for them; at the same time, they wore the proverbial rose-­colored glasses and be­ lieved that every­thing was ­going just fine. In the PM information system questions, a similar t­ hing happened. When I explained to the managing director that the organ­ization lacked data for most proj­ects in the organ­ization and that this could have a significant impact on the business, they began to understand the value of applying proj­ect management discipline. Their be­hav­iors changed, and they started listening to me.

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RESULTS AND RECOMMENDATIONS Eroski’s average scores are the lighter bars in Figure 9-4. The darker bars on top are the comparative or benchmark cumulative average scores from the many thousands of respondents worldwide who have completed the survey. The group average across all areas was never higher than 4.5. The highest individual aver­ age was 4.9, and the lowest was 2.8. The data showed that the organ­ization’s proj­ ect management culture was weak. • The change to a project-­based organ­ization. The proj­ect man­ag­er position was not recognized in the organ­ization as a formal job but as a temporary assignment. Proj­ect man­ag­ers perceived proj­ects to be impor­tant for the organ­ization, but proj­ect man­ag­ers did not feel supported by the organ­ization. ­There was also a lack of communica­ tion among proj­ect team members. One of the reasons was that many of them ­were working on multiple proj­ects. • Strategic emphasis. The strategic emphasis was low. Most of the p ­ eople interviewed said that proj­ect objectives w ­ ere not linked to strategic objectives. Th ­ ere was no formal proj­ect se­lection pro­cess in place. • Management support. The general perception was that management did not give the necessary support to proj­ect teams, and they did not

EASI BENCHMARK CUMULATIVE AVERAGES Level 0

CUM AVG

COMPONENT Project Based Organization

4.4

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PM Select & Develop Learning Organization

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Figure 9-4: Survey Results

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recognize the efforts put into proj­ects. P ­ eople felt they ­were working on too many proj­ects. Proj­ect priorities ­were not consistent, t­ here was no proj­ect management methodology, and proj­ect man­ag­ers did not have enough authority in the organ­ization. Management was focused on control rather than results. Most proj­ect team members lacked commitment. Proj­ect team support. Most team members did not work only on one proj­ect. Every­body felt they worked on too many proj­ects. Team members thought that teamwork was not recognized by the organ­ ization, leading to the lack of commitment noted above. Orga­nizational support. Proj­ect priorities ­were not consistent for all departments in the organ­ization. ­There was no common methodology. Orga­nizational focus was on operations, not on proj­ects. The proj­ect man­ag­er did not have enough authority in the organ­ization. Some­ times the orga­nizational structure created obstacles for proj­ects. Proj­ect management information system (PMIS). Th ­ ere was no PMIS. The organ­ization had some tools that ­were used to control proj­ect resources and proj­ect cost. Proj­ect management se­lection and development. ­There was no formal pro­cess for assigning proj­ect man­ag­ers to proj­ects. Th ­ ere was no professional development plan for proj­ect man­ag­ers; they did not have a defined proj­ect management ­career path. Orga­nizational learning. The general opinion was that the organ­ ization was not promoting creativity. Orga­nizational decisions w ­ ere not made based on previous documented experiences. The organ­ ization did not do proj­ect reviews. Proj­ect office. ­There was only one person, working part time, to push proj­ect management into the organ­ization. The organ­ization did have a proj­ect inventory and a common repository for proj­ect documentation. Proj­ect management culture. Not all proj­ect stakeholders knew proj­ect status. Th ­ ere was no homogeneous proj­ect management discipline across the entire organ­ization. The organ­ization did not run proj­ect reviews and proj­ect snapshots. The overall opinion among p ­ eople interviewed was that not every­one spoke the truth about proj­ect work.

I made recommendations for each area. My goal was to improve the culture and build credibility. I made suggestions in each of the ten areas investigated, but the main issue was how to start. What would be first? Although ­there is a common tendency in many organ­izations to put the focus on weak areas identified in a maturity survey, we focused on the highest scores.

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We had eight proj­ect man­ag­ers who did a few ­things well; we needed to believe in and give them the benefit of the doubt. We needed to demonstrate to the organ­ ization that role models w ­ ere pre­sent and that t­ here was room for improvement; they already had potentially skilled professionals to manage their proj­ects. FOLLOW-UP AND IMPLEMENTATION My recommendation was to start working in all the areas in which the scores ­were the highest. ­These ­were proj­ect man­ag­er development, proj­ect management information system, and the change to a project-­based organ­ization. Then we prepared an implementation plan. Figure 9-5 shows some of the activities we did. We started by reviewing r­ unning proj­ects and delivering foundational train­ ing on proj­ect management. We used colors to show pro­gress—­red (light): pending; yellow (dark): in pro­gress; green (medium): completed. We updated this matrix on a monthly basis. The charting pro­cess was very helpful not only for showing pro­gress but also to learn about failures and to apply corrective actions. I visited the customer three days per month, and one day out of the three I was available for every­body, answering questions or solving prob­lems. On the eve­ning of the second day ­every month, I or­ga­nized a two-­hour seminar focused on soft skills (effective pre­sen­ta­tions, communications, teamwork, building relationships, and leadership). The content of ­those seminars was reinforced by PM newsletters (two-­page documents explaining proj­ect management concepts and practices) and forums where p ­ eople shared stories about what they w ­ ere d ­ oing that worked well (or ­didn’t). It was crucial to get upper man­ag­ers into the classroom, so they fully understood what proj­ect management is and what proj­ect man­ag­ers do, not just intellectually but in practice. They also learned how their decisions and ac­ tions affected pro­gress on proj­ects. In addition to PMs and upper man­ag­ers, I in­ vited team members and other man­ag­ers to attend some seminar sessions. At the beginning, ­people interacted with difficulty, but a­ fter two months p ­ eople felt more and more comfortable, sensing that they w ­ ere all in the same boat together. The focus of the follow-up activities was on reinforcing the importance of the proj­ect man­ag­er role in the organ­ization, ­because proj­ect man­ag­ers are es­ sential to proj­ect and orga­nizational success. The basic PM training for manag­ ers/executives, proj­ect man­ag­ers, and team members and the mentoring pro­cess we put in place w ­ ere an effective combination. CRITICAL SUCCESS ­FACTORS We believe t­ here are a number of critical f­ actors that helped to create an envi­ ronment more conducive to proj­ect success and to build proj­ect man­ag­ers’ cred­ ibility in Grupo Eroski. We suggest: • Assessing the environment for d ­ oing project-­based work, then leveraging areas of strength and addressing areas for improvement.

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GRUPO EROSKI FIRST PHASE ACTIVITIES

CALENDAR RESOURCES INVOLVED

Nov Dec Jan Feb Mar Apr May Jun Jul Aug Sep Oct

PROJECTS REVIEW PM Interviews

ALL PMs

Project Documentation review

ALL PMs

Assignment process review

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SELECTION PROCESS REVIEW

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STAKEHOLDER ANALYSIS

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PM Newsletters Communication about PM News

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NEXT PHASE PLAN

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Figure 9-5: Schedule of Activities

• Asking questions of proj­ect stakeholders and holding face-­to-­face meetings. • Speaking the truth to power. Say what you believe and act consis­ tently with what you say. One example was the generation and distribution of a PM newsletter; executives became more and more familiar with proj­ect management jargon, messages, and discipline.

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• Speaking the language management understands. Talk about results, tangible ­things, and ROI. This ensures a higher probability of man­ agement support. • Spending time talking with team members and man­ag­ers, sharing proj­ect mission and objectives, difficulties and successes. • Using your passion. • Being positive and inspiring a similar attitude in your p ­ eople and upper man­ag­ers. In general, all results so far on EASI could be better. Lit­er­a­ture research con­ ducted by Bucero for PhD candidacy found that top management support is the number-­one ­factor that contributes to proj­ect success. Using 750 surveys from 1,900 collected from PM seminars worldwide, a correlation study demonstrated that all variables used in the EASI model contribute to proj­ect success. However, the variable which contributes more statistically is upper management support. RESULTS AND LESSONS LEARNED Creating an environment for proj­ect success and building proj­ect man­ag­er cred­ ibility takes a lot of time, but it is pos­si­ble. It took almost two years to change the attitude of proj­ect man­ag­ers, man­ag­ers, and team members at Grupo Eroski. Upper man­ag­ers perceive value when they see tangible results. Achieving small wins was a first key. For example, I (Bucero) asked for upper management’s sup­ port in requiring proj­ect man­ag­ers to prepare a proj­ect charter when a proj­ect started. I spent time with all proj­ect man­ag­ers and executives explaining the value to them and the why, the what, and the who of creating a proj­ect charter. That effort took me more than six months of passion, per­sis­tence, and patience, but it worked. Also, at the beginning of this endeavor, most proj­ect man­ag­ers ­were very focused on planning activities for their proj­ects and did not take care of their team members. The result was demotivation. We changed this with per­ sis­tence and patience. I then invited team members to attend proj­ect management seminars on a monthly basis. More and more, team members became conscious of the activi­ ties and obligations of a proj­ect man­ag­er. They came to better understand the role of the proj­ect man­ag­er and saw proj­ect man­ag­ers as necessary for e­ very proj­ ect in the organ­ization. The same t­hing happened between proj­ect man­ag­ers and upper man­ag­ers. The pro­cess of ­running proj­ect reviews provided man­ag­ ers and proj­ect man­ag­ers with the opportunity to share proj­ect status, issues, prob­lems, and achievements. It was ­great. They learned together about their proj­ects. They learned from successes and also from failures. If you create the right environment for successful proj­ects, your proj­ect man­ ag­ers ­will have more formal authority, more management support, and more recognition. Every­body in the organ­ization w ­ ill see proj­ect man­ag­ers as vital for proj­ect success.

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We learned that leadership credibility is based on how a leader deals with ­people’s attitudes, be­hav­iors, and patterns—in other words, how strong his or her soft skills are. H ­ ere is some key advice for proj­ect man­ag­ers to put into practice: • Be passionate. • Be per­sis­tent; building credibility is a lengthy pro­cess, but it is not impossible. • Talk to your man­ag­ers frequently. Do not wait to be asked about your proj­ect. • Say what you believe and act consistently on what you say. If you promise to do something, do it. • Be honest. • Team members believe in their leaders when they believe the leaders have their best interests at heart. • Provide ser­vice to your p ­ eople.

Action Planning A most notable experience was when James Lee, president of Shive-­Hattery, an architectural and engineering firm, engaged Englund to facilitate his complete management staff on contents of Creating an Environment for Successful Proj­ ects. All fifty-­five man­ag­ers w ­ ere required to read the book. In his closing com­ ments to the workshop they all attended, the president read excerpts from the book. Man­ag­ers at this com­pany also participated in regular book club meet­ ings, discussing business, leadership, and management books. The EASI had been tailored to this professional ser­vices organ­ization and sent separately to upper man­ag­ers and proj­ect man­ag­ers. Summary differences ­were noted, specific priorities ­were identified, and action plans ­were created during a working session. They continue with a standing agenda for their Creating an Environment for Successful Proj­ects Initiative at their com­pany operations group meetings that occur ­every other month. The Environmental Assessment Survey Instrument is available at www​ .­englundpmc​.­com (click on the “Offerings” tab) and in the companion book The Complete Proj­ect Man­ag­er’s Toolkit. You can review your answers to the Environmental Assessment Survey Instrument to see how you scored your specific proj­ect environment relative to how other proj­ect leaders scored theirs. The percentile ­table that comes with the benchmark report allows you to determine in what specific percentile you fall based on your average score in each of the ten components. Use this data as a guide for preparing EASI action plans, following the ActionPlan template file that is available at www​.­englundpmc​.­com. The sample filled-in template pro­ vides examples of action steps that may increase your competitive advantage.

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Figure 9-6 depicts a sample template. Enter your personal scores from EASI, then look at the benchmark score, which comes from a report with the cumu­ lative worldwide average. Use you score compared to the benchmark as guidance on what action steps to propose. For areas in EASI where you scored high, what action steps can you take to reinforce and expand the practices that led to that high score? Remember to identify meaningful action-­oriented steps within your purview, not just state what you think ­others ­ought to do or what the organ­ization needs. For areas where you scored low, what can you propose to do differently? What practices can you implement that w ­ ill improve your score? Seek out best practices from other prac­ti­tion­ers to aid in this pro­cess. The goal of this exercise is to assess your environment and then identify practices that can be ­adopted, adapted, and applied in any organ­ization. Use the Englund and Graham (2019) book Creating an Environment for Successful Proj­ects, Third Edition as a guide. Use the data you gathered, and the action plans you developed, to communi­ cate with ­others about the need and means to improve your proj­ect environment. As many man­ag­ers are data-­driven, capturing data from a wide variety of sources and presenting comparison data are excellent means to get management’s atten­ tion about the need to focus on improving the proj­ect environment. Upper man­ ag­ers w ­ ill be particularly interested in your plans to reinforce or leverage strong areas and to identify development opportunities or competitive disadvantages. Based on your EASI scores, comparison of your averages with the bench­ marking data provided, the action plan template, and other material in this book, what is the essence of your plan to create an environment for more successful proj­ects in your organ­ization? What specific steps do you intend to take in or­ der to make a difference in how p ­ eople implement project-­based work?

Figure 9-6: Sample Action Plan Template

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Reactions to Assessment: Online course participants completing this assess­ ment had t­ hese reactions to the following questions: • Did it prompt you to think about areas that you had not considered before? What w ­ ere they? The most thought-­provoking area for me was proj­ect management office. It also explained why we are having so many prob­lems getting the ball rolling, and I think that is ­because ­t here is a disconnect between the organ­izations goals to be more proj­ect based, and the a­ ctual teams completing proj­ect work. Proj­e cts are initiated and planned by each department, and each department does ­things differently. ­T here are no common practices, recom­ mendations, reporting, achieving or anything that allows us to r­eally see how o ­ thers are operating and being successful, and no standards for con­ firming successful proj­ects. I think if we had a proj­ect management office it would help standardize ­things, and educate the organ­ization about success­ fully executing proj­ects. • How might such an assessment prove valuable (or not) in your organ­ization? I ­really thought this was a meaningful assessment ­because it took a look at proj­ect work for all areas of the organ­ization, not just the proj­ect team as you would possibly expect. It can show what our overall areas of strength and weak­ ness are, and then even further into the details and characteristics making up each of the ten categories. I think this assessment is rather subjective, so I think it would add more value to have a larger number of ­people within the organ­ ization fill it out, and then find the patterns and averages to provide a more com­ plete picture. I think this assessment would be an “eye opener” for ­those who may be over-­confident about our abilities as a project-­focused organ­ization but could also provide direction to where to begin to improve.

Role of Sponsors Proj­ect success or failure often depends on how well the proj­ect sponsor com­ municates and establishes a relationship with the proj­ect man­ag­er, the customer, and other proj­ect stakeholders during proj­ect life cycles—­the environment in which they operate. Proj­ect sponsors often do not understand their roles and responsibilities for the proj­ect. In some situations, this occurs b ­ ecause nobody explains their responsibilities to them. ­Those circumstances generate many com­ munication and execution prob­lems. Most organ­izations try to improve proj­ect success rates through develop­ ing proj­ect practitioner’s skills, proj­ect methodologies, proj­ect procedures, thus transforming organ­izations into project-­based organ­izations. Since proj­ect suc­ cess or failure is not entirely within the control of the proj­ect man­ag­er or the proj­ect team, executives need to be involved too.

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Organ­izations have environmental issues, such as orga­nizational changes, resource constraints, strategic changes or regulations, and they may influence the pro­gress and outcomes of proj­ects. This is why executive support needs to be built for proj­ect success. Empirical evidence shows that t­here is a relationship between how well the sponsor supports proj­ect management in an organ­ization and proj­ect success. Bucero’s doctoral research identifies that the variables beliefs, goals, public, and support are the most significant variables that affect proj­ect success. ­These results provide insights into se­nior man­ag­ers regarding the role of the sponsor in organ­ izations to contribute to proj­ect success. Proj­ect sponsors should especially focus on proj­ect awareness, and the context in which work is happening, by demonstrat­ ing beliefs in proj­ects, establishing clear goals, being public, and being supportive. Even when several proj­ect sponsor role definitions exist, this research has demon­ strated that good understanding and personal commitment to proj­ect manage­ ment, effective procedures, and knowing how their be­hav­iors affect proj­ect work are also key ­factors that contribute to proj­ect success (see Figure 9-7). This out­ come adds to knowledge about desired be­hav­iors from sponsors in organ­izations. Theoretically, the findings contribute to the growing body of executive sponsorship and orga­nizational proj­ect management lit­er­a­ture. In the field of strategic management, the findings provide material to stimulate discussion on the advantages of executive proj­ect sponsorship oversight for strategic initiatives and the investment in proj­ect management in terms of long-­range orga­nizational strategy. The findings also open the door to explore the question as to w ­ hether or not the proj­ect sponsor role is a strategic competency that deserves contin­ ued investment. An implication for executives desiring environmental changes is to explore the role of excellence in proj­ect sponsorship, moving from poor sponsor per­ for­mance to higher levels of maturity. Where proj­ect man­ag­ers contribute to better per­for­mance on project-­based work, achieving additional higher levels of support from sponsors for proj­ect, program, and portfolio teams can vastly improve proj­ect success rates. Project Awareness

Context Awareness * * * *

* * * * *

Understands Commitment Procedures Affect

Beliefs Goals Public Support Rewards

Project Success

Figure 9-7: Sponsorship Model for Proj­ect Success

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Given the generally poor results from many current proj­ects, significant im­ provement may occur when sponsors up their involvement. This can happen by demonstrating increased commitment to each proj­ect selected via a proj­ect portfolio management pro­cess, participating in proj­ect start-up events, and ac­ tive sustained involvement throughout proj­ect life cycles. More verbal gestures, such as thank you, good job, well done, and keep up the good work, help to share their beliefs about why proj­ects are impor­tant and how they contribute to stra­ tegic goals. Setting up rewards and recognition for work accomplished may range from ­simple thank-­yous to more elaborate bonuses. Large-­scale initiatives are not required to apply t­ hese insights. Many changes may occur by modification of be­hav­iors, driven by increased awareness about how they impact the envi­ ronment that creates proj­ect success.

Summary A complete proj­ect man­ag­er realizes the transformational effects of paying at­ tention to and creating an effective operating environment. An environment that supports proj­ect work is prob­ably the single most impor­tant ­factor that affects the probability of success of e­ very proj­ect. Furthermore, having executive spon­ sors who are actively engaged is a leading f­ actor in proj­ect success. • Be sensitive to cultural f­ actors, knowing the variability of values that exist in diverse cultures. • Seek to create a culture of productivity. • Embrace chaos as a natu­ral operating state. • Understand the patterns that exist in nature and how p ­ eople behave. • Put more time, effort, and attention into environmental ­factors affecting project-­based work. • Describe an ideal environment that can drive changes to make it happen. • Identify ways to make virtual teams operate effectively. • Create opportunities for conditions that expose proj­ect personnel to a variety of best practices. ­These initial conditions, such as assess­ ments, training sessions, dialogue with ­others, or consulting, may lead to enormous changes in the operating environment. • Use survey instruments to assess the environment, conduct force field exercises, create action plans that honor p ­ eople and the culture, and create a high probability of success in your organ­ization. Then take action and reap the benefits. • Know the key role that sponsors bring to creating environments that vastly improve proj­ect success rates. Take action to cultivate in­ creased sponsor support.

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10 Change Management Skills All meaningful and lasting change starts first in your imagination and then works its way out. Imagination is more impor­tant than knowledge. —­Albert Einstein

Integration

Leadership/ Management Personal

Market/ Customer

Negotiating Sales

The Complete Project Manager

Change Change Management M anagement Management

Political

Conflict Management Environment E i t

Project Management

Organization Humor/Fun

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By definition, proj­ects create change, and all attempts to improve proj­ect suc­ cess rates involve change. Integrating change management skills is requisite to achieving complete proj­ect man­ag­er status. Since the environment for ­today’s proj­ects involves so much chaos, as identified in Chapter 9, complete proj­ect man­ag­ers would be well served by becoming skilled at managing the inevitable changes that arise from the chaos. In this chapter, we share thoughts about managing change, describe the three-­part change management pro­cess, and discuss the need to be adaptable. We use an example of implementing a proj­ect office for orga­nizational change to illustrate the phases of change management and a banking case study to ex­ plain approaches to implementing change. We compare and contrast change control with change management. We also share examples from other proj­ect man­ag­ers about their experiences in managing change.

Managing Change On August 3, 1492, Columbus set sail from Palos in southern Spain in search of a western route to Asia. He was convinced that the world was round, although nearly every­one ­else in Eu­rope believed that it was flat. Most ­people believed that a ship sailing due west would fall off the edge of the earth. Columbus did not find the route he sought, but he did confirm his suspi­ cions that the earth was a sphere. A ­ fter months of exploration and the loss of one ship, he returned to Palos on March 15, 1493, as a hero. In a m ­ atter of months, Eu­ro­pe­ans’ perspective on the shape of the earth began to change drastically—­ but not every­one was ready to change their minds about the earth. Every­one resists change. For many years, we thought that proj­ect leaders liked change but every­one e­ lse did not. As visionary proj­ect leaders, we always felt that we ­were drawing reluctant followers into the ­future. But we fi­nally re­ alized, a­ fter extensive studying and reflection on the idea, that proj­ect leaders do not like change any more than followers do u ­ nless, of course, it is their idea. REASONS FOR CHANGE AND TYPICAL RESULTS OF CHANGE EFFORTS ­These environmental f­ actors consistently affect most industries and spur most organ­izations to consider new responses: • External ­factors — Obsolete products — Customer requirements — ­Competitive offerings — Time compression • Internal ­factors — No consistent methodology across organ­ization — ­Lack of skill

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— ­Training is not producing results — Inadequate support —­ Proj­ects do not meet scope, schedules, and bud­gets ­These are typical, haphazard responses, but they are not usually effective: • Actions — Exploit new technology — Institute policies and procedures — ­Search for new customers — Solve new prob­lems — Focus on solutions, not just products • Reactions — ­Initiate proj­ects . . . ​more proj­ects . . . ​and even more proj­ects — Delays . . . ​failures . . . ​more proj­ects . . . ​hastily conceived proj­ect office • Results — 80 ­percent or so of work is attempted through proj­ects — Organ­ization fails to execute its strategy and becomes an in­effec­ tive project-­based organ­ization — Something needs to change Always bear in mind the words of caution expressed centuries ago by Niccolò Machiavelli: “­There is nothing more difficult to take in hand, more perilous to conduct, or more uncertain in its success, than to take the lead in the introduc­ tion of a new order of ­things.” EXPECTING RE­SIS­TANCE TO CHANGE Making a change is very difficult. It is widely accepted that ­there is a degree of pain that underlies even the happiest of lives. This suffering is self-­inflicted. Its root cause is ignorance reinforced by attachment, expressed as grasping onto ­things we want but cannot have and pushing away ­things we do not want but cannot avoid. For instance, I (Bucero) am a f­amily lover and want to be with my f­amily most of the time. However, my professional life as a proj­ect man­ag­er and as a con­sul­tant has changed over the last few years. Business and the economy in Spain went down, and I had to travel more frequently than usual in order to get business in other countries and make a living. That situation provoked suffer­ ing. I felt that I was always working and far away from my f­ amily. But the situ­ ation was as it was, so I had to be flexible. I adapted to my new way of professional life. I remember my ­father’s words, “In your professional life, the only inflexible ­things are stones,” e­ very time I go through changes in the proj­ects I manage. Complete proj­ect man­ag­ers need to be flexible when change is needed.

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MOTIVATION TO CHANGE Change is always a constant, and we sometimes have a choice to make or help it happen. Motivators for change are suffering, avoidance, and the achievement of plea­sure. Of course, ­these are linked. The avoidance and elimination of pain is pleas­ur­able. R&D and new commercial-­product development proj­ects can rep­ resent plea­sure acquisition. Most per­for­mance improvement proj­ects represent suffering avoidance. Both face re­sis­tance to change. Re­sis­tance seems to grow exponentially with the degree to which the change threatens the structures we are used to. But we do not want to wait for our suffering to become so bad that it overcomes our re­sis­tance to change. We want to be able to proactively change the ­things we have control over to improve our per­for­mance. Re­sis­tance is both positive and negative. Often fear has a rational quality, and if it is managed well, it provides a solid base for managing risk and making effective decisions. By assessing the negative possibilities, we can find means for avoiding them or moderating their effect. It is by examining re­sis­tance that we make decisions regarding the best way to make a desired change. Remember, fear is natu­ral. Our courage is defined by the way we address our fears. Attachment is natu­ral; our ability to be proactive is defined by the degree to which we address our attachment. If we can be mindfully aware of the under­lying feelings that create our re­sis­tance, we can respond rather than react. We can feel the fear or desire and note it before it turns into a thought and action stream (that sequence of m ­ ental, verbal and physical events that are ­behind our be­hav­ior) that drives us to react. Instead of immediately giving in to our fears and desires, we can analyze, plan, and act. Re­sis­tance to the implementation of PM methodologies exists at many levels in organ­izations. Most serious is re­sis­tance from executives and se­nior man­ag­ers. They are the ones who decide ­whether to address the under­lying prob­lems, ignore them, or push some Band-­Aid solution in the unfounded hope that it w ­ ill work. Once decision makers have bought into an orga­nizational change at any level, the re­sis­tance from ­others can be managed with relative ease, assuming it is recognized and included in the proj­ect plan. How to manage this re­sis­tance? Managing change begins with the recogni­ tion that a proj­ect w ­ ill affect the way p ­ eople work, their relationships, secu­ rity, authority, power, or any other tangible or intangible ele­ment they hold dear. With this recognition comes the likelihood of re­sis­tance. The next ele­ment is planning. Include in the proj­ect plan a strategy for avoid­ ing and moderating the impact of re­sis­tance. The strategy is translated into activities required to inform p ­ eople, at the right time and in the right way, of what is ­going on, how it may affect them, and what roles they are to play. It also includes staffing for support activities that provide a smooth transition to the new pro­cess, including training, coaching, and general hand-­holding. Activi­ ties to manage the change and re­sis­tance to it are performed throughout each proj­ect’s life, not just at the end.

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If re­sis­tance is found at decisionmaker levels, more subtle management is required. ­There is likely to be no proj­ect or the wrong proj­ect if executive and se­nior management re­sis­tance is not addressed during origination of the proj­ ect (the time when the proj­ect is a gleam in the eye of its champions) and dur­ ing proj­ect initiation and high-­level planning (when the proj­ect’s strategic approach is being defined). ­Here, the proj­ect champion(s) needs to courageously and skillfully build a case that cuts through irrational re­sis­tance while realisti­ cally addressing the potential for failure. Use the Change Re­sis­tance Tool in our online Toolkit to evaluate the re­sis­ tance to change. CHANGE READINESS The term “change readiness” refers to the degree to which a person or organ­ization is prepared to take a positive role in making change. The role may be that of a change agent or a change recipient. While readiness can be cultivated through a communication and education pro­cess, t­ here are times when all one can do is patiently back off and wait for another opportunity when readiness emerges. Readiness for change may be the result of reaching a point of insufferability or emerging from the ignorance that underlies our grasping and avoiding reflexes. Emerging from ignorance generally happens through an evolutionary pro­ cess that includes education and changes in the general ac­cep­tance of new ideas. For example, in proj­ect management improvement, general awareness and ac­cep­ tance of a set of best practices within a PM discipline is a prerequisite for many organ­izations to take action. That action requires a change to the way portfolios and cross-­project resources are managed as a means for addressing proj­ect per­for­ mance prob­lems. Prior attempts made to implement formal proj­ect and portfolio management may have been met with strong re­sis­tance and often failed. Re­sis­tance to change is a fact of life. P ­ eople often prefer an unpleasant but known situation to one that promises relief from suffering at the cost of chang­ ing the status quo. This re­sis­tance is based on fear of the unknown, grasping onto ­things such as perceived security and power, and attempting to avoid the unavoidable. The ultimate root cause of re­sis­tance is ignorance of the inevita­ bility of change and of the ability to, at least to some degree, proactively direct change. A positive effect of re­sis­tance, however, is that it can stimulate an effec­ tive risk management pro­cess. We can affirm that change management needs to be part of any proj­ect plan that involves orga­nizational change. CHANGE ASSESSMENT TOOL We suggest assessing readiness for a change using a tool. The purpose of the Change Assessment Tool in our online Toolkit is to increase orga­nizational aware­ ness regarding any planned change. It provides a high-­level risk analy­sis of poten­ tial areas affected, serving as a first-­level assessment of the situation. The risk is assessed regarding eight critical success ­factors of the foundation for the change.

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Use this tool with all stakeholder groups. It is useful at dif­fer­ent levels and with several functional groups. This tool serves to contrast opinions and can be used as a test for issues that might arise. The tool assesses: • Motivation to change • Change commitment • Change shared vision • Culture fits the change • Orga­nizational alignment • Communication • Transition planning • Skills

The Change Management Pro­cess in Three Parts PART ONE As change comes in many forms, let us take a specific example. Imagine that our goal is to implement a proj­ect office as a vehicle for orga­nizational change, especially a change ­toward a more projectized organ­ization. Creating a proj­ect office may be the “in” ­thing to do, but it is also fraught with perils. The first step, then, is to discover the pro­cesses necessary to lead orga­nizational change and create the conditions that w ­ ill enable change. This time is akin to the prepara­ tion of a proj­ect plan. Some ­will say the planning is a waste of time. Some may press for quick re­ sults and eschew the entire planning idea. O ­ thers may agitate to quicken the pro­cess and get to action sooner. But proj­ect and program man­ag­ers know bet­ ter. They know that planning is essential. For t­ hose who insist on skipping this first phase and taking a shortcut, ­here is a cautionary tale. In the spring of 1846, a group of immigrants set out from Illinois to make the 2,000-­mile journey to California. They planned to use the well-­k nown Oregon Trail to get ­there. One part of this group, the Donner party, was deter­ mined to reach California quickly and so de­cided to take a shortcut. They traveled with a larger group u ­ ntil reaching the L ­ ittle Sandy River. At this point, the larger party turned north, taking the longer route up through Oregon and then to Cali­ fornia. The Donner party headed south, taking an untried route known as Hast­ ings Cutoff. Since no one, including Hastings himself, had ever tried this cutoff, they had ­little idea of what to expect. Their first barrier was the g­ reat Salt Lake Desert, where they encountered conditions they had never ­imagined: searing heat by day and frigid winds at night. They faced an even more formidable barrier when they reached the Sierra mountains. ­Because the “shortcut” had delayed their pro­gress, it was winter, the worst ever recorded in the Sierra, and a severe winter storm forced the party to camp in makeshift cabins or tents just to the east of the pass which t­oday bears their name. The majority of ­these unfortunates spent a

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starving, frozen winter trapped in the mountains. P ­ eople resorted to cannibalism. Many of the party died, and ­those who survived reached California long ­after the other members of the original group from Illinois. The Donner party: • • • •

Had l­ ittle understanding of how difficult the journey would be Was inexperienced and traveling without a guide Took the g­ amble of their lives Followed a route that was vague, untested, unexplored, and un­ known • Had an impractical plan • Found themselves on a road to disaster A first conclusion for the proj­ect office team is that many have gone before you on a journey of orga­nizational change. Their collective experience forms the equiva­ lent of the Oregon Trail, a pro­cess showing a known way to reach the desired goal. Although this path may seem long, ignore it at your own peril. Second, although the Oregon Trail was well known and well traveled, it was not necessarily easy. ­There w ­ ere many difficulties along that trail too, and no doubt some travelers died. So, taking the Oregon Trail is no guarantee of success, but it seems to greatly increase the chances. Third, taking a shortcut leads into unknown territory, like the Salt Lake Desert. It may look all right on the map, but the map is not the terri­ tory. Shortcuts may lead to missed requirements and bad outcomes. When asked about how one would like to be perceived by o ­ thers, proj­ect man­ag­er Dennis H. applied the above cautionary tale. “­After the completion of a proj­ect, I would hope that the stakeholders would look forward to working with me again. As a proj­ect leader, I would like to have the reputation as the wagon master who led the settlers to Oregon, as opposed to the wagon master who led the Donner party.” So, read the books and articles about creating a proj­ect office (or what­ever your objective), seek out mentors, get a good map, and follow the pro­cess. Be clear about the prob­lems, who wields the power, where you are ­going, and how you ­will get ­there. Assess the environment prior to proposing a proj­ect office, identifying strengths and weaknesses that suggest and support or ­will veto or thwart the approach. As the goal is to optimize the per­for­mance of proj­ects across the enterprise, determine core values that form the foundation for all work in the organ­ization. Identify necessary players in the pro­cess and a leadership approach. The best advice for proj­ect office planners considering a shortcut was given by ­Virginia Reed, a Donner party survivor, advising, “Remember, never take no cutoffs, and hurry along as fast as you can.” PART TWO Part One of a change management pro­cess creates conditions that allow change to happen. In Part Two, you change the emphasis from planning to ­doing. Now

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is the time to make contact with t­ hose p ­ eople in the organ­ization who must ac­ tually carry out the planned changes. A military dictum asserts that “no plan ever survives contact with the ­enemy.” The members of the organ­ization are not the “­enemy” in the classic sense, but they can be expected to respond in ways that are perhaps not expected, not planned, or not even i­ magined. ­Here are some suggestions: • Be flexible. A plan is a meta­phor, not a law. Treat the orga­nizational change plan as a guide to be­hav­ior and not as an imperative. This is the essential idea in another military dictum that “a plan is nothing, but planning is every­thing.” • Beware. ­Things may go easily at first. Change agent teams often re­ port that initial efforts are met with easy ac­cep­tance. This often in­ stills a false sense of security, an idea that ­things ­will continue without much re­sis­tance. However, what it usually means is that the opposi­ tion has been caught off guard. This is an easy time to prevail—­until the opposition gets or­ga­nized. • Be alert. Unforeseen opposition could arise at any moment. The path may seem clear, but ­t here are lions, tigers, and bears hiding in the bushes. Develop a po­liti­cal plan and implement steps to approach the jungle proactively. • Be ready to improvise and make changes in the plan to adapt it to real­ity. Th ­ ere are three choices for ­every step in the plan. First, leave or exit a step if it does not seem to be working. The second choice is to modify that step, making changes based on the real­ity encountered. The third choice is to push on if the step seems to be working as planned. Find a small proj­ect that is in trou­ble, show how standard proj­ect management methods can help the proj­ect, generate a win from this proj­ect, and then use that win to develop legitimacy and move on to larger proj­ects. The proj­ect office team may suddenly find themselves involved in a huge, highly vis­i­ble, bet-­the-­company type proj­ect. This case requires a radically dif­fer­ent approach, an obvious change in plan. Some suggest that developing broad-­based actions ­toward a proj­ect office should begin with proj­ect man­ag­er training and then develop its expertise so that the office can eventually help in proj­ect portfolio management. However, it may be that assisting in portfolio management is the first task that the proj­ect office mem­ bers are requested to do. A change in plan would then be needed. Contact with the organ­ization often results in situations that seem chaotic. ­There is no clear-­cut, or­ga­nized approach to responding to chaotic situations. Consult your map and push on. PART THREE Part One is creating the conditions for change; Part Two is making the change. We are now ready to enter the final phase of the journey, the toughest part:

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making change stick. If the change agent team has made it this far, some amount of time has elapsed. The proj­ect office has no doubt changed many times, perhaps moving from a proj­ect control office, then to a proj­ect manage­ ment center of excellence, and perhaps on to a strategic proj­ect office. The organ­ization itself has prob­ably also changed many times, perhaps be­ coming more centralized, and moving to decentralized, then maybe back to cen­ tralized again. A chief proj­ect officer may have been appointed, with power equal to the chief operating officer, thereby defining a matrix diamond form of organ­ization structure. The CEO may have changed, perhaps several times. Sev­ eral management fads have come and gone as ­people have moved from zero-­ based bud­geting, been through major “Neutron Jack”–­style downsizing, tried reengineering and maybe even a balanced approach. If the proj­ect office team has existed through all that change and has imple­ mented the structures and pro­cesses suggested so far, they may begin to feel that ­these changes have become permanent, that they have made a lasting change in the organ­ization. Would that that w ­ ere true. Experience indicates a far dif­fer­ent scenario. Think of the organ­ization as be­ ing like a large rubber band, stretched between two hands. Adopting all proj­ect management changes has caused ­people in the organ­ization to twist, turn, and stretch. As long as the tension is maintained, the organ­ization remains in the stretched position. The moment the tension is released—­one hand releases the rub­ ber band—­the organ­ization snaps back into its original position (see Figure 10-1). Most large orga­nizational change pro­cesses become identified with one person or one group of ­people. As long as ­those p ­ eople remain in power in the organ­ization, massive efforts are expended to help power the change. Meetings are held, conferences are attended, committees are formed, and announcements

Figure 10-1: Rubber Band Stretch

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are made in the annual report. All this is done as orga­nizational members strive to show that they support the change. However, on the day that the lead person leaves the organ­ization, or perhaps the change agent team falls from power, every­thing stops. Meetings on the change pro­cess are no longer held. Commit­ tees are disbanded; every­one suddenly has higher priorities. The ­announcement in the annual report is forgotten. The visitor coming to the organ­ization the day ­after the lead person has left would have difficulty finding any trace of activity indicating that the change had ever been considered. The organ­ization snaps back that fast. The prob­lem of maintaining the change a­ fter the change initiators leave means looking forward to a changed state and starting to build the framework to achieve it. Apply leadership, learning, means, and motivation—­not two or three of the f­ actors but all four—to the components of orga­nizational maturity identified in Chapter 5 in Creating an Environment for Successful Proj­ects (En­ glund and Graham 2019). The goal is to reach the “tipping point” (Gladwell 2002), where key ­people, pro­cesses, and the environment align to support the changed state. The key to success is to maintain the pressure for so long that ­there is no one left in the organ­ization who remembers d ­ oing ­things any other way. When that is the case, ­there is no former situation for the organ­ization to snap back into, and so the new pro­cesses become orga­nizational real­ity. Good luck.

Change Control versus Change Management The term “change control” generally refers to the ­actual administration of changes to the proj­ect and ensuring that any changes are approved, incorpo­ rated, documented, and so on. Change management involves paying attention to the broader issues, mainly orga­nizational and h ­ uman resource–­related, that impact not only proj­ects ­going through change but also how ­people in general are being affected by any changes. This includes dealing with and overcoming re­sis­tance to change from individuals who may feel threatened by change and to reactions within the organ­ization b ­ ecause its current structure is not prepared to ­handle change. Change management does not just happen a­ fter a change is approved through a change control pro­cess but also occurs beforehand, in es­ tablishing if, why, how, and when any changes should be managed. Change control is the detailed pro­cess of managing changes to any of the ­triple constraints of the proj­ect. Change management is the pro­cess of manag­ ing p ­ eople to adopt, adapt, and apply a change. High-­performing proj­ect lead­ ers need to be ­adept at both. W ­ hether or not we get confused by the terms, it is impor­tant to think through ­these issues when implementing all changes at in­ dividual, team, proj­ect, and organ­ization levels. The change management steps—­create the conditions for change, make the change, and make the change stick—­apply to any initiative. For example, if an organ­ization w ­ ere to introduce a more detailed pro­cess for controlling changes

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to proj­ects, that would require following a change management pro­cess to get a change control pro­cess implemented. Likewise, if you want to be an evangelist for getting more proj­ect management pro­cesses implemented in your organ­ ization, you need to take a change management approach. Proj­ect man­ag­er Christen G. offers this perspective: The Proj­ect Management Institute’s PMBOK Guide defines change con­ trol as “identifying, documenting, approving or rejecting, and control­ ling changes to the proj­ect baseline.” It also describes it as “determining corrective or preventative actions or re-­planning and following up on action plans to determine if the actions taken resolved the per­for­mance issue.” From this, it can be seen that change control refers more to de­ termining what change is needed and what should be rejected. This is in contrast to change management, which deals more with change that has been approved to happen and implementing it. Lessons from Creating the Proj­ect Office (Englund, Graham, and Dinsmore 2003) talk about the stages of change management: lead orga­nizational change, understand sense of urgency, build guiding co­ ali­tion, develop vision and strategy, harness internal support; manage complexity, implement, keep moving, staff and operate; look forward and tell the tale. Th ­ ese terms deal with the same core objectives—­making sure change that is good for the organ­izations and/or proj­ects’ goals is authorized and leading the organ­ization through the change to ensure a positive outcome. The lessons also talk about creating an environment for change. I see this as more change within an organ­ization and not as much about a change request on a given proj­ect that only affects the outcome of the proj­ect. Change is necessary for companies to grow and become stron­ ger, more profitable companies, and it is part of having a strong change management system in place to allow this to happen. Proj­ect man­ag­ers are active in both activities yet in dif­fer­ent capacities. Change control is more of an adviser role to the pro­cess of performing integrated change control. Change management is an adviser role to the organ­ization and the be­hav­iors of the team members or employees affected by the change. In my experience, ­there are two distinct types of change—­change to the scope/time/cost of a proj­ect and change to a com­pany’s policies or purpose/vision. At my agency, t­ here are always changes on a proj­ect—­ our clients change scope frequently and we are often scrambling to change scope without changing the cost/time portions of the proj­ect—­ from which I’d say our change control procedures could use some im­ provement. Whereas regarding change management, we are at the tail end of a change to com­pany direction started a c­ ouple years ago. Th ­ ere has been a shift in advertising from more traditional forms (TV and

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print) to digital forms (online banners and social channels). Our agency has made it a mission to change to a more digital-­focused firm. This change has been met with re­sis­tance from some employees who w ­ ere comfortable in their known forums and scared of learning new ­things. So one of the biggest ­factors in managing this change has been the leadership team. In looking at the change phases, they definitely cor­ relate to what we have gone through. What I’ve found is that proj­ect man­ag­ers have been able to cross-­train with less re­sis­tance than some of the other departments, and we are seen as role models in reacting to the change.

Case Study If a com­pany, in this case a banking com­pany, is to remain among the leaders in the market, it depends on having the capacity to change be­hav­iors, skills, structures, and pro­cesses. This study describes a pro­cess of leading change that was necessary at Caja Granada, a Spanish banking com­pany, in order to reduce re­sis­tance to change and to take advantage of favorable existing conditions. ­Every change is traumatic by itself; this proj­ect required effort from every­body in the organ­ization. Some individuals responded well, while many ­others resisted efforts to change their be­hav­ior. Hewlett-­Packard Consulting in Madrid was chosen as the main contractor. As the proj­ect man­ag­er, I (Bucero) took on the task, with the team, of making ­things happen through proj­ect management skills and pro­cesses. The entire organ­ization needed to change to accomplish the proj­ect objectives. Success was pos­si­ble b ­ ecause of ­people’s willingness to learn, ability to motivate the proj­ect team, and refusal to give up in the face of extremely difficult situations. PROJ­ECT BACKGROUND AND CUSTOMER OBJECTIVES The customer was a leading banking com­pany in the south of Spain. For ten years, it had been a very large user of UNISYS systems and solutions and had experienced stability and good business results throughout that period. Systems and methods that remained static for many years and did not allow for rapid and substantial change now came ­under tremendous competitive pressure. The customer had a very clear idea that users ­were happy using the old sys­ tem. But a change was needed as quickly as pos­si­ble in order to survive among banking competitors. The proximity of Y2K forced all financial entities to be prepared, meaning that they had to update or create pro­cesses, train p ­ eople, and upgrade or change technology. The proj­ect, Red C ­ astle, started in September. Red ­Castle was an informa­ tion systems strategic proj­ect. It consisted of functional and technological in­ novations that answered market and environment needs by implementing a hardware and software platform, developing a customized software package, and managing the change.

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Looking at all the changes required, my challenge became to start work with a new customer and understand all proj­ect stakeholders and their be­hav­iors. The client’s business objectives ­were: • Per­for­mance improvement. Some pro­cesses caused hours of delay while offices demanded more transactions. • Growth. The bank needed to increase the number of branches in its organ­ization without any loss of per­for­mance. • New technologies. They needed more value-­added competitive of­ ferings; changing their platform and software was a must. CHALLENGES One of the most complicated tasks was to convince upper man­ag­ers of the bank about the necessity of proj­ect planning. At the beginning, the customer was very involved. A ­ fter the first month, the customer asked for tangible results. I ex­ plained that planning is absolutely necessary for proj­ect success. I borrowed equipment and dedicated one team member to the startup of one machine in order to demonstrate to the customer how HP was able to operate in his plat­ form. That diminished customer pressure for a while. Managing challenges throughout the proj­ect was a part of managing the change and is a proj­ect man­ag­er’s responsibility. Clear communication and in­ timacy with bank man­ag­ers w ­ ere critical success f­actors. I tested the link be­ tween the Red C ­ astle proj­ect and the bank strategy—­that link proved very helpful for us throughout the proj­ect. At my prodding, upper management as­ signed the highest priority to this proj­ect. THE PRO­CESS Hewlett-­Packard’s corporate Proj­ect Management Initiative (a form of proj­ect office) had summarized a pro­cess for leading change. I applied the pro­cess (see Figure 10-2) in order to get support and minimize impact on the customer organ­ization.

4. Leading the change process

1. Identifying key players

The Process 3. Understanding behavioral patterns and reactions to change

2. Developing an implementation plan

Figure 10-2: Steps in a Change Pro­cess

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IDENTIFYING PROJ­ECT KEY PLAYERS It took more than two months to analyze all critical players in the customer organ­ization. Starting the first month, I or­ga­nized periodic meetings in order to get ­people involved and inform them of proj­ect status. One of my daily tasks was to be available for every­body in order to facilitate information flow and com­ munication among team members. One critical success ­factor was getting sponsors on board who had the author­ ity to commit resources and would support the proj­ect man­ag­er. The customer considered this proj­ect strategic and totally linked with business objectives. The HP Initiative model establishes four categories of key players: advocates, sponsors, agents, and targets (see Figure 10-3). I was the agent of the change, but honestly, at the beginning I felt like an advocate. I had to be proactive and self-­confident and had to get customer confidence to create an open line of communication. DEVELOPING THE IMPLEMENTATION PLAN The first t­ hing we did was identify events that would guarantee the change and help every­one understand the value of the change. We involved all team leaders early in the planning phase, discussing dif­fer­ent options to be implemented. This was not difficult b ­ ecause ­every team leader was responsible for a dif­fer­ent func­ tional area and knew the old system very well. We analyzed the gap between the old system and applications and the new one. Also, the plan needed to take into account changes to pro­cesses, systems, ­people, and the organ­ization. Then we developed a plan for implementing the change, considering the pos­si­ble impacts and contingencies in terms of pro­cess, ­people, and technology. We needed to ask for support from bank upper management in order to facilitate the change. I persuaded them by sharing facts and rationale to help them conclude that the plan for change was effective. When the plan was fin­ ished, we asked for approval for the implementation plan from the sponsor, and

Sponsor

• Authority to commit resources • Create environment to enable change

Agent

• Carry out change • Identify and influence

Target

• Receive or adjust to change • Need motivation and clarity

Advocate

• Wants change but lacks power • Identify and influence; share commitment

Figure 10-3: Roles in Change Management

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I got consensus from the steering committee and from other stakeholders in the organ­ization. UNDERSTANDING BEHAVIORAL PATTERNS AND REACTIONS TO CHANGE As usual in this type of proj­ect, we detected inhibitors to the change through­ out the proj­ect life cycle. I needed to have personal meetings with all branch directors to clarify proj­ect goals and objectives and convince them of the major benefits of the proj­ect for them and for their business. The bank imposed the change, but we explained group by group all the rea­ sons and justifications for that change. The result was that re­sis­tance dimin­ ished ­because we established good mechanisms for communication. The customer situation was stable in terms of pro­cess, ­people, and technol­ ogy, and the upper man­ag­ers of the bank knew how to motivate and compen­ sate ­people in order to ask for extra effort. They knew they could not ask for extra effort without compensation. Then they defined metrics and personal objectives for ­every team leader in the proj­ect. One success f­ actor in this pro­cess was to recognize dif­fer­ent behavioral pat­ terns and to allow enough time to work with every­body in the organ­ization. LEADING THE CHANGE PRO­CESS • Lead. We defined eight functional groups and specific goals for in­ dividuals. We empowered t­ hose team leaders to participate in most decisions. I usually needed upper management and customer support for getting t­ hese t­ hings done, but I could also influence o ­ thers with­ out a lot of power. • Test. We invited ­people to express their reactions to the changes. This feedback was very valuable in learning from errors and making im­ provements. • Recognition. We established metrics that allowed room for improve­ ment and recognized the efforts and achievement of the team and team leaders. • Follow-­up. ­Every proj­ect is alive and needs to be monitored. In this case the follow-up consisted of weekly brief reviews with team lead­ ers, analyzing the results and learning from our experiences. THE TEAM The team consisted of functional team leaders who owned the ­whole proj­ect life cycle for ­every functional area in the bank. E ­ very functional leader was respon­ sible for talking and meeting with end users, leading his or her software devel­ opment team, and managing all tests. HP con­sul­tants trained ­these leaders to

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be prepared for managing and motivating their teams, and the leaders ­were sup­ ported by an HP proj­ect man­ag­er. Steering committee members also participated not only in sponsorship tasks but in all communication and dissemination tasks that contribute to proj­ect suc­ cess. They talked to and supported ­people, boosting morale and recognizing their efforts in public ways. TOOLS USED • Teamwork exercises, using real meetings to put ideas into practice • Definitions of roles and responsibilities that ­were then published in planning documents • Change agent training • Daily communication among team members • Asking for feedback from e­ very team leader • Communication and re­spect among team members RESULTS Proj­ects frequently fail not b ­ ecause of technical reasons, but b ­ ecause ­people in the organ­ization refuse the change. The critical success f­ actor to implementing systems is the way in which ­human and orga­nizational ­factors are planned; tech­ nology is a second priority. This message was not understood by the w ­ hole management team at the beginning. It took six months of work to convince every­body. From the customer’s perspective, we can mea­sure results according to a number of par­a meters, but when we talk about the management of change, we talk about pro­cess, p ­ eople, and technology that are the enablers of a change. • Pro­cess. Pro­cesses need to be defined, modified, and used by ­people. Implementing new pro­cesses was one of the most difficult parts of this proj­ect, but ­people involved in that area ­were proud ­because they had the opportunity to contribute to proj­ect success and then be em­ ployees of a successful bank. By reviewing old pro­cesses, they defined new ones that enabled them to introduce new products to the mar­ ket. Pro­cess owner­ship was key. • P ­ eople. Another key result was the use of the system by end users. Step by step, each user adapted his or her be­hav­ior to the new system functionality and to the new pro­cesses. Any system is tested, mea­ sured, and evaluated by end users. In this par­tic­u­lar case, in the be­ ginning, end users at the branches ­were not engaged ­because they ­were not involved in the initial study, but their level of involvement grew in a positive way over a period of months.

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• Technology. At the end of the proj­ect, all software modules in the new application w ­ ere working, and the customer had a foundation plat­ form for building f­ uture information systems for the new c­ entury. Technical results w ­ ere improved over the old system. Per­for­mance was much better, and the system placed the customer in a position of technological competence within the financial market. LESSONS LEARNED We learned that the following f­ actors are key for proj­ect success: • Customer upper management sponsorship of the proj­ect is ­mandatory. • Linking the proj­ect to the bank strategy was fundamental. • Quality management was helpful. • Communication planning and deployment was difficult but was key for the change agent. • Encouraging end user participation is mandatory. I found that I had to have dif­fer­ent degrees of involvement in working with every­body on the team. The percentage of time spent working with ­people can be classified by proj­ect phase: Initiation and Planning Phase • 100 ­percent of my time was spent on scope validation and planning (time spent with the customer PM, team leaders, and other stake­ holders). Execution and Control Phase • 75 ­percent of my time was spent on communication management (with the ­whole team). • 40 ­percent of my time (weekly) was spent in proj­ect meetings (with team leaders, management, steering committee). • The rest of my time involved planning, monitoring, and control. Creating success in big organ­izations and on complicated proj­ects like the Caja Granada change initiative, even if you have excellent leadership backing it, re­ quires the involvement of many p ­ eople, as well as time, patience, per­sis­tence and, especially, upper management support. An explicit change management pro­cess like the one we followed is an indispensable tool in the proj­ect man­ag­er’s toolkit.

Proj­ect Team Adaptability A colleague and good friend, Michael O’Brochta, now operating as Zozer, Inc., shares this experience:

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Even the best-­laid plans in proj­ect management, no m ­ atter how care­ fully they are constructed, are subject to change. This was a revelation that came to me early in my proj­ect management ­career at the Central Intelligence Agency. In retrospect, I do not think the revelation about change came early enough. At the beginning of my ­career in the spy agency, I drew upon my elec­ trical engineering skills and the belief that the more I tried, the better I would become at precisely articulating the needs of the customer in well-­ crafted requirements that would stand the test of time unchanged. I dutifully listed requirements for tracking and locating devices that agents could use to maintain awareness of the whereabouts of all types of p ­ eople and vehicles. I even added requirements to ­these lists that I derived based on my growing understanding of not just what the cus­ tomer wanted, but what I understood that they needed as well. I got to be pretty good. I valued this reliance on precision; ­after all, I was an engineer. I was naive. Th ­ ings change. I could not control that fact. As I be­ grudgingly acknowledged my inability to control change, I proceeded into yet another self-­delusion. I began acknowledging requirements changes but worked mightily to prevent them from being introduced into my proj­ects. So what if the customer adjusted their needs? My view of my job was to be sure that my proj­ect was insulated from t­ hese changes to the degree necessary to proceed on schedule and on bud­get unscathed by the realities of change. I got pretty good at this too, proud of how I held my customer at bay while I drove myself and the contractors upon which I relied to stick with the original require­ ments lists. Indeed, I did deliver many proj­ects to completion precisely on bud­ get and schedule and fully satisfying all the requirements. Prob­lem was, some of ­these proj­ects became “shelf babies.” The deliverables, be they tracking and locating devices or other types of spy gear, occasionally did not get used by the customer—­they ­were placed on inventory shelves waiting in vain to be called into use. How could this be, I wondered? How could some spy gear that worked and met all requirements not get used? At this point my naiveté subsided and slowly was replaced by a bit of experience-­based wisdom. I came to understand that my job as proj­ect man­ag­er was not to pre­ vent change . . . ​but to embrace it. I understood that my job as proj­ect man­ag­er was to manage the impact of change. I understood the need to establish methods and pro­cesses for managing the changes that would surely occur. I would identify the most likely changes as risks and de­ velop responses to reduce the odds of the risks occurring and/or reduce the impact to the proj­ect if they did occur. I would establish baselines for requirements, and schedules, and plans, and anything ­else that was

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subject to change. I would manage by exception. If nothing changed, then I would proceed according to plan. When change did occur, then I would do a bit of analy­sis and determine the impact. That impact would be shared with o ­ thers so that they could decide if the value of making the change was worth the resulting impact. I would act upon their de­ cisions. At that time, I became aware of established methods and pro­ cesses for the management of change; Mil-­Std-973 for Configuration Management was a welcome eye-­opener. This was terrific stuff for a young CIA engineer who was emerging with proj­ect management skills. Revelation! My job was to manage change. Inflexibility is one of the worst proj­ect man­ag­er failings. You can learn to check impetuosity and to overcome fear with confidence and laziness with discipline. But for inflexibility of mind t­ here is no antidote. It carries the seeds of its own destruction. Some proj­ect man­ag­ers want to impose their habitudes and schedule when they work on a customer proj­ect. It is necessary to be flexible and adaptable to the customer schedule if you want to achieve customer team integration. We advise that wherever you go, you live as they live, eat as they eat, drink as they drink; other­wise, you ­will not be considered as an integrated part of the team. Teamwork and personal rigidity just do not mix. To work well with ­others and be a good team player requires being willing to adapt yourself to the team. Proj­ect team players who show adaptability have certain characteristics. Adaptable p ­ eople are: • Teachable. They are ­people for whom temporary pain or discomfort means nothing as long as they can see that the experience w ­ ill take them to a new level. They are interested in the unknown and know that the only path to the unknown is through breaking barriers. Adaptable p ­ eople always place a high priority on breaking new ground. They are highly teachable. • Emotionally secure. Proj­ects are uncertain, and you must believe in proj­ect success in order to achieve it. P ­ eople who are not emotionally secure see almost every­t hing as a challenge or a threat. They meet with rigidity or suspicion the addition of another talented person to the team, a new activity, or a change in the way ­things are done. But secure p ­ eople are not made ner­vous by change itself. They evaluate a new situation or a change in their responsibilities based on its merit. • Creative. Creativity is the ability to put ­things together in new ways. When difficult times come, ­people find a way to cope. The ones who do not react with fear are the r­ eally creative p ­ eople. They are ­people able to invent new ways to move forward and achieve results. • Service-­minded. P ­ eople who are focused on themselves are less likely to make changes for the team than p ­ eople focused on serving o ­ thers.

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­ oing nothing for o D ­ thers is actually the undoing of one’s self. If your goal is to serve the team, adapting to accomplish that goal is not ­difficult. How are you when it comes to adaptability? If improving team per­for­mance re­ quires you, as a proj­ect man­ag­er, to change the way you do t­ hings, how do you react? Are you supportive, or would you rather do ­things the way they have al­ ways been done before? The first key to being a team player is being willing to adapt yourself to the team, not to expect that the team w ­ ill adapt to you. ­Here are some ideas based on our experience that can help you become more adaptable: • Get into the habit of learning. For many years, I (Bucero) carried a card in my pocket. ­Every day when I learned something new, I would write it down on the card. By the end of the day, I would try to share the idea with a friend or colleague and then file the idea for f­ uture use. This got me in the habit of looking for t­ hings to learn. Try it for a week and see what happens. • Reevaluate your role. Spend some time looking at your current role on your team. Then try to discover w ­ hether ­there is another role you could fulfill as well or better than you do your current one. That pro­ cess may prompt you to make a transition, but even if it does not, the ­mental exercise increases your flexibility. • Think outside the lines. Many ­people are not adaptable b ­ ecause they get into negative ruts. If you tend to be prone to ruts, then write down this phrase and keep it where you can see it ­every day: “Not why it ­can’t be done but how it can be done.” Look for unconventional solu­ tions e­ very time you meet a challenge. You ­will be surprised by how creative you can become if you continually strive to do so. Proj­ects frequently change throughout their life cycle, and you need to adapt for the sake of your team. That way, you w ­ ill always have a chance to be suc­ cessful. Adaptability is a critical skill for complete proj­ect man­ag­ers. Spend time training your team to be more and more adaptable too, and you ­will become a better proj­ect man­ag­er. HELPING O ­ THERS RECOGNIZE A CHANGE PRO­CESS Simona Bonghez, PMP, who works out of Romania, shares this dialogue explain­ ing the learning pro­cess that she and her colleagues have experienced. Simona: Traditional proj­ect man­ag­ers focus heavi­ly on proj­ect mechanics (tools and techniques), sometimes forgetting the h ­ uman dynamics aspects: managing relationships and facilitating interactions. It has been proven that the rate of success can be raised if more attention is given to ­handle the in­ terest groups, whose support is needed or whose opposition needs to be

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overcome. Of course, we are talking about stakeholders, p ­ eople and groups with an interest in the proj­ect and who can affect the outcome; they may promote the proj­ect within the organ­ization and actively support it, but some of them may also perceive it in a negative way and therefore act against it. I would like to give an example, the case of an orga­nizational develop­ ment proj­ect within a construction com­pany. A professional with a high level of expertise in technical disciplines of engineering and technology was nom­ inated to take over the responsibilities of managing this complex, internal proj­ect. He was highly technically proficient and very good at motivating a team; however, this proj­ect presented him with a major challenge as stake­ holder management and communication w ­ ere quite “exotic” for him. PM: It was a huge difference from the proj­ects I used to be involved in (con­ struction proj­ects), an obvious twist from focusing on “hard” skills to ­handling “soft” skills. The fact that communication is “touchy-­feely” and wastes time is a myth; for this proj­ect I needed to gain the commitment and involvement of both management and employees of the organ­ization, and the only “weapon” I had was communication. I learned—­the hard way—­that in order to be effective I have to identify all relevant interested parties, to under­ stand their requirements and expectations, to anticipate their reaction, and—­ the most difficult part—to influence them. Simona: What do you consider the most essential interpersonal skills the proj­ect man­ag­er needs to use in order to influence ­others to act in a par­tic­ u­lar way? PM: Well, for me, the most essential interpersonal skills ­were communicat­ ing and understanding change management. I had to communicate with top management in order to gain their continuous support and to keep this proj­ect among ­those with high priority. I had to communicate with the di­ rectors and functional man­ag­ers in order to assure them that the changes had no negative implication on their positions, to allow them to understand the changes in their responsibilities and help them to accommodate. Some of their ideas ­were incorporated in our proj­ect, some of their initiatives had to be ­stopped, and each of ­these actions had to be justified, planned, prop­ erly communicated, and implemented. Simona: So, stakeholders’ management does not only stand for another ­so­cio­log­i­cal interaction with the proj­ect management field; its results are vis­i­ble in several “pure” proj­ect management aspects, such as planning of resources, of quality, change control. It clearly translates into quantitative and qualitative indicators and results. Do stakeholders’ analy­sis by the proj­ ect man­ag­er in the early stages of the proj­ect, document and pre­sent their requirements and expectations to the team. ­After the stakeholders’ interests are assessed (as well as the way that ­those can—­positively or negatively—­

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affect the proj­ect), develop a plan for managing relations with them—­gain their support, minimize opposition, and generally create a favorable climate for the proj­ect. PM: And this is not enough—­stakeholders have varying levels of responsi­ bility and authority when participating on a proj­ect, and ­these can change over the course of the proj­ect’s life cycle; their expectations can change or be in conflict with other stakeholders’ expectations. At the beginning of our proj­ect, one of the team members was an impor­tant supporter of the proj­ ect, but as t­ hings evolved, he realized that the proj­ect would affect his posi­ tion in a way that was not expected and, feeling threatened, he started to disrupt ­things. I learned that I should be vigilant, not take the current posi­ tion of the stakeholder as certain and be alert to external changes that may shift that position. Stakeholder management is a continuous responsibility of the proj­ect man­ag­er throughout proj­ect life cycles. Simona: Stakeholder management and communication is a proj­ect manage­ ment approach that twists the focus from proj­ect “hard” skills (content-­ related activities) to proj­ect “soft” skills (relational aspects). Of course, both dimensions are essential and should be well balanced. In order to attain this goal, it is necessary for the professionals dealing with proj­ects to become aware of the fact that stakeholders’ management tools represent a necessity with proven effective results. Remco Meisner shares the following episode to help ­others recognize the im­ pact of change, assess the temperature of an organ­ization, and understand what a complete proj­ect man­ag­er needs to do. Note especially how he shapes the dia­ logue through carefully crafted questions: At the startup of the proj­ect at a governmental organ­ization, Wim came to me and asked for my opinion. I had known him for about a de­cade, and I could detect a certain tension when he asked, “What do you think, can the proj­ect be handled in three months or so?” Remco: I have dealt with proj­ects like this that took only a c­ ouple of weeks. In order to provide a proper estimate, I ­will need more details. I know, for example, that this ministry has had several orga­nizational changes in a row during the past five or six years at least. This might have not influenced their eagerness, but to be honest, I am concerned that the ­people are exhausted ­after what has happened in that time frame. Wim: Yes, I think a lot has happened over the last few years. The last half year ­really was something ­else. We recently announced a new procedure that ­will require nearly all the staff to change the way they conduct their work. We had to do that, you know, b ­ ecause of the po­liti­cal choices that the new government made. ­Until last month, we ­were busy implementing a new

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planning tool. This took much more time and effort than we had antici­ pated. We still are not fully satisfied with the end results. It has drained our front-­line workers, and they obviously also feel the friction between what we had hoped to get and what actually came out of the pro­cess. Remco: I spoke to Peter the other day, and he told me a ­little about this. He also said that ­t here are major construction changes underway to all the buildings, spread all over the country. We had that fire in one of the buildings a ­couple of years ago, where t­here w ­ ere casualties and p ­ eople seriously injured. That triggered a lot of attention in the media. Nearly seventy build­ ings in the country as a result w ­ ill now need an upgrade of the fire protec­ tion mea­sures: new win­dow fittings, a change of all doors, metal constructions, and so on. D ­ oing all that requires the p ­ eople working and living t­ here to be temporarily relocated. This puts a strain on our staff and on ­those inhabit­ ants. It ­will increase tensions, and ­there might be some friction due to the fact that p ­ eople ­will feel cramped. Besides, we hardly have sufficient room for the intermediate housing of all t­ hese ­people. Wim: Yes, t­ here are a c­ ouple of t­ hings that w ­ ill overcome us all during the next year. All put together, that ­doesn’t sound too appealing regarding that three-­month time frame, now does it? Remco: Well, it may turn out not to be a disqualifier yet. The last time I did this software development ­thing for you, we had to tackle it with a ­couple dozen external analysts, programmers, designers, testers. As I recall, your organ­ization was not too experienced in dealing with complex proj­ects—­ where ­there are many specialists temporarily involved from several sources and working along a tight schedule. No won­der you are not experienced, since that simply i­sn’t your core business, is it? D ­ oing such proj­ects is r­ eally an ex­ ception to the rule. Nevertheless, it was an eye-­opener at the time, that ­there ­were more complications ­there than the ministry had initially anticipated. Wim: That was quite a proj­ect now, ­wasn’t it? But we managed to pull it off. I remember now how difficult it was to get the ICT department and the ­people in the proj­ect to cooperate. They ­really ­were dif­fer­ent characters: the proj­ect crew ready to innovate and renew the w ­ hole lot, opposite the ICT department trying to catch it all in their existing procedures and service-­ level agreements. It just did not fit in! And they had l­ ittle experience in deal­ ing with proj­ects of this volume and complexity. I fully agree with you ­there. Remco: Something that also struck me the last time we did a proj­ect together comes to mind. The board of directors in The Hague was at one end of the line and the directors of all ­these nationwide spread units w ­ ere at the other. They had very dif­fer­ent opinions regarding the way to conduct business,

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­ idn’t they? The Hague declared a change of orga­nizational structure, which d ­after a strug­gle got accepted by all ­those dif­fer­ent directors. In the end, how­ ever, the directors succeeded in reverting back to the original structure, unnoticed by the board, so that it in fact once more complied with their original ideas. I think this is typical for a government organ­ization, so I am not complaining. But it struck me as in­ter­est­ing at the time, as it would not work like this in private organ­izations. Wim: Well, we do have a legacy in this area. This is the way it has worked for de­cades. Th ­ ese p ­ eople in The Hague d ­ on’t r­ eally know all that well how to deal with the depth of field issues and they, with the best intentions at heart, decide this or that, which, in the long run, is more or less ignored in the outer fields. Or, at best, it is adjusted slightly, a ­couple of times in a row, so that in the end it ­will have been altered completely. Remco: So, ­there is a certain rigidity in the organ­ization? Wim: Yeah. Th ­ ere is. Usually it’s for the better. Remco: So, if I get it right, you have ­here a complex proj­ect that you would like to get finished in a c­ ouple of months from t­ oday? Wim: That is it! Remco: Hold on. I’m not finished yet! (They laugh.) You had a busy year, and also before the last year it was not ­really a serene and relaxed period, was it? Wim: Nope. Remco: ­There w ­ ere new tools implemented, which took a lot more effort, time, and money than had been anticipated. And y­ ou’re not r­ eally impressed by the end results? Wim: That’s true. We believe it is unfinished yet. Remco: Then t­ here are all t­ hese construction works g­ oing on, due to po­liti­ cal pressure, in order to prevent a fire incident from ever getting out of hand again. This w ­ ill have impact on all units, spread all over the country. It ­will ­really put pressure on the p ­ eople t­ here, b ­ ecause they w ­ ill have to move all their groups around, in order for the workers to be able to mend the fire pro­ tection gaps in the metal constructions, the win­dow fittings, the doors, and so on. Wim: Yes. I think that ­will have a major impact on their work pressure. We ­haven’t got all that much room to move around in . . . Remco: And my final point is that you have ­little experience in dealing with complex proj­ects like this one. The p ­ eople in the units and in the central

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office are not used to dealing with ­these major changes. This requires a com­ plex planning scheme, since we ­will have to work throughout the country with yet another in-­depth alteration to the daily routines. The new routine ­will succeed previous ones and w ­ ill turn upside down the current functions, hierarchy, and rewards systems. Wim: I get a hunch feeling of what ­will be coming next. Remco: The organ­ization is change-­tired, having had to deal with major change in a constant sequence over the past year. This change that we are talking about now w ­ ill impact their foundations, as it w ­ ill influence the function titles, reward system, the information systems h ­ andling it all, the planning method . . . . (A short pause ­here.) The same planning sys­ tem, I gather, that you are not yet fully satisfied about as it is? Wim: That’s true. ­There w ­ ill prob­ably be some alterations and upgrades in t­ here too. Remco: Alterations that your organ­ization, regarding the project-­oriented approach, is not yet well equipped for as it is. Complex changes are required, involving multiple units and all kinds of experts in vari­ous areas that w ­ ill have to work together and find consensus on countless topics, each of which in turn may cause the ­whole construction that we have in mind to tumble over. Wim: So, you think three months is too short? Remco: So, I think three months is too short. We might be able to pull it off on short notice. But the signs are not encouraging. It w ­ ill prob­ably be bet­ ter to base timing on a more realistic schedule. We ­really must refind our balance on the current stepping stone that we landed on, thinking carefully over what to do next, before we jump to the next one. If we ­don’t, I think we may tumble and end upside down in the w ­ ater. Wim: What is your advice? Remco: We should learn from what has been accomplished so far. Next, we need to investigate what steps are to be made in order to implement ­these changes for one single unit. This ­will be our casting mold. While we do this, at the same time, we ­will need to find out what are the time frames of the other proj­ects. Where do we all intersect, and what is the smartest option ­there? I mean, who gets the first green sign, who ­will be next, and so on. Also, we need to find out how difficult it is to change the ICT in order to deal with this new structure. And we ­will need to find out what the impact ­will be on all ­those applications that we are using nationwide. I suppose they still use that same lengthy list of software that I encountered the last time round?

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Wim: Yes, but we are working on that. Remco: I know. Taking many of them out is not an easy task. ­These units have been allowed privileges in the past, and we both know how easy it is to accept an increase of privileges. It is much more difficult to deal with the lessening! Wim: We had a lot of them taken out of the operational list. And we spread the word explic­itly ­after that step. But if you check the situation in the field, you can still find units using outcasted software on a daily basis. Remco: I know. Let me add this advice: we should hook up to the manage­ ment team in The Hague as well as to that of the units. We need a proper blueprint of where we want to end up. We need to determine what are our success and fail f­ actors and what is the starting temperature. It is a cold start­ ing situation, I think, due to all the change tiredness. And how w ­ ill we get all the p ­ eople whose daily work w ­ ill change involved in the proj­ect? Wim: So, we need a change approach? Remco: Yep. We need a change approach. And since this is a project-­oriented environment, at least that is what this organ­ization prefers for its approach, we need to stipulate a ­couple of proj­ects to deal with the vari­ous areas that ­will be hit. The change approach ­will provide for a link to the directors at the vari­ous positions, and it ­will aid in getting decisions made and keeping track of it all. The proj­ect approach ­will deal with the planning, which might be one proj­ect. Another proj­ect w ­ ill be the personnel systems. A third proj­ ect w ­ ill be the vari­ous applications used in the field. The SAP system and all financial dataflows leading to and from w ­ ill be proj­ect number four. And proj­ect number five w ­ ill deal with the works council and the u ­ nions. This last proj­ect w ­ ill hardly comply with the definition of a proj­ect, as it ­will be a ferocious sequence of steps, but we can slice it down to something resembling a proj­ect if you prefer. Wim: When can we start? The above narrated story, which closely resembles the a­ ctual dialogue between Remco and Wim, is an illustration of the way change management and proj­ect management skills come in handy in the case of major orga­nizational changes that initially are addressed (by the customer) as if they w ­ ere standard proj­ects. Change management is another discipline compared to proj­ect manage­ ment. ­There are resemblances, since they both deal with temporary organ­ izations, the accompanying structure, often involving external experts, a (usually tight) bud­get, interaction with management teams, and so on. But t­ here are as many substantial differences too.

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In a change management situation, it is necessary to consider the starting position of the organ­ization involved. Has it encountered a ­whole series of (se­ quential) changes over the past months or years? This w ­ ill influence the way ­people in the organ­ization ­will or ­will not be able to absorb yet another change. If the organ­ization has been stable or has had to deal with only minor altera­ tions, it may be considered “warm.” Warm in this re­spect means the organ­ization ­will be able to deal with novelties, and ­people ­won’t easily swap their perspec­ tives on the work into negative ones. In the case of a “cold” organ­ization, em­ ployees are tired or exhausted from having to deal with pre­de­ces­sors. If this perspective is not taken into account at the start of a proj­ect or program, the result might well be a mutiny. In any case we w ­ on’t get much help. In a change management situation, we also need to consider success and fail ­factors of the organ­ization. What are they good at (success ­factors) and what more should they be able to take on, even if they themselves d ­ on’t see that as clearly as we do yet? To which ­things or activities do they respond poorly (fail ­factors) and what should we, for that reason, avoid involving them with? We also need to consider the “theory of the business” (Peter Drucker). What is the idea ­behind the organ­ization? On what basis did they start, develop, and survive and, next, what is their set of assumptions u ­ nder all that? And, most impor­tant of all, we need to consider the fact that change man­ agement considers organ­izations whereas proj­ect management usually deals with ­things. Admitted, we of course do consider p ­ eople with our proj­ects as well, but t­ here is a significant difference in the approach of proj­ect man­ag­ers com­ pared to that of change man­ag­ers. Change man­ag­ers have to seduce employees and business relations to move from A to B or C. As soon as ­there are ­things involved in relation to their quest, ­those turn into proj­ects. Proj­ect man­ag­ers are concerned in developing new ­things, or moving them about, or changing them. As soon as t­ here are p ­ eople involved, t­ hose closest to the t­ hings w ­ ill be taken into account (at least, a solid proj­ect man­ag­er ­will do that!), but in a proj­ect usually not the w ­ hole group of employees in an organ­ ization ­will be considered. We w ­ ill not be allowed to call a cat a dog and the other way around. We ­won’t get shot for calling a proj­ect man­ag­er a change man­ag­er or vice versa. We may decide to start a proj­ect that in fact is an orga­nizational change but is not to be named as such as that might immediately prevent it from taking off. But if we seriously try to be as pure and undiluted as pos­si­ble, the above stated is true. Ideally any proj­ect man­ag­er aiming for involvement in complex proj­ects should know at least the highlights of change management. Any proj­ect, large and small, can benefit from such a proj­ect man­ag­er. We often tend to forget the fact that t­ hings and individuals are correlated in many ways. We, proj­ect man­ ag­ers, w ­ ill be able to shift our per­for­mance and the appreciation that we harvest

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from one proj­ect to the other by studying change management and consider­ ing all the wonderful new insights that it offers us. GENERATIONAL CHANGES Multigenerational staffing is happening, prob­ably more so than ever before, due to longer life spans and more older generations staying in the workplace longer. Elsewhere, we covered the challenges and opportunities represented by millen­ nials at work. Changes in perceptions and preferences happen, ­whether we like or agree with them or not. Complete proj­ect man­ag­ers need to embrace and pre­ pare for the next generation. Among his list of ten skills for next generation proj­ect management and PMOs, Jack Duggal was asked, “When is the next generation coming?” He cor­ rected his initial response, “the next generation is never coming,” to “it is al­ ways coming. . . . ​The next generation is not a destination, it is a journey without a finish line.” Much like we characterize a complete proj­ect man­ag­er, Duggal says, “A good mantra for the next-­generation proj­ect, program, and PMO man­ag­ers is ABCD: Be Constructively Dissatisfied. Always questioning, inquiring, chal­ lenging . . . ​is ­there a better way . . . ​how can we do better? . . . ​Be the bridge be­ tween the old and new. The traditional must be sustained to ensure stability while preparing the organ­ization for change and agility . . . ​constantly chal­ lenge yourself—­how can we better adapt to changing needs, how can we better serve our customers and organ­ization, and how can we add greater value and create long-­term sustainable impact?” (Duggal 2018, 258–259). We heartily agree with and support Jack’s advice.

Summary The complete proj­ect man­ag­er takes the time and effort to understand why ­people seem to resist change and integrates change management skills into their “molecule.” The keys to dealing with change successfully are having a good at­ titude ­toward it and being prepared to meet it. Understand the change manage­ ment pro­cess: create the conditions for change, make change happen, and make change “stick.” Clarify roles in the change management pro­cess, and get targets of change involved in deciding upon or planning implementation of change. Change ­will happen ­whether you like it or not. Without change ­there can be no improvement. Complete proj­ect man­ag­ers make a commitment to changes. That includes being adaptable to new situations and ways of ­doing ­things. Learn from experiences of ­others how they successfully dealt with changes.

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11 Sales Skills If you ­don’t believe in your proj­ect, you w ­ ill not be able to sell it. —­Alfonso Bucero

Integration

Leadership/ Management Personal

Market/ Customer

Negotiating Sales

Sales The Complete Project Manager

Political

Change ge M Management

Conflict Management Environment

Project Management

Organization Humor/Fun

Some years ago, when I (Bucero) worked for a multinational com­pany, my man­ ag­er said to me, “You d ­ on’t have sales skills. You w ­ ill not ever be able to sell any proj­ect at all. You are too good—in a world of wolves, you cannot be a lamb.” As the years passed, I observed my business results, and I noticed that many of

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my proj­ect sales w ­ ere indirect, meaning that I am selling when I am delivering a proj­ect. I also am selling when consulting within an organ­ization. My only lament is, how much more effective could I have been if I had consciously em­ braced the sales pro­cess? When dealing with external clients or customers, we are always on display. Customers look for professional be­hav­ior as one mea­sure of credibility. They observe proj­ect man­ag­ers almost all the time, looking for professional conduct, reactions and be­hav­iors, how they make decisions, and how they deal with ­people. They also look to t­ hese ­people as trusted advisors—­people whose opin­ ions they seek out when making decisions. Sharing opinions is part of the sell­ ing pro­cess. To be on a path or journey to become more complete, as persons, as proj­ect man­ag­ers, and as organ­izations, we need to sell the idea or concepts to colleagues. Wait, did we just say sales? “We are not salespersons. We d ­ on’t have sales skills. We do not even like selling.” Or perhaps we need to think differently? Within organ­izations, creating awareness of proj­ect management’s true potential and value at a strategic level increasingly involves selling proj­ect man­ agement as a core, necessary discipline. Proj­ect management professionals do not exist in a vacuum; they work in organ­izations, and they need to convince their man­ag­ers of the value of proj­ect management. This means selling proj­ect management to make o ­ thers, especially higher-­level executives, aware of the benefits not only for a par­tic­u­lar proj­ect but within the entire business context. Depending on their maturity level, organ­izations react differently to proj­ ect management initiatives. Proj­ect management has greatly evolved over the last de­cades. Starting a PMI chapter in your part of the world helps create proj­ ect management awareness, but in and of itself, that is not enough to advance the profession. We have found that one of the keys to gaining proj­ect manage­ ment ac­cep­tance is to spend time explaining the meaning of proj­ect manage­ ment to executives. However, ­these ­people are not always available and ready to listen to you. As ­people develop proficiency in all skills covered previously in this book, it becomes increasingly necessary to sell the ideas, concepts, proj­ect plans, and so forth to ­others. In this chapter, we address the selling skills required of com­ plete proj­ect man­ag­ers. Actually, all professionals, and most every­body for that ­matter, can advance their ­causes and their ­careers by recognizing the need for developing and integrating sales skills. We provide further detail about the more formal sales proposal pro­cess when responding to requests for proposals.

What Are We Selling? So, what are the sales skills the complete proj­ect man­ag­er needs to develop? We believe that the first skill is to learn to sell your value and experience. Proj­ects are led by ­people. Customers may buy, or not buy, depending on the ­people who are leading the proj­ect. Most buying decisions are emotional. Selling yourself is

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related to self-­image, credibility, integrity and authenticity, speaking the truth, and knowing customers and their organ­ization very well. Th ­ ese t­ hings take time and effort, so plan to put in that effort. I (Bucero) was part of an international team at Hewlett-­Packard. That group implemented proj­ect management offices worldwide. The program man­ag­er made an extraordinary effort to explain to each management team how the PMO added value to proj­ect team members, to the organ­ization, and to customers, and provided vis­i­ble signs of management commitment, competent team sup­ port, and improved proj­ect and orga­nizational per­for­mance. The key to getting upper management support at this point (selling the proj­ect) was showing how the PMO solved current prob­lems and provided im­ mense business impact. A complete business case was presented to executives (written in “management-­speak”). The PMO stakeholders ­were man­ag­ers of the businesses and solutions that influenced both end users and upper man­ag­ers. Through a stakeholder analy­ sis, I could determine how dif­fer­ent individuals influenced decisions through­ out the proj­ect. This kind of analy­sis helped me understand the levels of concern and authority of management teams—­and how t­ hose be­hav­iors or patterns in­ fluence the delivery of results by proj­ect man­ag­ers. A short-­term business orientation is not compatible with a project-­oriented business approach. Proj­ects need to be planned and implemented; proj­ect man­ ag­ers need to be trained, mentored, and coached; and proj­ects need sponsors. At HP, for example, I sold the need to upper man­ag­ers to be trained in sponsorship. I was able to demonstrate that, although the proj­ect sponsors ­were not active members of the team, they w ­ ere a resource that served as motivators and barrier-­ busters. Most upper man­ag­ers believe proj­ect management is something tacti­ cal and relevant to proj­ect man­ag­ers only. I spent significant time delivering short talks and workshops, speaking the language that upper management understands—­talking about profit, strategy, goals, and how to get better results. I did many face-­to-­face meetings with dif­fer­ent management levels, but I was not successful at the beginning. Per­sis­tence and discipline w ­ ere the keys to proj­ect success.

Be in the Game Effective sales skills require its participants to be “in the game.” For example, car salespersons have a script they follow when interacting with customers and the sales man­ag­er. Buyers who are not aware of this “game” may not achieve optimum outcomes. ­Here is what we mean by games. Games have rules. Each player in the game has a role, or tasks, and shared goals. To be in the game means I learn, under­ stand, and agree to abide by the rules. I can be penalized for violating the rules. Games have scores or metrics. I win, lose, or tie against ­others in the game. I choose to play the game . . . ​or not.

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When viewing proj­ect work or sales interactions (or any other activity for that m ­ atter) as a game, that means I know the rules and understand standard practices. An organ­ization may have a certain way to conduct work on proj­ects, request resources, or pre­sent proposals. I can get into trou­ble when ­doing it dif­ ferently. ­People may resist or refuse to operate in a dif­fer­ent way. The proj­ect may not achieve desired outputs and outcomes. I (Englund) was told one time that before I suggest d ­ oing something a dif­fer­ent way, I need to fully understand the way it was done now and why. This “sensitivity training” was a valuable lesson for me. So now I have options. Once I understand the game and its rules, I can play the game as usual or even better than ever before. Or I can decide to change or make up new rules. Or I can decide not to play the game and not participate. We believe t­ hese options are wonderful, liberating tools for every­one. It puts a dif­fer­ent perspective on life. Yes, t­ here are consequences; the penalties may be stiff. I may be accused of not being a team player. But I also may serve as a pioneer to take organ­izations into innovative territories. It becomes pos­si­ble to invent new markets, discover new ways of competing, gaining unheard of commitments. I can become a role model for higher levels of per­for­mance. I make a difference in the worlds around me. I may be e­ ither respected or scorned for my be­hav­ior. It is my choice for what I do. I cannot control the reactions of o ­ thers. But I exercise f­ ree choice and ac­ cept the consequences. So, ask yourself ­these questions: Are you in the game? What is your role? What are you contributing to the proj­ect, team, and organ­ization? How can you change the game? Are you satisfied with the status quo? Are you okay with the scoring system or should the mea­sure­ment system be revised? Do you want to play this game, or do you want to find or invent a new one? ­Doing so requires selling the new game to ­others.

Sales Planning ­ very activity benefits from careful planning. Planning is impor­tant to sales­ E people ­because they are the ­people who connect directly with customers, and their success or failure largely depends upon their sales skills. Therefore, a sales planning structure needs to be prepared carefully. Proj­ect man­ag­ers go through this pro­cess when they collaborate closely with salespeople during the early stages of customer proj­ect life cycles. We highly recommend that complete proj­ ect man­ag­ers get involved early in selling cycles. Their presence brings subject ­matter expertise, credibility, and commitment to the ­table. They can also ward off ill-­advised proj­ects, and they get advance notice of upcoming proj­ect require­ ments. One may never know exactly when the sales pro­cess begins, so recog­ nize that sales can happen at any time, and be prepared to shift into a sales mentality at a moment’s notice.

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A sample structure for call planning includes a series of steps. Each step needs to be completed before moving to the next step: 1. Set an appointment for a meeting. 2. Set a meeting with the decision maker. 3. Set a meeting to pre­sent the proposal. 4. Secure the order. 5. Determine f­ uture business opportunities. Mastering the sales planning pro­cess unlocks more sales potential quicker than any other pro­cess. Become skilled at a well-­defined sales pro­cess that you can fol­ low and learn from. Know also that a good sales pro­cess mirrors the pattern by which customers make buying decisions. Some salespeople fail to follow a selling pro­cess that facilitates relationship building with the buyer b ­ ecause they do not see the importance of building rela­ tionships with buyers. Customers typically make decisions through five sequential buying decisions in the following order: salesperson, product, com­pany, price, time to buy. So if salespeople are not dedicated to serving customers and pre­ senting to customers what they ­really need, ­those sellers ­will be out of sync with buyers.

Types of Buyers Not all buyers have the same status in the sales cycle. ­Here are likely ones you ­will encounter: • Technical – ­ Make recommendation • Economic – ­ Authorized to spend money • Qualified – ­ Expressed interest • Skeptical –­ Not interested Our advice is: know who you are dealing with, modify your approach depend­ ing on the potential buyer, and sell to all levels.

Questioning Skills Questions are impor­tant tools for engaging the prospect, building rapport, dis­ covering needs, agreeing on ­those needs, controlling the conversation, and man­ aging the entire sales cycle. The best sales questions start with “what,” “why,” or “how” and are open-­ended. They encourage customers to talk about issues they

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are facing. This gives the salesperson clues to ask deeper questions—­questions about specific customer needs she can meet. Poor questioning skills lead to re­ sis­tance in the form of objections l­ater in the sales cycle and do not facilitate relationship building or com­pany differentiation. Best Sales Questions to Ask: Questions help customers make their first key buying decision, which is ­whether to “buy” the salesperson. Questions build rapport and demonstrate interest in the customer. They uncover customer needs, who to call on, the decision-­making time frame, competition, and how the customer ­will make the decision. Research indicates that 86  ­percent of salespeople fail to ask the best sales questions. Poor questioning skills lead to re­sis­tance in the form of objections ­later in the sales cycle. This re­sis­tance w ­ ill be in the form of objections to the product, price, com­pany or salesperson. Examples of good sales questions include: • “What have you used in the past?” • “How was it implemented?” • “Why did you decide on that?” As you ask open-­ended questions to investigate customer needs, you w ­ ill come upon some needs that seem to have a par­tic­u­lar urgency. Whenever you sus­ pect this is the case, ask a leverage question to confirm your hunch and clarify the situation. For example: • “How has this prob­lem affected you and your com­pany?” • “What are the consequences if this prob­lem continues?” • “How are your customers affected?” ­ ese types of questions encourage customers to talk about gut issues they are Th facing. By clarifying what is r­ eally at stake with a business prob­lem or opportu­ nity, leverage questions increase the customer’s desire for a solution. And they let the salesperson know how to pre­sent a product as the right solution to the right issues. If you want to be positioned as the best or only solution for your customer, ask the best questions. Customers ­will view you as a con­sul­tant who has their best interests in mind. Remember that questions are the number-­one tool salespeople have for: • • • • • •

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Engaging the prospect Building rapport Discovering needs Agreeing on t­ hose needs Controlling the conversation Managing the entire sales cycle

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­ nless you ask the right questions, you ­won’t understand the right prob­lems to U solve. But ­there’s an art to asking sales questions. We share ­these tips for asking more effective sales qualification questions. Based on our experiences we suggest: 1. Ask for permission before proceeding 2. Start broad, get more specific 3. Build on previous responses 4. Use industry jargon, when appropriate 5. Keep questions s­ imple 6. Use a logical question sequence 7. Keep questions nonthreatening 8. Explain the relevance of sensitive questions 9. Focus on desired benefits 10. Maintain a consultative attitude 11. Carefully navigate transitions 12. Do not ask yes or no questions 13. When in doubt, ask, “why” 14. Ask who e­ lse you need to speak with 15. Resist the temptation to pitch your product or ser­vices u ­ ntil the buyer asks

Sales Pro­cess: Features, Benefits, Advantages, and Closure The classic sales approach, applicable to almost any environment, is to cover fea­ tures, benefits, and advantages (see Figure  11-1) of a product or ser­vice. Use compelling wording and arguments; do not strive for a high score on the

F

• Features

• Specific deliverables

• Benefits B

• What will be achieved

• Advantages A

• Why and how a better outcome

• Close C

• Get explicit commitments

Figure 11-1: Sales Skills

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“jargon meter.” If you know not what the customer (or stakeholder) most cares about, you may need to describe all features of your product or solution. A bet­ ter approach is to focus on what the customer truly cares about. Provide details, a prototype, or a demonstration so the customer clearly understands the key features. “This proj­ect management office (PMO) addresses a key deficiency in the organ­ization by providing a complete document management and retrieval system. Let me show you how it works . . . .” Sometimes it may be beneficial to start with benefits before getting into features, as a means to engage the prospect. Describe the benefits that ac­ crue ­a fter features are implemented. “This system relieves in-­field con­sul­ tants from time-­consuming, low-­value-­added activities, provides increased quality assurance within the proj­ect delivery pro­cess through access to the most up-­to-­date documents, and serves as a breeding ground for knowledge sharing.” Proj­ect how ­these benefits provide a competitive advantage for the organ­ ization. “Implementing this system means our customers ­will be served by the latest technology with error-­free documentation, leading to more repeat busi­ ness, and field con­sul­tants can spend more time addressing both existing and new customer requirements and turning them into sales.” Steps in the selling pro­cess include: 1. Use management-­speak when talking with upper man­ag­ers. 2. Clearly identify the prob­lem. 3. Pre­sent a compelling argument about how features ­will produce benefits. 4. Cover the advantages of this approach. 5. Prompt and listen for feedback. 6. Close and get the order. HOW TO SELL A PROJ­ECT TO AN EXECUTIVE: LESSONS LEARNED Depending on the culture of the com­pany, a proj­ect man­ag­er ­will sell his or her ideas (potential proj­ects) to the ­people who finance them using an oral pre­sen­ ta­tion or a written report. Th ­ ese proposals need to be clear and concise. Usually, the audience w ­ ill be very busy p ­ eople. If y­ ou’re not getting into a specific topic quickly, they can lose their patience and disconnect. To commu­ nicate with your audience, use terms that management understands. A best practice is to follow the advice of a veteran sales professional to sell benefits, not features. Put emphasis on financial benefits, on issues such as greater security, greater efficiency, or greater morality associated with the implementa­ tion of the idea.

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We suggest the following steps: 1. Sum up the idea. 2. Define the need for the idea—­that is, explain what prob­lem ­will be solved. 3. Explain how the idea w ­ ill generate money for the com­pany. Are ­there other benefits also? 4. Define the necessary resources. What w ­ ill it take to develop and com­ mercialize the idea? How much money ­will it cost? How long w ­ ill it take? 5. Ask for commitment from the sponsor. Get a follow-up a­ fter the pre­sen­ta­tion to get funding for the idea. STEP 1: SUMMARIZE THE IDEA Write a concise summary of your idea or ­future proj­ect. That brief statement ­w ill help o ­ thers to remember it easily and accurately. Use this overview to begin a written proposal. Also practice and mea­sure the time that it takes to pre­sent it. Be able to describe the idea in less than one minute. STEP 2: DEFINE THE NEED FOR THE IDEA No sense posing an idea u ­ nless it meets a market need. The best way to demon­ strate that ­there is a need is to collect phrases from potential clients. Cite refer­ ences from credible strategic con­sul­tants. Put on the t­ able that the com­pany can benefit from that investment. In any proposal, written or oral, a summary of the need for the idea should immediately follow a summary of the idea. STEP 3: EXPLAIN HOW THE IDEA W ­ ILL MAKE MONEY FOR THE COM­PANY Understand and describe to the audience how the idea w ­ ill generate benefits for the organ­ization. Usually the solution to the prob­lem should fit with the way in which the organ­ization produces and sells products and/or ser­vices. This does not mean that one cannot sell an idea that dramatically transforms an organ­ ization. However, the financial benefits of adopting the idea need to be very large. STEP 4: DEFINE NECESSARY RESOURCES Before deciding w ­ hether or not to approve the idea or proj­ect, executives need to know what resources are necessary to make the idea or proj­ect bear fruit. The key to the idea is if the organ­ization has the resources to develop and market it. Even if it does, other proj­ects may be competing for the same resources. If the organ­ization does not have the necessary resources, all is not lost if you pro­ pose an alliance with another com­pany or another business unit that can sup­ ply the resources that the com­pany lacks.

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STEP 5: ASK FOR COMMITMENT FROM THE SPONSOR Clarify what is the next step. This includes funding, personnel, logistics, person-­ hours, and the time needed to implement the idea. Depending on the scope of the idea, you may need to hire new staff, obtain new equipment, or launch a pi­lot proj­ect. Get explicit commitments. CONCLUSIONS • You may discover that you need to sell an idea or proj­ect in stages. • Be per­sis­tent in an educated manner ­until you get a yes or a no. Prepare for dis­plea­sure. Sometimes a no is the right answer. • ­Today is a good day to try it ­because tomorrow ­will be better when you sell your idea.

Dealing with Objections Many p ­ eople dread the inevitable moment when clients, customers, or execu­ tives raise questions or concerns about the proposed proj­ect. In real­ity, the op­ posite ­ought to be true. ­These objections are wonderful gifts given to you! Now you know what it takes to win the sale or get a commitment. Without this valu­ able information, you have to keep pitching all features, hoping something cap­ tures the customer’s interest. Objections open the door to win the sale—­all you have to do is address them. I (Bucero) was part of a team from a multinational firm preparing a proj­ect proposal for a telecom com­pany in Spain. We worked on the proposal for two weeks, based on the RFP from the customer. Some of the information was not clear enough for me, but salespeople from the seller organ­ization did not allow us to meet the customer in order to clarify it. So we prepared our proj­ect pro­ posal approach focused on our understanding of the RFP. Then we sent our pro­ posal to the customer, and he invited us to defend our proposal. When we started the pre­sen­ta­tion, our customer started to make some objections. At the beginning, we tried to reinforce our points to win the proposal, but some min­ utes ­later we understood that we ­were lucky ­because we discovered that we had misunderstood several key t­ hings that would be crucial for proj­ect success. The customer’s objections made us ask more concrete questions. We fi­nally de­cided to rewrite our proj­ect proposal. Make it a point to ask for questions and issues about the proposal. Listen carefully, and ask clarifying questions, to understand what is at the core of each issue. Address ­these objections with full honesty if you have an answer. If the issue needs additional work or research, state what pro­cess you w ­ ill use to ad­ dress the issue. Then make a mutual commitment for a f­ uture time when you can engage in further dialogue. The pro­cess at work h ­ ere is to turn negative per­ ceptions into features through innovative responses that support both your personal and orga­nizational integrity as a solution provider.

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Pre­sen­ta­tion Skills For many salespeople, and potential customers, sales pre­sen­ta­tions are nothing more than data dumps. Talking too much, presenting too soon, and just wing­ ing it on sales calls have grim consequences: lost momentum, stalls and objec­ tions, lost sales, extended sell cycles, margin erosion, and no clear path to improvement. Bottom line: an entire sales c­ areer can be mediocre at best without a clear road map to follow that sets up the sales pre­sen­ta­tion at the right time—­ when the customer wants to hear it. A ­ fter delivering each pre­sen­ta­tion, analyze what was good, what was not so good, and what should be improved for your next pre­sen­ta­tion. GAINING COMMITMENT The principal mission of the salesperson is to gain commitment. That is why companies value the work salespeople do. To effectively capture a customer’s commitment, determine the objectives for ­every sales call at the beginning. When all features, benefits, advantages, questions, and objections have been covered, get closure by asking for the order. Ask all key stakeholders to make explicit commitments to a course of action. Get them to nod their heads in public or sign a virtual or symbolic “contract.” Many pre­sen­ta­tions, proposals, or sales calls fail to produce desired outcomes simply b ­ ecause the salesperson did not achieve closure. This is not a time to be timid. Follow-­through is impor­ tant. Even casual requests for information or support benefit from clarifying what and when the work ­will be done. As ­human beings we are almost hard-­ wired to do ­things we said we would do, but if no one asks us to commit, we are happy to “do what we can,” with no guarantee of completion or priority. Do not drop the ball. Ask for clear commitments on as much of the work as pos­si­ble. Once you receive the order, stop selling! Many a sale has been lost when more information is conveyed that then triggers doubt or concerns by the buyer—­also known as buyer’s remorse. PRACTICE As an experiment during our PMI seminars, we wanted to determine if proj­ect man­ag­ers who claimed poor sales skills could, a­ fter a short introduction to the sales pro­cess, put together decent sales proposals. We covered why, what, and how the sales pro­cess works—­features, benefits, advantages, and close. Then we gave each ­table a short period of time to prepare a sales pre­sen­ta­tion. The topic we suggested was selling The Complete Proj­ect Man­ag­er concept and seminar to man­ag­ers in their organ­izations, since this was a topic they all had in com­ mon as a consequence of participating in the seminar. The exercise would also serve to prep them for reporting back to their man­ag­ers about what they learned and what was covered. We w ­ ere amazed that they r­ ose to the challenge. All ele­ments w ­ ere covered extremely well, and feedback from facilitators and other participants helped to

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Figure 11-2: Sales Examples

reinforce key points and elaborate on missing ele­ments. Each ­table applauded pre­sen­ta­tions by other t­ ables. It goes to show that knowledge and practice de­ velop crucial skills that had been dormant or missing. Figure 11-2 depicts flip chart examples of t­ hese sales pre­sen­ta­tions.

Proposal Preparation Proj­ect man­ag­ers may be called upon to prepare customer proposals, commonly referred to as RFPs (request for proposal) or RFQs (request for quotation) or even RFIs (request for information). This is usually a huge challenge, mainly b ­ ecause ­there is not enough time to interact with customers during proposal prepara­ tion. That situation leads to many assumptions that may affect the quality of the proposal and, in turn, the ­future proj­ect. The goal is to develop winning proj­ect proposals. Proposals are the basis for starting proj­ects. Successful proposals are well planned, well written, cohesive, and competitive. Proposals may be addressed to external or internal customers. All proposal efforts of any size have a proposal leader and a proposal team. The temporary nature of the proposal team requires that the proposal leader be able to quickly assem­ble and motivate the team. Communicate to the proposal team the need for the proposal and its importance to the organ­ization. A proposal tells the potential customer how you w ­ ill achieve their require­ ments or needs. Winning a contract from any proposal requires a dedicated ef­ fort to develop the document for delivery to the potential customer. Successful proposal development requires discipline. The most difficult ­thing to do well in a proposal is to convey the proper message and commitment to perform the work. Involve the best specialists from all required areas to prepare the proposal.

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The proposal leader needs to ensure that all necessary tasks have a qualified per­ son assigned to write a portion of the proposal. Develop a schedule for pro­ posal work to ensure all critical dates are met. The schedule is very impor­tant to ensure that the proposal is delivered to the customer on time. In our experi­ ence, most times, proposal team members are pressed ­because of lack of time. This opens the door for m ­ istakes or omissions. Plan tasks and time for proposal editing to detect any m ­ istakes. The strategy we suggest to win a contract is: 1. Understand customer requirements and needs. 2. Know and analyze the offer from your competitors. 3. Assess what your organ­ization can offer. 4. Make a decision about how to shape your proposal for the highest probability of winning. PROPOSAL CONTENT When preparing large and complex proposals, it is more con­ve­nient to do so step by step. Proposals usually address three areas for the customer: • What are you g­ oing to do? • How are you g­ oing to manage it? • How much ­will it cost? The main components of a proposal are: • Executive summary. Highlights key aspects of the proposal. It is sim­ ilar to a proj­ect objectives statement that states what work you are ­doing, why, how, and how much it costs. • Technical. A description of the work to be accomplished and the pro­ cedures to be used to do the work. • Management. The proposed method to manage the proj­ect work and the necessary information required to establish supplier credibil­ ity. This portion demonstrates that you have managed similar proj­ects before. • Pricing. Proposed bid price and proposed terms and conditions. Depending on the magnitude of the proj­ect, t­ hose components may be inte­ grated in only one document or in separate documents, one each for the tech­ nical, management, and pricing portions of the proposal, along with an overview and summary. The technical component addresses the ­actual details of what is being pro­ posed. The usual sections that are included are:

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• Introduction • Statement of the prob­lem • Technical discussion • Options considered and how selected • Proj­ect plan • Task statement • Summary • Appendices The management component addresses the details of how the proj­ect w ­ ill be managed. The usual sections included are: • Introduction • Proj­ect management approach • Organ­ization history • Administrative information • Past experience • Facilities • Summary The pricing component is concerned with the details of the costs for the proj­ect and the proposed contractual terms and conditions. The usual ele­ments include: • Introduction • Pricing summary • Supporting details • Terms and conditions • Cost estimating techniques used • Summary THE PROB­LEM TO SOLVE The most impor­tant part of any sales or proposal development effort is iden­ tifying and understanding the prob­lem that the customer wants you to solve. The way you pre­sent your understanding of the prob­lem and the proj­ ect you are proposing to solve it is critical to convincing the customer that you fully comprehend their concerns and that your proposal is the best one. Re­sis­tance w ­ ill certainly arise if the customer does not agree with or under­ stand the same prob­lem. It is essential that your explanation is factual, con­ vincing, and accurate. Identifying the wrong prob­ lem or providing a subjective opinion w ­ ill not convince the customer that your proposal is the best solution.

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Descriptions of prob­lems and solutions usually involve: • • • • •

Nature of the prob­lem History of the prob­lem Characteristics of the optimal solution Alternative solutions considered Solution or approach selected

THE SALES PRO­CESS FOR PROPOSALS Depending on the industry, the country, and the orga­nizational culture, the length of the sales pro­cess can vary, but in general, the pro­cess comprises the following steps: 1. Presales 2. Gathering requirements 3. Proposal preparation 4. Proposal negotiation 5. Signing of the contract SALES PRE­SEN­TA­TIONS The complete proj­ect man­ag­er needs to develop skills in making sales pre­sen­ ta­tions. Although some proj­ect man­ag­ers have a natu­ral ability to pre­sent, most need training and to acquire some pre­sen­ta­tion experience. One very effective way to do this is for the proj­ect man­ag­er to work with a mentor who has strong sales pre­sen­ta­tion skills. Proposal pre­sen­ta­tions are always dif­fer­ent, and special efforts are required to adapt them to the customer environment, organ­ization, and situation. This requires time and courage. It is critical for the proposal presenter to transmit enthusiasm to the customer and to build confidence and trust. Demonstrate commitment to the customer’s best interests. To increase your chances of suc­ cess, sequence your pre­sen­ta­tion to follow the decisions the customer w ­ ill make. This is exactly how professional salespeople orchestrate their sales calls. As the buyer–­seller relationship grows, the relationship becomes one of the differenti­ ating ­factors that leads to more successful outcomes. Remember that ­these skills require practice, passion, per­sis­tence, and ­patience. They cannot be gained overnight.

Case Study I (Englund) was assigned as program man­ag­er to coordinate a massive proposal for a major account to update their systems and OEM computers using us in­

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stead of a competitor. We gathered lots of information from the customer engi­ neering man­ag­er about technical requirements, including custom modifications that would be necessary. Normally, our com­pany was not interested in developing custom solutions, since we w ­ ere a hardware vendor selling off-­the-­shelf systems. The size of this deal, however, made us take notice. To further promote that interest, I arranged interviews with the division general man­ag­er, manufacturing man­ag­er, specials engineering man­ag­er, and headquarters sales man­ag­er. I brought the field dis­ trict man­ag­er, sales representative, and systems engineer into the factory to per­ sonally meet with ­these key man­ag­ers. ­These person-­to-­person meetings ensured that every­body knew what was happening and that we could go ahead with the proposal, knowing in advance that all man­ag­ers who would have to approve it ­were supportive. The requirements ­were challenging, so we worked as a team to develop a solution. We summarized our understanding of the requirements, and then cov­ ered the technical aspects, support, qualifications, com­pany commitment, and pricing. I brought in an editor to proofread the long proposal. A graphic artist created a cover page and pre­sen­ta­tion slides highlighting a half-­dozen key as­ pects of the proposal. I drafted a letter that the CEO signed, expressing execu­ tive commitment to the deal. I also crafted a script for the pre­sen­ta­tion and briefed the group general man­ag­er (­later to become the com­pany CEO), who would join us in the pre­sen­ta­tion. We booked the corporate jet for our journey to the customer site. I advised the sales rep to call on the customer general man­ag­er, who in es­ sence would be the economic buyer, in addition to the technical recommenders with whom he regularly meets. This is an application of “selling at all levels.” I sug­ gested the meeting to mitigate the pos­si­ble risk that the general man­ag­er would be surprised or ill-­informed about a large appropriation request coming across his desk. But the meeting I suggested did not happen; the sales rep received com­ ments from the engineering departments that their inputs w ­ ere sufficient. How­ ever, this is rarely the case. The meeting should have happened. We may have also gotten better information about the market and the customers’ f­ uture business. All participants did an excellent job in presenting the proposal. They ap­ peared as an integrated, well-­coordinated team. The group general man­ag­er was especially effective, reinforcing the highlighted script along with adding personal touches—­for example, saying, “I come with the full commitment of the CEO and my own to working with you as a partner.” The customer reaction was “You blew our socks off!” since the proposal far exceeded their expectations. This experience underscored for me the importance of orchestrating a thor­ ough involvement of all key players in a sales pro­cess. Meeting face to face, sharing possibilities and enthusiasm, and demonstrating how a solution would work ­were impor­tant ­factors. I have since used this pro­cess many times and cod­ ified the steps in an action sheet. It works ­every time!

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Figure 11-3: Selling Skills for Proj­ect Man­ag­ers



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As a coda to this story, our com­pany did not get this business, simply ­because the customer experienced a deep downturn in its business right about that time and had to cancel its upgrade plans. We also realized that, both in this example and in general, t­ here comes a time to stop selling. Not all efforts, even ­those backed by best intentions and execution, turn out successful. But the pro­cess was still regarded as a superb effort and successful proj­ect. I wrote a letter to the approximately eighty stakeholders who partici­ pated and thanked them for their contributions. We had succeeded as an organ­ ization in how we applied sales best practices and learning for all involved in a large program. MINDMAP OF SELLING SKILLS Figure 11-3 puts all ele­ments of the PM selling pro­cess into one picture.

Summary A key challenge facing many proj­ect, program, and portfolio man­ag­ers is sell­ ing the value of their ser­vices and pro­cesses. Learning and embracing tenets of the sales pro­cess is necessary. Follow a selling pro­cess that facilitates relationship-­ building with buyers. In any new endeavor or purchase, buyers want to be “sold.” Buying is usually an emotional response, followed by rational reasoning to justify the decision. Building relationships is crucial to this pro­cess. Treat all stakeholders as potential buyers of your ser­vices. Be dedicated to serving cus­ tomers, and pre­sent to customers what they r­ eally need. Describe your ability to meet customers’ needs for a product or ser­vice. Probe for issues through carefully crafted, open-­ended questions. Speak in their language. Be an excellent “player” in the “game” of sales. Sell to all levels in an organ­ization, taking a holistic approach to the challenge. View objections as opportunities to “win the sale”; when buyers object, they are engaged and sharing what they r­ eally need. Building a convincing proposal is a disciplined pro­cess. Proposals follow a general format composed of three components: technical, management, and pricing. The format provides a structure for describing your ability to meet the customer’s needs for a product or ser­v ice. We believe winning proposals are written by competent professionals and a motivated team. Know that you are continuously in sales cycles throughout proj­ect life cycles. Do not be a victim of lost sales or opportunities. Integrate sales skills with all other skills covered in this book. Embrace the sales pro­cess as the means to secure necessary commitments, in a genuine manner worthy of a com­ plete proj­ect man­ag­er.

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12 Market and Customer Knowledge When you enchant ­people, your goal is not to make money from them or to get them to do what you want, but to fill them with ­great delight. —­Guy Kawasaki, former Chief Evangelist, Apple Marketing is no longer about the stuff that you make, but about the stories that you tell. —­Seth Godin, author of Tribes

Integration Int In ntegration

Leadership/ Management Personal

Market/ Customer

Market/ Customer Negotiating

Sales

The Complete Project Manager

Political

Change Management

Conflict Management Environment

Project Management

Organization Humor/Fun

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Success in the marketplace is the usual source of positive cash flow. Successful proj­ects bring vitality into an organ­ization. As key contributors to t­ hese out­ comes, proj­ect man­ag­ers are well advised to be aware of what is happening in the market and make appropriate decisions that positively influence the cash flow resulting from proj­ect outcomes. Although new product development proj­ ects are clearly linked to the market, most proj­ect outcomes end up in the mar­ ket in one form or another. In the case of internal proj­ects, the customer may be another department or division in the same organ­ization. The end user—­the person who ultimately benefits from the proj­ect outcome—­will be the customer of the proj­ect. When we talk about customer proj­ects, the immediate cus­ tomer is the client, and the final end user is the customer of that client. In a sense, then, the results of all proj­ects end up competing in a marketplace. What we must never forget is that customers pay the bills and our salaries. Bosses, of course, are impor­tant to our well-­being and ­future, but if customers go away or stop d ­ oing business with us, every­body suffers. Some p ­ eople say t­ here is only one true customer: the final purchaser of the outcome who pays real money for the product or ser­vice. We say ­there are also internal customers who depend on proj­ect outputs and outcomes. Complete proj­ect man­ag­ers have an obligation to attend to all customers. Proj­ect man­ag­ers, as servant leaders, need a good knowledge of the customer and of the market for proj­ect outcomes if they are to be truly successful. Un­ derstanding competitive forces in the market is a key aspect of this knowledge. This chapter focuses on marketing and customer issues most impor­tant to the complete proj­ect man­ag­er: determining who potential customers are and what they want; learning who the competitors are and what they are offering; under­ standing the trade-­offs among product per­for­mance attributes of benefits, fea­ tures, and price; and determining ideal timing for market introduction. We also share a case study about orga­nizational ethics and its impor­tant role in the in­ terface between executives, employees, competitors, and clients.

Proj­ect Outcomes Generally speaking, customers need proj­ect outcomes that solve a prob­lem or issue, launch a product, or upgrade a system. A first step to generating revenue is to design products, ser­vices, or pro­cesses that help customers solve their prob­ lems and meet or exceed customers’ expectations. Customer demand is also influenced by total market demand, and a com­pany’s share of that market is influenced by both the proj­ect outcome and proj­ect duration. Sometimes a customer’s need is to remain competitive or keep up with what ­others are ­doing. I (Bucero) remember being assigned to create a PMO (proj­ect management office) in a multinational organ­ization. I asked my proj­ect spon­ sor, “Why do we need to create a PMO?” He said, “­Because it is in fashion; ­every organ­ization who manages proj­ects has one.” I could not believe that, but my man­ag­er’s opinion was influenced by the competition in ­those times. ­Because the competition was d ­ oing it, he thought we should do it.

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Many times, but not always, the faster a proj­ect is completed, the better po­ sition a com­pany is in to capture market share. Customers provide g­ reat clues about how to get their business. Are you asking questions of your customers about their needs, the trends that affect them, and their wishes? An answer you ­will often receive, as well as our suggestion for how to proceed, is “Please do it”—­that is, fulfill the customer’s need—­“as soon as you can.” When markets suffer a downturn, an effective strategy is to increase new product or ser­vice development, instead of cutting back. That way the com­pany is better positioned to do well when the market picks up again and gains com­ petitive advantage. Asking customers about what they want and need and the forces that affect them is crucial to serving them better. How do you ask good and professional questions? It is not easy, as it requires time and practice, but integrating ­these questions and skills is achievable. We discuss how to ask good questions in this chapter.

Market Trends Knowing market trends is impor­tant, and it takes time and observation to be­ come familiar with them. You can get numerical figures from the Internet or from specialized magazines, but for a real understanding, you need to observe customer habitudes and uses. One best practice I (Bucero) use is to ask what ser­v ices my customers desire when I am ­running a seminar, proj­ect, or con­ sulting satisfaction survey. Customers need to be loved; they appreciate that. They also are fond of sharing how they use your product, so give them that opportunity. Keep in mind that sometimes what is good for one industry is not good for another industry. Even a superstar proj­ect man­ag­er cannot be knowledgeable about all industries. So the first best practice regarding market trends is to fo­ cus on a par­tic­u­lar industry. Proj­ect man­ag­ers often have a clouded understand­ ing of marketing, equating it with sales. Marketing is a set of procedures that serve to help the proj­ect man­ag­er know the market better. The market consists of t­ hose customers that may buy the final product, the end users who w ­ ill use it, the prob­lems t­ hese ­people are trying to solve, and the competitors who are offering solutions to the same prob­lems for the same customers and end users. Marketing includes conducting competitive analy­sis, determining product re­ quirements, and launching new products. The proj­ect man­ag­er’s emphasis is usually on producing the final product, not selling it, and his reward is based on that production work too. I (Bucero) defended that idea over a number of years ­until I realized that I spent most of my time on the customer site dealing with customer proj­ect prob­lems. I knew my customer’s needs very well. That meant that I was the right person to con­ vince the customer to buy more solutions from my organ­ization. I needed to

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stop thinking that marketing and selling the proj­ect outcome was someone ­else’s prob­lem. I was in the best position to make the sale happen. Product design often comes from internal assumptions about what w ­ ill sell. A typical assumption is “If we build it, they w ­ ill buy it.” This assumption has often proved false, however. For example, I (Bucero) presented an e-­learning pro­ gram proposal to one of my customers. That program was part of a huge train­ ing program proposal for proj­ect management and executive training for that organ­ization. I explained to the customer that my e-­learning product was be­ ing developed and it would not be ready u ­ ntil six months l­ater. The customer accepted that, my com­pany invested a lot of money to develop, test, and pro­ duce the product . . . ​and in the end, the customer did not want it. When our assumptions prove faulty on many proj­ects, then more thought needs to be given to marketing. One solution is to put a marketing person on the core team. This serves to increase the team’s knowledge and understanding of customer and market issues. Some companies even put a customer on core teams. MARKETING RESPONSIBILITIES Although a complete proj­ect man­ag­er needs a greater understanding of market­ ing, this does not mean that the proj­ect man­ag­er takes over all marketing func­ tions connected with the proj­ect outcome. Rather, the proj­ect man­ag­er becomes involved in t­ hose marketing functions identified ­earlier as impor­tant to proj­ect man­ag­ers: identifying what the customer or end user r­ eally wants, understand­ ing the competition, making trade-­offs between features and price or cost, and determining the timing of proj­ect completion (proj­ect introduction). The proj­ ect man­ag­er needs to understand ­these functions ­because the proj­ect team needs to make decisions in ­these areas during the proj­ect life cycle, and the deci­ sions ­will affect the success of the proj­ect outcome. We believe marketing is necessary for all types of proj­ects. The need for it may be most obvious in new product development proj­ects. However, for client engagement or internal IT development proj­ects too, marketing knowledge helps ensure that the final product meets the needs of end users. I (Bucero) have been involved in methodology implementation proj­ects in organ­izations worldwide. A common situation I encountered was this: The customer hires a con­sul­tant and asks her to develop a customized proj­ect methodology for the organ­ization. The customer allows the con­sul­tant to interview man­ag­ers, up­ per man­ag­ers, customers, and other stakeholders, but does not allow proj­ect man­ag­ers themselves to be asked about their real needs, mainly ­because they are busy managing proj­ects. Proj­ect man­ag­ers’ input is thus minimal and not very detailed. The proj­ect methodology is developed, but it is very hard to im­ plement it ­because the end users did not participate in its design. Proj­ect man­ag­ers need to talk to end users, asking questions and validating responses. Continue the pro­cess during development through prototype dem­ onstrations. ­These steps are crucial for proj­ect and orga­nizational success.

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PRODUCTS AND SER­VICES OFFERED The products and ser­vices offered in the proj­ect management field have been growing worldwide, especially over the last ten years. Proj­ect management con­ sulting and training ser­vices are now offered in most countries. Many more universities offer proj­ect management certificate training, both in-­person and online. In central Eu­rope, ­there are many proj­ect management consulting compa­ nies. Along the Mediterranean coast, we find more proj­ect management training companies. In some countries, t­ here is a mix between PM consulting, outsourc­ ing, and training ser­vices. More ­people are looking to become certified as proj­ect management professionals or seeking one of the increasing range of certifica­ tions sponsored by the Proj­ect Management Institute. Looking to the ­future, we predict the PM consulting business w ­ ill continue growing. Many companies sense the need to reor­ga­nize around proj­ect, program, and portfolio manage­ ment, managing more and more better proj­ects.

Customer Orientation One of our lessons learned is that information about customers and end users is very impor­tant if we are to define the right mix between price and features for proj­ect outcomes. Sometimes customers do not know what they want. And they often change their minds. So the complete proj­ect man­ag­er needs to be business oriented and needs to think how to help customers better understand their needs. Customers care most about how well their prob­lem has been solved and not much, or not always, about the technology used to solve it. ­People working on customer proj­ects often think the customer is not very clever. Customers are not dumb; you are ­there to solve their prob­lems. Complete proj­ect man­ag­ers need to apply empathy when working with customers, trying to understand their needs and putting themselves into the customers’ shoes. One of the best practices we recommend to gain empathy for customers is to visit them. I (Bucero) was involved as a proj­ect man­ag­er in the financial indus­ try. I managed proj­ects for banks and savings banks. I asked my organ­ization to allow me to participate from time to time as a proj­ect reviewer. That way I could visit vari­ous customers within the industry, live within their environ­ ments for a while, and experience their daily prob­lems and issues. A ­ fter some years I came to know what the key points to understand ­were and how to deal with them much better. Likewise, I (Englund) worked in factory sales develop­ ment for a number of years, supporting sales reps in the field. I made it a point to travel out to customer sites quite often. I observed how they used our prod­ ucts, listened to their questions and concerns, and made pre­sen­ta­tions that helped them better understand our products and the direction in which we ­were headed. Not only was I better able to assist in the sales pro­cess, but I also brought back valuable inputs to the marketing department about prob­lems and opportunities.

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WHO IS THE CUSTOMER? The customer is the person or the organ­ization that purchases a product’s or ser­vice’s outcome. In some cases, ­there is a group of customers who make buy­ ing decisions. Usually, the customer is the person (or p ­ eople) who pays the bill for the outcome, though sometimes the purchasing department negotiates final prices with the provider. For new product development proj­ects, the customers are the ­people who buy the end product. For internal proj­ects, the customer may be another depart­ ment or division. For customer proj­ects, the customer is the client who requests the engagement. Regardless of the type of proj­ect, the customers need to be sat­ isfied by the proj­ect results. Often the person who ­will use the final product is not the person who pays the bill. Th ­ ose customers usually define their needs based on the needs of a group of ­people called end users—­the ­people who use or benefit from the proj­ect outcome. ­These are the p ­ eople who need to be satisfied with proj­ect outcomes. To know and to please the customer is impor­tant, but it is even more impor­tant to know and please the end user. Some proj­ect man­ag­ers miss this impor­tant difference. LISTENING If we listen only to customers and solve their prob­lems, we may not necessarily solve the prob­lems of end users. It is crucial to understand what the customers and the end users want. Some consulting organ­izations offer solutions to cus­ tomers without listening to real prob­lems. A proj­ect man­ag­er from a multina­ tional organ­ization said, I’m ­really sad, you know. I’m the proj­ect man­ag­er for a customer proj­ ect in an insurance com­pany in Spain. My com­pany provides insurance software solutions, and my boss sold one of t­ hose solutions to the cus­ tomer. I’m managing the implementation proj­ect now on the customer site. I found the end user does not need more than 30 ­percent of the functionality that the solution provides. The customer has paid a lot of money for that solution, and they w ­ ill not use most of it. The end user was not involved in the solution evaluation, only department man­ag­ ers. I think it is not the best way to do business successfully. I’m frus­ trated b ­ ecause I know the real need from the end user, but it is too late. TAP THE WISDOM OF CROWDS The term “crowdsourcing” is coming into vogue. It is a sourcing model in which individuals or organ­izations obtain goods and ser­vices, including ideas and fi­ nances, from a large, relatively open and often rapidly evolving group of Inter­ net users. In the context of proj­ect, program, and portfolio management, it is a valuable technique in our toolkits to capture thoughts, ideas, and experiences that can improve any endeavor.

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The Wisdom of Crowds by James Surowiecki explores the decision-­making capabilities of groups. The book’s main thesis is that the collective wisdom of a group that is (1) diverse, (2) in­de­pen­dent in thought, and (3) decentralized is much greater than the sum of its parts (Surowiecki 2004). Aggregating in­de­ pen­dent opinions or actions of a large group ­will yield a result that is more ac­ curate or wiser than even that group’s smartest member could make on his or her own. This point applies even if the crowd is not particularly well-­informed (not experts) about the subject at hand. Surowiecki argues that diversity, in­de­ pen­dence, and decentralization are even more valuable than intelligence or expertise. When ­these conditions are met, “the crowd is holding a nearly com­ plete picture of the world in its collective brain” and is therefore best able to come up with the most appropriate solution (Surowiecki 2004, 11). (Note: A TV series is based on ­these same concepts, although focused more on crime solving.) ­There are several areas where I (Englund) have incorporated aspects of James Surowiecki’s Wisdom of Crowds into my life and work. From his premise that “Large groups of p ­ eople are smarter than an elite few—no m ­ atter how brilliant—­ better at solving prob­lems, fostering innovation, coming to wise decisions, even predicting the ­future,” a few conditions apply. To apply the technique in defining proj­ect success, I believe it is very impor­tant to collect as many diverse inputs as pos­si­ble about what the proj­ect should be and what defines success. I may have my own view, but I’ve taken to asking ­others their views as well. It’s amazing how much richer the outcome is when divergent views are integrated. So I do one-­on-­one interviews with stakeholders at the beginning of each proj­ect. I do a similar step in consulting engagements. I interview a cross-­section of ­people using a questionnaire tailored to the presented challenge. I did this at an architectural/engineering firm that engaged me to help them create an environ­ ment for more successful proj­ects. I believe solutions to most prob­lems exist in the minds of the p ­ eople working closest to them. It seems I may be the only per­ son who ever asked them what their ideas are. I both listened and served as the aggregator of this distributed wisdom. Every­one then gathered together in a workshop to share findings and discuss ideas for action plans. At times when I think of myself as the expert, I’ve learned so much more and gathered dif­fer­ent but effective insights by asking for opinions from layper­ sons. A prime example is my wife. She may not know proj­ect management as well or the technical aspects of something I’m working on. When I’m stuck, how­ ever, I’ve learned to ask for her input. She may even be more knowledgeable than I am. Most often the solution appears within a few minutes into our dis­ cussion. At work, when the technical team has been left-­brain dominant, I’ve called one or two colleagues and asked if they could bring their right brain over to join us. They offered marvelous insights that got us moving again. In contrast, I also have experiences when the crowd dilutes the proj­ect. A key example is chairing professional conferences. Too many ­people expressing

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divergent ideas create an identity crisis. I believe t­ here are occasions when the vision of the leader needs to dominate so that a clear and consistent theme prevails. Steve Jobs also made sure his vision drove product development at Apple, as the crowd may not have even anticipated or dreamed of what he saw. CARE AND FEEDING OF CUSTOMER CONCERNS We met Remco Meisner when he attended our proj­ect sponsorship seminar. Remco impressed us with his ability to share in­ter­est­ing stories about how to ­handle difficult situations. For example: Pierre: How would you ­handle this customer of mine? He asks for a proj­ect man­ag­er with international experience, certified in PRINCE2 and ITIL, full command of Word and writing in En­glish, German, French, and Dutch lan­ guages, holding a university degree, and also willing to travel all over the globe. Remco: I’d jump at it! Pierre: My thoughts exactly! The prob­lem is, though, that he’s not willing to pay for any of it. He offers EUR90 an hour! Remco: I’d tell him to sod it! Pierre: Yeah. Perhaps you are right. It is so tempting, though. It is an in­ter­ est­ing proj­ect and I would r­ eally like to take it on. But I suppose I s­ houldn’t. Remco: I’ve been ­there, too. You know, if you ­really like the challenge, per­ haps you should take it. Th ­ ere ­will be other opportunities, though. ­Don’t soil your own nest. I agree they can be a nuisance, our customers. I had one only yesterday, confronting me with failures in his own organ­ization—as if I could do anything about that! Pierre: What did you do? Remco: I d ­ on’t ever disagree with customers. I merely offer them ways out of a spot. I think that’s the only t­ hing we proj­ect man­ag­ers can do—we of­ fer organ­izations and customers a way out of a situation that ­doesn’t agree with them. Putting up a fight has no use. It would only broaden the gap between me and my client or create one that ­wasn’t t­ here before. Pierre: So that is the trick. Agree with your customer, take the full blame? Remco: No. It’s not as s­ imple as that. I just ­don’t fight back. It’s not about taking the full blame, though. Th ­ ere is a difference. I think p ­ eople—­and a­ fter all, even our customers are a kind of ­human being, ­aren’t they?—­tend to have firm discussions with us as soon as they are in a tight spot. They are pushed to the limit by the situation, their superiors, their staff, or their wives for that m ­ atter. (Laughter.) What­ever that situation might be and whoever might have caused it to appear.

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Pierre: So, they bite ­because they w ­ ere bitten? Remco: That’s it. Th ­ ere is no use in biting back. What good would that bring? Suppose the client retreats and agrees to your arguments. He would admit his error, lose his position, crumble. He w ­ on’t do that. Even in case he sud­ denly realizes he has made a ­mistake, ­t here is no way ­he’ll take back his words. Pierre: But how do we influence his train of thought, then? He wants some­ thing, realizes he is not g­ oing to get it, and he needs someone to blame but himself for it. Remco: That’s a good summary! As you can see, he is nearly where he should be. He wants something which ­w ill not come to him. He has a train of thoughts around it. He needs a bad cop. ­There’s no benefit in fighting against mostly the right sequence. It’s just the bad cop we need to deal with. Pierre: How? Remco: We identify what is the cause for the prob­lem. That is the bad cop! As soon as we have identified that, we next agree this crooked copper needs to be cut out of the system. During the pro­cess, when we are still working to get t­ here, we do not speak of anyone getting blamed for anything. We allow our customer to say what­ever he likes about that, but we ­don’t respond to it in any way. Pierre: We let it stew? We work in our own way in order to identify what is the real cause of the prob­lem, rather than finding the villain? Remco: Yep. And as soon as we found out what is blocking the flow, what is the prob­lem, we stick the bad cop label to it. No sooner, no l­ater. Pierre: So, in this way we leave his passion, often his real anger, trying to locate the source of any difficulty and kill it barehanded, intact. Remco: We try to not cool that in any way. Keep the fire burning, but ­don’t get burned yourself. We make the customer associate his anger with the real prob­lem. Pierre: Rather associate it to that than to the guy sitting opposite, the poor and innocent proj­ect man­ag­er, with his loving missus and kids. Remco: That’s it. Keep the passion intact, track down the real prob­lem, at­ tach the passion to that real prob­lem—­instead of the first sentiment that came to our customer’s mind. Pierre: I might be able to deal with the tariff prob­lem in a similar way, I gather.

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Remco: That’s correct! The requesting customer has a prob­lem. He needs a divine proj­ect man­ag­er, able to deal with all earthly crimes and make them go away by speaking in tongues. The customer should be made aware of the fact that is he looking for Zeus. And Zeus only comes at a fair price! Pierre: So, I actually ­shouldn’t tell him to sod it. I’d better explain the Zeus-­ thing to him, allow him to get acquainted with lesser gods than Zeus, so ­he’ll in practice find out that ­there is a difference. Remco: Following which, two ­things could happen. He ­either deflates his original ideas, so that a mere mortal ­will be able to deal with them without divine intervention, or he maintains the original standards and realizes that he w ­ ill have to pay the Zeus-­fee. Pierre: He w ­ ill prob­ably end up with Mr. Bean ­handling his multimillion proj­ect. Remco: In that way he w ­ ill find out the true values of life. He might well end up herding goats in Italy. Pierre: That would perhaps be better for himself, and for the world. Remco: I think all proj­ect man­ag­ers with some experience ­will more or less recognize the theme of my discussion. It illustrates how we should not fight our stubborn customers. Not even if we see that he is clearly in error. “Fight­ ing never solved anything,” my grand­mother used to say. (And she has put up a c­ ouple of fights in her time!) However, we should not turn ourselves into punching bags—we usually do know our trade better than our customers. The best attitude is to remain aware of the situation at hand and focus on that rather than on finding the one guy that caused the prob­lem (or who just revealed it and now is about to get the blame, as frequently is the case). We, the professionals, should fo­ cus on ways to solve the prob­lem. We need to take the customer by the hand, explain the road to salvation to him, and lead the way t­ oward the so­ lution, and the steps ahead, in a rational, objective manner. The proj­ect man­ag­er is not the chief executioner. The customer should not take on the part of judge, e­ ither (but he c­ an’t help it). Offering solutions and ways to turn them into real­ity is the way to a cus­ tomer’s heart. Slapping him in the face is not. Regardless of w ­ hether you are right or wrong, a fight w ­ ill cause the proj­ect man­ag­er to lose. And we might add to Remco’s last statement that he who loses his cool first, loses. Regardless of the internal turmoil working with a challenging customer may cause, it is still impor­tant to stay professional. That may mean taking a time-­ out or asking clarifying questions or remaining s­ ilent. The notion that “the cus­ tomer is king” still applies, even when that customer is wrong.

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ANOTHER APPROACH TO MANAGING CHALLENGING CUSTOMERS Jose Solera is a very experienced proj­ect man­ag­er who has worked extensively in the San Francisco Bay Area. Jose shared with us his approach to dealing with demanding customers: Throughout my c­ areer I have noticed that some p ­ eople prefer to say yes now when presented with a challenge instead of articulating what it is more likely to happen in the ­future. You could say they are being opti­ mistic and accepting the challenge, but I would argue that what is more likely is that they are afraid to say no and address the issue now. Instead, they engage in wishful thinking. As the saying goes, in proj­ect management bad news does not get bet­ ter with age. So, from early on I have followed the policy of pointing out what I think is realistic and not just accepting the wishes of the client or man­ag­er. One of the earliest examples was when I worked for a major high-­ technology firm. My man­ag­er, who also happened to be the client for a software development proj­ect, demanded that the system be developed and deployed in three months. As we had barely started and had no re­ quirements, I could have said, “Yes, ­we’ll get it done by then,” then go hide in my cubicle, hoping I would somehow pull it off but knowing full well that was not likely. Instead, what I said was, “Yes, m ­ a’am, but it is not ­going to happen. The simplest system takes three months. This one is not ­simple, and we d ­ on’t know yet what we are supposed to do.” Obviously, that was not what she wanted to hear, but I held my ground. Soon afterwards, in a group design meeting, she pushed for a complete implementation of the entire system. Still gathering requirements, I worked with my peers, the business man­ag­ers working for her, to con­ vince them that a partial solution delivered soon was more valuable than a full solution that was ­going to take about a year. With this agree­ ment in place, we presented it to our man­ag­er, who then accepted the direction. We successfully delivered the first piece of functionality soon thereafter and eventually achieved monthly production releases, what now would be considered standard in an Agile proj­ect. ­Later in my ­career I had a situation where my proj­ect had been put on hold along with many ­others with no indication of when we would be allowed to proceed. My client, an internal product development group, was preparing to launch a new product and needed the capabilities I was supposed to deliver. I did not provide false expectations to the cli­ ent. Instead, I said that while I was hoping we would be allowed to pro­ ceed soon, he should look at alternatives just in case. We ­were allowed to proceed a few weeks ­later with enough time to support the client. Still,

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at the planning session, once the client indicated his expectations of our delivery, I said, “Thank you for sharing your expectations. Let us see what we can do,” and explained what my team had planned. It turned out that the client’s expectations w ­ ere not doable. As he was in the plan­ ning session with us, he was able to understand the amount of work we had to do. He accepted this plan (his group was facing challenges too). We proceeded to meet all of our commitments right on time. This approach does not mean that the moment a prob­lem surfaces, I run to the client to tell him or her the bad news. While I believe in full transparency and letting the client know what is g­ oing on, I also believe that presenting a prob­lem without analy­sis and alternatives is not d ­ oing my job as a proj­ect man­ag­er. Instead, I wait a bit to ensure the prob­lem is real, determine its impact, and figure out how it can be addressed prior to communicating it with the client. A thoughtful pre­sen­ta­tion of a prob­ lem, impact, and alternatives is more effective than e­ ither ­running up right away without the analy­sis or not telling the client about the issue and hoping for the best. CUSTOMER ESCALATION Having worked in field ser­vice and in factory marketing, I (Englund) became very aware of ways that customers get their demands satisfied—­t hey escalate them to someone who has the authority to do something. On several occasions when I could not resolve an issue or did not have the authority to do so, I gave my boss’s phone number to the customer. Of course, I also went immediately to the boss and alerted him to the impending call. The boss then is in the dif­ ficult position of having to satisfy the customer as well as support the employee. The best outcomes occurred when both happened. Sometimes all the customer needs is for somebody in authority to listen to him. ­Those times call for exem­ plary listening skills and a suspension of defensiveness. ­These experiences served me well when I was in the role of customer. One time I escalated a concern to a supervisor of a customer ser­vice representative. She was not helpful, so I asked to speak with her man­ag­er. She told me she was the end of the line—­there was no one ­else. But I knew better; we all have bosses, even the CEO of a com­pany. Her attitude upset me further, so I was determined to find another path. Searching the com­pany’s website, I found email addresses for the CEO and regional man­ag­ers. Soon a­ fter sending my email to t­ hese p ­ eople, I received a phone call from a dif­fer­ent man­ag­er, who then sent me a replace­ ment for the defective product. I have repeated this pro­cess on several other occasions, even to terminate a cell phone ser­vice contract early due to poor re­ ception. I find that escalation works. We also now have social networks, such as Facebook and YouTube, where concerns may be aired. In another example, when we w ­ ere planning a large potential companywide purchase, I insisted that a vendor provide a set of features that did not currently

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exist. To his credit, the sales representative did not make promises he could not keep or make up a false answer just to get the sale. He promised to check with the factory. He came back saying that it was not pos­si­ble to fulfill the request. We placed the order with him anyway, largely ­because of the integrity he dis­ played during the sales negotiation. I (Bucero) once managed an infrastructure and software implementation proj­ect for a customer in the north of Spain. It was a critical proj­ect for the Span­ ish government, and we could not fail as the ser­vice provider for that proj­ect. An issue arose: some hardware equipment would not arrive on time b ­ ecause ­there was a shipping delay from the factory. So I escalated the prob­lem to the factory man­ag­er. I got good words but not good results. ­There was still a delay in shipping. I informed my sponsor about the issue, but nothing happened. I needed to make a decision, so I said to my customer, “Believe me, I did as much as I could, but I was not able to transmit to my sponsor the urgency of the prob­lem. I suggest you complain to my sponsor about the prob­lem.” So the customer called my sponsor and told him I was not supported by my organ­ ization. He said that he was conscious that I had put in the effort but did not get results, and he needed the hardware equipment soon. Immediately my sponsor called the man­ag­er of the factory. He was able to accelerate the equipment delivery, so the equipment arrived on time. Complete proj­ect man­ag­ers ­will find themselves on ­either or both sides of customer escalation issues. Know that escalation is a good ­thing. Sometimes we have to prompt o ­ thers to escalate. Apply personal, sales, and negotiating skills. Successful outcomes depend upon per­sis­tent yet professional ­handling through­ out the pro­cess.

Competition A question that needs to be answered on e­ very proj­ect is, “What is the market?” Our approach is to imagine the market as a set of customer needs or prob­lems that you can achieve or solve, keeping in mind that t­ here are several competi­ tors who are trying to do the same ­t hing. In order to describe a par­tic­u ­lar market, we can talk about market size, market classification (segments), and competition. Market size is often predicted by companies specializing in market analy­ sis. Find their results in trade publications and marketing reports. Market segments are discovered, not in­ven­ted. P ­ eople and organ­izations naturally segment themselves based on their goals and interests. The challenge is to conduct surveys, focus groups, interviews, and observations to determine what t­ hose interests are. This involves a creative approach to discovery as well as perceptive analy­sis and integration of data to come up with meaningful market classifications. Key competitors are organ­izations that are aiming at the same segment with a similar strategy and with solutions to the same prob­lems. Knowing t­hese

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competitors is essential to determining the outcome/feature set, price, and po­ tential sales volume of your products. E ­ very organ­ization is looking for com­ petitive advantage. That requires you, as a complete proj­ect man­ag­er, to know competitors very well, so you w ­ ill be able to compare your solution to custom­ ers’ prob­lems with your competitors’ solutions and can explain the difference to stakeholders and potential customers. In addition, when you know your competitors’ prices, you understand the need to set a price based on market conditions rather than the cost to create and produce the product. Price and volume estimates are essential for estimating cash flow. Potential sales volume ­will also be determined in part by competitor actions. Knowledge of competi­ tor tendencies, hiring practices, and advertising help to predict their actions and reactions. Of course, you cannot accurately predict competitor actions and re­ actions, but it is pos­si­ble to get insight by analy­sis.

Dealing with Customers As a proj­ect man­ag­er from the ser­vices provider perspective, I (Bucero) am usu­ ally spending more time at the customer site than in my office. On some occa­ sions, when managing customer proj­ects in organ­izations, I was criticized by my man­ag­er who used sentences like, “Alfonso, you seem to belong to the cus­ tomer organ­ization, always defending the customer and never supporting my ideas or initiatives.” The real fact is that I was more than ten hours per day on the customer site. I understood very well my customer needs, and it was my ob­ ligation to listen to the customer. Through this contact, I could generate more business for my organ­ization by understanding customer needs better. We suggest four key points to consider when dealing with customers: • • • •

Building customer credibility Risk sharing Benefits sharing The right attitude

Building customer credibility. It is a step-­by-­step pro­cess that takes a lot of time. The proj­ect man­ag­er needs to accomplish his/her commitments. One of my professional lessons learned is that customers buy by added value, they hire your ser­vices b ­ ecause you have been ­there, have the experience of d ­ oing it before and/or managed a similar proj­ect. Another ingredient to build up credibility is to take care about details with the customer. For instance, if a proj­ect man­ag­er promised the customer to send or pre­sent a status report ­every Friday, he/she needs to accomplish it. Practicing authenticity (say what you believe) and acting with integrity (act on what you say) help us to build customer credibility. Risk sharing. I ran into prob­lems with salespeople when I tried to share proj­ect risk among customers. Sentences like, “Alfonso, you cannot share

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our weaknesses with our customer b ­ ecause that fact is positioning us in a difficult situation; it is very dangerous.” I think differently about that. I believe that the risk identification pro­cess needs to be started before we prepare the solution proposal. As we are gathering customer require­ ments, we need to be a step forward and try to predict potential proj­ect risks and share them with our customer. Our solution proposal needs to be developed taking into account all risks identified. Most customers appreciate it ­because you, as a ser­vice provider, are expected to provide your experience on that. Proj­ect risk is not only on the provider side but on both sides, customer and provider. Benefits sharing. Most proj­ects do not deliver benefits quickly; they are delivering products or ser­vices. Benefits from proj­ects take some time to happen. However, customer and provider need to be transparent about the benefit of working together. It is extremely valuable when we learn from each other. One of the benefits the customer can achieve is the knowledge transfer pro­cess from the provider (methodologies, discipline, pro­cesses); on the other hand, the customer may help the provider by sharing real industry experiences. The right attitude. Customers always appreciate positive p ­ eople when dealing with proj­ects in organ­izations. They expect positive p ­ eople who are able to inspire the proj­ect team while also maintaining a positive attitude at any moment during the proj­ect, ­under all circumstances. Most customer proj­ects pre­sent challenging situations, or they provoke changes in the customer organ­ization. They need inspiration and positiv­ ism to motivate all proj­ect stakeholders. Sentences like “­today is a good day and tomorrow w ­ ill be better” are needed. The customer needs a proj­ect man­ag­er from the provider who smiles ­every day and encourages the proj­ect team to move forward. Organ­izations do not manage proj­ects, ­people do. Be positive as a proj­ect man­ag­er, and you ­will generate customer enthusiasm.

Market Forces It is helpful to seek exposure to marketing gurus who write books and speak at professional association events. Connecting with ­t hese ­people allows you to gather information about market evolution, marketing trends, cycles, innova­ tive practices, and competitive analy­sis. We invited marketing con­sul­tant and author Geoffrey Moore to speak at a com­pany’s internal proj­ect management conference. I (Englund) briefed Geoffrey that the audience did not consist of upper man­ag­ers or marketing-­specific p ­ eople, but rather proj­ect man­ag­ers gath­ ered from around the world. Geoffrey began, “As proj­ect man­ag­ers, you are used to an internal focus on completing your proj­ects. What I want to share with you t­oday is how your

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success is dependent on external market forces that you need to be aware of.” He then explained that a com­pany can cross the chasm between new idea and market ac­cep­tance by getting a “beachhead” customer to adopt the product. Then the com­pany has to develop a “­whole product” that satisfies all concerns of pragmatic customers. When a com­pany is “inside the tornado,” meaning that its product is the market leader, just ship the product as fast as pos­si­ble, with­ out making any changes. If your com­pany is the “chimp,” not the “gorilla”—­the market leader—­then ser­vice niches and do not try to compete directly against the leader. When your com­pany is “on Main Street,” meaning that your product is maturing, keep en­ hancing and upgrading the product ­until it becomes obsolete. This is also the time to be thinking about new, innovative products. Geoffrey also explained that making a product easy to use creates a com­ petitive advantage. “I d ­ on’t know the difference between serial [port] with an s and cereal with a c, but this com­pany made it ­simple to visualize with color-­ coded cables and a setup diagram.” In my first product development proj­ect experience with HP, I (Englund) had just come from a field position at GE. Even though my previous experience was with a totally dif­fer­ent product line, I knew how difficult it was to install equipment in the field if the factory did not cover all possibilities. I brought that field perspective to the proj­ect team and suggested we field-­test new operating system installation procedures and include more detailed instructions. The above examples convey a similar theme. Successful products come from thoughtful proj­ects that consider all market forces throughout both product and proj­ect life cycles. Complete proj­ect man­ag­ers know in what stage of market cy­ cles the outcomes of their proj­ects are. They keep the user perspective in mind and seek inputs that increase the usefulness of the final product. Another way that market forces affect proj­ects is the timing of market win­ dows. We ­were moving quickly on a fast time-­to-­market personal computer proj­ ect when marketing came to the core team with a request to delay introduction for several months. They explained that the introduction would get far more no­ tice if it came at the spring trade show event. That is when the press and cus­ tomers ­were on the lookout for new products. An off-­cycle introduction may have gotten lost in the shuffle of everyday work. With regard to market knowledge, Remco Meisner advises, Some markets move swiftly. We, as proj­ect man­ag­ers and with our proj­ects, need to adjust our pace accordingly. ­There is ample time for guarding the quality of our work (we should insist on minimum time frames, however). Other markets seem like perpetuüm immobile (not ­going anywhere), whereas mankind keeps searching for perpetuüm mobile (an imaginary device that once in motion keeps moving by itself) markets. ­There also we need to blend in. The same rule applies to

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conservative as well as innovative proj­ects. In w ­ hole, proj­ect man­ag­ers ­will need to chameleonize. With regard to customer orientation, Remco says, “Be your customer!”

Disruptions, Discontinuities, and Digitalization Even though you have a marvelous proj­ect plan, d ­ on’t fall in love with it. Some­ thing is bound to change, w ­ hether the change comes from the market, a competitor, innovative ideas or technologies, or the client. Complete proj­ect man­ag­ers need to be flexible and attuned, so as not to get hurt by t­ hese changes. In describing “The Coming Wave of Digital Disruption,” Leslie H. Moeller, Nicholas Hodson, and Martina Sangin (2018) posit that technological changes foreshadow a dramatic—­but manageable—­shift in business logic everywhere. ­Here is an adapted summary of that article: All disruption (digital or other­w ise) takes place on an industry-­w ide scale, forcing a significant shift in profitability from one prevailing busi­ ness model to another. The new model typically provides customers with the same or better value at a much lower cost. Companies wedded to the old business model lose ground, and some are pushed out of busi­ ness. Challengers that embrace the new business model gain advantage and take a dominant position in the market. The current wave of disruption is unpre­ce­dented. Digital disruption is a change in industry value triggered by advances in information and communications technology. Products and pro­cesses ­will routinely learn from their surroundings; markets ­will converge to an unpre­ce­dented ex­ tent. The new wave of technological advance is expected to alter a wide array of business practices, in nearly ­every sector, and in both business-­ to-­business and business-­to-­consumer firms. Although the pace of disruption is unpredictable, the time to act is now, for three reasons. First, preparations for t­ hese changes require time. As when a hurricane is bearing down on a coastline, the longer you wait to act, the more vulnerable you become. The precise tipping point ­w ill vary from one industry to the next, but some common threads ­w ill emerge. Prices ­will decrease, assets ­will lose value, and the willing­ ness of customers to change their habits w ­ ill determine the pace of change. This is happening to some old-­model retailers now; their busi­ nesses may not be formally bankrupt, but the dollars they invest in their legacy businesses ­don’t earn a return. So, they cut back their spending, and their stores deteriorate further. Second, even during the earliest stages, before they reach that tipping point and lose their industry position, incumbents tied to old business models often see their growth level off or decline. Old-­model retail store chains, for example, have felt the impact on their shareholder value years

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before they approach bankruptcy. That’s why it’s impor­tant to let con­ stituents, particularly investors and key stakeholders, know that you are preparing to face major changes. The most effective activist investors are already aware of which companies are well positioned for digital disruption. ­Those that a­ ren’t clearly making such preparations tend to become targets. Third, although the pace of change can be glacial, glaciers cannot be avoided. Disruption w ­ ill, eventually, reach its destination. This was the essence of Clayton M. Christensen’s (2018) argument in his book The Innovator’s Dilemma: When New Technologies Cause G ­ reat Firms to Fail, that the disruptive innovation is at first applied to a small, unattractive niche, and it seems easy to ignore. Gradually it matures, improves in quality and capability, and then switches over to the mainstream. In the early stages of its advance, it ­will seem to many ­people as though nothing is happening. By the time the shift is felt, it ­will seem sudden. But if ­you’ve started early to prepare, you’ll be ready for it. Digital disruptions are dif­fer­ent in several critical ways. They involve technologies that can reduce the need for physical assets; for example, streaming media took the place of compact discs, and algorithms that specify traffic routes for shared-­vehicle enterprises can raise the effi­ ciency of passenger travel and thus reduce the number of cars and vans needed in an area. Digital systems accumulate data and, through ma­ chine learning, continually improve the per­for­mance of the new busi­ ness models, thereby accelerating their impact. Digital disruptions reshape value chains and markets, rendering old differences among sec­ tors irrelevant; now a single home device can be a ­music player, a ther­ mostat, a security system, and a retail portal. Discontinuities and disruptions affect a broad number of sectors, and they encourage companies to add scale by creating platforms that make it cheaper to enter new geographies or launch new products and ser­vices. Another effect is the increased demand in a broad range of industries for ­people with software skills (which are more fungible than other forms of engineering prowess) and a Silicon Valley sensibility. To respond effectively to disruptions, a com­pany, through the proj­ ects and programs it sponsors, needs to reinvent itself, moving from one business model to another. The f­uture of your enterprise ­will depend on how well you understand t­hese dynamics in your industry and in general. Focus on strategic changes that reflect and incorporate your own existing strengths, as opposed to ­those that may impress investors in the short run but not add to your sustained per­for­mance. The wave of digital disruption w ­ ill have far-­reaching effects. Already, digital technology has shown its ability to outpace or outmaneuver efforts to control it. The constraint for any com­pany ­will not be the

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technology. It ­will be ability to bring three ­drivers to bear: to lower costs, engage customers, and make better use of assets. If you can em­ ploy digital technology to do that effectively, you ­will be among the winners of the age of digital disruption.

Servant Leadership What is servant leadership? In his essay “The Servant as Leader” (1970), Robert Greenleaf writes, “The servant-­leader is servant first . . . . ​It begins with the natu­ ral feeling that one wants to serve, to serve first. Then conscious choice brings one to aspire to lead. That person is sharply dif­fer­ent from one who is leader first, perhaps ­because of the need to assuage an unusual power drive or to ac­ quire material possessions . . . . ​The leader-­first and the servant-­first are two ex­ treme types. Between them t­ here are shadings and blends that are part of the infinite variety of h ­ uman nature.” Servant leadership as a concept has validity in all aspects of proj­ect, pro­ gram, and portfolio management. It has special meaning when applied to mar­ ket and customer knowledge. Complete proj­ect man­ag­ers realize that their mission is not just to produce proj­ect outputs but to produce outcomes that sup­ port customers and end users. It also means they serve the ­people who are ­doing the work on their proj­ects. Michael O’Brochta shared with us his experiences in applying servant lead­ ership to project-­based work: I did not know over forty years ago when I joined the Central Intelli­ gence Agency as a young electrical engineer fresh out of college that my first two bosses would practice servant leadership. In fact, the term ser­ vant leadership had not yet been pop­u­lar­ized. It was not u ­ ntil 1977 that Robert Greenleaf wrote the breakthrough book titled Servant Leadership: A Journey into the Nature of Legitimate Power and Greatness. What I did know at that time was that I was being treated to a work­ place environment unlike most ­others . . . ​and it was terrific. I found my­ self working for a pair of bosses who acted with authority; they told me what they expected of me. This did not surprise me. As a new employee in a sizable government organ­ization, I had expected to be told what to do—­t he chain-­of-­command approach characteristic in many organ­ izations was certainly being practiced in the part of the CIA that I was hired into. I was told what security countermea­sures proj­ects I would work on, who the internal customers ­were that I needed to form rela­ tionships with, and what contractors I needed to involve in meeting our requirements. As a new and inexperienced employee, I needed to be told what to do; I did not have the wherewithal to succeed other­wise. What surprised me is what came next, what I ­later learned to refer to as ser­ vant leadership. What came next was the question from my bosses, “What can I do to help?”

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Both of t­ hese bosses took an active interest in my proj­ect success. While they clearly conveyed the message that I was the one responsible for the proj­ect outcome—­“It is your job to fix it,” one of them would re­ peatedly say to me—­they also made it clear that they w ­ ere ­there to help me. I was not alone. They understood that I could not succeed alone. They asked me questions that they knew my inexperience would prevent me from knowing the answers to . . . ​a nd then they offered me the answers. “Who ­else is using the type of technology we require in our proj­ects?” would come the question. “I do not know,” would be my re­ sponse. “Then you should go talk to so-­and-so,” would be their advice. And so it went. I was being led by bosses who w ­ ere serving my needs as an inexperienced proj­ect man­ag­er. So power­ful was this experience, that l­ater in my c­ areer at the CIA when I began filling roles as the boss, I would try to emulate the servant leadership style. Most of the employees who would report to me had lev­ els of experience with other bosses prior to working for me. I found that by and large, t­hese employees had not had the same terrific experience that I had had so early in my c­ areer. Most of the employees who reported to me had not experienced servant leadership. They had been more often exposed to the command-­and-­control, top-­down, the-­boss-­is-­always-­ right approach. And why not: w ­ asn’t that the way in most organ­izations? Apparently so. Now they found themselves working for a boss who behaved differently. A boss who took a genuine interest in what they needed to succeed. Interestingly, it took some getting used to on their part. The level of mutual re­spect and trust associated with the practice of servant leadership was a bit unfamiliar to many of the employees. They w ­ ere quick to embrace this servant-­leadership workplace envi­ ronment. It caused power­ful boss–­employee bonds to be formed. I think that it resulted in much higher levels of proj­ect and mission success, and that, ­after all, is why we worked for the CIA. Michael’s early work experience taught him that he needed to get outside a nar­ row focus on just d ­ oing the proj­ect and to view serving p ­ eople, customers, and end users as the purpose of work. Mounir A. Ajam, founder and CEO of SUKAD FZ-­LLC, in Dubai, United Arab Emirates, shares a personal testimonial on servant leadership and work­ ing with clients and teams: A few years ago, I was working on a proj­ect for the engineering and construction of a world-­class petrochemical plant in Texas. The proj­ect was a joint venture among three partners and was managed by an inte­ grated proj­ect management team representing the three partners. I was seconded to the team in the capacity of proj­ect control man­ag­er. Early in the proj­ect engineering phase, the proj­ect management team brought in a team development con­sul­tant to facilitate a team-­building

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session. The sessions w ­ ere a mix of meetings and discussions and vari­ ous outdoor activities. At the end of e­ very day, the participating team members had to give each other feedback. Each person was to state two points: a positive point and an improvement point. At that time, I was not too patient, and it seems that I always wanted to move fast even when some team members might not have been ready. When it was time for the ­others to give me feedback, a colleague, Mr. Wes Agnew, said, “Mounir, I have one comment that is positive and constructive at the same time . . . ​you have to be careful. You seem to be quite smart, and you rush to get on the bus—­but remember not to leave ­until every­one ­else might be on the bus.” His point was that due to my impatience I might alienate other team members who w ­ ere not ready to move as fast as I liked to. I took that feedback to heart and did reflect on it for a while. I also recall another colleague telling me, “Mounir, you are impatient with in­ competence.” I do agree that I am. Nothing frustrates me more than incompetence—­which in my definition is someone who is not compe­ tent but acts as if he or she w ­ ere a master. Back to the team-­building session: so, what was the issue? ­Were my colleagues incompetent? Most of them ­were not incompetent; they ­were highly capable and qualified p ­ eople. I kept searching, and what I found is that some p ­ eople are risk takers . . . ​and I am one. I also learned that one characteristic that differentiates leaders from man­ag­ers is that leaders might run on ­limited facts and instincts and make decisions, whereas man­ag­ers need more and more information for decision making. At that time, b ­ ecause of the above situation and other f­ actors, I started to recognize that I have more leadership attributes than managerial at­ tributes. I have done well in my vari­ous team lead roles, but I r­ eally do not like to manage. As a result, I accepted and understood the feedback. Since that time, ­every time I am in a situation where I think we are ready to move but notice that not every­one is ready, I recall the “bus” feedback, and I slow down. However, I do also recognize that some ­people might take forever to get on the bus. So, what do we do? As an entrepreneur and business leader, I try to balance my instinct and desire to move fast with having to get the buy-in and support of my team. Therefore, the way I now work with any team is that I get to the bus quickly, and I w ­ ill stay at the bus, explaining, sharing, and encour­ aging team members, to get the team to join me on the journey. I ­will wait for o ­ thers, but only for a while. I tell my team, “Let me know if you are not ready to board, and I w ­ ill do my best to ease the transition and explain why we need to be on the bus. However, we can wait only for a while.” If some hesitate too much or cannot make up their minds, then we leave without them!

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That s­ imple feedback and few words from many years ago still reso­ nate with me, and I share it with ­others. It has helped me on numerous occasions, not only with my team but also working with volunteers in a not-­for-­profit environment. I have learned that leaders have responsi­ bilities to be servant leaders and lead by consensus. We cannot lead if we leave the ­people who trusted us ­behind or alienated. In closure, I have to admit that this does not always work. At times our patience line could be quite elastic and other times quite brittle. We continue to learn and improve as we travel this wonderful journey we call life!

Value Proposition A value proposition can be defined as “a promise of value to be delivered” and the customer’s belief that it w ­ ill experience value. It is based on a review and analy­sis of the benefits, costs, and value that an organ­ization can deliver to its customers, prospective customers, and other constituent groups within and out­ side the organ­ization. It is also a positioning of value, where Value = Benefits—­ Cost (cost includes risk). In marketing, a customer value proposition (CVP) consists of the sum total of benefits which a vendor promises a customer w ­ ill receive in return for the customer’s associated payment (or other value transfer). A customer value prop­ osition is a business or marketing statement that describes why a customer should buy a product or use a ser­vice. It is specifically targeted ­toward potential customers rather than other constituent groups such as employees, partners, or suppliers. It is a clearly defined statement that is designed to convince custom­ ers that one par­tic­u­lar product or ser­vice ­will add more value or better solve a prob­lem than ­others in its competitive set. The marketing function typically is responsible for creating the value prop­ osition on proj­ects. The proj­ect man­ag­er works with marketing to address and refine t­ hese statements to clearly identify the prob­lem being solved by the proj­ ect, how impor­tant that prob­lem is, what the value w ­ ill be when the solution is implemented, and what the benefit w ­ ill be. If no marketing team member or business analyst is involved, it still remains an imperative for the complete proj­ ect man­ag­er to develop a value proposition for each proj­ect. The value proposi­ tion may be similar to a proj­ect objectives statement, which says what the proj­ect does, for whom, by when, and how much it costs. A value proposition clearly adds customer benefits into the objectives statement equation.

Orga­nizational Ethics: Defining and Preserving a Heritage We called upon ethics con­sul­tant, author, and professor Dr. David W. Gill to share with us the role of ethics in dealing with how p ­ eople in organ­izations can establish and inculcate com­pany values when it comes to dealing not only with

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employees but also with customers and clients. H ­ ere are highlights from his ­account of a consulting engagement he worked on: The Harris & Associates founder had a recurring concern in 2004 as he thought about the com­pany he had built over the previous three de­cades. Of course, he felt a good deal of pride and satisfaction as well. What started in 1974 had grown to nearly 400 employees, the largest number of whom worked out of the California headquarters, with o ­ thers based in several branch offices around the western United States. Industry recognition began to come: business was strong; new op­ portunities beckoned; talented p ­ eople lined up to apply for jobs. Harris’s reputation and brand w ­ ere strong in the industry. Of concern was how to ensure the continuation of the characteris­ tics that had made the com­pany what it was. A com­pany spokesperson said, “We w ­ ere at a stage where we had to be proactive in defining our com­pany values and our way of ­doing business. It’s not even that we wanted to be critical of our competitors, but we simply did not want to drift away from our values ­toward what­ever ­others ­were ­doing in the industry.” One had only to read the daily newspapers to see how good reputa­ tions and sound ethics could overnight take a huge hit from which they might not recover. No com­pany was immune to criticism and serious risk. In 2004, one of Harris’s se­nior executives crossed an impor­tant behavioral line, which led to his removal. “The necessary removal of a se­nior executive for misconduct was a power­ful message to me that we must pay more attention to our ethics from top to bottom in the com­ pany,” said the com­pany founder. Previously, Harris had to stop a situation in a regional office that ­violated their values and ethics. A proposal to a prospective client listed as a member of the team a talented individual who was not a current Harris employee—­but who had agreed to defect from his current em­ ployer if the contract came through. This was a clear deception that con­ tradicted what Harris stood for. Similar situations occurred among competitors: a com­pany might send in a team of its star performers to make a proposal for a proj­ect—­but then take ­those stars off the team when the proj­ect actually began. “­Others might do that, but that is not our way,” said the founder. “We also w ­ ere aware that some of our competitors w ­ ere compromis­ ing both ethical and l­egal standards to curry ­favor with prospective cli­ ents and win contracts. One of our competitors invited clients to its end-­of-­year party and rigged its best gift giveaways to go to precisely ­those clients who would be deciding where upcoming contracts would be awarded.” In an increasingly competitive environment like this, what

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could Harris & Associates do to stay on course, resist temptation, and take the ethical high road? If an ethics question concerning how to deal with a difficult client or situation arises in a branch office, ­wouldn’t it be likely that a newer re­ cruit might offer something like, “Well, ­here is how we handled deci­ sions like that when I was at Halliburton” (or Bechtel, or . . . ). Could anything be done proactively to ensure the preservation of the Harris way of ­doing business in all locations where the com­pany expanded? “We prided ourselves on being a maverick firm. We ­didn’t want lots of org charts and official policies and bureaucracy. We w ­ ere a f­amily. With our growth and expansion, with more staff and more regional offices, we realized that we ­really must be more intentional and clear about how we operate. Other­wise ­people, especially our new hires, might be confused. This was not just true about our ethics and values but about all aspects of our organ­ization and management: it was time to define and clarify what our com­pany was all about,” the spokesperson said. From the beginning, Harris & Associates de­cided to concentrate on the public works arena rather than serve private real estate developers and builders. “A city or county agency would always know that we would not one day work for them and the next day show up representing a pri­ vate developer seeking something from that same public agency. It eliminated a huge source of potential conflicts of interest,” the spokes­ person explained. ­After a number of conversations along the lines of “We ­really need to think about developing a code of ethics of some sort to put in print the standards we believe in,” I [David Gill] was brought in to discuss the development of an ethics program. Two basic choices ­were high­ lighted. First, the board needed to decide on its ethics-­project leader­ ship, and second, a choice needed to be made regarding the scope of the proj­ect. The initial ethics proj­ect goal was to figure out and articulate the mission and vision of the com­pany. The goal of orga­nizational eth­ ics and values was not just “staying out of court and out of jail” (a min­ imalist, damage-­control approach). Rather, the point would be to provide guidance on “what kind of com­pany we need to be” and “how we need to treat one another—­and all our stakeholders—in order to excel and succeed in accomplishing our mission and achieving our vision.” The organ­ization wanted a mission-­driven, rather than problem-­driven or damage-­control, approach to its ethics. “Unlike many other companies, our ‘bottom line’ is not our ‘bottom line.’ Our com­pany wants to be financially successful, and we have been. But our focus is not merely on our financial ROI but on p ­ eople—on our employees, clients, and communities. The irony is that focusing on ­people is good for business. For example, something like 70 ­percent of

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our business is repeat business. So, in the end, it makes good business sense to invest in our ethics,” the com­pany spokesperson said. The Harris mission was to “help our clients succeed.” Harris ­people ­were consulting engineers and proj­ect man­ag­ers for hire. How did they help their clients succeed? Through “industry-­leading management and consulting ser­vices.” Harris’s vision for its com­pany was not to be the biggest gorilla in the industry but to be “the excellence and integrity leader” in the arenas where it operated. Designing and managing pub­ licly funded public works proj­ects was a responsibility gladly accepted, and helping communities succeed was a critical part of what the com­ pany wanted to do. But the com­pany also existed to help its own employ­ ees succeed in their c­ areers. ­Because it was their job to be concerned with e­ very aspect of the en­ tire com­pany, the primary creators and guardians of the mission and vision w ­ ere, of necessity, the top executives and the board of directors. ­These w ­ ere the roles best positioned to see—­and most responsible for—­ the ­whole. Yet it would have ­violated the Harris culture for the mission and vision to be imposed by a ­simple edict from the top. Harris wanted broad buy-­in—as well as expertise, should t­ here be any suggestions for improvement—on its mission and vision statements. Thus, the state­ ments ­were viewed and described as provisional ­until all man­ag­ers and employees in the com­pany had an opportunity to examine and com­ ment on them. It would now fall to the rank and file in Harris’s business trenches to play the major role in creating and implementing ethical guidelines for the day-­to-­day business practices of the com­pany. The spokesperson said, “It was a natu­ral extension of our culture of respecting all of our employees to ask their participation in creating our code of ethics.” Participants ­were given a one-­page code of ethics questionnaire that asked five questions: 1. ​What are the basic tasks that make up your workdays? 2. ​What basic written guidelines should be given to a new (or uncer­ tain) employee for each of ­those basic work practices, to avoid get­ ting into trou­ble and to ensure excellence and ethics in the task? 3. ​What are the most significant temptations and prob­lems that can arise in your work area? 4. ​What written guidelines would help new or uncertain employees avoid trou­ble or ethical missteps when faced with each of ­these challenges? 5. ​Can you suggest any other impor­tant rules or guidelines that should be part of our code of ethics, guiding all of us, all the time? ­ fter much work, a holistic, comprehensive, aligned account of the A “Harris Way”—­the mission, vision, core values, and ethical guidelines

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of the com­pany—­had been identified and articulated with the broad participation of virtually the ­whole com­pany workforce. A checklist was provided to help employees and man­ag­ers reflect on ­whether a par­tic­u­ lar concern was impor­tant enough to take action: • Is it illegal? • Does it violate our com­pany values and ethical guidelines? • Does it violate the golden rule or our internal sense of right and wrong? • Would we be d ­ oing this if it ­were to become the lead story in the news? • Could someone be seriously and irresponsibly harmed? Warning lights or red flags on any of ­these tests meant that employees should report the question or concern. The ethics and values heritage of Harris & Associates certainly seemed to be well-­defined and articulated. ­There could be no excuses on the part of new or old, near or distant ­people when it came to the ethics and values at the heart of the Harris Way. Harris’s mission, ­v ision, values, and ethical standards w ­ ere readily available in writing, in clear and understandable language. The com­pany spokesperson said, “All of us on the executive leadership team at Harris ­were satis­ fied, even delighted, not just by our product but by the pro­cess we had followed. You c­ an’t hold ­people accountable if you ­don’t make clear what they are accountable for. That is part of how the Harris Way helps us run the com­pany. Of course, now that we have stated t­hese values and standards, the employees are ­free to hold us man­ag­ers and leaders accountable for them also!” Harris had taken a major stride forward in carefully articulating its values and ethics, but it would all be a waste of time if they did not make the right moves g­ oing forward on the communication, training, and im­ plementation tasks. With my help, they designed a program to com­ municate the content of the com­pany mission, vision, core values, and ethical guidelines to every­one in the com­pany and to understand the meaning, nuances, and application of the Harris Way to specific con­ crete circumstances. David summarizes, “My consulting, writing, and teaching approach sees eth­ ics and excellence as intimate partners. Excellent proj­ect management ­will be ethical proj­ect management. D ­ oing t­ hings right is related to d ­ oing the right ­thing. And vice versa. I often write making that exact case: why ethics and values are critical to successful, effective, sustainable proj­ect management. It is a ­great story how the man­ag­ers of Harris & Associates and I worked on their proj­ect to get their values and ethics identified, communicated, implemented, and now

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the complete project manager

evaluated.” Having clearly defined values and ethics also means that customers can rely on and benefit by ­doing business with an organ­ization.

Summary Complete proj­ect man­ag­ers need to stay focused on marketing and customer issues that guide their proj­ects and programs. ­These include determining who potential customers are and what they want; learning who competitors are and what they are offering; understanding trade-­offs among product per­for­mance attributes of benefits, features, and price; and determining ideal timing for market introduction. Seek out and pay attention to market forces. Be aware of and adaptable to market changes caused by disruptions and digitalization. Ensure that proj­ect outcomes add value to markets, customers, and end users. Apply a servant leadership approach when dealing with customers. Develop skills for interacting with challenging customers. Stay professional during issue escalations to preserve relationships and keep customers satisfied. Remem­ ber that serving customers is the purpose for most proj­ect work. Be ever mindful of how impor­tant ethical be­hav­ior is to the ongoing success of any organ­ization. Integrate customer and market skills into all proj­ects.

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Epilogue: Integration Leadership/ Lea eaders M age Man Ma Management

Integration In

Integration

Personal

Market/ et// Customer mer er

Negotiating Sales

The Complete Project Manager

Political

Change Management

Conflict Management Environment

Project Management

Organization Humor/Fun

Our goal in this book is to build an image of a more complete, organic mole­ cule that comprises the proj­ect, program, and portfolio management skill set. The concept, ­whether as a proj­ect office of one up to a program or portfolio man­ag­er, is to integrate skills from multiple disciplines. In this epilogue, we add to and wrap up our endeavor. Stories have played a key role in highlighting learnings throughout the book. On the importance of sharing stories, fellow consulting colleague Peter Taylor, in The Lazy Proj­ect Man­ag­er: How to Be Twice as Productive and Still Leave the Office Early (2009), writes, “Always be open to learning more from proj­ect knowl­ edge and history, by talking openly to proj­ect team members so that you can

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learn the lessons that are ­there to be learned—­and share every­thing by telling ­others what you now know.” David Eubanks published How to Be a Proj­ect Man­ag­er without Getting Killed (2010) to help readers learn the fundamentals of proj­ect management. ­Here is the beginning of his story: I was excited about working home alone when I first set up my office. I remember when it was ­imagined that the telecommuting worker would find greater control over the companion worlds of work and ­family this way—­w ith a computer at home and a network connection to the office. Set your own priorities and hours. ­Didn’t that sound good? Flexibly arrange your day if you wanted to. As it turned out, my days have had no predictable beginning or end to them. I’m al­ ways working. And I’ve been totally exposed to offices and associates around the globe. This captures much of the experience of ­those successful complete proj­ect man­ ag­ers who set off into the solo consulting world. David’s story continues: All this trou­ble started in this penetrable cocoon when one of t­ hose de­ vices brought me to a challenge that I took up. The challenge to proj­ect manage the Best Bargain deal. It’s never been difficult to attract me with a challenge. I’ve always responded to challenge like a bull to the waving red cape, but this time I truly felt reluctant to accept the assignment when Vincent presented it. Vincent said to me, “I’ve been asked to approach you on this ­matter. They believe ­there is no one ­else they could trust with this proj­ect . . . . ​ We ­aren’t completing our proj­ects. ­Every one of them has an open balance—­months overdue. ­We’re losing money, and we simply must turn this around . . . . ​We c­ an’t wait any longer. I know you can do this. Just call me any time you need to talk. Anytime. You need to do this for the com­pany’s survival, ­really.” That was almost seven months ago now. It might have been true that no one e­ lse in the com­pany had the competency to h ­ andle its complex­ ity, and perhaps no one foolish enough to endure that anguish, not to mention the threats. But of course, no one could have forecast t­ hose. Even in this absurd circumstance as I find myself, I am pleased I took up the challenge. To take that maiden voyage as the proj­ect man­ag­er. I think many of us are “accidental proj­ect man­ag­ers” this way, and are drafted into the position without full knowledge or skills. I can truly say I tried my best to follow a professional methodology in the Best Bargain proj­ect. Strangely, I have found methodology to be as much an antidote as a best practice in this fevered com­pany of mine . . . . ​I have learned proj­ect management, not just in the mere ab­ stract, technical sense, but in the midst of the ­human condition. That

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has been the most surprising t­ hing to me—­how much pivoted on the intangibles of the heart. In tribute to The Da Vinci Code (2003) and with apologies to the novel’s author, Dan Brown, we offer our own novella, The POO Code, to summarize the devel­ opment of a complete proj­ect man­ag­er.

The POO Code

Proman A. Jecgert put the phone back in its holder. It was a distressing call. The caller was very frustrated about what was g­ oing on in her office. “The place is in a mess,” she said. “­People are d ­ oing their own t­ hing, and man­ag­ers a­ ren’t step­ ping in to guide the development pro­cess or make crucial decisions. If we keep ­going in this direction, it ­will become impossible to recover in time to get prod­ ucts to market. Can you help?” Proman was both­ered by the caller’s negativity. But something told him ­there was an opportunity ­here. He de­cided to talk with his man­ag­er about the call. His man­ag­er used to be his colleague, and ­they’d worked very well together. But now that she was his boss, s­ he’d developed a controlling style that made him rethink his current situation. He no longer ran the team meetings and was rel­ egated to support tasks. Maybe this phone call represented an opportunity to contribute in a new direction. The discussion he initiated with his boss went well. Yes, the prob­lem in the organ­ization was real, and something needed to be done. Was he interested in helping by taking on this new assignment? You bet! Proman de­cided to meet with the man­ag­er who had called. In person, he got a much dif­fer­ent impression of her. He discovered a very smart person who articulated issues clearly. It was clear she was passionate about making changes. She knew how the organ­ization worked—­and she was painfully aware of the collegial environment and that ­people shied away from suggesting any radically dif­fer­ent approaches. If a new idea failed, the person leading the change would be stigmatized. More than anything, she needed someone to help manage the tactical side of leading the change. She would champion the cause as long as ­there was someone covering her back who could get t­ hings done.

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In addition to ­these issues, it was essential for the organ­ization to get agree­ ment on key issues so teams operating virtually could make pro­gress. And, outside the com­pany, the press was wondering if the com­pany could succeed in introducing its new product platform. Proman knew he had a sponsor who could guide the effort, and he sensed that the proj­ect was an excellent match with his pro­cess development capabili­ ties. This proj­ect presented itself as a high-­visibility, high-­importance opportu­ nity. Proman realized that this was just what he was looking for—­a shift from a current untenable position to one in which he could contribute big time. Wahoo!

Proman looked over the agenda for the first meeting of the management team. He was impressed with how Toni, the man­ag­er he’d spoken with—­a nd the champion for resolving the issues on the proj­ect—­got this cross-­organization group to convene. Toni took the initiative to approach each of the key stake­ holders and discuss the prob­lems, point out the consequences, identify the benefits to each person’s organ­ization, and ask for the stakeholders’ support. Fortunately, she had much credibility in their eyes, for she had been around the organ­ization for a while and had completed her proj­ects successfully. But her track rec­ord alone was not enough to resolve the current prob­lems. The energy and passion that she put into the discussions, combined with the urgency of the prob­lem and clarity of the message, made it abundantly clear that something had to be done now. Her leadership and influential approach sealed the deal. Lunch was laid out on the ­counter as ­people started coming through the door. Proman knew that holding the meeting over lunch helped eliminate the prob­lem of getting every­one together at a given time. Serving food is al­ ways an attraction. The R&D man­ag­ers for each of the divisions held a loud conversation as they ate. They ­were an aggressive sort and not likely to listen to long, drawn-­out pre­sen­ta­tions. They often had to work together and fight ­battles for product authorizations and resources. “Let’s get started,” Toni shouted over the clamor. “I asked our group gen­ eral man­ag­er to say a few words about the situation we find ourselves in.” This

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had the effect of getting every­one’s attention. As the general man­ag­er spoke, Pro­ man furiously made notes about key messages that would be repeated often throughout the next few months. One note said, “We need to have a common methodology and a consistent architecture that allow all parts developed sepa­ rately and virtually to work together; we have to focus on what’s most impor­ tant for this organ­ization to establish a foundation for the next ten to fifteen years of product development.” Proman reflected on how beneficial it was that he and Toni had spent time briefing this man­ag­er in advance of the meeting. Next, the chief technical leader summarized the issues involved. Toni then proposed a pro­cess to resolve them. She and Proman had spent considerable time brainstorming how to go about getting engineers into study groups and recruit­ ing technical experts across the organ­ization to review and vote on proposals. The plan included a breakdown of assignments and a preliminary sched­ ule. Nothing of this magnitude and technical complexity had been attempted before. It would take all hands on deck for a ­limited time just to begin the ef­ fort. Proman prepared a flowchart that was s­ imple yet complete. Together, they shared the pro­cess with the man­ag­ers and answered their questions. They also described how they would personally oversee the pro­cess, capture real-­time sta­ tus, and report back to the man­ag­ers. In turn, the man­ag­ers had to agree on priorities and constraints, ante up engineers to work full time on the issues for the next several months, meet weekly to review pro­gress, and make decisions on questions that w ­ ere sure to arise. Almost amazingly, the group of upper man­ag­ers gave the go-­ahead, not re­ luctantly but with enthusiasm. The plan was solid, and the ­people ­were credible. ­After every­one had left the room, Toni and Proman looked at each other, seeing relief yet worry in each other’s eyes. “­Great start,” said Toni, “but w ­ ill we be able to deliver what we said?” “I sure hope so,” said Proman. His mind raced ahead. He needed to write the summary of the meeting, schedule the teams to get started, and work through the details of the plan. He was excited, but then he realized that this would not be easy.

Seated at the meeting t­ able across from Proman, Toni made a face. ­Things ­were not ­going well.

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The group general man­ag­er had come by Proman’s desk just a­ fter lunch to inquire about pro­gress. Proman could proudly report that well over half of the issues had received approval, but a few tough issues ­were proving especially dif­ ficult to resolve. “The best ­people are working on them right now,” Proman said, wondering to himself if he truly understood what they ­were ­doing. He had a technical back­ ground but no depth or previous experience with t­ hese types of issues or this technology. What he did know, however, was that the technical experts lacked the systematic pro­cess abilities that he possessed. Proman had started the weekly meeting by reminding key engineers from each of the study groups that resolving the issues ­they’d discussed was the top priority for the group. The meeting attendees w ­ ere throwing arguments around the ­table like crazy, with no apparent pro­gress being made ­toward resolution. That’s when he jumped in. “Let’s itemize the pos­si­ble solutions,” he commanded. A ­ fter the group posted sixteen possibilities on the board, he said, “Each of you now vote on your pre­ ferred solution.” A wall of protest arose from the ten experts around the ­table. “­We’re not ready to pick a solution.” “I know. Your vote is not binding. But we do need to get a sense of which direction we need to go,” Proman insisted, trying to move the group away from endless debate and into a negotiated agreement. The resulting votes w ­ ere all across the board. “What do we do now?” Pro­ man wondered to himself. Then someone suggested, “If I had a second vote, it would go to number 12.” Another expert said, “Wow, I ­didn’t think we ­were allowed a second vote, but if so, I’d go with number 12 as well.” Amazingly, the w ­ hole group focused in on number 12. But nobody had voted for it in the first place. Further discussion revealed that this was the “fantasy” solution that every­body liked but nobody thought was pos­si­ble. The debate took a dif­fer­ent direction, and the engineers came up with a compromise solution. Proman had a self-­righteous look of satisfaction on his face as he left the room. He thought, “I sure as heck did not understand the technical ramifica­ tions, but if I h ­ adn’t been t­ here to direct them through a pro­cess, they would still be arguing till infinity.” But ­later, sitting around the ­table with the team leaders, Proman realized that more “miracles” w ­ ere needed. The status reports revealed that many issues ­were being debated to no end. At each meeting he heard the same story: “We need more time.” Toni’s expressions revealed how frustrated she was with hear­ ing this refrain. Proman studiously kept track of pro­gress and came back each meeting to get updates. When the division man­ag­er came by his desk, he told Proman, “We need to escalate this pro­cess. New product development is getting

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bogged down, and this program to resolve the issues is not making fast enough pro­gress.” Proman protested, “The right ­people are working the best they can.” He had observed his immediate man­ag­er constantly pushing on other teams when pro­ gress was slow. The effect was disturbing and demoralizing. The technical ­people needed discussion with their peers and an environment encouraging cre­ ativity, not commands from management. Proman came to believe that gentle prodding, questions, and suggestions would be more appropriate in ­these situ­ ations. “In this case, I disagree,” said the division man­ag­er. “Please put together an escalation pro­cess. I may have to force some resolutions. Let’s review it together tomorrow.” Proman was not happy about this turn of events but set to work drafting a pro­cess. The next day, he received positive feedback about his proposal but also a number of modifications. “This could turn out to be very in­ter­est­ing,” he thought. Proman and Toni introduced the escalation pro­cess at the next team meet­ ing. The division man­ag­er, who was also the sponsor for this program, was pre­ sent to demonstrate his support, over the rounds of protest. “We have to move faster, b ­ ecause our very survival in the market is vitally dependent on us intro­ ducing this new platform this year,” he said firmly. Subsequent meetings revealed how insightful the division man­ag­er had been. The teams did not lack for pos­si­ble solutions. Actually, ­there ­were multi­ ple pos­si­ble solutions. However, experts across the organ­ization w ­ ere passionately putting forth vari­ous arguments to support their work to date. The alterna­ tive was to scrap that work and do something dif­fer­ent. Other experts argued for the purity of the technology, ignoring a pragmatic approach that would be easier for the divisions to implement. No perfect solutions existed. Trade-­ offs and business decisions needed to be made. Proman jumped into negotiations with renewed vigor. He realized that put­ ting limits on discussion time and making decisions by deadlines resulted in engineers moving beyond their positions to come up with acceptable compro­ mises. They seemed to realize that if they did not do it, the alternative was that management would make unilateral decisions that might not be as informed or practical. This would not work in situations where technical creativity was re­ quired. However, when business decisions w ­ ere needed to decide among sev­ eral options, management was better prepared to make ­these decisions than the engineers ­were. Proman was thankful for the coaching his sponsor provided, especially when the sponsor peered over his cubicle wall and said, “Good work at the meet­ ing t­ oday!” The pressure was still on, however, to get closure on the remaining deliverables required by the program.

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The escalation pro­cess worked! As work on the program drifted past the sched­ uled completion date, Proman sensed the pressure coming from across the organ­ ization. Man­ag­ers wanted their engineers back to work on product development, not working on solving broad-­reaching technical issues. But the impasse was real. Development could not continue (or if it did, it was at risk of being made irrele­ vant) ­until the interface options of the technology w ­ ere made complete. The pro­cess Proman helped create consisted of three steps. Study groups of key technical experts had first responsibility to propose solutions and get agree­ ment from other experts. They did this via postings on the com­pany intranet. If disagreements ­stopped this from happening, the issues would go to the manage­ ment control group that had been set up as a core team to oversee the pro­cess. ­These man­ag­ers would attempt to choose the best solutions. If they could not, the issues would fi­nally escalate to two functional man­ag­ers for a decision. Proman watched the dialogue happening over the intranet. A solution was posted by the primary author. All other experts accepted responsibility for re­ viewing the postings each day and commenting on them. Many comments sim­ ply said, “I agree.” All of a sudden, a remote engineer posted, “This solution would be impractical for our application ­because . . . . ​A better solution for us would be . . . .” Subsequent postings responded, “I had not realized this im­ pact, but now that I’m aware of it, I, too, prefer the alternate solution.” A number of issues w ­ ere not as easily resolved. Th ­ ese w ­ ere escalated to the core team. For each of the twenty issues on the agenda, discussion was l­imited to five minutes. A countdown timer provided a visual reminder. One of the top technical experts, known for his propensity to speak slowly and drone on and on, had an almost panicked expression on his face as he looked at the timer. But he got his arguments out. Votes w ­ ere cast, and decisions w ­ ere made . . . ​all except one. Issue number 105 was especially complex. The next step was for proponents and opponents to prepare their arguments and pre­sent them to the functional man­ag­ers. This heightened focus almost resolved the conflict, ­because the best minds engaged in deep dialogue. Fi­nally, the man­ag­ers made a decision, and every­one celebrated completion of the pro­cess!

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Proman had mixed feelings at this point. The pro­cess went nine weeks be­ yond the sixteen weeks that he had planned into a master schedule. Po­liti­cal ma­ neuverings emerged, but ­these ­were minimized by strong sponsorship and firm leadership. It had taken extensive coaxing to get each group to submit their schedules, but with coaching and perseverance, he got it together. Many times, he had to fight off his impatience with technical experts who did not commu­ nicate readily and man­ag­ers who did not understand or appreciate what was ­going on. On the other hand, he was ecstatic that the program completed its objectives and solutions w ­ ere delivered. He had played a key role in coordinating activities across a convoluted orga­nizational structure. A fun task was getting the group general man­ag­er, himself a chief technical strategist and executive sponsor for the technology, to sign a letter to each contributor, thanking them for their participa­ tion. Proman provided the first draft, which the man­ag­er slightly edited and glee­ fully signed. Copies ­were sent to each participant’s man­ag­er. The customized coffee mugs and personalized letters the participants received w ­ ere big hits. Proman now reflected upon his role. It seemed as if a code had been cracked. How ­were a series of complex technical issues resolved across a vast organ­ization in an intensely competitive market, even if he was working with an amazing variety of skilled p ­ eople? Content-­wise, all credit went to the technical experts. Process-­wise, a small team crafted a unique set of steps and operations to ac­ celerate the technical work. While the term was not applied at the time, such a team could be called a proj­ect office. Proman’s role was essentially as a proj­ect office of one, a POO. He was not officially sanctioned as a proj­ect office, nor was ­there any thought put into starting one. The program was complex enough that it just made sense to have someone function as a central source to identify, sched­ ule, track, and coordinate all tasks and relationships. Proman had the neces­ sary aptitude and interest to do so. He was a perfect fit to step into this role and see it through to completion. Now if he could just figure out why he had such a strange name . . . .

The applause was thundering as the magician completed his per­for­mance. Pro­ man had hired him to help celebrate the completion of what would come to be

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called Phase One of the program. All proj­ect participants across the organ­ization had been invited to the party. The grove in the trees was a perfect setting, and the sun shone brightly. Proman smiled, thinking about his meeting with the magician beforehand. ­They’d tailored the pre­sen­ta­tion to make it fun and memorable. Th ­ ey’d made a joke of how stubborn Issue 105 had been—it appeared several times through­ out the magic show. “ISSUE 105” had been written in big print on a roll of toilet paper, which was then unrolled around the functional man­ag­er who had to make the final decision on its resolution. The laughter was invigorating. Proman turned his attention back to the pro­cess. Despite the celebratory at­ mosphere, he could sense much more needed to be done. The challenge, of course, would be keeping the momentum g­ oing. The hard work, long hours, and intense communication left every­one feeling drained. But more issues needed to be resolved before the new platform could be introduced into the marketplace. ­Later, when the cross-­organization council of R&D man­ag­ers convened, a recap of Phase One was followed by a discussion of the remaining work. “What we need from you,” said Toni, resuming her role as instigator, “is a new set of priorities. We have to continue working on the issues. We learned much over the past several months that ­will help us operate in a more streamlined fashion. Your continued support is imperative.” Toni knew that the high feelings ­were temporary and would soon get redirected to local work if ­people did not stay focused on the broad issues affecting every­one. A full-­day program retrospective review covered lessons learned. Craig captured data about how long it took to resolve each issue. He correlated reso­ lution time with ­whether each issue was of high, medium, or low complexity. He then categorized the complexity of the remaining issues. The data also re­ vealed that, although the mission of the Phase One program was to deliver resolutions for 100 issues, t­here w ­ ere actually 120 issues by the end of the phase—­certain associated technical issues had to be clarified in order to get closure on the main issues. Proman had questioned this “creeping elegance” or “scope creep,” but the technical experts proved that ­these additional tasks ­were indeed mandatory. Other topics covered during the review meeting included communication bottlenecks, training study group leaders in proj­ect management, the escalation pro­cess, and the estimation and scheduling pro­cesses, which had been helpful but could be improved now that some history was available. Proman sensed an opportunity. “I can put together a short training session on proj­ect management for leaders of the study groups. That ­will help us all get cali­ brated on pro­cess steps. With their inputs, I ­will again create a master schedule, but this time we ­will add in 20 ­percent more work. We can use more online technology to post and respond to proposals. I can lead one of the study groups myself.” When he showed this plan to the sponsor, the sponsor asked, “Why do you show 60 issues? I thought the council authorized work only on the next 50.”

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“We ­will start with 50. But experience shows us that the work ­will expand by 20 ­percent,” Proman replied. “We are factoring that natu­ral expansion into the program plan. This ­will help us avoid surprises and be able to meet a com­ mitted schedule.” “I’m not sure about that, but okay. Are you confident that you ­will be able to lead a study group?” Proman’s answer in the affirmative was unflinching. He had some concerns about understanding the technical jargon but knew that his role would be to ensure pro­gress and get results, not to solve the issues himself. The rollout of Phase Two and the rapid pro­gress over the ensuing weeks went exactly as Proman i­ magined them. The training, communications plan, report­ ing, tracking, and discussions ­were extremely productive. The “known un­ knowns” indeed surfaced. As in the past, a number of new issues arose that had to be jointly resolved. They ­were accommodated within the schedule which, this time, was met to the very day. The code had again been cracked. Proman had learned how a comprehensive schedule could be realized in a high-­tech environment with many unknowns. The answer: train ­people in a proj­ect management pro­cess, use as much history as you can and extrapolate it into the new environment, have a confident leader, obtain and sustain upper management support for the pro­cess and the work, be flexible, and constantly innovate. Sell the plan to all key stakeholders and negotiate with due diligence. Then celebrate successes and provide continuous feedback. His work environment had not initially functioned this way, but Proman felt pride and satisfaction in knowing that he took the initiative, with the help of some friends, to apply his skills and knowledge to manage the endeavor as a program. Perhaps he was ordained to do this. Looking at his name, Proman A. Jecgert, he wondered if it might be an anagram . . . .

Proman was at a crossroads. The large program had just concluded. What was next? He noticed how engaged he’d felt during the pro­cess. Each day he threw himself into the proceedings with renewed vigor. He seemed to know instinc­ tively what to do. ­People looked to him for direction, even ­people smarter than he was and higher up in the organ­ization. Sure, t­ here w ­ ere many moments when

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he felt like he wanted to strangle someone who would not cooperate. But even ­these moments challenged him to reach inside himself for an appropriate re­ sponse that would elicit a positive reaction. A number of previous assignments Proman had worked on had a similar pattern. ­These assignments ­were impor­tant and urgent for the organ­ization. Each was unique and needed someone to take charge of working with ­others to deliver results. Unlike many engineering assignments that required deep analy­ sis in a specific area, the assignments Proman gravitated t­oward ­were broad, people-­and process-­related, and complex. ­There ­were no obvious answers or one correct way to do them. They ­were opportunities to invent new practices, or bor­ row and modify existing ones, to achieve results. The ­people dynamics w ­ ere fas­ cinating, although often frustrating. Success seemed to come when technical and behavioral aspects, intellect and emotion, and head and heart ­were integrated. Proman was a continual learner (although he was not fond of homework assignments and tests), and one day, when he was reading some professional lit­ er­a­ture, he learned that ­there was a name for ­people like him and what they ­were ­doing. In fact, this approach to proj­ect work had evolved into a discipline, profession, and body of knowledge. A major clue had been staring at him all along. Looking at his name, Pro­ man A. Jecgert, he started rearranging the letters: p-­r-­o-­j-­e-­c-­t m-­a-­n-­a-­g-­e-­r. ­There it was! He was a proj­ect man­ag­er, practicing proj­ect management, lead­ ing a program, and functioning as a proj­ect office of one (POO). Nobody had asked him to start a proj­ect office; the situation just required someone to act in that capacity. As he would come to learn, the term “proj­ect office” is not without baggage. For some ­people, it means overhead and bureaucracy. One functional man­ag­er had told him, much a­ fter the fact, of course, that he felt the person who headed the program management office had acted as a spy to se­nior management. Func­ tional man­ag­ers like him want a lean organ­ization where competencies and action are dispersed across the organ­ization, not in a central—­and expensive—­unit. ­Later in his ­career, Proman would go on to vari­ous assignments in proj­ect offices, pre­sent at professional conferences, author articles and books, and serve as an internal con­sul­tant on proj­ect management to teams across the organ­ ization and worldwide. He became a proponent of proj­ect offices as a concerted means of focusing on improving proj­ect management practices. One day, he received an intriguing question from a person in an organ­ization that appeared immune to establishing proj­ect offices. “Can individuals estab­ lish proj­ect offices of one?” In other words, can an individual or proj­ect man­ ag­er embody all the traits, skills, knowledge, and actions that may exist in a proj­ect office? Proman felt as if his ­whole body shouted out the answer: YES! A proj­ect office of one (POO) is pos­si­ble in an orga­nizational culture that supports the essence of a proj­ect office but not its structure. Proj­ect offices of one are change

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agents—­individuals learning to unfreeze, change, and refreeze the p ­ eople around them, offering tremendous value. The steps along a path from chaos to nirvana can be taken by individual proj­ect man­ag­ers—or o ­ thers who are d ­ oing proj­ects or leading a change effort and just happen to have the aptitude. ­People who func­ tion as proj­ect offices of one want the outputs they create, through a set of ac­ tivities, to be ­great instead of average, and the outcomes to contribute to and fit with orga­nizational goals instead of ­going on the shelf. POOs make this hap­ pen through their knowledge of leading practices and their experience with proj­ ect management pro­cesses. A proj­ect office of one is a proj­ect man­ag­er or other individual who, as above, embodies all the traits, skills, knowledge, and actions that may exist in a proj­ect office but does so without formal authorization or title. The term may not be estab­ lished in common usage, but it is a position to which p ­ eople devoted to excellence in proj­ect work can aspire. P ­ eople like Proman can practice their craft, perhaps si­ lently, in stealth mode, or anonymously—­and magically produce astounding re­ sults. D ­ oing so captures the attention of other man­ag­ers, who ask, “How did you do that?” The POO credits the proj­ect management pro­cess (as applied by a skilled practitioner). Upper man­ag­ers then ask, “Can you help us apply this pro­cess to the rest of the organ­ization?” This opening is the exact response a POO desires. The door is then open to the POO to expand the influence of his or her work, per­ haps as the beginning of a viral networking process—­using social networks to in­ crease awareness or to achieve other objectives through self-­ replicating viral pro­cesses, analogous to the spread of physical or computer viruses. ­There is no greater reward for a true proj­ect man­ag­er than to take on a larger proj­ect, in this case enterprise proj­ect management. The possibilities for guid­ ing the organ­ization to higher levels of maturity and achieving optimized re­ sults are endless.

The “secret” code to success and advancement in any organ­ization is to make yourself more valuable, align with orga­nizational goals, attract like-­minded in­ dividuals who want to make a difference, and take the initiative. ­People who do ­these ­things may be able to function as a proj­ect office of one. The ability to speak truth to power is invaluable, especially in challenging situations.

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Testimonials from gradu­ates of advanced proj­ect management programs state that as they apply the concepts and coach their bosses or manage upward, they are perceived as more valuable to the organ­ization. This be­hav­ior is in stark contrast to t­ hose who say, “That’s not my job.” A VP at a successful high-­tech com­pany said, “­Those p ­ eople who tap their in­ nate skills and capabilities and align and apply them to operational directives are highly valued. They are the glue that holds our virtual ­human network together.” ­These actions are effective when a clear vision exists for the organ­ization, a set of priorities are established, and pro­cesses are set in place to implement t­ hose priorities. In ­these settings, proj­ect man­ag­ers become vested in and are held ac­ countable for meeting priorities, not just for practicing their functional skills. ­These p ­ eople have become complete proj­ect man­ag­ers. ­Today is a good day to be a complete proj­ect man­ag­er. As multiple skills get added to individual portfolios and personal brands, tomorrow w ­ ill be even better.

Role Models from the Movies Two characters in recent movies provide role models for complete proj­ect man­ ag­ers—­Alice in Wonderland and Won­der ­Woman. Both the characters and ac­ tors who portrayed them exhibit remarkable skills. F ­ igures E-1 and E-2 summarize descriptions found in trailers from ­these movies. Figure E-3 provides a com­ plete mindmap of topics for The Complete Project Manager. Curious Oh ya Completely new story Is only a dream; nothing can hurt me Comes across wild characters This is impossible; only if believe it is Part of force fighting oppression I make the path I’ll decide where it goes

ALICECOMPLETE PM

Step up in new way never expected Save the day

My path Champion Shrunk, stretched, scratched, and stuffed Incredible, perfect for the role Been told what and who Both a young and old soul Strength to be more self-assured Experience in finding herself

Figure E-1: Alice in Wonderland as a Role Model

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Epilogue 333 Room for idealism See something wrong: Do something!

Good, kind, and loving

Focused on telling story

Ready

Sensitive

Wonder Woman as a Complete PM Model

So many different things:

Great warrior Strong

Kind

Work with people that admire, inspired by

Embodies everything...

Lovely Thoughtful

Skills, inner power Personality, positive, hard worker

Figure E-2: Won­der ­Woman as a Role Model

The Blue Butterfly

We end our journey with you the reader by sharing a favorite fable about the infamous blue butterfly. ­ ere was a man who lived with his two ­daughters, who ­were very curiTh ous and smart. The kids w ­ ere always asking many questions. He only knew how to answer some of them.

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Figure E-3: TCPM Mindmap

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Trying to offer them the best education, he sent them on vacations with a wise man who lived on a big mountain. The wise man always answered all questions without any doubt. The girls de­cided to invent a question that was impossible to answer. One of them captured a beautiful blue butterfly that she would use to trick the wise man. “What are you g­ oing to do?” asked her s­ ister. “I’m ­going to hide the butterfly in my hands, and I’ll ask the wise man if it is alive or dead. If he says it is dead, I’ll open my hands and I’ll let it fly. If he says that it is alive, I’ll squeeze it. And then, regardless of his answer, it w ­ ill be wrong!” Then the two kids met the wise man, who was in meditation. “I have ­here a blue butterfly. Tell me, wise man, is it alive or dead?” The wise man smiled and very quietly responded, “It depends on you . . . ​ its fate is in your hands.” Your fate as a complete proj­ect man­ag­er is up to you. We have opened doors by sharing thoughts, insights, experiences, and stories. We referenced the ever-­ expanding molecular structure of organic chemistry as a model for the vast set and infinite combination of skills you may develop. The TCPM Mindmap sum­ marizes the contents of this book. Achieving completeness is an unending journey. The rest of the story is in your hands.

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Resources ­ ese websites provide additional information and tools (assessments, surveys, checklists, Th templates) that supplement the content of this book, as well as links to complementary books. The Complete Proj­ect Man­ag­er’s Toolkit: https://­englundpmc​.­com​/­shop​/­toolkit/ Englund web: www​.­englundpmc​.­com Bucero web: www​.­abucero​.­com TCPM web: www​.­completeprojectmanager​.­com Successful proj­ects web: www​.­successfulprojectonline​.­com Proj­ect Sponsorship web: www​.­projectsponsorship​.­com

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Index Note: Figures are indicated by page numbers in italics. Action planning, 188, 218, 231, 241–243, 242, 256, 298 Active listening, 31 Adaptability: in DANCE, 230; proj­ect execution and, 149; team, in change management, 262–273 Aggression: humor and, 179; in negotiation, 89 Aggressive p ­ eople, 147 Agile methodology, 141, 149–150, 169–170, 170, 188 Agnew, Wes, 312 Agreeable p ­ eople, 148 Ajam, Mounir A., 311–313 Alexander, Moira, 79 Alpha, 124 Ambiguity, 165 Analy­sis skills, 164 Approach, in negotiation, 84, 84 Aptitude, 52–53, 55–56 Associations, networking and, 65 Attitude: adjustment, 54–55; motivation and, 46; in negotiation, 86–89; networking and, 64–65; personal skills and, 52–55; proj­ect, 53, 53–54 Authority: in change management, 259; competence and, 111; customer escalation and, 303; decision making and, 56–57; del­e­ga­tion and, 17, 18; influence and, 58; key players and, 259; leadership and, 39; legitimacy vs., 106; negotiation and, 84, 91, 99; orga­nizational support and, 237. See also Power

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Balestrero, Gregory, 140 BATNA (Best Alternative to Negotiated Agreement), 89, 90 Bears, brown, 113–114, 115 Blasco Pastor, Núria, 131–132, 188–190 Blomquist, T., 120 Bonghez, Simona, 265–267 Boyatzis, Richard, 218 Bracey, Hyler, 50 Branding, personal, 216 Breen, Bill, 202 Brown, Dan, 321 Brown bears, 113–114, 115 Buckholtz, Thomas J., 151–152 Business analy­sis skills, 163–165 Buyer types, 278 Buy-in, 34 Cabanis-­Brewin, Jeannette, 114–116 Campbell, Joseph, xi Case study: change management skills, 257–262, 258, 259; environment skills, 234–235; negotiating skills, 93–94; personal skills, 51–52; proj­ect management skills, 156–158; proj­ect portfolio management, 195–196; sales skills, 288–291, 290 CBPM. See Commitment-­based proj­ect management (CBPM) Challenging customers, 302–303 Chamberlain, Joshua Lawrence, 35 Change control, 255–257 Change management skills, 7; and adaptability, 262–273; adaptation in, 253; alertness in, 253; behavioral

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344 Index Change management skills (continued) patterns in, 260; case study, 257–262, 258, 259; and change assessment tool, 250–251; change control vs., 255–257; and change management pro­cess, 251–255, 254, 258, 258–259; and change readiness, 250; flexibility in, 253; and generational changes, 273; and identification of proj­ect key players, 259; and implementation plan development, 259–260; improvisation in, 253; and leadership, 260; and motivation to change, 249–250; and reactions to change, 260; and reasons for change, 247–248; and recognition of change pro­cess by o ­ thers, 265–273; and re­sis­tance to change, 248; and starting position, 272; and team, 260–261; and typical results of change efforts, 247–248 Chaos, 218, 226–229 Charisma, 6, 12, 21–22, 109 Christensen, Clayton M., 309 Cialdini, Robert B., 58 Civil War, 35 Climate: orga­nizational, 218; team, 38 Closing proj­ect, 160–163 Co­a li­tion building, 107–108 Code of ethics, 38–43, 315 Cohen, Dennis, 215 Collaboration: difficult ­people and, 130; millennials and, 77, 78; negotiation and, 102; networking and, 63; and proj­ect planning, 146; sales planning and, 277; social responsibility and, 226; and team “set point,” 130 Collins, Jim, 16 Commitment: co­a li­tion building and, 107–108; conflict management and, 49; courage and, 32; in force field diagram, 233, 233; leadership and, 12; management, 230–232; negotiation and, 99, 101–102; profession and, 40; proj­ect attitude and, 53; public, 58; sales skills and, 6–7, 284; sponsor, 283; winning, to proj­ect goals, 48 Commitment-­based proj­ect management (CBPM), 150. See also Agile methodology

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Communication: attitude and, 53; best practices for, 67; humor and, 175, 177; leadership and, 12, 13; and management of executives, 19; millennials and, 78; in multicultural teams, 219–220; multicultural teams and, 62; negotiation and, 86, 87, 88, 89; net­working and, 66–68, 67; power and, 124; proj­ect culture and, 223; proj­ect planning and, 145–147; sponsor, 243; in virtual teams, 221 Competition, 119–120, 128, 167, 257–258, 304–305 Complainers, 147 Conflict: culture and, 129; goals and, 129; needs and, 129; perceptions and, 129; resources and, 129; sources of, 128–129; values and, 129 Conflict management skills, 7, 49; avoidant, 178; compromising, 179; confronting, 178; constructive contention and, 136, 136–138; difficult p ­ eople and, 129–131, 130; forcing, 179; humor and, 178–179; ­people side of, 131–136; reframing and, 138–139; smoothing, 178; and sources of conflict, 128–129 Consideration, 46–47 Consistency, 58 Constructive contention, 136, 136–138 Contention, constructive, 136, 136–138 Coping skills, 73–74 Counseling, as personal skill, 48 Courage, 31–33, 158–159 Covey, Stephen R., 185 Cravens, K. S., 77 Creativity, 264 Credibility, 110–111, 305 Crowdsourcing, 297–299 Crowe, Andy, 57 Cuban missile crisis, 138 Culture: conflict and, 129; gender and, 220; humor and, 175–177; listening and, 31; and multicultural teams, 62, 219–220; orga­nizational, 53; organ­ ization skills and, 188–190; proj­ect, 53, 222–224 Customer(s): benefits sharing with, 306; credibility, 305; dealing with, 305–306; difficult, 302–303; escalation, 303–304;

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Index 345 identity, 297; orientation, 296–304; risk sharing and, 305–306 Customer knowledge, 7; competition and, 304–305; proj­ect outcomes and, 293–294 Customer value proposition (CVP), 313 CVP. See Customer value proposition (CVP) Cynicism, 22 DANCE, 229–230 Decision making: ethical, 41–42, 225; humor and, 179; personal skills and, 56–57 Del­e­ga­tion, 17–18; as personal skill, 48–49 De Piante, Jim, 18–19, 36, 65 Difficult p ­ eople, 129–131, 130, 147–148 Digitalization, 308–310 Directness, 47 Disruption, 308–310 Divine, D. V., 78 Documentation skills, 163–164 Donner party, 251–252 Drucker, Peter, 272 Duggal, Jack, 137 EASI. See Environmental Assessment Survey Instrument (EASI) EBO. See Emerging Business Opportunities (EBO) EDMF. See Ethical Decision-­Making Framework (EDMF) Edwards, Bruce, 166–167 Effective leadership, 27–31 Einstein, Albert, 108, 246 Elicitation skills, 164 Emerging Business Opportunities (EBO), 202 Emotional quotient (EQ), 73–74 Emotional security, 264 Emotions, management of, 16 Empathy, 22–23, 296 Energy management, 16–17 Environmental Assessment Survey Instrument (EASI), 188, 235, 241 Environment skills, 6; and action planning, 241–243, 242; case study, 234–235; and chaos, 226–229; and DANCE, 229–230; and force field analy­sis, 232,

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232–241, 233, 236, 239; and ideal environment, 230; and management commitment, 230–232; and multicultural teams, 219–220; and proj­ect culture, 222–224; and role of sponsors, 243–245, 244; and social responsibility, 224–226; and virtual teams, 220–222 EQ. See Emotional quotient (EQ) Escalation, customer, 303–304 Esque, Timm, 149, 151 Ethical decision making, 41–42, 225 Ethical Decision-­Making Framework (EDMF), 41–42 Ethics: case study, 42–43; code of, 38–43, 315; orga­nizational, 313–318; power and, 124–125 Eubanks, David, 320–321 Evans, Lisa, 81 Example: leadership by, 18–19; management by, 46 Excellence, proj­ect, 165–167 Execution of proj­ects: innovation management in, 151–154; princi­ples in, 152–153 Executives, management of, 19–21 Executive summary, 286 Expectations, 46, 129 Eye contact, 31 Facilitation skills, 164 Fairness, 39 Fear: change and, 249; virtual teams and, 222 Financial skills, 214–215 First-­impression game, 22 Fisher, Roger, 89, 102 Follow up, 68 Force field analy­sis, 232, 232–241, 233, 236, 239 Frame, J. Davidson, 110–111 Fraser, Iain, 210–212 Fun, 6. See also Humor Galavant (tele­v i­sion series), 35–36 Galbraith, Q., 159 Geary, Brent, 93–94 Gender, 220 Generational changes, 273 Generational skills, 74–81 George, Bill, 14

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346 Index Gill, David, 40, 313–317 Githens, Greg, 215–216 Gladwell, Malcolm, 255 Goals, conflict and, 129 Godin, Seth, 292 Goldman, Daniel, 73 Goleman, Daniel, 218 Governance, 213–214 Graham, Robert J., 154–155, 202–203, 215 Greenleaf, Robert, 310 “Green” organ­izations, 191–194, 192 “Greenvenience,” 194 Grinnell, Jon, 112, 113 Hall, Aaron, 195 Hamel, Gary, 202 Harter, J. K., 77 Heart, management from, 49–51 Heritage, 313–318 Hewlett, Bill, 30 Higher voice, 145 Hillson, David, 147–148, 175–176 Hodson, Nicholas, 308 Honesty, 39 Hope, 21 Hormones, humor and, 181 Humor, 6; communication and, 177; conflict management and, 178–179; culture and, 175–177; decision making and, 179; for diffusion of tension, 172–173; as distraction, 181; effectiveness and, 172–173; effects of, on proj­ect management, 173–175, 175; efficiency and, 172–173; hard skills and, 180–181; hormones and, 181; as internal workout, 181; leadership and, 178; motivation and, 179–180; negotiation and, 180; perspective and, 181–182; physical release and, 181; prob­lem solving and, 179; research on, 181–182; social benefits of, 182; soft skills and, 177, 177–180; stress management and, 179; team management and, 177–178 Identity, customer, 297 Influence: authority and, 58; consistency and, 58; humor and, 179–180; law of, 33; leadership and, 33, 122; legitimacy and, 106; liking and, 58; listening and, 31; mapping, 58–61, 60; orga­nizational

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awareness and, 73; as personal skill, 47–52, 57–61, 60; po­liti­cal environment and, 110, 123; as po­liti­cal skill, 6; power and, 124; reciprocity and, 58; reframing and, 138; scarcity and, 58; social validation and, 58; stakeholder analy­sis and, 146. See also Power Information, in negotiation, 84, 84 Information overload, 221 Information resources management (IRM), 153 Initiation of proj­ects: outcomes in, 141–142; outputs in, 141–142; prob­lem statement in, 142; proj­ect planning and, 145–147; and proj­ect success, 142–143; risk facilitation and, 147–148; vision in, 143–145 Inner voice, 145 Innovation management, 151–154 Insecurity, 22 Integrity crimes, 122–123 Intuition, 34 IRM. See Information resources management (IRM) Irwin, Brian, 22–23, 200–201 James, Vicki, 190–191 Joint Application Development (JAD) sessions, 164 Joke, 172. See also Humor Juli, Thomas, 143–144 Kawasaki, Guy, 292 Kennedy, John F., 138 Kerzner, Harold, 167 Key competitors, 304–305 Keyes, C. L., 77 Key per­for­mance indicators (KPIs), 86 Khan, Zahid, 86 Kleiner, Art, 109–110 Knapp, M., 214 Know-­it-­a lls, 148 Knowledge, 39 Kouzes, J., 39 KPIs. See Key per­for­mance indicators (KPIs) L2M2, 13, 14 Lahn, Bruce, 217 Langley, Mark, 3–5

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Index 347 Larrauri, Nicole, 79–81 Lauridsen, Robert, xiii Leadership, 5–6; addition and, 34; change management and, 260; code of ethics for, 38–43; effective, 27–31; empowerment and, 34; by example, 18–19; high-­performance teams and, 37–38; humor and, 178; influence and, 33; integration of roles in, 21–27; intuition and, 34; in L2M2, 13, 14; laws of, 33–34; management vs., 12–14, 14; navigation and, 33; po­liti­cal skills and, 122–123; pro­cess and, 33; re­spect and, 34; of self, 14–17; servant, 310–313; of team, 12 Legitimacy, 6, 106–109, 253 Lin, K., 78 Lions, 112–113, 115 Listening: customer escalation and, 303; to customers, 297; in effective leadership, 31; and multicultural teams, 219–220; as personal skill, 48; in PMI Talent Triangle, 5. See also Communication Looping be­hav­iors, 121, 121–123 Love, for proj­ects, 24–27 Lumpkin, Susan, 112 Malak, Daniel, 79 Management, 6; of emotions, 16; of energy, 16–17; by example, 46; of executives, 19–21; from heart, 49–51; leadership vs., 12–14, 14; negotiation with, 94–104, 102; of priorities, 16; in proposal, 286, 287; self, 165; of team, 12; of thoughts, 17; of time, 16 Mancuso, Lorraine, 55 Margules, Cindy, 72–73 Market forces, 306–308 Market segment, 304 Market size, 304 Market trends, 294–296 Maxwell, John, 33 McKee, Annie, 218 Means, in L2M2, 13, 14 Mediation, 35 Meisner, Remco, 31, 91, 123, 181, 267–271, 299–301, 307–308 Millennials, 74–81 Modeling, visual, 164 Moeller, Leslie H., 308 Moodiness, 22

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Moore, Geoffrey, 306–307 Motivation: to change, 249–250; humor and, 179–180; in L2M2, 13, 14; as personal skill, 46–47 Mourkogiannis, Nikos, 166 Müller, Ralf, 117–118, 120 Multicultural teams, 62, 219–220 Needs, conflict and, 129 Negative ­people, 148 Negotiating skills, 6, 49; benefits of, 84–85; humor and, 180; proj­ect success and, 85–86 Negotiation: approach in, 84, 84; attitudes on, 86–89; BATNA (Best Alternative to Negotiated Agreement), 89, 90; bottom line in, 101; case study, 93–94; closure in, 101–102; commitments in, 101–102, 102; concessions in, 101; due diligence in, 102, 102; four forces of, 84, 84; hard, 89; information in, 84, 84, 97; intimidation tactics in, 101; issues to be negotiated in, 85, 95; knowing status in, 97–98; life cycle, 90, 90; limiting authority in, 99; opening offer in, 100; patience in, 96–97; positivity in, 96; power in, 84, 84, 90; preparation for, 84–89, 91, 97; principled, 89; pro­cess, 89–90; rules of, 90–94, 91; soft, 89; with sponsor, 94–104, 102; statement of needs in, 93; testi­monials on, 86–89; timing in, 84, 84; trial balloons in, 99 Networking: associations and, 65; attitude and, 64–65; benefits of, 64, 64; communication and, 66–68, 67; follow up and, 68; organ­izations and, 65; as personal skill, 48, 63–70, 64, 67; references and, 66; serving o ­ thers and, 65 O’Brochta, Michael, 124–125, 262–264, 310–311 Oishi, S., 77 Oliver, E. G., 77 Orga­nizational awareness, 73 Orga­nizational climate, 218 Orga­nizational culture, 53 Orga­nizational dynamics, 206–209 Orga­nizational ethics, 313–318 Orga­nizational structure, 186–188

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348 Index Organ­izations, networking and, 65 Organ­ization skills, 6; culture and, 188–190; financial skills and, 214–215; governance and, 213–214; and “green” organ­izations, 191–194, 192; orga­niza­ tional structure and, 186–188; p ­ eople and, 188–190; personal branding and, 216; proj­ect portfolio management and, 194–210; and sponsor management, 190–191; strategic management and, 197; strategic thinking and, 215–216; and “toxic” organ­izations, 191–194, 192; value and, 210–213 Orientation, customer, 296–304 Outcomes, proj­ect, 293–294 P2O2, 89 Packard, Dave, 30 Parallel pro­cessing, 221 Passion, 61–63 Patience, 61–63, 96–97 Pells, David, 64 Perceptions, conflict and, 129 Perfectionism, 22 Perry, Katy, 104 Per­sis­tence, 61–63 Personal branding, 216 Personal skill(s), 6; aptitude and, 52–53, 55–56; attitude and, 52–55; case study, 51–52; conflict management as, 49; consideration as, 46–47; coping skills as, 73–74; counseling as, 48; for dealing with individuals, 48–49; for dealing with teams, 49; decision making and, 56–57; del­e­ga­tion as, 48–49; directness as, 47; generational skills as, 74–81; influence and, 57–61, 60; listening as, 48; with millennials, 74–81; motivation as, 46–47; negotiation as, 49; networking as, 48, 63–70, 64, 67; passion and, 61–63; patience and, 61–63; per­sis­tence and, 61–63; power use as, 48; proj­ect attitude and, 53, 53–54; rapport building as, 48; strengths and, 70–73; trust building as, 48; winning commitment as, 48 Phillips, Michael, 159 Pinto, Jeffrey K., 108 Planning, po­liti­cal, 109–121

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PMO. See Proj­ect management office (PMO) Po­liti­cal environment, 109–110 Po­liti­cal jungle, 111–116 Po­liti­cal skills, 6; co­a li­tion building and, 107–108; competence and, 110–111; credibility and, 110–111; influence and, 106; integrity crimes and, 122–123; leadership and, 122–123; legitimacy and, 106–109; looping be­hav­iors and, 121, 121–123; planning and, 109–121; positive politics and, 106; power and, 106; relationship building and, 110–111; stakeholder be­hav­ior and, 111; and truth to power, 123–124 Politics, as ever-­present, 108–109 POO. See Proj­ect office of one (POO) POO Code, 321–332 Positive attitude, 46 Positive politics, 106 Positivity, in negotiation, 96 Posner, B., 39 Powell, Colin L., 172 Power: appropriate use of, 48; co­a li­tion building and, 107; credibility and, 110; ethics and, 124–125; in negotiation, 83, 84, 84, 90; personal skills and, 48; po­l iti­c al environment and, 109; po­liti­cal skills and, 6, 106; speaking truth to, 123–124; understanding, 124–125. See also Authority; Influence Pre­sen­ta­tion skills, 284–285, 285 Pricing, in proposal, 286, 287 Pride, 22 PRINCE2, 214 Princi­ples, in proj­ect execution, 152–153 Priority management, 16 Prob­lem statement, 142 Professional development, 36–37 Professionalism, ethics vs., 39–40 Proj­ect attitude, 53, 53–54 Proj­ect closing, 160–163 Proj­ect culture, 53, 222–224 Proj­ect environment, 218. See also Environment skills Proj­ect excellence, 165–167 Proj­ect execution: innovation management in, 151–154; princi­ples in, 152–153

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Index 349 Proj­ect initiation: outcomes in, 141–142; outputs in, 141–142; prob­lem statement in, 142; proj­ect planning and, 145–147; and proj­ect success, 142–143; risk facilitation and, 147–148; vision in, 143–145 Proj­ect Management Institute (PMI), 5 Proj­ect management office (PMO), 72, 118–121 Proj­ect management skills, 6; Agile methodology in, 169–170, 170; business analy­sis skills in, 163–165; case study, 156–158; closing in, 160–163; competency and, 168–169; control vs. results in, 154–160, 156–158; courage in, 158–159; documentation skills in, 163–164; elicitation skills in, 164; and execution of proj­ects, 149–154; facilitation skills in, 164; and initiation of proj­ects, 141, 141–145; innovation management in, 151–154; proj­ect closing in, 160–163; proj­ect excellence in, 165–167; relationship-­building skills in, 164–165; specification skills in, 163–164; visual modeling in, 164 Proj­ect office of one (POO), xi, 2 Proj­ect outcome life cycles, 215 Proj­ect outcomes, 293–294 Proj­ect portfolio management: case study, 195–196; execution of, 198–199; executive beliefs and, 196–197; executive expectations and, 196–197; executive support for, 195–196; modern management practice compatibility with, 200–201; organ­iza­ tion skills and, 194–210; selling, to executives, 198; sustaining discipline in, 200; training, 199–200; upper management support in, 197–198 Proj­ect reviews, 161–163 Proj­ect sponsorship, 190 Proj­ect success, 142–143 Proposal preparation, 285–288 Psychological safety, 38 Purpose, 39 Questioning skills, 278–280 Rapport, 48 Rasberry, Salli, 159

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Readiness, change, 250 Reagan, Ronald, 82 Reciprocity, 58 Redmann, Amber, 3 References, networking and, 66 Reframing, 138–139 Relationship building, 110–111 Relationship-­building skills, 164–165 Relationship development, 34–36 Requests for proposal (RFPs), 92, 283, 285–288 Requirements workshops, 164 Re­sis­tance to change, 248 Resources: conflict and, 128, 129; man­ agement and, 12; networking and, 64; portfolio management and, 201; proj­ect planning and, 145–146; sacrifice and, 25; sales skills and, 282; vision and, 144 Responsibility, 38, 167; social, 224–226 Reviews, proj­ect, 161–163 Revitalization cycles, 219 RFPs. See Requests for proposal (RFPs) Richards, Ann, 105 Risk facilitation, 147–148 Risk sharing, 305–306 Role models, 332, 332, 333 Rosenblum, Jack, 50 Sacrifice, 34 Safety, psychological, 38 Sales skills, 7; advantages in, 280, 281; benefits in, 280, 281; and buyer types, 278; case study, 288–291, 290; closure in, 280; emotion and, 275–276; features in, 280, 281; “in the game,” 276–277; objections and, 283; pre­sen­ta­tion skills in, 284–285, 285; proposal preparation in, 285–288; and questioning skills, 278–280; resources in, 282; and sales planning, 277–278; and sales pro­cess, 280, 280–283; and sponsor commitment, 283; summarization in, 282; upper management support and, 276 Sanchez, Yunive Moreno, 125 Sanford, Aubrey, 50 Sangin, Martina, 308 Scarcity, 58 Schlappi, Mike, 52–53 Schmidt, F. L., 77

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350 Index Schweitzer, Albert, 54 Self-­leadership, 14–17 Self-­management, 165 Self sharing, 21–22 Sensitivity training, 277 Servant leadership, 310–313 Service-­mindedness, 264–265 Shakespeare, William, 45 Sharing, of self, 21–22 ­Silent ­people, 148 Sinek, Simon, 33 Skills, 4; analy­sis, 164; business analy­ sis, 163–165; change management, 7; conflict management, 6, 49; coping, 73–74; documentation, 163–164; elicitation, 164; environment, 6; facilitation, 164; financial, 214–215; generational, 74–81; humor and, 177–180; negotiating, 6, 49; organ­ ization, 6; personal, 6; po­liti­cal, 6; pre­sen­ta­t ion, 284–285, 285; proj­ ect management, 6; questioning, 278–280; relationship-­building, 164–165; sales, 7; specification, 163–164. See also Change management skills; Conflict management skills; Environment skills; Negotiating skills; Organ­ization skills; Personal skill(s); Po­liti­cal skills; Proj­ect management skills; Sales skills Smith, S. D., 159 Snyder, W. M., 225 Social media, 79, 303 Social responsibility, 224–226 Social validation, 58 Solera, Jose, 149–151, 302–303 Specification skills, 163–164 Split groups, 221–222 SPO. See Strategic proj­ect office (SPO) Sponsors: negotiation with, 94–104, 102; role of, 243–245, 244 SRAA (sense, respond, adapt, adjust), 229–230 Stacey, R. D., 228 Stakeholder be­hav­ior, 111 Stallers, 148 Stewart, J. S., 77 Storytelling, 159

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Strategic management, 197 Strategic proj­ect office (SPO), 121 Strategic thinking, 215–216 Stress management, humor and, 179 Success, proj­ect, 142–143 Successful voice, 145 Surowiecki, James, 298 Synchronicity, 222 Talent Triangle, 5, 5, 85 Taylor, Peter, 319–320 Teachability, 24, 264 Team(s): in change management, 260–261, 262–273; gender and, 220; high-­ performance, 37–38; humor and, 177–178; leadership of, 12; management of, 12; multicultural, 62, 219–220; personal skills for dealing with, 49; set-­points of, 129–130, 130; virtual, 220–222 Technical component, of proposal, 286–287 Technology: change management and, 258, 262; disruption and, 308–310; innovation and, 152; millennials and, 75, 76, 79; virtual teams and, 221, 222 Thiry, Michel, 65 Thompson, Mark, 165–166 Thompson, Michael, 169–170 Thoughts, management of, 17 Tigers, 112, 115 Time management, 16 Timing, in negotiation, 84, 84 Tingley, Robyn, 78 Toxic organ­izations, 191–194, 192 Trends, market, 294–296 Trueblood, Roy, 50 Trust, 39, 48, 125, 221 Truth to power, 123–124 Tuchman, Barbara, 203 Turner, J. Rodney, 120 Unhappy voice, 145 Ury, William, 89, 102 Value: ele­ments of, 211; focus on, 159, 210–213; organ­ization skills and, 210–213; types, 211 Value proposition, 312

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Index 351 Values: co­ali­tion building and, 107; conflict and, 129; courage and, 158; ethics and, 38–39; leadership and, 12, 123 Virtual teams, 220–222 Vision, 12, 75, 121, 121, 143–145, 223, 227, 233, 315–317 Visualization, 5, 7–10, 9, 10 Visual modeling, 164 Voice, in vision, 145

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Weaver, Janice L., 132–136, 139 Wenger, E. C., 225 Werner, J. P., 78 Whitten, Neal, 26 Why, 33 Wiefling, Kimberly, 91 Wong, Zachary, 129 Youth, Howard, 114

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About the Authors Randall L. Englund, MBA, BSEE, NPDP, CBM, is an author, speaker, trainer, professional facilitator, and founder, principal, and executive con­sul­tant for the Englund Proj­ ect Management Consultancy (www​ .­englundpmc​.­com). He also facilitates proj­ect management seminars for the Proj­ect Management Institute and conducts online advanced certificate courses at Northeastern University and for other professional associations. Randy draws upon experiences as a former se­nior proj­ect man­ag­er with the Hewlett-­Packard Com­pany (HP) for twenty-­two years. In a corporate proj­ect management initiative, he led the continuous improvement of proj­ect management across the com­pany and documented best practices in ActionSheets; in business units, he released high-­technology products, developed a system life cycle, resolved architectural issues, researched effective practices for proj­ect success, and designed management pro­cesses, courses, and distance learning. Prior to working with HP, he served as a field ser­vice engineer and installation supervisor for GE Medical Systems. Randy has an MBA degree in management from San Francisco State University and a BS in electrical engineering from the University of California, Santa Barbara. He is a member of the Proj­ect Management Institute and the American Management Association and is a former board member for the Product Development and Management Association (PDMA), where he is a certified New Product Development Professional (NPDP). Randy is a Certified Business Man­ag­er (CBM) with the Association for Professionals in Business Management. With Dr. Robert J. Graham, he coauthored the books Creating an Environment for Successful Proj­ects: Second Edition (2004), Third Edition (2019) and Creating the Proj­ect Office: A Man­ag­er’s Guide to Leading Orga­nizational Change (2003). With Alfonso Bucero, he coauthored Proj­ect Sponsorship: Achieving Management Commitment for Proj­ect Success: Second Edition (2015). The Complete Proj­ect Man­ag­er was first published in 2012, along with The Complete Proj­ect Man­ag­er’s Toolkit.

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354

About the Authors

In his work with teams around the world, Randy provides management and leadership awareness at a systemic and organic level through multimedia pre­ sen­ta­tions, workshops, conference papers, and writings. In addition to his own books and articles in magazines, he has contributed chapters in books such as the AMA Handbook of Proj­ect Management: Fifth Edition (2018), Advising Upwards (2011), and Orga­nizational Proj­ect Management (2010). His interactive style encourages the exploration of action-­oriented practices that are immediately applicable to optimizing results from project-­based work. He received the PMI Distinguished Contribution Award in 2014 for his long and varied body of work. PMI awarded Randy with the Eric Jenett Award of Excellence in 2018. Alfonso Bucero, MSc, PMP (Proj­ect Management Professional), PMI-­RMP, PFMP, is the founder and managing partner of BUCERO PM Consulting (www​.­abucero​ .­com). He managed IIL Spain for almost two years, and he was a se­nior proj­ect man­ag­er at Hewlett-­Packard Spain (Madrid office) for thirteen years. Alfonso is a member of PMI, ALI (Asociación de Licenciados, Ingenieros y Doctores en Informática), AEIPRO (an IPMA member organ­ ization), and a DINTEL advisor. Alfonso was the founder, sponsor, and former president of the PMI Barcelona chapter, and he was an IPMA Assessor. He was a member of the Congress Proj­ect Action Team of PMI EMEA’s Congresses in Edinburgh, Madrid, and Budapest. He graduated from PMI’s Leadership Institute Master Class in 2007. He served as president of the PMI Madrid chapter and served as Component Mentor for Region 8 South. He received the PMI Distinguished Contribution Award in 2010 for his long and varied body of work. In 2011, Alfonso received PMI’s Fellow Award, which recognizes and honors PMI members who have made sustained and significant contributions to PMI and the proj­ect management profession for more than a de­cade. It is PMI’s highest and most prestigious award presented to an individual. He also received the PMI Eric Jenett Project Management Award of Excellence in 2017. Alfonso has a degree in computer science engineering from Universidad Politécnica (Madrid) and is finishing his PhD in proj­ect management at the ISM University in Lithuania. He has thirty-­five years of practical experience, twenty-­ nine of them in proj­ect management worldwide. He has managed and consulted on proj­ects in countries across Eu­rope. Since 1994, Alfonso has been a frequent speaker at international PMI Congresses and SeminarsWorld. He delivers PM training and consulting ser­vices in countries across the globe. As a “proj­ect management believer,” he asserts that passion, per­sis­tence, and patience are vital keys for proj­ect success. Alfonso authored the book Dirección de Proyectos, Una Nueva Vision (2003). He contributed the chapter “Implementing the Proj­ect Office: Case Study” in

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About the Authors 355

the book Creating the Proj­ect Office (2003), authored by Randall L. Englund, Robert J. Graham, and Paul Dinsmore. He coauthored the chapter “From Commander to Sponsor: Building Executive Support for Proj­ect Success” in the book Advising Upwards (2011). Alfonso coauthored with Randall L. Englund the book Proj­ect Sponsorship, Second Edition (2015) and authored ­Today Is a Good Day: Attitudes for Achieving Proj­ect Success (2010). Alfonso also published The Influential Proj­ect Man­ag­er (2014) by CRC Editors and Tomorrow ­Will Be Better (2017) through Motivational Press Editors. His latest book is Passion, Persistence, and Patience. He translated Proj­ect Sponsorship into Spanish—­Patrocinio de Proyectos: Cómo alcanzar el compromiso de la Dirección para el éxito del Proyecto. Th ­ ese books are also available in Kindle editions. He has contributed to professional magazines in the United States, Rus­sia (SOVNET), India (ICFAI), Argentina, and Spain. Alfonso is a contributing editor of the “Crossing Borders” column in PM Network, published by the Proj­ect Management Institute. BUCERO PM Consulting is a Registered Education Provider (REP) with PMI.

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Berrett-Koehler is an independent publisher dedicated to an ambitious mission: Connecting people and ideas to create a world that works for all. Our publications span many formats, including print, digital, audio, and video. We also offer online resources, training, and gatherings. And we will continue expanding our products and services to advance our mission. We believe that the solutions to the world’s problems will come from all of us, working at all levels: in our society, in our organizations, and in our own lives. Our publications and resources offer pathways to creating a more just, equitable, and sustainable society. They help people make their organizations more humane, democratic, diverse, and effective (and we don’t think there’s any contradiction there). And they guide people in creating positive change in their own lives and aligning their personal practices with their aspirations for a better world. And we strive to practice what we preach through what we call “The BK Way.” At the core of this approach is stewardship, a deep sense of responsibility to administer the company for the benefit of all of our stakeholder groups, including authors, customers, employees, investors, service providers, sales partners, and the communities and environment around us. Everything we do is built around stewardship and our other core values of quality, partnership, inclusion, and sustainability. This is why Berrett-Koehler is the first book publishing company to be both a B Corporation (a rigorous certification) and a benefit corporation (a for-profit legal status), which together require us to adhere to the highest standards for corporate, social, and environmental performance. And it is why we have instituted many pioneering practices (which you can learn about at www. bkconnection.com), including the Berrett-Koehler Constitution, the Bill of Rights and Responsibilities for BK Authors, and our unique Author Days. We are grateful to our readers, authors, and other friends who are supporting our mission. We ask you to share with us examples of how BK publications and resources are making a difference in your lives, organizations, and communities at www.bkconnection.com/impact.

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