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60 December 2007 � Project Management Journal � DOI: 10.1002/pmj

Motivation: How to Increase Project Team Performance Tonya M. Peterson, Kohl’s Corporation

ABSTRACT �

Stimulating team member performance requires a project manager to harness many different interpersonal skills. The level of enthusiasm applied toward project efforts has a direct impact on the project results. Because motiva- tion can inspire, encourage, and stimulate indi- viduals to achieve common goals through team- work, it is in the project manager’s best interest to drive toward project success through the cre- ation and maintenance of a motivating environ- ment for all members of the team.

KEYWORDS: team performance; project success; motivation

Project Management Journal, Vol. 38, No. 4, 60–69

© 2007 by the Project Management Institute

Published online in Wiley InterScience

(www.interscience.wiley.com)

DOI: 10.1002/pmj.20019

INTRODUCTION �

M otivation can inspire, encourage, and stimulate individuals and project teams to achieve great accomplishments. Motivation can also create an environment that fosters teamwork and collective initiatives to reach common goals or objectives. The level of moti-

vation an individual and/or team applies to project efforts can affect all aspects of project results, including a direct impact to the triple constraint project success factors (i.e., on time, within budget, high quality, met scope/customer expectations). Knowing this, it is in the project manager’s best interest to understand the reason for demotivation in order to achieve project success through the creation and maintenance of a motivating envi- ronment for all members of the team.

The book Essentials of Supervision defines management as “achieving results through others” (Simpson, Gould, Hardy, & Lindahl, 1991, p. 5). Stimulating team member performance requires a project manager to har- ness many different interpersonal skills, including good communication and the ability to train others, make decisions, lead by example, and create a pos- itive, motivational environment by understanding and associating with the key components of motivation. Unlike most tangible project management functions, motivation is not designated by the project manager to a team member; instead, motivation is internal to each team member and derived from a team member’s desire to achieve a goal, accomplish a task, or work toward expectations. Motivation can be considered the conduit of ambition applied to the desired accomplishment.

Just as some teams are stimulated to achieve great success throughout all project efforts and assignments, other project teams may remain uninspired and shuffle meekly, quietly, and unpretentiously toward project completion. With this in mind, there are two opposing questions that have often been raised when reviewing drivers and motivators of individual and team per- formance. These resounding questions are “Can a project manager motivate others to perform?” or is it more accurate to ask “How does the project man- ager create an environment conducive to outstanding team synergy and peak individual performance?” (Scholtes, 1998). The subsequent research provides the answer to these questions as well as a further exploration of motivational approaches a project manager can apply to the project team environment.

Motivational Theories McGregor’s Theory X and Theory Y McGregor’s Theory X and Theory Y motivational approach identifies polar differences in subordinates. Theory X team members are classified as indi- viduals who require constant attention, do not want to work, need punish- ment to achieve desired effort, and avoid added responsibilities. In contrast, Theory Y individuals are classified as team members who want to work, find the job satisfying, are willing to participate, do not require a controlling

December 2007 � Project Management Journal � DOI: 10.1002/pmj 61

environment, and seek constant im- provement or opportunity (Kerzner, 2003, pp. 194–195). An additional sug- gestion for managers who implement the use of Theory X and Theory Y is that they must apply flexibility when assign- ing an individual to one of these two categories as each person has the pot- ential to change mannerisms, work habits, and enthusiasm toward work throughout years of service, within each project, and for various positions, assignments, or responsibilities. • Roles and Responsibilities—A project

manager using a Theory X motiva- tional approach will naturally create an authoritative and controlling work environment. Within the project man- ager role of a Theory X environment, the project manager will dictate deci- sions. The role assumed by project team members within a Theory X envi- ronment is to evade added responsi- bility and do as minimal amount of work as possible to achieve the project goals without punishment. On the other hand, Theory Y motivation natu- rally creates a participative environ- ment with strong manager-employee relations. Within the project manager role of a Theory Y environment, the project manager will seek input and assistance from the project team to obtain the best possible alternative for project implementation. The cama- raderie exhibited between the project manager and the project team is one of teamwork, agreed-upon separation of duties and responsibilities that will collectively be achieved through the competence of the individual team members involved as well as the desire for the team to ultimately obtain project success (Kerzner, 2003, pp. 194–195).

• Advantages—Theory X and Y identifies a gap commonly found between differ- ent types of individuals within the workplace. Based on the differences, a distinctive motivational approach may be applied to achieve the desired results. For example, a new employee with minimal exposure may common- ly fall within the Theory X category as

the team member may not initially understand project tasks, may feel overwhelmed with current efforts (thereby avoiding further responsibi- lity), and may need guidance through- out assigned work efforts. These new employees may also require clear forms of punishment for nonperfor- mance. Having the project manager provide individualized attention to the Theory X team member will ensure the team member stays “on-task” and progresses according to plan. On the other hand, an experienced individual may naturally fit into the Theory Y category as the team member may understand both expectations and consequences, have a desire to learn and grow, and generally find work fascinating and enjoyable. Having the project manager provide an envi- ronment that allows the Theory Y team member to be challenged, grow, par- ticipate, and take ownership for project responsibilities, will allow the pro- ject team member to stay motivated and achieve project goals or objectives.

• Disadvantages—Knowing that a man- ager may have a collection of both Theory X and Theory Y individuals on the project team, leadership and deci- sion-making efforts may become more difficult. For instance, Theory X team members require more of an authoritative environment neatly controlled by the project manager. However, an authoritative environ- ment will be demotivating to the Theory Y team members as there is minimal need for such a degree of control. For Theory Y team members, a participative environment is more conducive for motivation, thereby requiring a project manager to imple- ment a balanced leadership style to accommodate all types of team mem- bers (Kerzner, 2003, p. 195).

Herzberg’s KITA Motivation Herzberg’s KITA motivation, or “kick-in- the-pants” approach, is based on the idea that both positive and negative external motivators exist. KITA is built

on the idea that the manager requires the use of “carrots” (positive KITA) or “sticks” (negative KITA) to drive task completion. Often, the positive KITA inspires a competitive work environ- ment that creates both winners and losers (Scholtes, 1998, pp. 38–39). An alternative suggestion to KITA imple- mentation may be to create a collective competition where the teamwork drives the achievement of project goals, objectives, and team success. • Roles and Responsibilities—As men-

tioned, KITA motivation naturally creates a parent-child relationship between the manager and team mem- bers (respectively). Within the parent role, the manager applies both the responsibilities of encouragement and regulation. At times, the manager will personally assist with the team member’s success to support the project efforts. While at other times, the manager will consider the need to control the situation as the team members are viewed as undepend- able and inept. For the role of the team member, KITA motivation stirs both productive and malevolent atti- tudes. The team member may exhibit constructive tendencies while com- peting for the “carrots.” In some situa- tions, team members may lean toward spiteful acts as a result of a low-trust, low-respect environment (Scholtes, 1998, p. 41).

• Advantages—The KITA motivational approach allows the project manager to define the degree of control imple- mented within the project for adher- ence to project requirements and consistency with project methodo- logy and efforts (negative KITA). The manager is also given flexibility to be the team champion. The team mem- bers are given the opportunity to obtain special recognition for per- sonal goals and project achievement (positive KITA). The drive toward goal achievement produces important project or task completion.

• Disadvantages—The atmosphere that is created through this parent-child

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environment clearly aligns with an “I’m OK—you’re not OK” relationship position (Scholtes, p. 42). In other words, “I” (the manager) am compe- tent and “you” (the subordinate) are not. Low trust quickly ensues. The subordinates believe the manager does not care about the team mem- bers as individuals. The distrust demotivates the team members to focus on themselves, rather than sup- porting each other, due to a lack of reassurances for the collective impor- tance of each individual within the team based on the negative KITA. The competition made available through the positive KITA can dissolve a team or a collective approach to accomplishing project objectives.

McClelland Achievement, Affiliation, and Power Motivation

Achievement Motivation

McClelland’s achievement motivation is driven by a need to succeed (Rad & Levin, 2003, pp. 80–81). Accomplish- ment, personal ambition, and a need to be good at what they do are additional attributes that are common among achievement-oriented individuals. Ind- ividuals who are driven by achievement are more likely to define clear goals as well as a course to goal attainment. • Roles and Responsibilities—Because

an individual who is motivated by achievement is self-driven, he or she is able to perform and function well both alone and within a team. The reason for this ability is that he or she is able to identify a clear objective and develop a “line of sight” to get there. In order for an “achievement” individual to flourish, provide an environment that will give him or her the ability to be creative, an opportu- nity that will expand beyond his or her current position or role, and tasks that are challenging; all components that provide a prospect of growth, success, and enhancement must be present.

• Advantages—Similar to “power”-driv- en individuals, “achievement”-driven

individuals appreciate a challenge and are self-sufficient (Rad & Levin, 2003, pp. 80–81). To an achievement- motivated individual, life is about a personal challenge rather than a chal- lenge with others.

• Disadvantages—On the flip side, indi- viduals who have a tendency to be achievement-oriented may not know when to stop, quit, or accept failings. This constant battle to go beyond per- sonal boundaries and extend individ- ual abilities does have a price. The costs may result in signs of mental stress or physical fatigue.

Affiliation Motivation

McClelland’s affiliation motivation is driven by relationships and a need to work well with others. Individuals who are motivated through affiliation are drawn toward a friendly work atmos- phere and will strive for team unity, team success, and commonality of team norms. Motivation through affili- ation will steer an individual to assist others while promoting a collective team effort (Rad & Levin, 2003, pp. 81–82). At a glance, a person motivated by affiliation tends to be a “people” per- son, or an individual who would rather be with others than be alone. • Roles and Responsibilities—An indi-

vidual who is motivated by affiliation will naturally identify his or her role as a fellow team member willing to assist and support project efforts or deci- sions. Individuals drawn toward affili- ation work well in roles requiring a high degree of internal or external communication, gaining team agree- ment, and presenting material to others. Without others to work with, communicate with, or support, the affiliated individual may actually lack motivation (Rad & Levin, 2003, p. 82). When working with an individual motivated by affiliation, the project manager is responsible for assigning project work that will naturally involve contact or collaboration with others and the creation of a project environment built on team support

and common goals. Other areas with- in the company that “affiliated” indi- viduals may be drawn toward are company-sponsored athletic teams or volunteer organizations. The project manager may also want to consider putting this individual in charge of all team lunches or other department events to further inspire the ability to associate with others.

• Advantages—Working with individu- als who are motivated by affiliation will result in an environment built on a sense of harmony, teams driven toward common goals, and a genuine desire to help each other (Rad & Levin, 2003, pp. 81–82). A direct result of affiliation motivation is less conflict for the project manager to resolve. The storming stage of team develop- ment may evolve quicker as individu- als with an affiliation motivation want to work well with others.

• Disadvantages—On the flip side, indi- viduals who possess a strong sense for affiliation may feel uncomfortable voicing concerns and may shy away from environments that do not allow for personal interaction with others (Rad & Levin, 2003, pp. 81–82). A direct result of affiliation motivation may promote greater groupthink, which may limit a full range of possi- ble issues and options available for discussion. An individual motivated by affiliation may not be as concerned to focus on one’s self or the opportu- nities that could allow for personal growth, promotions, added responsi- bilities, or increased authority in order to focus on the team and fellow team members. Individuals motivat- ed through affiliation will also not flourish in an environment requiring little-to-no communication and/or individual rather than team assign- ments.

Power Motivation

McClelland’s power motivation is driv- en by the ability to dominate and manipulate goals, direction, or deci- sions. Individuals who are motivated by

December 2007 � Project Management Journal � DOI: 10.1002/pmj 63

power are drawn toward the ability to offer input and access into a variety of situations from risk review and compe- tition to a general need for appreciation or personal acknowledgment. Motiva- tion through power will naturally steer an individual toward leadership oppor- tunities (Rad & Levin, 2003, pp, 82–83). Most individuals driven by power will gravitate toward positions that include a level of control. Common “power” roles may be management, group leader (technical, business, etc.), men- tor, or even process owner. • Roles and Responsibilities—As previ-

ously mentioned, an individual who is motivated by power will naturally fill a leadership role within the project team. Individuals drawn toward power can be given ownership of broad tasks to drive toward collective team agreements, overcome inherent risks, and adhere to specific project objectives. Again, the project manager may want to place the power-driven individual in a role that would capital- ize on the individual’s natural motiva- tional tendencies yet be mindful of the need to manage conflict and ensure suggestions provided comply with project needs while offering per- sonal visibility (Rad & Levin, 2003, p. 82). After assigning efforts to “power”-driven individuals, constant balance between appropriate levels of control and consistency with project direction are required to avoid rework, added costs, and conflicts.

• Advantages—A project manager has the ability to rely on the natural lead- ership tendencies of individuals who are motivated by power. The project manager can exude confidence in and seek assistance from power-driven individuals by assigning tasks to focus on reviewing alternatives, overcom- ing risks, and steering other team members toward common project- consistent objectives. Training of others, compliance with project objec- tives, and cultivating agreements are additional strengths of power-driven individuals (Rad & Levin, 2003,

pp. 82–83). An individual motivated by power is self-driven and tends not to require a great deal of prodding for performance. These individuals will likely rise to challenges presented in order to apply additional control and influence in those areas surrounding them.

• Disadvantages—An alternative view of individuals who possess a strong desire for power includes the need to dominate, control, or have influence in all aspects of the project. Authority struggles may result between power- driven team members and the project manager, resulting in the need for the project manager to champion the power-driven team members through the assignment of specific tasks, own- ership, or control. The project manag- er may also experience a higher degree of conflict with power-driven team members based on the need for power, a desire to persuade others, a skewed interpretation of project efforts (i.e., personal agendas), and an essential need for recognition (Rad & Levin, 2003, pp. 83–84). Knowing that power-driven individuals tend to influence directions, it is important for the project manager to offer clear lines of control or decision-making capability, as well as an assurance that consistency of direction is followed. Without these key steps, the project manager may need to spend addition- al time to refocus individuals on the proper inputs, alternatives, consider- ations, and/or decisions that are in alignment with the project direction.

MBTI Personal Style The Myers-Briggs Type Indicator (MBTI) provides an ability to identify personal style based upon responses to a series of questions that collectively determine preferences and motivation tactics of each individual (Flannes & Levin, 2005, p. 43). MBTI provides a review of four common traits: (1) need for personal contact with others, (2) application of realism, (3) ability to apply logic, and (4) influences of

judgment (Flannes & Levin, 2005). A combination of these four attributes helps to define an individual’s person- ality type. Knowing this information provides the project manager with the most motivating communication appro- ach, task direction, and level of detailed project information that will stimulate each individual, thereby creating a functional working relationship or environment. • Advantages—A clear advantage to the

MBTI is the unique guide to team member motivation and preference that is made available. As a project manager, it is far easier to shape com- munication and interaction with each individual based upon his or her known personality style than it is to guess at what approaches work best. Because there is a percentage of pref- erence applied to each of the four common traits, there is a delineation of primary and secondary personality preferences.

• Disadvantages—Not everyone is interested in taking an MBTI person- ality assessment. Without this infor- mation, the project manager would be guessing as to which personality style or preference the individual would fall into. Also, because the MBTI can be environmental- or situa- tional-based, if the individual taking the MBTI assessment is not apply- ing the questions to the work environ- ment, the results may not be fruitful. Also, throughout the course of a life- time, an individual’s MBTI tendencies can change, thereby resulting in the need to change the motivation methods.

Motivational Mistakes As a project manager, you are exposed to a wide variety of personalities, differ- ent levels of expertise, and ranges of positional seniority along with unique backgrounds, cultures, and personal experiences of each team member. In addition, with today’s global business environment, it is extremely com- mon for a team to be virtual. Merely

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beginning any project may be over- whelming to a project manager, outside of the diverse motivational needs pre- sented by each team member involved in the project. Some project managers rely on existing work relationships that have gradually developed through hall- way conversation and face-to-face con- tact that offers a project manager the opportunity to understand a variety of individuals’ drives and reward prefer- ences. With limited involvement and minimal personal exposure with virtual team members, a project manager may begin to generalize or make assump- tions on the needs and directions of the virtual team.

Unfortunately, a project manager may easily become trapped by intro- ducing errors when preparing an inspi- ring project team environment. Too often, project managers may begin project efforts with intent to offer a stimulating environment; however, they may fall short by implement- ing common motivational mistakes. These common management mistakes as well as possible strategies to over- come the motivational gaps are explored next (Flannes & Levin, 2005). “Whatever motivates me will motivate

others.” • Impact—At times, a project manager’s

initial perception may be that every- one would be motivated just like he or she is. A common result of this mis- take is a disappointment in team members who do not react to the stimulation provided.

• Resolution—Begin to identify the dif- ferences in others by initially provid- ing a more personalized approach to motivation.

“People are motivated primarily by money.”

• Impact—Often, project managers have limited input on and availability to monetary rewards. Unfortunately, project managers often feel restrictive by this limitation.

• Resolution—Begin by focusing moti- vational tactics beyond monetary rewards. Consider offering input into

team member performance for those individuals who do control monetary rewards for your project team mem- bers.

“Team members love to receive formal awards.”

• Impact—Though “praise in public, punish in private” is a common phrase within the management arena, a project manager must be very mind- ful of the fact that not everyone will desire a formal reward for completed efforts. The main concern is to avoid any negative response from the recog- nition offered either by the individual receiving the recognition, fellow team members, or other project teams.

• Resolution—If a formal award is deserved, be sure the team member would accept this form of recognition in advance. A wider acceptance of pub- lic awards may be gained through an entire “team” recognition for celebra- tions or accomplishments reached together, thereby avoiding the display of high regard for one team member. Influence a broader application of pub- lic recognition that could be applied or expressed by fellow project managers for their project team efforts.

“Give them a rally slogan.” • Impact—The main premise of using a

slogan is to provide a common theme the entire team can support to create some level of unity, resulting in greater motivation. However, the use of a slogan may provide only marginal benefit.

• Resolution—Consider using slogans as part of an environmental focus rather than as a project focus. Again, individualization is the key.

“The best project leader is a strong cheerleader.”

• Impact—Hype, positive attitude, gen- erous support, and plenty of smiles. Though this can offer an encouraging environment, the consistent upbeat approach may not always be appli- cable to the project situations expe- rienced, may become annoying to others, or may merely result in only a marginal impact.

• Resolution—Look at project manage- ment as a mentoring opportunity. Work with team members through sit- uations by applying clarifications and understandings to provide a good learning opportunity of what to con- tinue to do in the future and what to change. When things go well, look for the strong foundation, steps, effort, and application of knowledge/experi- ence that was applied and resulted in the accomplishment. When things do not go as planned, look for the com- ponents that resulted in failure to seek out the learning opportunity in a desire to improve similar situations within the future.

“These people are professionals. They don’t need motivating.”

• Impact—Many project managers look at their team as a group of profession- als who are educated and have some level of work experience. By not con- sidering the importance of team motivation, the project manager may merely be trusting in assuming that the team requires minimal supervi- sion or support. However, not every- one is a “self-starter” or driven, and many individuals work better when motivated to reach a goal and/or reward.

• Resolution—Treat the project team members as professionals, yet foster a motivating environment through those tools or rewards you have within your authority as a project manager.

“I’ll motivate them when there is a problem.”

• Impact—Waiting for a problem to arise may be too late for some team members and will likely result in the application of vast changes in order to create a motivating environment. Overall, this approach to motivation is a very detached managerial style.

• Resolution—Knowing that project management employs leadership as a key skill and leadership requires involvement, guidance, and support. Do not wait for a problem to occur prior to motivating your team. Instead, remain focused on the team

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and their individual motivational needs.

“I’ll treat everyone the same. People like that, and it will be motivating for them.”

• Application—Knowing that there are differences (i.e., culture, experience, education, personal, professional, position, etc.) in each team member instills a need to motivate each team member uniquely or individually. A reward or stimulus that suits an indi- vidual may be unappreciated or dis- couraging to another.

• Impact—Provide individual motiva- tors based on unique, personal desires and drives of each team mem- ber. Again, when there are times that the team has attained key project milestones, a common team reward may be shared or celebrated.

Applying Motivation to the Team Environment Throughout the study and application of motivation, the project manager must realize the importance of individuality. Knowing what motivates each team member will provide the project manag- er the ability to connect team members to environments, assignments, respon- sibilities, and objectives that foster per- sonal motivation. The encouraging impact of a human needs analysis provides the project manager with the ability to understand what teams and individuals desire most from their work and allows an ability to track personal work drivers to uncover the variety of basic human needs and motivators that exist within your project team.

As a project manager, the focus of motivational efforts should be applied to motivating others by ensuring a goal is attainable while breaking down any obstacles that may be preventing goal attainment. Another component of project manager focus should be the need to understand the individual motives of the project team members in order to assist in the alignment of rewards to personal preferences. Refer to Appendix A on motivational

approaches for project team members, which can be used as a tool to assist in creating a motivating environment for each individual to work, while person- alizing team member rewards.

High-Performing Teamwork An empowered team environment can assist in fostering greater motivation within the project team, department, and organization. Empowerment pro- vides a key ingredient to building a self- directed work team or a high-performing team. Empowerment consists of four key components, including team mem- ber authority, capable resources, accu- rate information, and accountability for completed work. The collection, balance, and application of the empo- werment components can associate a project team’s performance to a mixed stage of adherence within the People Capability Maturity Model (P-CMM; Fisher, 2000). The P-CMM defines the levels of high-performing team maturity as (1) Initial, (2) Managed, (3) Defined, (4) Predictable/Empowered, and (5) Optimizing (SEI_CMU, 2007). Some of the benefits of applying a People CMM focus within an organization or a team is the ability to create consistent prac- tices, a means to implement process improvement, promote higher quality, and provide a motivational project environment (SEI_CMU, 2007). Refer to Appendix B for a guide on how to assess the company, department, project team, and individual level.

Rolling out a new project with clearly defined expectations and required processes for the project team to adhere to promote a consistent knowledge of performance objectives and project goals. The project team plays an important role in planning the project efforts from requirements, risk review, and quality plans to tasks, esti- mates, and order of task completion. The involvement of the project team within these critical project planning efforts provides two obvious benefits to the project manager: (1) the project manager will gain insights into the

components, arrangement, and com- plexities of the project efforts for a more accurate overall project plan; and (2) project team members will feel greater ownership and acceptance of the project efforts. The result of the team’s involvement with the staged approach to project planning efforts provides a more realistic plan that the entire project team could agree to sup- port (SEI_CMU, 2007).

Even with all the needed planning, well-defined processes and clear, known expectations, employee performance problems may still occur. To over- come potential performance problems, the project manager must continue to work with the team leads to monitor and measure employee performance according to defined expectations. When variance occurs, the project manager and/or team lead should mentor the employee by providing details regard- ing the agreed-upon expectations and performance exhibited to identify where performance or knowledge gaps exist and what changes need to be im- plemented to achieve performance objectives. This cycle of performance measurement, as referenced in Figure 1, includes variance identification, men- toring, and monitoring to continue to improve operations and eliminate per- formance problems.

Monitor and

Measure

Identify Variance

Define and

Mentor Performance Improvement

Figure 1: Performance measurement diagram.

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Developing Team Culture There is a variety of components that will help foster a positive team culture resulting in high team performance and team success. The implementation of the following directives will assist with overcoming the barriers to estab- lishing a high-performance team. • Team Charter—The preparation of a

team charter will assist in defining individual and stakeholder roles. This document will clear up any ambiguity existing with the project needs, focus, objectives, common procedures, deli- verables, and success criteria, allow- ing the project team to understand the common goals, objectives, and division of responsibilities (Rad & Levin, 2003). Refer to Appendix C for an example template available for team use.

• Team Processes—Define common team processes that will be used to accomplish project requirements, define standards, and clarify perform- ance expectations. Ensure process documentation is available for all rele- vant identified processes within the organization, department, and project team. Provide identification of how performance will be validated and tracked for performance measure- ment/metrics purposes. Offer men- toring between project team members to allow all to be knowledgeable of the process (SEI_CMU, 2007).

• Develop a Motivational Environment Built Upon the Unique Team Member Needs—As the project manager, take the time to understand the differ- ences and uniqueness with each team member. Personalize motivational strategies according to individual needs, desires, and goals.

• Reward the Team and the Team Members—Personalize rewards according to individual motivators and accomplishments achieved while celebrating team success. A good source of reward options can be found within 1001 Ways to Reward Employees (Nelson, 1994).

• Foster Trust, Teamwork, and Open Communication—Promote open

communication and dialogue stan- dards among team members through team meetings and general project communication. Allow all to provide input into project conversations. Require the team to respect each other. Accept all constructive com- ments made. Promote a participative leadership style that provides greater ownership of project tasks and deci- sion-making authority (within defined guidelines). Engage in team building and team celebration activities.

• Recognize Team Member Strengths— Assign project tasks and roles accord- ing to individual strengths, knowledge, motivation, and development strate- gies. These approaches can assist in individual and/or team empowerment.

• Develop a Mature Team—After obtaining high team performance through the implementation of clear- ly defined standards, consistent, well- understood processes, team involve- ment from initial project planning efforts, and a motivational environ- ment, the project team will have the possibility to focus on implementing process improvements to streamline, expand, and/or simplify tasks, responsibilities, processes, and/or project approach (Caltech, 2007).

• Promote Project Success—Continue to identify successes the team has accomplished (no matter the size). Be consistent with this team recognition to help the team feel accomplished and experience achievement no matter what the stage of project life- cycle development (Flannes & Levin, 2005).

Conclusion Throughout the study and application of motivation, the project manager must understand the importance of individuality. To foster motivation with- in each team member on a project, the project manager must take the time to understand how every individual is motivated. Knowing what motivates each team member will provide the project manager the ability to connect

team members to environments, assignments, responsibilities, and objectives that foster personal motiva- tion. In other words, the project manager should avoid applying a broad application of motivation to all team members based solely on the manager’s perception. Taking the time to work with each team member to understand personal work drivers will allow the project manager to uncover basic human needs and individual motivators. �

References Caltech. (2007). Developing and sus- taining a high performance team. Retrieved November 12, 2007, from http://www.irc.caltech.edu/courses/ High_Performance_Teams.htm

Fisher, K. (2000). Leading self-directed work teams: A guide to developing new team leadership skills. New York: McGraw-Hill.

Flannes, S. W., & Levin, G. (2005). Essential people skills for project man- agers. Vienna, VA: Management Concepts, Inc.

Kerzner, H. (2003). Project manage- ment: A systems approach to planning, scheduling, and controlling. New York: John Wiley & Sons.

Nelson, B. (1994). 1001 ways to reward employees. New York: Workmen Publishing.

Rad, P. F., & Levin, G. (2003). Achieving project management success using vir- tual teams. Boca Raton, FL: J. Ross Publishing, Inc.

Scholtes, P. R. (1998). The leader’s handbook: Making things happen, getting things done. New York: McGraw-Hill.

SEI_CMU. (2007). People capability maturity model (P-CMM). Retrieved November 12, 2007, from http://www.sei.cmu.edu/

Simpson, W. F., Gould, P. E., Hardy, P. J., & Lindahl, K. J. (1991). Essentials of

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supervision. Malvern, PA: Insurance Institute of America.

Tonya M. Peterson, PMP, MSPM, currently is PMO Project Manager at Kohl’s Corporation. She has

over 18 years of information systems experi- ence primarily in the financial and insurance sectors, with the past 12 years focused on proj- ect management. Her expertise encompasses strategic planning, project management, portfo- lio management, process improvement, quality

direction, productivity metrics, instruction, and organizational efficiency. She is a college instructor and business consultant and has pre- pared and presented a variety of corporate training courses within the project management discipline.

Motivation Application Team Development Factors—Employee Approach—Reward Member Role Location Goal Wants/Needs Considerations

Maturity Developing Individual Building Workgroups & Motivating & Managing Shaping the Levels Capability Culture Performance Workforce

5—Optimizing Continuous capability Organizational performance Continuous workforce improvement alignment innovation

4—Predictable Competency-based assets Competency integration Quantitative performance Organizational capability Mentoring Empowered workgroups management management

3—Defined Competency development Participatory culture Competency-based practices Workforce planning Competency analysis Workgroup development Career development

2—Managed Training Communication Compensation Staffing Development Coordination Performance management

Work environment

Note. The areas of concentration and mastery are listed for each of the various stages of People CMM development.

Id Organizational level

C Corporate Management

D Department Managers

P Project Managers / Team

I Individual

KEY:

Appendix A: Motivational Approach for Project Team Members

Appendix B: People CMM Process Areas

68 December 2007 � Project Management Journal � DOI: 10.1002/pmj

How to Increase Project Team Performance P

A P

E R

S

Appendix C: Team Charter

Project Manager Department Phone E-mail

Corporate Direction

Corporate Mission

Corporate Vision

Corporate Values

Project Commitment Statement To: In a way that: So that:

Stakeholders

Description of Project Sponsor Role

Description of Product Manager Role

Description of Project Manager Role

Description of Development Team Role

Description of Project Board Role

Description of Change Management Role

Description of Client Role

Description of Client Support Role

Project Team

Description of Project Manager Role

Description of Project Coordinator Role

Description of Team Lead (Developer, Quality Analyst, and Business Analyst) Roles

Description of Business Analyst Role

Description of Developer Role

Description of Quality Analyst Role

Description of Technical Writer Role

Project Direction

Performance Objectives Application

Team member performance

Measures of Success Success criteria: Customer expectations Project guidelines

Scope and Boundaries of the Team's Works Inclusion statement: Exclusion statement:

Project Time Frame Start date: Implementation date: Finish date:

December 2007 � Project Management Journal � DOI: 10.1002/pmj 69

Deliverables Deliverables: Milestones:

Conflict Management Purpose: Process:

Decision Making Purpose: Process:

Communication Purpose: Process:

Administrative Activities Action Items: Prioritization: Time off:

Issue Escalation Purpose: Process:

Approvals

Project Sponsor Signature Date

Product Manager Signature Date

Project Manager Signature Date

Project Coordinator Signature Date

Team Lead—Business Analyst Signature Date

Team Lead—Quality Analyst Signature Date

Team Lead—Developer Signature Date

Team Members Signature Date

Adopted from Red and Levin (2003).

Project Manager Department Phone E-mail

Appendix C: (continued)