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Project Leadership versus Project Management— Leverage the Influence of the Project Teams

Lee A. Peters, M.S.C.E., P.E., Peters & Company Engineering and Management Services, Inc.

Introduction

Skilled project managers are skilled project leaders.

People accomplish projects. People are led, influenced,

encouraged. People are not controlled, intimidated, or

abused. Leadership is the critical success factor for pro-

ject excellence. Leading requires knowing what is lead-

ership and what is management. High-performance pro-

ject managers and project teams must move in multiple

dimensions, only one of which is leadership. These

dimensions are: Work (the doing of the project), Project

(the evolution of the project), Team (the people),

Management (the metrics), Organizational (the parent),

and Leadership (the soul). The insightful teams know

what skillset is required by the issue at hand.

We developed a leadership model to help us analyze

and understand leadership. The model was tested against

all the dimensions. Other learning and insight were then

derived. This paper explores this learning, specifically ad-

dressing those in leadership. Recommendations are given

for using this model in daily project management.

Project System

Project leaders will add value to a project in a thousand

ways different from the project managers. Leaders need

to know what are the issues at hand and how to influ-

ence the project. Notice in the system model that the

resources feed the project process.

Managers control or strongly influence the inputs, the

process, and the result. Leaders and Leadership define the

environment, the surroundings of the project. Leaders

provide the platform for projects and project manage-

ment. Leaders improve processes and people. Managers

use processes and people to produce results.

Project team members must be multi-hatted, working

in more than one dimension. One person can greatly in-

fluence a broad spectrum of issues. However, gaps exist

where others must step up to be successful. A project team

that can lead will influence vast areas of the organization

and its projects.

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Long Beach, California, USA: Pape

Dimensions

Initially we applied the leadership model to the project

work, management, and organization. It became obvious

that we had to allow both the project process and teams

to become their own dimensions. Work (originally the

technical) also changed becoming either a second output

or a first of two stages of the same output. The output is

accomplished work. Satisfaction is the outcome of other

factors in addition to the work.

Methods emerged as crucial. Work quantity and quali-

ty are controlled by methods. Methods are controlled by

a number of variables: experience, materials, people,

tools, and equipment. A key element of planning is the se-

lection of the method for each step.

Teams are crucial. How they work and play together

determines how much work can be accomplished. Team

processes must be intentionally built. Teams then must be

nurtured and grown. Team processes are more than team

building. It is how the team does its work. We are investi-

gating project teams. The issues here are just a beginning;

it is a topic for a later date.

The project process was listed on the Project System as

the integrating mechanism, but it now required its own di-

mension. The project process is everything else but the

work of the project. All the logistics, planning, scheduling,

and procurement are in this dimension. We started with

four dimensions and ended with six.

The Team Leads

This leadership model provides a structure for analyzing

the issues and quickly deciding on action. The model

also equips a project team to plan leadership activities.

Notice—the project team! One person, the project man-

ager, has more than enough work in running the project

to be all things to all people. The project team, if vested

with the responsibility, can lead the project in potent

ways. Because the model cleanly differentiates among

the dimensions, the project team can have greater

impact. The actions and the responsibility to act are

cleanly described in each dimension.

gement Institute 1998 Seminars & Symposium

rs Presented October 9 to 15, 1998

Proceedings of the 29th Annual Project Management Institute 1998 Seminars & Symposium

Long Beach, California, USA: Papers Presented October 9 to 15, 1998

Process

Resources

Input Output

Metrics

Leadership

Project

System

PROJECT Methods

TEAM Forming Decisions Goals Problem Solving Conflict Resolution Planning Maintenance Closing

LEADERSHIP Vision Values Ethics Communication Culture Recognition Rewards

INPUT Project Portfolio Prospecting Mine Nuggets Dust Tailings

RESOURCES Management People Tools & Equipment Materials Money Time Information

METRICS Scope Time Cost Quality Performance Relationships Risk Results Learning

OUTPUT Satisfaction Owner User Team Suppliers Contractors Organization

PROCESS Create the Concept Define the Results and Criteria Establish the Scope Plan Requirements Estimate Effort Schedule Performance Procure Resources Execute Activities Evaluate Results Learn and Improve Closure

Exhibit 1. Project System

PURPOSE

PEOPLE

PROCESS RESULTS

WHAT?

(Mind)

HOW?

(Strength)

WHY?

(Spirit)

WHO?

(Heart)

Exhibit 2. Achievement Model

Behavior

Action

Behavior

Paint the Picture

Purpose Why? Spirit

Process How?

Strength

Results What? Mind

People Who? Heart

Participative / People / External / Subjective

Analytical / Task / Internal / Objective

Celebrate Victory

Challenge the Process

Search for Limits

Imprint the Vision

Instill Courage

Ever Improve Success

Enable Teams to Act

See the Possible

Be the Model

Value Learning

Risk Action

Exhibit 3. Leadership

Evolution

This leadership model evolved out of teaching project

management. Several other models contributed to the

evolution. The achievement model was significant.

The structure for the model was applied to the other

dimensions (technical, organizational, and management)

and then modified (work, project, team, management,

leadership, and organization). The result is powerful. The

differences between each dimension became vividly ap-

parent. The model provides another structure, another ap-

proach to organizing the PMBOK.

The Model

The model is a three-by-four grid that can be quickly

understood by a project team. The structure can aid in

planning the project plan, building powerful project

processes, and diagnosing project problems.

The first dimension is the work—the technical aspects of

the project. The second dimension is the project—the work

of preparing to do a project, as well as ending the project, and

all the other work of the project process. The third is the pro-

ject team, which may come before or after the fourth, man-

agement. The organization with its policies, procedures, and

influence becomes the fifth. Leadership is the sixth dimension.

The Project Process

The project or the project process was added from our

learning. Teams have to do the technical work of the pro-

ject, then they have to do all the nontechnical administra-

Proceedings of the 29th Annual Project Manag

Long Beach, California, USA: Paper

tive or logistical work to get ready or to support the pro-

ject. There is a great deal of effort required to manage the

resources—to identify, procure, receive, and deploy mate-

rials, tools, equipment, information, workers, and money.

Project System Revised

Methods moved out of our list of resources into a new col-

umn on the project system. Method is intimately connected

with the work and is more than a resource. A project manag-

er’s critical competency is selecting methods. Methods are a

strategic decision. Construction is moving to design-build,

recognizing that methods can drive design, that a lot of design

is superfluous once the methods and materials are selected.

The PMBOK is a mixture of resource management and

metrics’ management. There is no structure holding the

parts of the PMBOK together. This hierarchical frame of

work, project, team, management, and leadership pro-

vides another approach.

The project system needs to be three-dimensional to ac-

commodate these new dimensions. Metrics and manage-

ment are in essence the same. Work can be a vector coming

into the far side of the process. The project team—man-

agement in the list of resources—is a vector coming into the

front of the project process. Leadership still surrounds the

project system—a creature. The project takes a life of its

own—a “sentient being” in Star Trek language.

Organization

The final dimension is still under revision. The organization

employs project management as a discipline—an approach

for accomplishing change quicker, faster, better, and cheaper.

ement Institute 1998 Seminars & Symposium

s Presented October 9 to 15, 1998

Behavior

Action

Behavior

Build the Project Flow Chart

Relate to Stakeholders

Deploy Resources

Plan the Work of Each Phase

Purpose Why? Spirit

Process How?

Strength

Results What? Mind

People Who? Heart

Participative / People / External / Subjective

Analytical / Task / Internal / Objective

Identify the Work of Doing the Project

Build Relationships

Complete Each Phase of the Project

Build Each Phase of the Project

See the Project Flow

Anticipate Evolving Relationships

Expedite Progress

Measure Project Progress

Exhibit 4. Project Process

Behavior

Action

Behavior

Negotiate Permission, Power, Protection

Identify Required Team Knowledge, Skills, Attitudes

Empower Team with Authority and Responsibility

Plan Structure and Team Processes

Purpose Why? Spirit

Process How?

Strength

Results What? Mind

People Who? Heart

Participative / People / External / Subjective

Analytical / Task / Internal / Objective

Charter the Team

Build Team Skills

Operate Team Processes

Build Team Processes

See Team Possibilities

Identify Future Team Needs

Resolve Conflict

Measure Team Processes

Exhibit 5. Team

This is the level of multiple project management. The organi-

zation has to learn to make strategic change without making

strategic disruptions. Project management becomes strategic

project management, moving into the implementation of

corporate strategy. Selection of strategic issues and managing

the change process using steering committees, project offices,

and program managers become another level to project man-

agement. Selection, planning, implementation, oversight, and

recovery of projects become key corporate skills.

Application

Project Leaders can use the model and each of its dimen-

sions to identify and define the issues of project execu-

Proceedings of the 29th Annual Project Manag

Long Beach, California, USA: Paper

tion, analyze and develop solutions, then implement

quality improvements in the project processes, systems,

and metrics.

Planning the work is an important step that this mod-

el emphasizes.

Project Management evolves as a higher-level activity—

the management of metrics. We looked at the project sys-

tem to see if management should be added to the struc-

ture. Metrics jumped out. Project management is the

management of metrics. Management is the identification

of the measurements to observe during project execution,

the taking of those measurements, then the feedback to

the project what needs to be modified or changed to bring

the metric in line with the goals of the project.

ement Institute 1998 Seminars & Symposium

s Presented October 9 to 15, 1998

Behavior

Action

Behavior

Describe the Achievable Outcomes

Negotiate Resources

Identify Technical

• Materials • Tools • Equipment • Information

• Knowledge • Skill • Attitudes

Plan: •Methods

Purpose Why? Spirit

Process How?

Strength

Results What? Mind

People Who? Heart

Participative / People / External / Subjective

Analytical / Task / Internal / Objective

Transform Concept into Achievable Outcomes

Build Technical Skills

Operate Methods

Build Methods

See How to Achieve Result

Know Future Technical Needs

Resolve Problems

Measure Methods

Exhibit 7. Work

Behavior

Action

Behavior

Apply Project Discipline to Strategic Initiatives

CreateSteering Groups,Program Managers, ProgramOffices

DeployResources for Strategic Programs and Projects

PlanStrategic ProjectProcesses: Identify,Launch, Complete,Review

Purpose Why? Spirit

Process How?

Strength

Results What? Mind

People Who? Heart

Participative / People / External / Subjective

Analytical / Task / Internal / Objective

Improve the Strategic Change Process

Equip Organization Project Skills

Complete Strategic Projects

Build Strategic Project Processes

See Strategic Initiatives

See Future Organization Needs

Resolve Conflicts

Measure Strategic Project Processes

Exhibit 6. Organization

Notice that relationships, risk, results, and learning are

metrics. Measuring those is for another time.

Leadership can be planned as any other phase of the project.

Team processes can be planned alongside materials processes.

Using this model and leadership skills will lift the pro-

ject manager to the level of a project prophet—the mystic

who knows when to take the proper action.

Imprinting the Vision

Consider sharing with all of the members of the project

team and any other contributors the concept of the fol-

lowing items:

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Long Beach, California, USA: Pape

• result of the project and what that will mean to the dif-

ferent stakeholders

• project itself and specific objectives on the quality of

the completed project

• project process and goals for the quality of the process

• project team and the goals for the quality of the team work

• project management process, tools, and quality.

Enable Teams to Act

• Talk to the team and to the workers. What prevents

them from doing the best work they are capable of?

gement Institute 1998 Seminars & Symposium

rs Presented October 9 to 15, 1998

Behavior

Action

Behavior

Negotiate Scope, Boundaries, Authority

Know the Customer

Resolve Resources

Plan Means and Management

Purpose Why? Spirit

Process How?

Strength

Results What? Mind

People Who? Heart

Participative / People / External / Subjective

Analytical / Task / Internal / Objective

Establish the Mission

Satisfy the Customer

Operate Project Processes and Systems

Build Project Processes and Systems

See Project Possibilities

Know Future Customer Needs

Review the Risk

Measure Project Processes

Exhibit 8. Management

Exhibit 9. Questions

What is the vision? How do we communicate that vision? When will we know the vision is imprinted on all players? What limits our action? How do we remove the restrictive limits? What do we need—knowledge, skill, attitudes, processes, tools—to act? What is possible in success? Just how good can it be? How do we improve processes to stretch the envelope of success? What do we need to learn ...

—individually, as a team, organizationally? —to stretch the envelope of success?

What courage do all of the players need? What will instill that courage? How do we model bravery? In what ways will we celebrate, recognize, and reward victory?

• Look at the work and the options for methods. Let the

team assist in selecting methods.

• Review the resources: management, materials, tools,

equipment, information, and time. What would con-

tribute to better team performance? Specifically how

would that addition or reduction aid their performance?

What measurement could tell if there was a difference?

Look for the 5 percent of things that account for 50

percent of their success (Peters Principle). What twenty

small changes would significantly impact their perfor-

mance? Look in all dimensions: Work, Project, Manage-

ment, Organization, and Leadership.

Make the changes.

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Long Beach, California, USA: Pape

Ever Improve Success

Run pilots; run small parts of the project to test the sys-

tems and teach the team; look for repetitive activities

(there are many of these in the project management).

Concentrate on planning early.

Review the learning from previous projects, also the

quality. Plan the learning and the quality. Use the Leader-

ship Model: Work, Project, Team, Project Management,

Leadership, and Organization.

Decide on the metrics. Define what will constitute suc-

cess, what will be failure, what is the range of tolerance,

how to keep the variation limited.

gement Institute 1998 Seminars & Symposium

rs Presented October 9 to 15, 1998