PROJECT TEAM All Presentations

BY ABDUREZAK MOHAMMED(PhD.
DEVELOPING AND
MANAGING PROJECT
TEAMS(MAPM608-2)
project team management

Course Description
 Effective organizational or team performance is

based on a clear understanding of the shared goals,
strategies, and work plans, along with the individual
roles and responsibilities of team members. Equally
important are interpersonal qualities of trust,
communication, and mutual accountability.
 Working in tandem, these two perspectives
determine a team’s ability to achieve and sustain
high performance, making teambuilding a necessary
companion to the operational and programmatic
efforts of organizational capacity strengthening.Yet
team development is something that is often
ignored within organizations or projects.
11–
project team management 2
Cont…
 This course, part of the project
implementation MODULE, will help project
management students understanding on how
to develop and manage project teams,
determining the critical elements and
individual contributions that comprise good
team and it will also promote practice on
key skills needed to address the inevitable
challenges that arise in teams, notably,
appreciating individual differences,
communicating collaboratively, and managing
conflict.

Course Objectives
 By the time you have completed this module, you will

be able to:
◦ Understand the concept of project management and how
project management differs from traditional management
and the different organization structures employed;
◦ The competencies of a project manager is and typical
position and role of the project manager
◦ The concept of what a project team is and how it works
◦ Project team staffing and proﬁling
◦ Project team life cycles and evolution
◦ Project team communication and motivation
◦ Project team stress and conﬂict management.
◦
11–
THE PROJECT MANAGER AND PM
Leadership and the project manager
CHAPTER ONE

WHAT IS A PROJECT?
 A project is designed to deliver a specified

outcome through the use of an organization’s
time, staff, and money. It has a planned set of
steps and clear boundaries. It is not the same
as an ongoing work process.
◦ Is there a defined need or identified goal?
◦ Does it have a clear beginning and end?
◦ Are there stakeholders who expect a specific set of
outcomes or deliverables?
◦ Are there non-recurring activities or tasks that need
to be accomplished?
◦ Are there resources (staff time, funds, equipment,
etc.) that need to be managed?

WHAT IS PROJECT MANAGEMENT?
•The Project Management Institute (PMI) described project

management as “the application of knowledge, skills, tools, and
techniques to project activities to meet project requirements” and
characterized “high quality projects [as those that] deliver the required
product, service, or result, within scope, on time, and within budget.
•From the above scholars we can understand that project
management requires project a manager who is competent
enough to meet all the expectations under a certain project.

What is project management?

The PM and its environment
sponsor
Expectations, Achievable goals

resources
Constraints, opportunities
performing resources
organization influencers
results PM
Goals, plan, …
Products, Achievable goals,

Services, or results Information,
Commitment
requirements
…
project
customer team

Who is the project manager?
•The project manager is the person responsible for
accomplishing project objectives. The project
manager manages the project through identifying project
requirements
•Good project managers develop skills through
experience and education to manage a project. They
become better project managers each time they
successfully deliver a project. They learn new techniques
and apply them on their projects.

What Does a Project Manager Do?
Briefly, project managers fulfil the following broad

requirements:
•Define and review the business case and
requirements by regular reviews and controls to
ensure that the client receives the system that he
or she wants and needs.
• Initiate and plan the project by establishing its
format, direction, and base lines that allow for any
variance measurements and change control.

Cont...
• Partner with the end users, work with project
sponsors and other management to establish progress
and direction of the project by achieving goals, reaching
targets, solving problems, mitigating risks.
• Manage the technology, people, and change in order to
achieve goals, reach targets, and deliver the project on
time and within budget.
•Manage the project staff by creating an
environment conducive to the delivery of the new
application in the most cost-effective manner.
• Be able to manage uncertainty, rapid change, ambiguity,
surprises, and a less defined environment.

Cont...
The project manager is responsible for:
Managing and leading the project team.
Recruiting project staff and consultants.
Managing co-ordination of the partners and working
groups engaged in project work.
Detailed project planning and control including:
Developing and maintaining a detailed project plan
Providing status reports to the project sponsor.
Managing project training within the defined budget.
Liaises with, and updates progress to, project
board/senior management.
Managing project evaluation and dissemination
activities.

Functions…
 Project managers perform both process
and people functions. Both types of
functions are necessary for effective
project management.
 Process functions fall into the following
groups: planning, scheduling, estimating
cost and duration, procuring, tracking
progress, reporting, and risk.
 People functions include leadership,
teambuilding, motivation, communication,
time management, change management,
diversity management, and adversity
management.

PM competence
 International Project Management Association (IPMA)
defined competence as knowledge + experience +
personal attitude. Knowledge and experience relate
to function and attitude relates to behavior (IPMA,
2002).
 Hornby and Thomas (1989) defined competency as the
knowledge, skills and qualities of effective managers, and
point to the ability to perform effectively the
functions associated with management in the work
situation.
 Hogg (1993) states that competencies are the
characteristics of a manager, which lead to the
demonstration of skills and abilities, which result in
effective performance within an occupational area.

Project Management Competency
 The project management competency is the
capability to manage projects professionally, by
applying best practices regarding the design
of the project management process, and the
application of project management methods.
 Project management competencies require
knowledge and experience in the subject,
which enables the project to meet its
deadlines and objectives (Gareis and
Huemann, 1999).
Project manager competency
•Competency is of a related abilities
commitments, knowledge, and skills that enable
a person to act effectively in a job or situation
and it is so as for a project manager to make
the project successful.
•As Sampson in 2007 writes “The skills required for
project management are now often divided 50/50
into traditional ‘hard’ skills, such as risk management
and scheduling, and ‘soft’, people oriented skills, such
as interpersonal communication.

PROJECT MANAGER’S
COMPETENCIES
 What is competency?
 Competency is a cluster of related
knowledge, attitudes, skills, and other
personal characteristics that:
• Affects a major part of one’s job
• Correlates with performance on the job
• Can be improved via training and
development
• Can be broken down into dimensions of
competence

Three Dimensions of PM competence
Project Manager
Competency
Knowledge Performance Personal

Competency Competency Competency
Units of Competence Units of Competence Units of Competence

(9 Knowledge Areas) (9 Knowledge Areas) (6 Separate Units)
Competency Clusters Competency Clusters

Competency Clusters
for Each Unit for Each Unit
Elements of Elements of Elements of

Competence for Each Competence for Each Competence for Each
Cluster Cluster Cluster
Performance Criteria Performance Criteria Performance Criteria

for Each Element for Each Element for Each Element
Underpinning Demonstrable
Knowledge Performance

Project Management Knowledge/Performance Competencies
 Both Project Management Knowledge and

Project Management Performance Competencies
are assessable.
 KNOWLEDGE COMPETENCIES
A PM Demonstrates a knowledge and understanding
of project management unit of competence in all
project life cycle.
 PERFORMANCE COMPETENCIES
A PM Demonstrates an ability to develop all the
required documents and their implementation of
project management unit of competence in all
project life cycle.

Unit of competences
 Project Integration Management
 Project Scope Management
 Project Time Management
 Project Cost Management
 Project Quality Management
 Project Human Resources Management
 Project Communications Management
 Project Risk Management
 Project Procurement Management
 Project stakeholder management

Integration Management Anowledge Area
 This is the only project management knowledge

area that has processes in each five process
groups. These processes are developing the
project charter, developing the project
management plan, directing and managing the
project work, monitoring and controlling the
project work, performing integrated change
control and closing the project or phase.
 The main purpose of the integration management
knowledge area processes is the execution and
delivery of the project work end-to-end
successfully

Scope Management Knowledge Area:
 This project management knowledge area

has six processes. Four of them belong to
planning. These are planning the scope
management, collecting requirements,
defining the scope and creating WBS. Two
processes belong to the monitoring and
controlling process group. These are
validating the scope and controlling the
scope.
 Scope management processes aim to control
scope in a project and protects scope creep.
Schedule Management Knowledge Area:

has seven processes, six of them are in the
planning phase and only one process belongs
to the monitoring and controlling process
group. These are: planning the schedule
management, defining activities, sequencing
activities, estimating activity resources,
estimating activity durations, developing the
schedule and controlling the schedule.
 The main objective of the schedule
management processes is completing a
project on time without variance.

Cost Management Knowledge Area:

has four processes. These are planning
cost management, estimating costs,
determining the budget and controlling
costs.
 Cost management processes aim to
complete the project under a planned
budget.

Quality Management Knowledge Area:

has three processes. Planning the quality
management process belongs to the
planning step, performing the quality
assurance process belongs to the
executing and controlling the quality
process belongs to the monitoring and
controlling.
 Quality management processes ensure to
meet the projects’ quality objectives.

Resource Management Knowledge Area:

has four processes. Planning the resource
management process belongs to planning
phase and three other processes belong to
the executing process group. These are:
acquiring the project team, developing the
project team and managing the project team.
Project activities are performed by project
team members.
 Resource management processes mainly aim
to people management of project resources.
Communications Management Knowledge Area:

has three processes. These are planning the
communications management which belongs
to planning phase, managing communications
which belong to executing phase and
controlling communications which belong to
the monitoring and controlling. A certain
amount of communication will take place in
a project internally and externally.
 Management of information dissemination is
done with the help of communication
management processes

Risk Management Knowledge Area:
 Since risks are evaluated mainly in the

planning phase, five out of six processes
belong to the planning phase. These are
planning the risk management, identifying
risks, performing qualitative risk analysis,
performing quantitative risk analysis and
planning risk responses. And one process
that belongs to monitoring phase is
controlling risks.
 Risk management processes mainly aim to
reduce the impacts of risks to the project
once they occur.

Procurement Management Knowledge Area:

has four processes. Planning procurement
management belongs to planning, conducting
procurements belong to executing phase,
controlling procurements belong to
monitoring and controlling phase and closing
procurements belong to project closure.
 The main purpose of procurement
processes is management and coordination
of purchasing activities in a project.
Stakeholder Management Knowledge Area:

has four processes. These are: identifying
stakeholders, planning stakeholder
management, managing stakeholder
management and controlling stakeholder
management.
 Stakeholder management processes help
to manage expectations of project
stakeholders during the project.

Personal Competencies
 Personal Competencies are those personal
characteristics (core personality, behavior, and
attitudes) underlying a person’s capability to
manage a project.
 The Personal Competencies are organized into six
(6) units of competence .
◦ Achievement and Action
◦ Helping and Human Service
◦ Impact and Influence
◦ Managerial
◦ Cognitive
◦ Personal Effectiveness.

The unit of competencies have
elements
Achievemen Helping and Impact and Managerial Cognitive Personal
t and Action Human Influence Effectivenes
Service s
Achievement Customer Impact and Teamwork Analytical Self-Control

Orientation Service Influence and Thinking
Orientation Cooperation
Concern for Interpersonal Organizatio Developing Conceptual Self-

Order, Understanding nal Others Thinking Confidence
Quality, and Awareness
Accuracy
Initiative Relationship Team Flexibility

Building Leadership
Information Assertivenes Organization
Seeking s and Use of al
Positional Commitment
Power

Cont…
 Project success could be identified in terms of different
success criteria
 Project success criteria = f(project success factors)
 Project manager is among success factors; particularly,
his/her role and competency
 Well organized project organization structure is also
another factor that encourage achievement of targeted
project success criteria
 Project manager’s competencies required for project
success are paramount
 The competencies could be being of competent in terms
of project management knowledge areas, leadership,
interpersonal skills, etc
Selecting the project manager
•The project manager’s role is one of the most
challenging jobs in any organization, because it requires a
broad understanding of the various areas that must be
coordinated and requires strong interpersonal skills.
•It is widely acknowledged that the final outcome of the
project depends mainly on the project manager;
therefore, the selection of the project manager is one of
the most important decisions concerning the project.

Cont...
Broadly speaking, we can use two approaches to
assess the competency of a project manager:
• Attribute based wherein personal attributes
such as knowledge, skills, and other
characteristics are identified and assessed.
Competence is inferred based on the presence
of the necessary attributes.
• Performance based wherein work outcomes
and performance levels are identified and
assessed. Competence is inferred based on the
demonstrated ability to satisfy the performance
criteria.

Cont...
Some criteria that should be used for selection of a
project manager is listed below:
• Personal characteristics- can show individual aptitude
for project management. E.g self confidence,
hardworking, determinate, interactive and so on.
• Experience- is a good outcome for practicing project
management. It does not simply equate time spent on
project environment but relevant achievements are a
good indicators for selection of good project manager.
The assessment of their achievement should be done in
relation to the specific requirement of the organization.

Cont...
Attitude – it is a choice of response for situations.
And some attitudes can show the core values of an
individual. E.g. attitude that planning is important,
commitment for ethical behaviour, concern for co
workers need and so on
Knowledge – is learned, through theory, training or
on the job. It is a dimension of looking the candidates’
know how about the subject of the project, and its
widely held principles
Skill- is learned but should be experientially.
Technical skill, human skill, analytical skill and
others discussed above are important tools to assist
selection of a project manager.

Choosing an Organizational Form
 Selecting the organizational interface between the
project and the firm is a difficult task
◦ The choice is determined by the situation, but is also partly
intuitive
◦ Must consider the nature of the potential project, the
characteristics of the various organization options, the
advantages and disadvantages of each, the cultural
preferences of the parent organization, and then make the
best compromise that can be made
11–
Choosing an Organizational Form
 Criteria for the selection of a project organization:
◦ 1. Define the project with a statement of the objective(s) that identifies the
major outcomes desired
◦ 2. Determine the key tasks associated with each objective and locate the units
in the parent organization that serve as functional “homes” for these types of
tasks
◦ 3. Arrange the key tasks by sequence and decompose them into work
packages
◦ 4. Determine which organizational units are required to carry out the work
packages and which units will work particularly closely with which others
◦ 5. List any special characteristics or assumptions associated with the project
◦ 6. In light of items 1-5, and with full cognizance of the pros and cons
associated with each structural form, choose a structure

Project Organization…
 A project organization defines the
relationships among resources, in particular
the participants, in a project
 A project organization should define
◦ Who decides (decision structure)
◦ Who reports their status to whom (reporting
structure)
* *
Organization Team Participant
◦ Who communicates with whom (communication

structure)

Organizational Structure
 Represents the management hierarchy:
◦ Reporting relationships who report to whom
◦ The official chain of control or authority, which deals
of official activities, such firing, hiring, and promotion.
 Organization can be grouped into major
subdivisions on the basis of a number of
frameworks.
 Responsibilities & type of work for each
subdivision
 Official lines of authority & communication

Alternative project Structures
 There are a number of options
 Best depends on goals, type of work it
supposed to do, and the environment
within which it operates.
 Forms of organization structures for projects
are:
◦ Functional organization
◦ Project organization
◦ Matrix organization

Figure 1. Functional Project Organization

Functional org…
 A functional organization is the most common type of the
three.
 It works best in small organizations in which the different

sections are geographically close together and which provide
only a small number of goods and/or services.
 In a functional structure, the organization is broken into

different sections based upon specialty. For example, there
may be one area for sales, one for customer service and one
for the supervisors who deal with escalated problems.
 The project manager's role is to ensure smooth execution

of processes and projects; however, the functional
manager has the most power and makes the final decisions.

The Project as Part of the Functional Organization
 Advantages of using the functional elements of the

parent organization as the administrative home for a
project include:
◦ Maximum flexibility in the use of staff
◦ Individual experts can be utilized by many different projects
◦ Specialists in the division can be grouped to share knowledge
and experience
◦ The functional division also serves as a base of technological
continuity when individuals choose to leave the project
◦ The functional division contains the normal path of
advancement for individuals whose expertise is in the functional
area
Chapter 11–
Advantages of Functional Organization
An advantage to the functional structure is the

role of the functional manager, which means
there is only one boss. This reduces or prevents
conflicts of interest and makes it easier to
manage specialists:
 Clear line of authority

 Career development
 Comfortable and easy
 Technical expertise
 Flexible resource assignment
Disadvantages of functional org.
A disadvantage of this type of structure is that the project
manager has limited authority and a limited career path.
 No accountability over complete project

 No project emphasis
 Low coordination across functions
 No customer focal point
 Low delegation of authority
 Work delays due to red tape
 Heavy politics
 Lack of a big picture view

Figure 2. The Pure Project Organization

Projectized Organization
 Projectized organization is a project focused
organizational structure where project manager has the
final authority over the project to make project
decisions, priorities, acquire and assign resources.
 A projectized organization refers specifically to an

organizational structure that has been set up in a
manner in which the project manager leads the team
and in which the project manager has the
ultimate authority to make any and all decisions
involving the organization.
 In a projectized structure, all the work is looked at as a

project. The project manager has complete control,
unlike in the functional structure, and all team members
report directly to the project manager and team is on
the project full time.

Projectized Organization
 Sometimes these team members are permanent, and
sometimes they are hired as temporary workers to
help with the project until its completion.
 If the organization takes on a large project, it will

have all the necessary resources available to sustain
the project and will act as a small, self-contained
company.
 As a project manager, you have the responsibility to
take authority, rather than waiting for someone to
give you the authority.

The Pure Project Organization
 Advantages
◦ Effective and efficient for large projects
◦ Resources available as needed
◦ Broad range of specialists
◦ short lines of communication
 Drawbacks
◦ Expensive for small projects
◦ Specialists may have limited technological depth
◦ May require high levels of duplication for certain
specialties

Figure 3. Matrix Project Organization

Matrix Project Organization
 Advantages
◦ flexibility in way it can interface with parent organization
◦ strong focus on the project itself
◦ contact with functional groups minimizes projectitis
◦ ability to manage fundamental trade-offs across several
projects
 Drawbacks
◦ violation of the unity of command principle
◦ complexity of managing full set of projects
◦ conflict

Comparison between organizations types
There are several differences between projectized and other types

of organizations:
- In projectized organizations, the Project Manager has all the

authority he wants, as opposed to matrix and functional organizations,
where the Project Manager has no or some authority.
- The Project Manager owns the resources, as opposed to matrix and

functional organizations where he borrows the resources.
- Resources are only allocated to projects

in projectized organizations.
In other types of organizations, resources report to their functional
managers and usually do routine, non-project work.

Comparison between organizations types
 Functional organization is suitable only if

operations are continuous and routine.
 In such cases the coordination is not so
important and the specialists are grouped to
perform just one function.
 However they lose the big picture of the project
and their view is too narrow.
 The problems may also arise due to lack of
addressed authority and accountability, which
slows down the decision making process.

Comparison between organizations
types
 The matrix organizational structure is something like

a compromise between functional and project
organization.
 It is not so staff demanding as the totally projectized

organization and project managers have also some
authority.

Types of Organizational
structure and role of project
managers

What is a team….?
 A team is a small number of consistent people
committed to a relevant shared purpose, with
common performance goals, complementary
skills, and a common approach to their work.
 A team is a group of individuals working
together to solve a problem, meet an objective,
or tackle an issue.

Team…..
 Team is a group of people with different skills
and different tasks, who work together on a
common project, service, or goal, with a
meshing of functions and mutual support.
 "A team is a group of people with a high degree
of interdependence geared toward the
achievement of a goal or the completion of a
task."(Thiagarajan and etal 1999.)

Key characteristics
◦ Relevant Shared Purpose
◦ Consistent Membership
◦ Complementary Skills
◦ Mutually Accountable
◦ Common performance goals

From the def…
 Katzenbach and Smith then looked for
common characteristics of real teams and
high-performing teams.
◦ All real teams could be defined as follows: a
small number of people with complementary
skills who are committed to a common purpose,
performance goals, and an approach for which
they hold themselves mutually accountable.
◦ High-performing teams met all the conditions
of real teams and, in addition, had members who
were deeply committed to one another's
personal growth and success.

63 Differences Between Groups and Teams
Groups Teams
 Designated leader  Shares/rotates leader

 Individual accountability  Accountable to each other
 Identical purpose for group &  Specific team vision or purpose
organization
 Collective work products
 Individual work products
 Encourages open-ended
 Runs efficient meetings discussions
 Effectiveness=value of collective
 Effectiveness=influence on work
business  Discusses, decides, shares work
 Discusses, decides, delegates
work to individuals

Qualities of a Team
• Members care for one another
• Members know what is important
• Members communicate with one another
• Members grow together
• There is a team fit

• Members place individual rights beneath the best interest of the team
• Each team member plays a special role
• Team has enough members to share the work
• Members know exactly where the team stands
• Members are willing to pay the price

Types of Teams
 Teams can make products, provide services,
negotiate deals, coordinate projects, offer
advice, and make decisions.
 Robbins (2014) describes the four most
common types of teams in an organization:
1. problem-solving teams
2. self-managed work teams
3. cross functional teams
4. virtual teams.

Team…
 Problem solving teams-In the past, teams were typically
composed of 5 to 12 hourly employees from the same
department who met for a few hours each week to discuss
ways of improving quality, efficiency, and the work
environment. These problem-solving teams rarely have the
authority to unilaterally implement any of their suggestions.
Self-Managed Work Teams
 Self-managed work teams are groups of employees who
perform highly related or interdependent jobs and take on
many of the responsibilities of their former supervisors. Fully
self-managed work teams even select their own members
and evaluate each other’s performance. Supervisory positions
take on decreased importance and are sometimes even
eliminated.

Cross-Functional Teams
 Cross-functional teams are composed of experts from
various functional areas and work cooperatively
towards some organizational goal. These kinds of teams
are believed to improve coordination of
interdependent activities between specialized subunits.
 Cross-functional teams are an effective means of
allowing people from diverse areas within or even
between organizations to exchange information,
develop new ideas, solve problems, and coordinate
complex projects.
 But on the downside, cross-functional teams take a
long time at the early stage of development. It takes
time to build cohesiveness, especially among people
from varying backgrounds with different experiences
and perspectives.

Teams…
 Virtual teams-In the past, teams were typically composed
of 5 to 12 hourly employees from the same department who
met for a few hours each week to discuss ways of improving
quality, efficiency, and the work environment. These problem-
solving teams rarely have the authority to unilaterally
implement any of their suggestions.
Self-Managed Work Teams
 Self-managed work teams are groups of employees who
perform highly related or interdependent jobs and take on
many of the responsibilities of their former supervisors. Fully
self-managed work teams even select their own members
and evaluate each other’s performance. Supervisory positions
take on decreased importance and are sometimes even
eliminated.

Project teams
 Project team is the basic work unit of
projects. Because of the central role that
teams play in projects, it is essential to
understand what project teams are and to
determine how they contribute to project
success and failure.
 A project team is a group of people with
complementary skills and knowledge who
work together in a project through ongoing
communication, making joint decisions,
accomplishing a set of tasks, and motivating
each other to accomplish a particular goal.

Characteristics of a project team
 It is important to know the characteristics of
an effective project team which enable us to
select the right people for every aspect of the
project and expect a successful outcome.
Some of them are listed below:
 Team focus: Members see beyond their
individual wants to what the project needs.
Problems are worked with a clear
understanding of the project's requirements.
Members stay clear about the difference
between “nice to have” and “must have” and
focus on what constitutes project success.

Characteristics of a project team…, continued
 Communication: Everyone, from top to bottom
is committed to sharing information that may be
preliminary, but is always honest and open.
 Empowered: Members can influence everything
that goes on in a project. Influence is balanced
with competence. Empowered team members are
members who influence through competence and
who have the freedom to influence through
competence.
 Competence: Members have the knowledge and
skill to perform technical tasks; the willingness or
motivation to perform; and the ability to fit their
own competency into the larger needs of the
project.
 Interdependence: Members make full use of each
other's competencies, understand how what they do
affects the work of others, are fully confident that
other members will do what they say they will do,
and believe the information given by other members.
 Cohesiveness: Cohesiveness is the extent to which
team members stick together and remain united in
the pursuit of a common goal. A team is said to be in
a state of cohesion when its members possess bonds
linking them to one another and to the team as a
whole.
 Atmosphere: By atmosphere we are referring to
the ‘social climate’ of the team. It is not something
you can see but you will certainly be able to feel it. A
good atmosphere usually indicates good morale
within the group and vice versa.
 Structure and organization: Teams have both formal and

informal structures. Formal structures are normally set in
place by the organization, i.e. the appointment of certain
positions, whereas informal structures are usually generated
within the team itself. These can come from the influence,
seniority and persuasiveness of the members. Structures may
be flexible in relation to different tasks and the knowledge
needed to achieve them.
 Changes over time: A team acts as a unit but don’t forget
it is made up of individuals who are constantly changing and
growing. These changes will affect the group dynamics in
respect of morale, efficiency, cohesion, levels and types of
participation and structure. Groups can go through
identifiable stages of development but these stages may come
in leaps and bounds or in a more cyclic or spiral form.
 Commitment: Problems are worked until they are solved.
People refuse to fail. They put the project first and make
personal sacrifices to ensure the success of each project task.
TEAMS AND TEAMWORK
“Two heads can be

better than one”
• Why is an understanding of teams so important?

• What are the foundations of successful teamwork?
11–
Synergy in Teams
• Synergy
The creation of a whole that is greater than the sum of its parts.
A team uses its membership resources to the fullest and thereby
achieves through collective action far more than could be
achieved otherwise.
 1 + 1 + 1 =10 (positive synergy)
 1 + 1 + 1 = 2 (negative synergy)
11–
Types of Work teams
11–
TEAMS AND TEAMWORK
Foundations Of Teamwork
1. Teams need the right members and inputs to be
effective.
2. Teams must use the right processes to be effective.
3. Teams move through different stages of development.
4. Team performance is affected by norms and
cohesiveness.
5. Team performance is affected by task and maintenance
roles.
6. Team performance is affected by use of communication
networks.
7. Team performance is affected by use of decision-
making methods.
8. Team performance suffers when groupthink leads to
bad decisions.
11–
THE PROJECT TEAMS
Project Team Selection,
Formation and Development
And it’s Effectiveness
11–
The Importance of project Human Resource Management
 People determine the success and failure of

organizations and projects
 Project human resource management
includes the processes required to make
the most effective use of the people
involved with a project. Processes include
◦ Organizational planning
◦ Staff acquisition
◦ Team development
Copyright Course Technology 2001 80

What is Project Human Resource
Management?
 Project human resource management
includes the processes required to make
the most effective use of the people
involved with a project. Processes include
◦ Organizational human resource planning
◦ Staff acquisition
◦ Team development
◦ Team management
Copyright Course Technology 2001 81

Project Team Selection and Development
 According to PMI’s guide to the Project Management Body of Knowledge,
◦ the process of project team selection begins with the project’s human
resource management.
 Project Human Resource Management
 includes the processes that organize, manage and lead the project team.
 Its the processes required to make the most effective use of the people
involved with the project.
 includes all the project stakeholders-sponsors, customers, performing
organization, project and team members.
 It comprises in it four distinct processes; as can be observed below:
1. Plan Human resource 2. Acquire the Project Team

Management
3. Develop the Project Team 4. Manage the Project Team

Project Team Selection…, continued
 Figure 1 Project Human resource Management overview
Source: A Guide to the Project Management Body of Knowledge, 5th edition (2013)

Project Human Resources process
 Four processes
◦ Develop Human Resources Plan
◦ Acquire Project Team
◦ Develop Project Team
◦ Manage Project Team
Develop Human Acquire Project Develop Project Manage Project

Resources Plan Team Team Team

Develop Human Resources Plan
Enterprise Inputs Tools & Techniques Outputs
Environmental Roles and
Factors  Organizational charts and Responsibilities
position descriptions
Organizational Project Organizational
Process Assets  Networking
Charts
 Organizational theory
Project
Management Plan Staffing Management
Plan


The Project Team
 To staff a project, the project manager works
from a forecast of personnel needs over the life
cycle of the project
◦ A work breakdown structure (WBS) is prepared to
determine the exact nature of the tasks required to
complete the project
◦ Skills requirements for these tasks are assessed
and like skills are aggregated to determine work force
needs
◦ From this base, the functional departments are
contacted to locate individuals who can meet these
needs
◦ Certain tasks may be subcontracted
The Project Team
 There are some people who are more critical to
the project’s success than others and should
report directly to the project manager or the
project manager’s deputy:
◦ Senior project team members who will be having a
long-term relationship with the project
◦ Those with whom the project manager requires
continuous or close communication
◦ Those with rare skills necessary to project success
11–
Acquire Project Team
Enterprise Inputs Outputs
Tools & Techniques
Environmental Project Staff
Factors  Pre-assessment Assignments
Organizational  Negotiation
Resource Availability
Process Assets  Acquisition
Roles and  Virtual teams
Staffing Management
Responsibilities Plan Updates
Project Org
Charts
Staffing
Management Plan


Develop Project Team
Inputs Tools & Techniques
Project Staff
Assignments  General management skills
 Training Outputs
Staffing Management Team
Plan  Teambuilding activities performance
 Ground rules assessment
Resource Availability
 Co-location
 Recognition and rewards


Manage Project Team
Organizational Process
Tools & Techniques Outputs
Assets
Requested
Project Staff Assignments  Observation and conversation Changes
 Project performance appraisals Recommended
Roles and Inputs  Conflict management Corrective Actions
Responsibilities
 Issue log Recommended
Project Org Charts Preventive Actions
Staffing Management Organizational
Plan Process Assets
Team Performance Updates
Assessment
Project
Work Performance Management Plan
Information Updates
Performance Reports


Project Team Staffing
1. Develop Human Resource Plan

 Because projects are temporary, the staffing plan for a
project typically reflects both the long-term goals of skilled
team members needed for the project and short-term
commitment that reflects the nature of the project.
 Exact start and end dates for team members are often
negotiated to best meet the needs of individuals and the
project.
 All project members must have a role and associated
responsibilities, and it is the project manager’s job to define
those roles.

 The Develop Human Resource (HR) process

describes how the project manager will staff,
manage, team build, asses and improve the
project team.
 Is executed early within the project and is
performed iteratively and interactively with
other aspects of planning such as time, cost
and scope.

2. Acquire a Project Team
 Staffing the project with the right skills, at the

right place, and at the right time is an important
responsibility of the project management team.
 The process of acquiring a project team takes
place within the executing process group and is
concerned with confirming human resource
availability and obtaining the personnel needed to
complete the project assignments.

 Acquiring the project team is often complicated

by the fact that the project management team
will not usually have direct control over everyone
they would like to have involved in the project.
 They may need to negotiate with others who are
in a position to provide the right number of
individuals with the appropriate level of
knowledge skills and experience.

Because projects are temporary, the
staffing plan for a project typically reflects
both the long-term goals of skilled team
members needed for the project and
short-term commitment that reflects the
nature of the project.
 Exact start and end dates for team
members are often negotiated to best
meet the needs of individuals and the
project.

 The staffing plan is also determined by the different
phases of the project.
 Team members needed in the early or conceptual
phases of the project are often not needed during the
later phases of project closeout phases.
 Team members needed during the execution phase
are often not needed during the conceptual or
closeout phases.
 Each phase has staffing requirements and the staffing
of a complex project requires detailed planning
to have the right skills, at the right place, at the
right time.
 The organization that charters the project
can:
◦ assign talented managers and staff from functional
units within the organization,
◦ contract with individuals or agencies to staff
positions on the project temporarily
◦ hire staff for the project or use any combination of
these staffing options.

3. Develop a Project Team
 This is an executing process whose
objective is to build a team that can work
well together.
 This process should be started early on in
the project because team building takes
time and a team that works well together
will have major influence on project
success.
3. Develop a Project Team
 Team performance can be developed by
using
◦ Open and effective communication,
◦ Developing trust among team members,
◦ Managing conflicts in a constructive manner,
◦ Encouraging collaborative problem-solving
and decision making.

4. Manage a Project Team
 Requires a wide range of interpersonal
skills
 Involves:
◦ Tracking team member performance
◦ Providing feedback
◦ Resolving issues
◦ Managing changes to optimize project
performance.

4. Manage a Project Team
 Managing human resource is probably one of
the most complex areas as people can be
unpredictable,
 The result of unpredictability (Negative
)aspects of human resources will have a
direct effect on:
◦ Project objectives
◦ Schedule
◦ Budget, or
◦ Quality

Team Effectiveness
 Team Effectiveness is a proven and
practical diagnostic tool for assessing
team effectiveness and improving work
group performance.
Team Effectiveness gives the team a
very precise and reliable consensus as to
what team members see going well and
what needs improvement.
Cont..

Team Effectiveness
 Team Effectiveness helps team members to very
quickly pinpoint the gap between where they are
and
where they need to be.
• With Team Effectiveness, all team members
participate
in team improvement through a sharing of their views
about team performance and needed improvement.
• Unlike other diagnostic tools, Team Effectiveness
works with teams as small as 5 to 7 members.

ASPECTS OF EXCELLENT TEAM
 Balance and Coverage are two of the

most important aspects of excellent
teams:-
• Whenever team is out of balance, it is
vulnerable.
• Great teams need coverage across key
positions with strong individual players.

BOEHM’S PRINCIPLE
 The principle of top talent : Use better and fewer
people
• The principle of job matching : Fit the tasks to the
skills and motivation of the people available.
• The principle of career progression : An
organization does best in the long run by
helping its people to self actualize.
 The principle of team balance : Select people
who will complement and harmonize with one
another.
• The principle of phase out : Keeping a misfit on
the team doesn’t benefit anyone.

 The right mix of skills:- Bringing together the
people having different skills that complement
each other.
• The right motivation:- Team effectiveness is
directly related to the interest that team is
having on the project.
• The ability to solve conflicts without
compromising the quality of the project.

Brooks’ law(1975)
 Adding manpower to a late project only makes it
later. Why?
◦ As team gets larger, communication overhead increases
◦ As more people are added to a project, total team
productivity decreases at first. Why?
 Boehm: A system that has to be delivered too fast
gets into the “impossible region”
◦ Chance of success becomes almost nil if schedule
is pressed too far
◦ Why is it useful to explain this reality to project
managers?
Brooks’ Law revisited
 Quick review: what is Brooks’ law?
 “Adding manpower to a late software project makes it
later.”
 What does this law (or maxim) imply about the
importance of team organization for projects?
 “There is no substitute for careful planning and team
formation if overruns and later confusion, not to mention
disaster, are to be avoided.”
-- John S. MacDonald, MacDonald Dettwiler
Project Team members Selection
 Selecting project team members comprises of
selecting individuals that understand their
work environment, and exhibiting attitudes,
ability, motivation and expectations compatible
with the project objectives (Antoniadis, 2012)
 The importance of choosing the right people
as project team members from the
collection of potential members can
hardly be overemphasized. It is the first
principle and vital step towards team success.
Project Team members Selection…
 Selection of teams has been presented as a

rational activity that requires multi-criteria
decision making and team composition
 Team composition has been identified as a key
factor that influences team performance .
 Team composition not only questions what
individual members bring to the group in terms of
skill, ability, experience, role etc. but also whether
these individual capabilities combine to
result in higher performance for the team
as a whole forming a synergy.

Work Team Effectiveness Model
111
Selecting Team Members
The freedom to select team members may
be constrained in many ways from choosing
who is best for their team.
There are two key errors that leaders
often make when selecting team
members:
• Make the team too big (overstaffing bias)
• Make the team to homogeneous

Teams that are overgrown have a number of disadvantages:
• Less team cohesion
• Declining satisfaction with team membership
• Reduced participation in team activities
• Decreased team cooperation
• Increased in negative behavior
• Marginal productivity gains of larger groups decline as heterogeneity
increases
• Increased conformity pressure
• As the size of the team grows, more people do less talking relative
to others

Advantages to smaller/understaffed
teams:
• Team members work harder
• Wider variety of task engagement
• Members assume more responsibility for
team performance
• Higher team involvement

Optimal team size
Leaders consistently struggle with the question
of how many people to put on a team.
Some general rules for optimal team
size:
 Teams should be fewer than 10 members.
 Compose teams using the smallest number
of people who can do the task.
Team scaling fallacy: As team size increases,
people increasingly underestimate the number
of labor hours required to complete a task.
CONT…
 Size--??????????
Teams of 5-12 seem to work best
 Ideal size is thought to be 7
 Variations of from 5 to 12 typically are associated with
good team performance
 Small teams (2-4 members) show more agreement,
ask more questions
 Large teams (12 or more) tend to have more
disagreements; subgroups form, conflicts among them
occur
117
Building a diverse team
 Left to their own instincts, most leaders and
teams opt for group homogeneity, not diversity.
 The optimal degree of diversity may depend on
our interpersonal congruence – the degree
to which we see ourselves as others see us.
 The fewer the number of people from a specific
social category (e.g. gender, race) on a team, the
more negative their personal experience, and the
likelihood for them to feel isolated, feel role
entrapment, and to experience performance
pressure.

Characteristics of Teams
Diversity
Size - Diversity - Member Roles
Produce more innovative solutions to
problems
Source of creativity
Contribute to a healthy level of conflict that
leads to decision making
Work team performance –racial, national,
ethnic
Short term = difficulty learning to work together
Leadership helps problems fade over time
119
Skills, talents, and abilities
The following skills are important to
consider when forming any team:
• Technical or functional expertise
• Task-management skills
• Interpersonal skills

Understanding team roles
 People often assume different roles and
responsibilities on a team:
◦ The plant
◦ The Resource Investigator
◦ The co-0rdinator
◦ The Shaper
◦ The Monitor Evaluator
◦ The Team worker
◦ The Implementer
◦ The Completer
◦ The Specialist
Team Roles at Work Meredith Belbin Butterworth
Heinemann 1993
Belbin’s Team roles
 Meredith Belbin, key figure in team, who created the concept of ‘team roles’. Belbin’s
team roles originated with some work he undertook with engineering project teams
whilst he was at the Henley Administrative College.
 The basic idea is that as well as a professional role in a team, individuals have
preferences to play ‘team roles’ when working in a team with others.
1. Some people like to be creative and contribute ideas and we call this the plant role.
2. Others like to link the team with its organisation and context generally and this is called
the Resource Investigator Role.
3. Resource Investigators pride themselves in having contacts and being able to access
resources to help the team make progress.
4. The co-ordinator was originally called the ‘Chairman’ but this tended to imply more
in the way of control than was desired and it was also politically incorrect in terms of its
masculine nature.
5. The Shaper likes to set the direction of the team and the monitor evaluator tends to
focus on the outputs and quality of the work of the team.
6. The Implementor enjoys putting ideas into action and the Completer (sometimes
called the ‘Completer-Finisher’) likes to see tasks completed and finalised.



Team Member Roles
Prentice Hall, 2002
124
Team role…
 Belbin’s original work mentioned only the first eight
roles in the slide. However with increasing
complexity being a feature of most teams he
increased the roles by an extra role – the Specialist
– who might be a part time member of the team or
involved as appropriate.
 Belbin argues that an effective team will contain
a balanced mix of all these roles. With a small
team of say 4-5 then each individual needs to
contribute two roles to ensure the team is balanced.
 Reflection questions: Which team role most
closely reflects your preference in a team working
situation? Does the team in which you are currently
working have individuals who cover all nine of Belbin’s
team roles? Which role is the least identifiable in
your team?

What factors to consider while selecting teams?
Heterogeneity
Member heterogeneity perspective supports that different
abilities do not add up linearly, their interactions should also
be studied. Studies focus on the effects of heterogeneity or
homogeneity of team member characteristics on team
performance.
Many researchers shared a view that Team heterogeneity is believed

to create a significant synergy for the team as well as
increased conflict and miscommunication
Empirical studies have also revealed that higher levels of

diversity lead to higher satisfaction and motivation and
thereby to higher quality team output

Team Size
Empirical evidence suggests that an optimal team size
of around five to nine persons is observed in most
of the sciences, an optimal size of seven for project
teams and six persons in managerial teams .
Small teams lead to increased team
cohesiveness, improved communication and
coordination

According to (Antoniadis, 2012), there are five
key activities are identified for selecting team
members
1. Understand the project needs,

2. Identify and appoint the right project
manager,
3. Select team members that meet the
needs of the project,
4. Supplement the team with experts to
cover gaps in project needs,
5. Monitor team performance.

Project Team selection Criteria
Criteria for Project Team Membership A
specific skill set is a must to have for project
team members that differs from one project
to another. Broadly the skills needed could
fall under the following general categories:
1.Technical skills
2. Problem-solving skills
3. Interpersonal skills
4. Organizational skills

Team Formation
Why is team formation so important?
• The composition of teams can affect project

outcomes.
• The establishment of the project involves both

project planning and project team
building.
• The best of plans can be sabotaged with a
poorly developed team.

Who forms the project team ?
• In many projects, the sponsoring
organization goes so far as to
establish a planning team independent
of the team that will be implementing.
• The project manager (together with

the sponsor) should be on forming
project teams with a mixture that allows
the team to dynamically grow throughout
the project lifecycle and successfully achieve
what is expected from them.

Team Formation Method
 Self-Formation: It does not mean the team

gets to decide what goal they pursue or even
necessarily who is on the team, self-organizing is
about the team determining who gets to do
what and adjusting work and assignment.
 Team Leader–Formation: The team leader

/manager decides the goal of the project as well
as the roles and task of the implementing team
members.

Key points in team formation
• Compliance - each team member is

responsible for separate tasks and they work
independently.
• Cooperation - team members complete tasks

independently, but communicate with other teammates
on issues and progress.
• Collaboration - true teamwork balances

interactive and independent work. It is reached when
team members consistently share ideas and
provide feedback to other members to push the
project to its best.

Team Development
Definition
 Team development relates to a wide

range of activities designed to improve
overall team performance within an
organization. Amongst other things, team
development can be targeted at:
 Helping newly formed teams begin to work together as a unit;
 Assisting established teams evaluate where they can make
improvements;
 Supporting teams experiencing problems, helping them to
recapture their performance levels;
134
 Planning for new ways of working as a result of organizational changes.
Cont…
 In order to become a highly productive

team, there are a number of

developmental stages that a group
must go through. While the content of
an organization differs, the process of
going through these stages is similar.
 Organizations that aware of these
stages tend to have less confusion
and difficulty in proceeding through
them and becoming high functioning.
135
Stages of Team Development
 Tuckman and Jensen (1977) categorized groups
into five stages:
◦ Forming Stage: Members determine their place in the

organization, go through a testing or orientation process, and
are more independent.
◦ Storming Stage: The organization has members who react
negatively to the demands of whatever tasks need to be
accomplished, conflicts rise, and there is a high level of
emotion.
◦ Norming Stage: In-group feelings and cohesiveness develop.
Members accept the rules of behavior and discover new ways
to work together.
◦ Performing Stage: The group is very functional in dealing with
tasks and responsibilities. They have worked through issues
of membership and roles, and focus their efforts to achieve
their goals.
◦ Adjourning Stage: Groups bring finality to the process
137
Stages of Team Development
Adjourning:
Task completion
Leader: Bring closure, signify completion
Performing:
Cooperation, problem solving
Leader: Facilitate task accomplishment
Norming:
Establishment of order and cohesion
Leader: Help clarify team roles, norms, values
Storming:
Conflict, disagreement
Leader: Encourage participation
Forming:
Orientation, break the ice
Leader: Facilitate social interchanges

Team Development

Marshall scott poole
5 2
4 3

Tuckman’s Team Development Model
(Tuckman, 1965)
 One of the models used to describe team development states.
 It includes five stages of development that teams may go through.
Forming Storming Norming Performing Adjourning
 Although it’s common for these stages to occur in order, it’s usual
for a team to get stuck in a particular stage or slip to an earlier
stage.
 The duration of a particular stage depends upon team dynamics,

team size, and team leadership.
 Projects with team members who worked together in the past may
skip a stage.

Stage 1 – Forming :“Pickup Sticks”
Forming includes these feelings and behaviors:
• Everyone is polite and excited, usually spouting positive
comments about the new team and the work that will be done
together.
• Excitement, anticipation, and optimism
• Pride in being chosen for the project
• A tentative attachment to the team
• Suspicion and anxiety about the job
• Defining the tasks and how they will be accomplished
• Determining acceptable group behavior
• Deciding what information needs to be gathered
• Abstract discussions of the concepts and issues, and for some
members, impatience with these discussions. There will be difficulty
in identifying some of the relevant problems under this stage.

Forming Stage: team members
feeling and leaders’ responsibility

Stage 2 – Storming “At Odds”
 This stage of is characterized by competition and
strained relationships among team members
 Storming includes feelings and behaviors of:
 Resisting the tasks.
 Resisting quality improvement approaches suggested
by other members.
 Sharp fluctuations in attitude about the team and the
project's chance of success.
 Arguing among members even when they agree on the
real issues.
 Defensiveness, competition, and choosing sides.
 Questioning the wisdom of those who selected this
project and appointed the other members of the team.
 Establishing unrealistic goals. Disunity, increased
tension, and jealousy.

Storming Stage: team members feeling
and leaders’ responsibility

Stage 3 – Norming :“Coming Around”
 This stage is characterized by cohesiveness among
team members. The team begins to co-operate
with the leader and with each other
 Norming includes feelings and behaviors of:
 An ability to express criticism constructively.
 Acceptance of membership in the team.
 An attempt to achieve harmony by avoiding conflict.
 More friendliness, confiding in each other, and
sharing of personal problems.
 A sense of team cohesion, spirit, and goals.
 Establishing and maintaining team ground rules and
boundaries.
 As team members begin to work out their
differences, they now have more time and energy to
spend on the project.
Norming Stage: team members

Stage 4 – Performing :-“As One”
 At this point in team formation, the team is
functioning at its best.
 Performing includes feelings and behaviors of:
 Constructive self–change.
 Members have insights into personal and group
processes, and better understanding of each other's
strengths and weakness.
 Ability to prevent or work through group problems.
 Close attachment to the team.
 The team is now an effective, cohesive unit.You can tell
when your team has reached this stage because you
start getting a lot of work done.

Performing Stage: team members

Project Team Effectiveness
o Effective project teams are powerful as they can

offer an organization more opportunities by
finding unique, creative, and efficient ways to solve
strategic business problems.
o According to Adair (2004), to work together

effectively a team needs to have a defined
membership, a common goal, a good interaction
amongst its members and a dependence on each
other to link the individuals together.
Cont’d
o Effectiveness is relevant to the achievement of the project’s
goals, milestones, and objectives, as defined by the project’s
requirements outlined by the owner; whereas, performance
is closely associated with how sound the task work and
teamwork are completed.
o In today’s corporate environment, it appears the

team – not the individual – holds the key to
business success. A prominent feature of
effectiveness today is satisfying customer needs.
o Multiple leadership styles can be effective rather, it is

the skills and capabilities of the leader, or the tools and
techniques put into practice that account for effective
versus ineffective team performance.
Cont..,
 Team effectiveness is the capacity a team has to
accomplish the goals or objectives administered by
an authorized personnel or the organization.
 A team is effective when it benefits the
organization, its members and its own survival.
 A team’s effectiveness can also depend on the
satisfaction and well being of its members.
 Besides, team effectiveness includes team’s
viability or its ability to survive.
 The team also needs to secure sufficient
resources and find safe environment in which
to operate.

Work Team Effectiveness Model

Key components of effective teams
1) Context
 The four contextual factors most significantly
related to team performance are adequate
resources, effective leadership, a climate of
trust, & a performance evaluation & reward
system that reflects team contributions.
1.1 Adequate Resources
 Every work team relies on resources outside the group
to sustain it.
 A scarcity of resources directly reduces the ability of a
team to perform its job effectively and achieve its goals.

1.2 Leadership and Structure
 Teams can’t function if they can’t agree on who is
to do what and ensure all members share the
workload.
 Agreeing on the specifics of work & how they fit
together to integrate individual skills requires
leadership & structure.
 Leaders need to empower teams by delegating
responsibility to them, & they play the role of
facilitator, making sure the teams work together
rather than against one another.
 Teams that establish shared leadership by effectively
delegating it are more effective than teams with a
traditional single-leader structure.

1.3. Climate of Trust
 Members of effective teams trust each other.
 Interpersonal trust among team members
facilitates cooperation, reduces the need to
monitor each others’ behavior, and bonds
members around the belief that others on the
team won’t take advantage of them.
 Team members are more likely to take risks
and expose vulnerabilities when they believe
they can trust others on their team.
 Trust allows a team to accept and commit to
its leader’s goals and decisions.

1.4 Performance Evaluations &
Reward Systems
 Individual performance evaluations and incentives
can interfere with the development of high-
performance teams.
 Management should modify the traditional,
individually oriented evaluation & reward system to
reflect team performance & focus on hybrid systems
that recognize individual members for their
exceptional contributions & reward the entire group
for positive outcomes.
 Group-based appraisals, profit sharing, gain
sharing, small-group incentives, and other system
modifications can reinforce team effort and
commitment.

2. Team Composition
 The team composition category includes variables
that relate to how teams should be staffed.
2.1 Abilities of Members
 Abilities set limits on what members can do and
how effectively they will perform on a team.
 When the task entails considerable thought, high-
ability teams—composed of mostly intelligent
members— do better than lower-ability teams.
 High-ability teams are also more adaptable to
changing situations; they can more effectively apply
existing knowledge to new problems.

Cont…
 The ability of the team’s leader also matters.
 Smart team leaders help less intelligent team
members when they struggle with a task.
 The leader is able to contribute to successful
completion of team goals on his own.
 A less intelligent leader can neutralize the effect
of a high-ability team.

2.2 Personality of Members
 Personality significantly influences individual’s behavior.
 Teams that rate higher on mean levels of
conscientiousness and openness to experience tend
to perform better.
 Teams did worse when they had one or more highly
disagreeable members.
 Conscientious people are good at backing up other
team members, and they’re also good at sensing when
their support is truly needed.
 Specific behavioral tendencies such as personal
organization, cognitive structuring, achievement
orientation, & endurance were all related to higher levels
of team performance.

2.3 Allocation of Roles
 Teams have different needs, and members
should be selected to ensure all the various
roles are filled.
 Assigning the most able, experienced, and
conscientious workers in the most central roles
in a team is essential.
 Managers need to understand the individual
strengths each person can bring to a team, select
members with their strengths in mind, and allocate
work assignments that fit with members’ preferred
styles.

2.4 Diversity of Members
 The degree to which members of a work unit share a
common demographic attribute is the subject of
organizational demography.
 Organizational demography suggests that attributes
such as age or the date of joining should help in
predicting turnover.
 Turnover will be greater among those with dissimilar
experiences because communication is more difficult &
conflict is more likely.
 Diversity in function, education, and expertise are positively
related to group performance, but these effects are quite
small and depend on the situation.
 Proper leadership can also improve the performance of
diverse teams.

2.5 Size of Teams
 Keeping teams small is a key to improving group
effectiveness.
 The most effective teams have five to nine
members.
 Coordination problems can increase
exponentially as team members are added.
 When teams have excess members, cohesiveness and
mutual accountability decline, social loafing increases,
and people communicate less.
 If a natural working unit is larger & you want a
team effort, consider breaking the group into sub-
teams when it’s difficult to develop effective
coordination processes.

2.6 Member Preferences
 Not every employee is a team player.
 When people who prefer to work alone are
required to team up, there is a direct threat
to the team’s morale and to individual
member satisfaction.
 When selecting team members, managers
should consider individual preferences along with
abilities, personalities, and skills.
 High-performing teams are likely to be
composed of people who prefer working as
part of a group.

3.Team Processes
3.1 Common Plan and Purpose
• Effective teams begin by analyzing the team’s
mission, developing goals to achieve that mission,
and creating strategies for achieving the goals.
• Teams that consistently perform better have established
a clear sense of what needs to be done and how.
• Members of successful teams put a tremendous
amount of time and effort into discussing, shaping,
and agreeing on a purpose that belongs to them
both collectively and individually.
• Teams high in reflexivity are better able to adapt to
conflicting plans and goals among team members.

3.2. Specific Goals
 Successful teams translate their common
purpose into specific, measurable, and
realistic performance goals.
 Specific goals facilitate clear communication.
 They also help teams maintain their focus on
getting results.
 Team goals should also be challenging.
 Difficult but achievable goals raise team
performance on those criteria for which they’re
set.

3.3 Team Efficacy
 Effective teams have confidence in
themselves; they believe they can succeed.
 Teams that have been successful raise
their beliefs about future success, which,
in turn, motivates them to work harder.
 The greater the abilities of team members,
the more likely the team will develop
confidence and the ability to deliver on that
confidence.
3.4 Mental Models
 Effective teams share accurate mental
models, organized mental representations of
the key elements within a team’s
environment that team members share.
 If team members have the wrong mental
models, which is particularly likely with
teams under acute stress, their performance
suffers.
 If team members have different ideas about
how to do things, the team will fight over
methods rather than focus on what needs to be
done.
3.5 Conflict Levels
 Conflict on a team isn’t necessarily bad.
 Relationship conflicts—those based on
interpersonal incompatibilities, tension, and
animosity toward others—are almost always
dysfunctional.
 When teams are performing non-routine
activities, disagreements about task content which
is called task conflicts stimulate discussion,
promote critical assessment of problems and
options, and can lead to better team decisions.
 Moderate levels of task conflict during the initial
phases of team performance are positively related to
team creativity.

3.6 Social Loafing
 Individuals can engage in social loafing and
coast on the group’s effort when their
particular contributions can’t be identified.
 Members should be clear on what they are
individually responsible for and what they are
jointly responsible for on the team.

Understanding team roles-Belbin’s
team roles
 Meredith Belbin, key figure in team, who created the concept of ‘team roles’.
Belbin’s team roles originated with some work he undertook with
engineering project teams whilst he was at the Henley Administrative
College.
 The basic idea is that as well as a professional role in a team, individuals
have preferences to play ‘team roles’ when working in a team with
others.
1) The plant
2) The Resource Investigator
3) The co-0rdinator
4) The Shaper
5) The Monitor Evaluator
6) The Teamworker
7) The Implementor
8) The Completer
9) The Specialist
Team Roles at Work Meredith Belbin Butterworth

Heinemann 1993
1. Some people like to be creative and contribute ideas and we call this the
plant role.
2. Others like to link the team with its organisation and context generally
and this is called the Resource Investigator Role.
3. Resource Investigators pride themselves in having contacts and being
able to access resources to help the team make progress.
4. The co-ordinator was originally called the ‘Chairman’ but this tended
to imply more in the way of control than was desired and it was also
politically incorrect in terms of its masculine nature.
5. The Shaper likes to set the direction of the team and the monitor
evaluator tends to focus on the outputs and quality of the work of the
team.
6. The Implementor enjoys putting ideas into action and the Completer
(sometimes called the ‘Completer-Finisher’) likes to see tasks completed
and finalised.


Team role…
 Belbin’s original work mentioned only the first eight
roles in the slide. However with increasing
complexity being a feature of most teams he
increased the roles by an extra role – the Specialist
– who might be a part time member of the team or
involved as appropriate.
 Belbin argues that an effective team will contain
a balanced mix of all these roles. With a small
team of say 4-5 then each individual needs to
contribute two roles to ensure the team is balanced.
 Reflection questions: Which team role most
closely reflects your preference in a team working
situation? Does the team in which you are currently
working have individuals who cover all nine of Belbin’s
team roles? Which role is the least identifiable in
your team?

Project Team effectiveness models
 In an attempt to understand how teams
work, a number of authors have proposed
several models of project team
performance.
 Each of these models presents several
variables that the author(s) suggested to
influence the effectiveness of teams. some
of the models are discussed in the
following sections.

 In an attempt to understand how teams
work, a number of authors have
proposed several models of project team
performance.
 Each of these models presents several
variables that the author(s) suggested to
influence the effectiveness of teams.
some of the models we try to cover here
under are:-
 T7 Model of Team Effectiveness

T7 Model of Team Effectiveness
 Michael Lombardo and Robert Eichinger

originally developed the T7 Model in 1995
to represent the key factors that influence
the performance of work teams.
 they identified five factors inside the team

and two factors outside the team which
impact team effectiveness. Each one of the
factors was named to begin with the
letter “T.”
T7 Model of Team Effectiveness
model

The five internal team factors
 The five internal team factors include:
 • Thrust – a common purpose about what
needs to be accomplished or team goal, thrust
refers to agreed upon vision, mission, values,
and goals among members within a team.
 • Trust – in each other as teammates
 • Talent – the collective skills of the team
members to get the job done
 • Teaming Skills – operating effectively and
efficiently as a team
 • Task Skills – executing successfully or
getting the job done

The two external team factors
 The two external team factors are:
◦ • Team-Leader Fit – the degree to which the team
leader satisfies the needs of the team members
◦ • Team Support from the Organization – the
extent to which the leadership of the organization
enables the team to perform.
 All five internal factors have to be present for teams

to be high performing ,in order to meet that the
team must have the support from the organization
and the leadership fit to be effective (Lombardo &
Eichinger, 1995).

GRPI Model
 Rubin,plovink and Fry team effectiveness is
one of the oldest models of team
effectiveness developed in 1977
 It is sometimes referred to as the “GRPI
Model,” which stands for Goals, Roles,
Processes, and Interpersonal
Relationships
 The authors present their model in terms of

a pyramid similar to Maslow’s Hierarchy of
Needs Theory (1954).

 According to the model, a team always
should begin with a team level goal.
After the goal is defined, the roles and
responsibilities will become clearer.
 When goals are not clear they need to be
redefined,That redefinition enables them to
adjust and readjust team processes, such as
decision making, conflict resolution, and
work flow.
 Hence they will be developing the
interpersonal relationships needed to relate
to other team members and the team leader

 1. Goal definition:
◦ • Clarity about the main purpose of the team
◦ • Agreement on the desired results
◦ • Understanding of the main tasks Agreement on the standards and expectations
◦ • Clarity of priorities and deadlines
◦ • Understanding of boundaries
 2. Role clarification:
◦ • Acceptance of a team leader
◦ • Understand all members’ roles
◦ • Individual responsibilities
◦ • Shared responsibilities
◦ • Clear boundaries
◦ • Identify and fill gaps

GRIP…
3. Processes and workflow:
◦ • Team processes – (e.g., how decisions are made, how
the team
◦ solves problems and resolves conflict, communication)
◦ • Work processes – (e.g., procedures and work flow)
4. Interpersonal relationships:
◦ • Relating with the other team members
◦ • Trust
◦ • Sensitivity and flexibility with each other
◦ • Good communication
◦ • Collaboration in problem solving
◦ • Effective methods for dealing with conflict

Katzenbach and Smith Model—
Focusing on Team Basics
 Katzenbach and Smith (1993) assert most people

realize the capabilities of teams, but there is a
natural resistance to moving beyond individual
roles, responsibilities, and accountabilities.
 Individuals do resist responsibility for the

performance of others, Overcoming this resistance
requires that team members understand, accept, and
apply the “the basics” of team work.

Katzenbach and Smith Model

 Katzenbach and Smith depict these team basics
in the form of a triangle
 These outcomes are presented in the vertices of
the triangle and indicate what teams can deliver.
 In contrast, the sides and center of the triangle
describe the team elements required to make it
happen – Commitment, Skills, and Accountability.
 Members of the team are committed to Each
other
 They understand that the “wisdom of teams
comes with a focus on collective work-products,
personal growth, and performance results”
(Katzenbach & Smith, 1993).

LaFasto and Larson Model—Five
dynamics of teamwork and
collaboration
 LaFasto and Larson (2001) developed a model of
team effectiveness which they refer to as the
“Five Dynamics of Team Work and
Collaboration.”
 They theorize that there are five fundamental

elements or components which must be
understood and actively managed to increase the
likelihood of team effectiveness.
LaFasto and Larson Model
 LaFasto and Larson (2001) developed a
model of team effectiveness which they
refer to as the “Five Dynamics of Team
Work and Collaboration.”
 They theorize that there are five

fundamental elements or components
which must be understood and actively
managed to increase the likelihood of
team effectiveness.
LaFasto and Larson Model…
team member :-A key to team success is
to begin with the right people. There are
four necessary behaviors for members in a
team setting:
openness,
supportiveness,
anaction orientation, and
positive personal style

Hackman Model
 Hackman (2002) declared that a team is

most likely to be effective when the
following conditions are satisfied:
it is a real team rather than a team in name only,
the team has a compelling direction for its work,
it has an enabling structure that facilitates teamwork,
the team operates within a supportive organizational
context, and
it has ample expert coaching(coaching refers to the
availability of a competent coach to help team
members ) in teamwork available.

Lencioni Model
 To improve the functioning of a team, it is critical
to understand the type and level of dysfunction.
The pyramid model shows the hierarchical
progression of team development.
 Similar to Maslow’s Hierarchy of Needs Theory
(1954), there are five levels and each must be
completed to move on to the next one.
 Team members naturally tend to put their own
needs) ahead of the collectivegoals of the team
when individuals are not held accountable.

Lencioni Model

Summary on Team effectiveness
models
 All the models examine issues related to (a) thrust,
(b) trust, and (c) teaming skills. Goals and goal setting
activities have been recognized as a key ingredient to
high performance for decades (see Latham & Locke,
1979).
 For the past several decades; psychologists have been
contending that mutual trust and open
communication are the foundation for any successful
relationship.
 It also is logical that how one resolves conflicts, makes
decisions, and deals with resource issues would be
highly related to team effectiveness., the six models of
team effectiveness have much, much similarity in the
manner in which they view team functioning.

Barriers to Effective Teams - Common Problems
Faced by Teams
1. Challenges of Knowing Where to Begin

results from a lack of clear goals, so the remedy is to go
back to the team’s mission or plan and make sure that it is
clear to everyone.
2. Dominating Team Members

Some team members may have a dominating personality
that encroaches on the participation or air time of others. A
good way to overcome this barrier is to design a team
evaluation to include a “balance of participation” in
meetings.
3. Poor Performance of Team Members
 poor performer is perceived as lacking in ability, teams
are more likely to train the member
 Or being low on motivation, they are more likely to try to
motivate or reject the poor performer.
Project Team Motivation

What is motivation?

Motivation…

Cont…

Why is Motivation Important?
 Under optimal conditions, effort can often be
increased and sustained
 Employees can become self-motivated
 Motivated employees can provide competitive
advantage by offering suggestions & working to
satisfy customers
Job performance = f (ability X motivation X organizational support

Types of Motivation
Two Groups of Motivation include:

1. Intrinsic Motivation
2. Extrinsic Motivation

Intrinsic vs. Extrinsic Motivation
 Intrinsic • Extrinsic
Motivatio
n Motivation
 being driven caused by
by positive
feelings
the desire to
associated attain
with doing
well on a
specific
task or job outcomes

Intrinsic vs. Extrinsic Rewards
Extrinsic = Outside
Recognition
Intrinsic = Inside Praise
Feeling of Job
Well Done
Promotions Salary
Pride
Increase
Sense of
Gifts
Achievement Status

Theories of motivation

Cont…

Herzberg’s two factor theory

Herzberg’s two factor Theory…
 Herzberg classified needs under two much larger
categories of:
◦ Satisfiers( motivators)- which include
belongingness/esteem/self -actualization) and
◦ Dissatisfiers (hygienic) physiological and safety) needs.
 Hygiene factor can destroy motivation, but improving
them under most circumstances will not improve
motivation
 Hygiene factors are not sufficient to motivate people,
and motivating agents provide the best positive re
enforcement
 Motivating people is best done by rewarding people and
letting them grow.

Herzberge’s motivation-hygen theory

Herzberg’s Theory-Assumptions
1. Being satisfied with one’s job is equivalent

to being motivated; “a satisfied worker is a
motivated worker”
2. Job satisfaction and dissatisfaction are

separate concepts with unique determinants
based on work with accountants and
engineers.

Limitations and criticisms

Aldefer’s ERG Model

McClelland’s Acquired needs Theory
◦ Need for achievement (nAch).

 The desire to do something better or more efficiently,
to solve problems, or to master complex tasks.
◦ Need for affiliation (nAff).
 The desire to establish and maintain friendly and warm
relations with others.
◦ Need for power (nPower).
 The desire to control others, to influence their
behavior, or to be responsible for others.

McGregor’s Theory X and Y
 McGregor popularized the human relations
approach to management in the 1960s.
 Theory X: Assumes workers dislike and
avoid work, so managers must use coercion,
threats, and various control schemes to get
workers to meet objectives.
 Theory Y: Assumes individuals consider
work as natural as play or rest and enjoy the
satisfaction of esteem and self-actualization
needs.
McGregor’s Theories
Theory X- Autocratic Theory Y- Democratic

◦ Dislike Work ◦ Like Work
◦ Avoid ◦ Naturally Works Toward
Responsibility Goals
◦ Little Ambition ◦ Seeks Responsibility
◦ Force/Control/ ◦ Imaginative, Creative,
Direct/Threaten Clever
◦ Motivated by Fear ◦ Motivated by
& Money Empowerment

Cont…

Stacey Adams’s Equity Theory
 This theory attempts to explain the fact

that workers want to be treated fairly.
 Employees seek to maintain equity between
the inputs that they bring to a job and the
outcomes that they receive from it against
the perceived inputs and outcomes of
others.
Equity Theory…
◦ People gauge the fairness of their work outcomes in relation
to others.
◦ Felt negative inequity.
 Individual feels he/she has received relatively less than
others in proportion to work inputs.
◦ Felt positive inequity.
 Individual feels he/she has received relatively more than
others in proportion to work inputs.
Restoring
Equity
Under-reward:
Increase outcomes
Reduce inputs
Over-reward:
Increase inputs
Reduce Outcomes (?)
-criticism of equity theory
Other Options:
Leave situation
Alter perceptions
Change reference person
Victor Vroom’s Expectancy Theory
 This theory argues that the strength of a

tendency to act in a certain way depends on
the strength of an expectation that the act will
be followed by a given outcome and on the
attractiveness of the outcome to the individual.
It includes the following three variables:
Expectancy Theory…
1. Attractiveness: the importance that the
individual places on the potential outcome
or reward that can be achieved on the job.
This considers the unsatisfied needs of the
individual.
2.Performance-reward linkage: the degree
to which the individual believes that
performing at a particular level will lead to
the attainment of each job outcome
3.Effort –performance linkage: the
perceived probability by the individual that
exerting a given amount of effort will lead
to performance.
Goal Setting Theory
 goal setting is recognized explicitly or
implicitly by virtually every major theory of
work motivation
◦ the existence of goals in and of themselves can
motivate behavior
◦ people assigned difficult goals tend to perform
better than those with moderately difficult to easy
goals
◦ the idea behind goal setting theory is that goals
motivate people to compare current performance to
performance needed to meet goals
◦ it is better to state a specific goal than to simply
urge people to do their best
◦ goal setting has been found to enhance
performance about 90 percent of the time
RENFORCMENT THEORY

Reinforcement/
Behavior Modification Theory
Punishment
When negative consequences are attached directly to
undesirable behavior
Positive Reinforcement
When rewards are tied directly to performance
conclusion

Project Team Motivation
 Project teams are comprised of team members with diverse
backgrounds, expectations, and individual objectives.
 The overall success of the project depends upon the project team’s
commitment, which is directly related to their level of motivation.
project team motivation varies at different stages of a project stage
spillover effect of intrinsic motivation in closed groups such as
temporary project teams affects performance
The fact that employees’ work performance may be induced by a mix
of intrinsic and extrinsic motivation.
project team’s high motivation is achieved when teams are given
autonomy in work, receive rewards (extrinsic motivation) and recognition
(intrinsic motivation) and provide feedbacks - positive constructive
feedback enhances employee motivation.
Project team motivation continued …
 Motivation can also create an environment that fosters teamwork

and collective initiatives to reach common goals or objectives.
 Motivating in a project environment involves creating an environment

to meet project objectives while providing maximum satisfaction
related to what people value most.
 These values may include job satisfaction, challenging work,

a sense of accomplishment, achievement and growth,
sufficient financial compensation, and other rewards and
recognition.
Project conflict Identification
And Management
PROJECT CONFLICT AND RESOLUTION

TECHNIQUES 241
Learning Objectives
• Understand the fundamental concepts of
conflict management
• Understanding conflicts that affect the
team process
• Ability to handle team conflicts

TECHNIQUES 242
introduction
 Conflict can exist between factions or groups within a team, with a
leader or manager, and with other teams or departments within
the company. It is also routine activity in project management
context.
 Conflict may be inevitable on a team and may even have a
positive effect,“the absence of conflict is not harmony, it’s
apathy.” However, most of us have had experience with the
crippling side of conflict. In this section we offer insight into how
other teams have successfully managed conflict and
make recommendations for mechanisms to put into place in order
to prevent harmful conflict.
 How do successful project management teams manage conflict?

TECHNIQUES 243
What is conflict?
 A process that begins when one party
perceives another party has or is
about to negatively affect something
the first party cares about.
 A conflict is a situation that exists when
persons pursue goals that are incompatible
and end up compromising or contradicting
the interests of another.
 Encompasses incompatibility of goals,
differences over interpretations of facts,
disagreements based on behavioral
expectations.
TECHNIQUES 244
What is conflict…?
 Conflict is an understandable and routine
challenge of every project manager
 the more complex the team’s task, the
greater the chance of conflict and
disagreement about roles, approaches to
problems, and definition of outcomes.
 conflicts are usually high because the project
members have different backgrounds and it
takes time to for them to socialize and to give
constructive criticism to each other.

TECHNIQUES 245
Cont….
 Conflicts are inevitable in project management
and can be time consuming, expensive and
unpleasant in that they can destroy the relationship
between the contractual parties and also add to the
cost of the contract.
 Current day project managers spend

minimum of 20% of their time in dealing with
conflicts PROJECT CONFLICT AND RESOLUTION
TECHNIQUES 246
Cont…
 The project manager has often been
described as a conflict manager
 when project managers properly manage
conflicts such as differences of opinion, it
can lead to increased creativity and better
decision making

TECHNIQUES 247
Characteristics of conflict
1. its avoidable
2. it’s a normal part of life
3. perception
4. opposition
5. interdependence and interaction
6. it is a process
7. it is not-one dimensional

TECHNIQUES 248
Conflict five stage process
 Conflict is a process that begins when one party perceives that another party
has negatively affected or is about to negatively affect something that the first party
cares about.
 This process includes five stages:
◦ Stage 1. Potential opposition or incompatibility -this is the presence or appearance of
conditions that create opportunities for conflict to arise.
◦ Stage 2. Cognition and personalization -if the condition in the first stages affects
something that one party cares about then the oppositions or incompatibility becomes
actualized. There are two sub stages, perceived conflict and felt conflict:
 Perceived conflict it is the awareness of the existence of conditions that creates opportunities for
conflict to arise
 Felt conflict is emotional involvement in a conflict creating anxiety, tenseness, frustration or hostility
◦ Stage 3. Intentions -is decisions to act /intervene in a given way in conflict situation
◦ Stage 4. Behavior at this stage the conflict become visible it includes the statements, actions
and reactions made by the conflicting parties.
◦ Stage 5. Outcomes the conflict may have a functional (constructive) or dysfunctional
(destructive)outcomes .
SOURCES OF CONFLICT IN PM
 From the one hundred five reasons for conflicts in projects identified,
based on the number of occurrences in literature top-10 reasons for
conflicts in projects are found:
 Shared/common resources
 Differences in project goal/objective
 Values differences
 Personality issues
 Differences in technical opinions/approaches
 Schedules
 Costs
 Administrative procedures
 Different perceptions
TECHNIQUES 250
Types of conflict
1. Goal-oriented conflicts
are associated with end results, performance
specifications and criteria, priorities, and objectives.
2. Administrative conflicts
refer to the management structure and philosophy and are
mainly based on definition of roles and reporting
relationships and on responsibilities and authority for
tasks, functions, and decisions.
3. Interpersonal conflicts
result from differences in work ethics, styles, egos, and
personalities of the participants.
TECHNIQUES 251
Positive vs. negative team conflict
 Positive conflict is the notion that a healthy discourse may exist
in the disagreement among group members regarding personality
traits, styles, or characteristics or the content of their ideas,
decisions or task processes which involves a pathway towards
resolution.
 Any tolerable amount of conflict is vital to group success
in order to avoid groupthink and to generate more innovative
ideas among potentially and vastly differing members of the group.
 In addition, positive conflict generates buy-in and offers elements
of ownership and a sense of cooperation and enhanced
membership to all of
the group members. Positive conflict reduces the effects of
conformity pressures and groupthink.
 Groupthink occurs when conformity and compliance
pressures are exaggerated, and it generally occurs in the
absence of task conflict.

TECHNIQUES 252
Cont…
 In diverse and heterogeneous teams, negative conflict has a
tendency to emerge in varying degrees due to the mere dynamics
of having diverse individuals with differing backgrounds, ideas, and
potential agendas coming together.
◦ Negative conflict can arise in several different arenas including the
following:
 Conflict can arise between factions or groups within a team.
 Conflict can develop between team members and the leader of the team.
 Unlike positive conflict, negative conflict is better if avoided and
must be swiftly addressed and resolved when it does present itself.
 Help each team member to understand one another's'
perspective, and help them to reframe the situation.
 The exact same situation can often be viewed differently by several
individuals. To illustrate, what did you see first in the picture below,
the young woman or the old woman? ( see next slide)

TECHNIQUES 253
TECHNIQUES 254
Theories and views OR THOUGHT of
conflict
 There are three views of conflict in the organization
◦ The traditional view – view’s conflict as bad or negative and used
synonymously with violence, destruction, and irrationality to reinforce its
negative connotation. It argue that conflict was harmful and was to be avoided
at all means. This is the oldest view and says all conflicts are bad so we
should try to avoid them.
◦ Human relation/MANAGED view – conflict is a natural occurrence in a
group or organization. This view accepted that conflict was inevitable and
cannot be eliminated and also there are some times when conflict may benefit a
group performances. Conflict is naturally occurring so as a manager
should be resolved productively. If the manager wants to solve the
conflict productively, he/she must recognize conflict can be beneficial.
◦ Interactionist/ view- this view encourages conflict on the grounds that
harmonious, peaceful, tranquil and cooperative group is prone to becoming
static, apathetic and non responsive to needs for change and innovation. This
view encourages an ongoing minimum level of conflict enough to keep the
group viable, self critical and creative. Believes that though not all conflicts
are good, conflict is not only a positive force in a group but it is absolutely
necessary for a group to perform effectively.
CONFLICT MANAGEMENT PROCESS IN
PROJECTS

TECHNIQUES 256
“Team” Conflict
 Some conflicts escalate to the level where
the successful functioning of the team is
affected.
 This module starts to address ways of
resolving those conflicts and learning
from them.

TECHNIQUES 257
Cont…
 There are three steps cycle to resolve
team conflict:
◦ Concern understanding of the emotions, needs
and reasons behind the stated position of the
opposition.
◦ Vision both parties vision one another view of a
win- win solution for the team. It is meeting point
between the two arguing parties
◦ Action both disputing sides to take appropriate
actions to ensure the practical conflict will not
occur
Conflict resolution approach
 The five most common methods of conflict resolution
approaches:
1. Confronting (or Collaborating)
 conflicting parties meet face-to-face and try to work
through their disagreements.
 should focus more on solving the problem and less on
being combative.
 This method should be used: When you and the
conflicting party have a skill that is complementary and a
common foe to attack this will create a common power base
which can help both to get at least what they wanted and
maybe more. This approach is used when there is enough
time, trust and confidence between the parties the final
ultimate objective is to learn. This will reduce cost.
Cont….
 If a confrontation meeting is necessary then the project
manager should be aware of the logical steps and
sequence of events that should be taken.
◦ Setting the climate
◦ Analyzing the images
◦ Collecting the information
◦ Defining the problem
◦ Sharing the information
◦ Setting the appropriate priorities
◦ Organizing the group
◦ Problem-solving
◦ Developing the action plan
◦ Implementing the work
◦ Following up
Cont….
2. Compromising:
 To compromise is to bargain or to search for solutions so both
parties leave with some degree of satisfaction.
 Compromising is often the result of confrontation.
 Some people argue that compromise is a “give and take”
approach, which leads to a “win-win” position. Others argue that
compromise is a “lose-lose” position, since neither party gets
everything he/she wants or needs.
 Compromise should be used: when both parties need to be
a winner or you can’t win or you get anything if you don’t and
there is no time to win. This approach is used to avoid the
impression of fighting and maintain your relationship with your
opponent. It’s appropriate to use this approach if you are not
sure you are right also stakes are moderate
Cont…
3. Smoothing (or Accommodating) - This approach is an attempt
to reduce the emotions that exist in a conflict. In smoothing, one
may sacrifice one’s own goals in order to satisfy the needs of the
other party.
 This is accomplished by emphasizing areas of agreement and de-
emphasizing areas of disagreement.
 Smoothing does not necessarily resolve a conflict, but tries to
convince both parties to remain at the bargaining table because a
solution is possible.
 Smoothing should be used: smoothing is used when the stakes
are low there is limited liability, any solution will be adequate and if
you’ll lose anyway. This approach will help to reach an overarching
goal still maintaining harmony and creating good will. Will allow
gaining time and create an obligation for a trade off at a later date
Cont…
4. Forcing (or Competing, Being Uncooperative,
Being Assertive) - This is what happens when one
party tries to impose the solution on the other party.
 The higher up the conflict goes, the greater the
tendency for the conflict to be forced, with the result
being a “win-lose” situation
 Forcing should be used: when you are sure you
are right. If there is a do or die situation exists or
short-term or one-shot deals and you are required to
make a decision quickly you have a strong position to
gain status or to gain power and it’s not important to
maintain the relationship. When stakes are high and
important principles are at stake.
Cont…
5. Avoiding (or Withdrawing) Avoidance is often
regarded as a temporary solution to a problem.
The problem and the resulting conflict can come
up again and again.
 Some people view avoiding as cowardice and an
unwillingness to be responsive to a situation.
 Avoiding should be used: To gain time also
unnerves your opponent and preserve neutrality
or reputation. When you can’t win or you think
the problem will go away even might lead you to
win by delay. When the stakes are low or the
stakes are high, but you are not ready yet.
Cont….
 There are other several alternative approaches
for managing conflict suggested by different scholar:
◦ developing conflict resolution policies and procedures
but this method is often doomed to failure because each
project and conflict is different.
◦ Planning of project conflict resolution procedures
during the early planning activities. This can be
accomplished through the use of linear responsibility
charts.
◦ The use of hierarchical referral appears as the best
method because in this arrangement, the project and
functional managers agree that for a proper balance to
exist their common superior must resolve the conflict to
protect the company’s best interest.
◦ The requirement of direct contact in which conflicting
parties meet face-to-face and resolve their disagreement.
Cont…
The other approach suggested are the following four
resolution methods
 Conflict avoidance -This may arise when no
reasonable or acceptable solution can be found. Conflict
absorption-A manager might absorb the costs of a
conflict where a mistake has been made, or where
circumstances have changed to such an extent that the
manager’s previous position is no longer tenable.
Conflict resolution imposition- conflict resolution
imposition occurs where there is no alternative. This
kind of approach is justified in extreme or emergency
situations. Negotiated conflict resolution-This option
involves accepting that there is a conflict and then
attempting to agree or negotiate a mutually acceptable
solution. This usually involves some compromise between
the positions adopted by the parties to the conflict.
Third Party Intervention
• Deadlock is a special case of conflict: the team has

come to a grinding HALT.
• Ignoring the deadlock is NOT an option, so new

intervention strategies are needed:
◦ Negotiation (the subject of this module)
◦ Arbitration
◦ Ruling from a higher authority

TECHNIQUES 267
Negotiation
 Definition: It is the process of finding an
agreement that is satisfactory to all of the
groups/individuals involved.
 It is used to ensure a “win-win” situation.
 Negotiation is best when it includes the
members in conflict and peers who are
stakeholders in the process
 Or, a third party may be called when ongoing
conflict resolution/negotiation does not work
among the team members .

TECHNIQUES 268
Negotiation Skills
 When negotiating, all parties must4:
• Separate the team members from the
issue
• Articulate own objectives and desired
resolution of the issue
• Listen to everyone involved. Discuss the
specifics of the issue
• Acknowledge other points-of-view

TECHNIQUES 269
Negotiation Skills
 In “Principled” Negotiation,a negotiator should:
◦ Help the parties develop objective criteria for solutions

◦ Separate the members from the issue – be tough on the issue not
the members.
◦ Focus on the issue not the different viewpoints.
◦ Develop different solutions that are satisfactory to all.
◦ Think about the consequences of the decision among team
members and outside the team.
◦ Do not just try to win. Work on finding an acceptable resolution
for all involved.

TECHNIQUES 270
Negotiation - Challenges
 Challenges that may impact the negotiation may
include:
• A re-statement of confrontational positions
• Personal agendas that are not acknowledged
• Psychological and emotional makeup of team
members, including their past conflict management
styles
• Communication breakdown due to language barriers
or misunderstanding or…

TECHNIQUES 271
When Negotiation Fails
• A negotiation process may not lead to
consensus within the time allowed
• Resolution of the problem is still required, so
the team moves to another form of
intervention (i.e., arbitration or external
ruling)

TECHNIQUES 272
Conflict Negotiation Summary
• Knowing how to identify team conflict ensures
that mitigating actions can be taken immediately
• Conflict resolution strategies allow teams to
overcome deadlock
• Negotiation is a preferred intervention so that
team members become comfortable with these
skills
• Negotiation failure does not mean the project is
abandoned: the team must go on

TECHNIQUES 273
MANAGING STRESS IN PROJECT
CONTEXT
Developing and managing project team 274

introduction
 Minimal level of stress is required for
organizations to operate effectively. Excessive
stress is harmful for the individual as it causes
mental and physical disequilibrium and
subsequently leads to physical and mental
disturbance.
 It is therefore necessary to identify causes of
stress and modify behavior so that the individual
energy is directed towards organizational
productivity and healthy organization climate is
created.
276
Introduction…
 Project team stress is an important issue because it affects the
efficiency of the team and of each individual team member. At the
extreme, a team can be ‘stressed out’ to such an extent that it is
unable to perform and the project fails.
 Hence, it is important that project managers can identify individuals
or groups that are susceptible to stress, and are able to identify
symptoms of stress at the earliest possible stage. This early
identification provides the opportunity to intervene before the
effects become too severe. An effective form of stress management
is useful.
What is stress?
 An unpleasant psychological process that
occurs in response to environmental pressures.
 A dynamic condition in which an individual is
confronted with an opportunity, demand, or
resource related to what the individual desires
and for which the outcome is perceived to be
both uncertain and important.

What is stress…?
Stress is a part of our

everyday life that is the
result of major changes
you must adapt to.
The source of stress can be triggered from:

 Environment; bad weather conditions, pollen, traffic
 Social; work, school, friends, finances
 Physiological; body changes, inadequate sleep, illness
 Thoughts; interpretation (irrational thinking)

Potential source of stress

Causes of Work Stress
Organizational
Stressors
Task Demands Physical Demands Role Demands Interpersonal

Demands
• Quick decisions • Temperature extremes • Role ambiguity
• Critical decisions • Poorly designed office • Role conflict • Group pressures
• Incomplete informa- • Threats to health • Leadership styles
tion for decisions • Conflicting

personalities

Not All Stress is Bad…
 Distress is a continuous experience of feeling overwhelmed,
oppressed, and behind in our responsibilities. It is the all
encompassing sense of being imposed upon by difficulties with
no light at the end of the tunnel.
◦ Examples of distress include financial difficulties, conflicts in relationships,
excessive obligations, managing a chronic illness, or experiencing a trauma.
 Eustress is the other form of stress that is positive and

beneficial.We may feel challenged, but the sources of the
stress are opportunities that are meaningful to us. Eustress
helps provide us with energy and motivation to meet our
responsibilities and achieve our goals.
◦ Examples of eustress include graduating from college, getting married, receiving
a promotion, or changing jobs.
How do you respond to stress
 Good Stress helps you stay focused, energetic,

and alert by helping you rise to meet challenges;
presentation at work or sharpens your
concentration when you’re attempting to
complete work projects.
 Unhealthy stress cause major damage to
your health, mood, productivity, relationships,
and quality of life.

Reaction to stress
286
 The normal physical reaction to stress when you feel

threatened or upset, triggers your fight of flight
response.
 When you perceive a threat, your nervous system

responds by releasing a flood of stress hormones.
These hormones arouse the body for emergency
action.
Developing and managing project team

The “Fight or Flight” Response
 When situations seem
threatening to us, our
bodies react quickly to
supply protection by
preparing to take action.
This physiological reaction is
known as the "fight or flight"
response.
◦ The physiological response to
a stressor is known as
reactivity
◦ Physiological responses can
accumulate and result in long-
term wear on the body
Stress Response Types
Hot Reactors  get sick in the battle of

experiencing stress/change
 get sick after the battle of

Sustainers
experiencing stress/change
 experience work and life

The Hardy
stress/change without
getting sick
Stress Response Type: Hot
Reactors
Hot Reactors
 1 in every 5 people
 Blood pressure shoots up under pressure
 High in cynical mistrust, hostility and anger
 Untreated, hot reactors are subject to

heart disease, stroke and sudden
cardiovascular death

Stress Response Type: Sustainers
Sustainers
 Experience illness or symptoms following
stressful events or after the stress is over --
“Let Down Effect”
 Happens when shifting gears from a state of

high activation to one of low activation
 Is frequently experienced after a stressful

project is completed, on or after weekends,
holidays, vacations, or after retirement
Stress Response Type:The Hardy
 Perceive less work/life stress

 Practice daily health habits
 Possess strong social support
 Possess a hardy outlook and optimistic
explanatory style of work and life events
 Utilize health enhancing coping
strategies and behaviors

Causes of Work Stress
• Chronic work overload
• Unfair treatment
• Impossible expectations of your boss
• Unsupportive or hostile coworkers
• Inadequate training
• Lack of recognition or rewards
• Your values conflict with boss or coworkers
• Unpleasant work environment
• Lack of clear direction about priorities

Common External Factors of Stress
Are stress that comes from the outside to us
• Major life changes

• Relationship difficulties
• Financial problems
• Trauma
• Children and family
• Noise
• Toxins/Pollution

Common Internal Causes of Stres
Comes from inside us
• Feelings of anger, fear and chronic worry

• Anticipation
• Negative self-talk
• Unrealistic expectations/Perfectionism
• Rigid thinking, lack of flexibility
• All-or-nothing attitude

Origin and symptoms of stress
Project team members are particularly

susceptible to stress. Typical reasons for this
susceptibility include:
 Team members having project and functional
bosses ,who sometimes make conflicting demands
on their time;
 Having to work to strict time, cost, and quality
limits;
 Teams having only a relatively short life span;
 Projects tending to be relatively complex;
 Opening within a frequently changing environment 295
The main sources of project team
stress are often grouped as the following:
◦ Personal stress
◦ Work stress
◦ Environmental stress
296
Personal stress originates from within the project team
member concerned.
 Even if a person is being subjected to acceptable levels of
stress within the project team, personal problems can add
additional stress that makes the overall level unhealthy.
Personal stress is usually outside the control of the project
manager.
 The project manager can attempt to reduce these personal
stress levels by directly Counseling the team member
concerned or referring him or her to a specialist
counselor.
297
 Work stresses originate from the work
environment. Obvious examples would be high
workload, individual responsibility, conflict, and
leadership responsibility. The project manager has
some control over these stresses can take action to
reduce them.
 Environmental stresses originate from outside

both the individuals and the workplace
298
 In a project environment, with continually
changing requirements, impossible deadlines,
and each project being considered as a unique
entity in itself, we must ask, How much
prolonged stress can a project manager
handle comfortably?
299
Effect of stress
 Stress may cause you to have physiological, behavioral or

even psychological effects.
 Physiological – hormone release triggers your fight
or flight response. These hormones help you to
either fight harder or run faster. They increase heart
rate, blood pressure, and sweating. Stress has been
tied to heart disease. Because of the increase in
heart rate and blood pressure, prolonged stress
increases the tension that is put on the arteries. It
also affects your immune system which is why cold
and flu illness usually show up during exams.
300
 Behavioral – it may cause you to be jumpy,
excitable, or even irritable. The effects of stress
may cause some people to drink or smoke
heavily, neglect exercise or proper nutrition, or
overuse either the television or the computer.
 Psychological – the response to stress may
decrease your ability to work or interact
effectively with other people, and be less able to
make good decisions. Stress has also been known
to play a part in anxiety and depression.
301
STRESS MANAGEMENT
1. Individual Level Strategies and approaches

 Individuals must take steps to reduce stress to a
acceptable level. It is clarified that every individual
has different capacity to cope with individual stress.
 The well-organized employee like the well-organized
student, can often accomplish twice as much as the
person who is poorly organized.
302
Individual Approach…
 A few of the best-known techniques are:-
1. Time-management techniques
 maintaining to-do lists
 scheduling activities based on priorities, not
what you can accomplish
 doing the hard tasks first
 blocking out distraction-free time to
accomplish tasks

2. Physical Exercise
 such as aerobics, walking, jogging, swimming, and
riding a bicycle
3. Relaxation Technique
 relaxation techniques such as meditation, hypnosis,
and deep breathing.

4. Social support network
 Provides someone to hear your problems
and offer a more objective perspective on
a stressful situation than your own.

2. Organizational Level Strategies
 Organization plays a decisive role in ensuring

peaceful environment free of stress. Basically
stress relates to two categories of events.
First the organizational structure and policy
and second relating to personal development
and growth that the job can provide.
306
Organizational approaches…
 Several organizational factors that cause

stress—particularly task and role
demands—are controlled by management
and thus can be modified or changed.
 Strategies to consider by organization
include the following seven points:

1. Selection and placement, and training
2. Goal-Setting
3. Redesigning Jobs
4. Employee involvement
5. Organizational Communication
6. Employee Sabbaticals
7. Wellness programs

The Following aspects must be carefully examined and
evaluated for its effectiveness and implementation.
(a) Organizational goals must be in realms of
achievement. Too much high goals not only put the
employees under undue stress but also creates
unhealthy work environment.
(b) Organizational polices should be clearly defined
with particular reference to training and
development, promotion, leave, wages and salary
administration, discipline, incentives, etc.
309
 c) Authority and responsibility must be clearly
defined by setting up reporting channels. Principle
of unity of command should be adhared to.
 (d) Organizational structure, redesigning of jobs
and improved communication reduces stress.
 (e) Corporate policies, physical work
environment should be suitable for higher
productivity.
 (f) An updated systems and processes increases
efficiency.
310
 (g) Management must create an healthy working
environment.
 (h) Career plan for mangers must be developed
and implemented in letter and spirit.
 Nothing discourages employees as bad
developmental programmes.
311
 (i) Employees must be empowered. They
should be provided with suitable time-to-time
counseling by way of advice, reassurance, good
communication, release of emotional tension
and clarified thinking. Re-orientation is
important to keep employees free of stress
for increased productivity.
312
Summary
 Because environments are not static,

change is an integral part of every
organization. Coping with all these
changes can be a source of stress, but
with effective management, challenge can
enhance engagement and fulfillment,
leading to performance

Implications for project Managers
 You are a change agent in your organization
 Some stress is good.
 Increasing challenges leads to some stress but
leads to feeling of accomplishment and
fulfillment.
 Hindrance stressors are entirely negative and
should be eliminated.
 Harmful workplace stress for your employees
can be allievated by accurately matching
workloads to employees, providing employees
with stress-coping resources, and responding
to their concerns.

THE END!
THANK YOU VERY MUCH! Dev

elop
ing
and
man
agin
g
proj
ect
tea
315 m
Finally
The End
Q &A
Thank you

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BY ABDUREZAK MOHAMMED(PhD.

project team management

 Effective organizational or team performance is

project team management 3

 By the time you have completed this module, you will

project team management

 A project is designed to deliver a specified

project team management 6

•The Project Management Institute (PMI) described project

project team management 7

project team management 8

Expectations, Achievable goals

Products, Achievable goals,

project team management 9

project team management 10

Briefly, project managers fulfil the following broad

project team management 11

project team management 12

project team management 13

project team management 14

project team management 15

project team management 17

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Knowledge Performance Personal

Units of Competence Units of Competence Units of Competence

Competency Clusters Competency Clusters

Elements of Elements of Elements of

Performance Criteria Performance Criteria Performance Criteria

project team management 19

 Both Project Management Knowledge and

project team management 20

project team management 21

 This is the only project management knowledge

project team management 22

 This project management knowledge area

 This project management knowledge area

project team management 24

 This project management knowledge area

project team management 25

 This project management knowledge area

project team management 26

 This project management knowledge area

 This project management knowledge area

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 Since risks are evaluated mainly in the

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 This project management knowledge area

 This project management knowledge area

project team management 31

project team management 32

Achievement Customer Impact and Teamwork Analytical Self-Control

Concern for Interpersonal Organizatio Developing Conceptual Self-

Initiative Relationship Team Flexibility

project team management 33

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project team management 36

project team management 37

project team management 38

project team management

◦ Who communicates with whom (communication

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