Introduction Section 1 Foundation of The Study Exploring U.S. Business Leaders Strategies for Enhancing Team Communication

Section 1: Foundation of the Study

Corporate leaders increasingly realize the role of effective communication in

organizational success. Quality communication, they realize, is essential to staying

competitive (Stoica & Brouse, 2013) and to achieving successful project outcomes

(Kaiser, El Arbi, & Ahlemann, 2015; Pemsel & Wiewiora, 2013) and healthy work

environments (van Manen, 2014). However, according to Stoica and Brouse (2013), 80%

of PMs’ lack essential communication skills, thus compromising productivity and

corporate profitability. Overall project success remains limited due to poor PM

communication skills (Caligiuri & Tarique, 2012; Jugdev & Mathur, 2012). Furthermore,

research on methods and strategies for achieving successful communication within

organizational contexts is limited (vom Brocke & Lippe, 2013). This gap in research is

problematic, Stoica and Brouse (2013) found 80% of PMs have limited skills to improve

communications within the workforce that would if properly applied, enhance

productivity and corporate profitability for businesses. Quality communication is a

contributor to successful project outcomes (Kaiser, El Arbi, & Ahlemann, 2015; Pemsel

& Wiewiora, 2013). Quality in communication is fundamental to the overall work

environment (van Manen, 2014); however, the strategies for improving that quality have

received limited attention. The implications of the lack of effective strategies for

enhancing communication to businesses are challenges to profitability, and organizational

cohesion.

Background of the Problem

Global business leaders recognize that quality team communication is essential to

project success, yet they still underestimate and misunderstand the efficacy (Sahin,

Cubuk, & Uslu, 2014). Berg (2012), found business-team communication failures

contribute to project and business failures globally. The 2008 financial crisis spurred a

significant global recession (Leamer, 2015), which demonstrated the consequences of

poor project team communication (Michello & Deme, 2012). The United States 2008

recession triggered the burst of the housing bubble, leading to record foreclosure rates,

housing over-supply and a downward spiral of home prices (Leamer, 2015). United

States federal banking regulatory agencies did not receive critical information concerning

the looming housing bubble; the information that they did receive did not convey

accurate, timely updates or the magnitude of the problem (Michello & Deme, 2012).

According to Michello and Deme (2012), this communication disconnect resulted in a

global economic crisis that affected businesses, governments, and entire populations.

Communication disconnects in project teams are ill-defined communication

procedures or strategies that result in poor reception by team members to information and

possible project and business failure (Klitmøller, Schneider, & Jonsen, 2015). PMs agree

that a relationship exists between team communication practices and project success in

thousands of companies, particularly those with a global presence (Sahin et al., 2014).

Researchers recognize a link between team communication practices and project success,

however, few researchers have focused on how communication practices influence

project failures (Klitmøller et al., 2015; Sahin et al., 2014). The theory of misinformation

by Appan and Brown (2012) depicts disconnects in team communication as the tendency

of people to recall oral information from the meeting rather than information given in

written documentation. Additionally, information sent is often quite different from the

information received, which results in communication disconnect (Appan & Brown,

2012). In many sectors of business, there is a lack of quality processes in team

communication; this lack of understanding contributes to financial, project and business

failure.

Problem Statement

Communication disconnects among team members increase rates of project

failures, according to Sahin et al. (2014). Communication disconnects in business-teams

were one of the major contributors to the 2008 financial crisis (Michello & Deme, 2012).

Ineffective communication is also a primary contributor to 30 % of project failures and

was found by the project management institute (PMI) to influence project success

negatively by 50 % (PMI, 2013). One factor that increases rates of project failures is

business-team communication disconnects (Sahin et al., 2014). The general business

problem for this study is that organizational communication failure causes team conflict,

poor performance, reduced employee morale, and significant economic losses for a

company (Swallow et al., 2012). The specific business problem is that some PMs’ lack

strategies to enhance communication between project teams.

Purpose Statement

The purpose of this qualitative single case study was to explore strategies that

PMs’ use to enhance communication between project teams. The targeted population was

senior level PMPs in Colorado. My study population consisted of members of a PMP

association in Colorado, who worked in project management at a leading technology

company. The results of this study may increase business leaders’ understanding of

successful communication processes and procedures in business groups. Results may also

encourage leaders to implement successful communication processes and procedures in

business groups and to increase positive project outcomes. Positive social change may

result from higher levels of productivity and profitability, which, in turn, may further

strengthen the business-team environment.

Nature of the Study

There are three-research method approaches, quantitative, qualitative, and mixed-

method (Yin, 2013). Researchers relying on numeric data using instrument-based

questions use quantitative methods (Lămătic, 2011). Qualitative case study researchers

strive to learn participants’ understanding of the phenomena studied (Bluhm, Harman,

Lee, & Mitchell, 2011). A hybrid or mixed-method approach combines both qualitative

and quantitative methods in a single study (Lămătic, 2011). In using quantitative

methods, a researcher focuses on testing hypotheses crafted from his or her assumptions

rather than gathering and studying individuals’ unique experiences of the problem (Yin,

2013). Quantitative or mixed method approaches were not suitable, as there were no

variables to examine or compare. A qualitative methodology was most appropriate for

this study.

The main designs in qualitative designs commonly used in business and

management studies include phenomenology, ethnography, and case study (Toloie-

Eshlaghy, Chitsaz, Karimian, & Charkhchi, 2011). Researchers using phenomenological

designs focus on participants’ lived experiences and unstructured research problems

where little or no evidence in the literature exists (Lămătic, 2011). I was not researching

individual lived experiences; therefore, I did not select phenomenological design.

Researchers utilize ethnography to explore the beliefs, feelings, and meanings of

relationships among people as they interact within their culture (Yin, 2013). I was not

studying a community or culture; consequently, I did not select an ethnographic study

design. The purpose of a case study design is to explore an in-depth case within its real-

life context (Hoon, 2013). I believe that qualitative methodology and case study design

were appropriate for this study because the purpose of this study was to explore how

organizational communication disconnects lead to project failure. Yin (2013) noted

descriptive case studies illustrate events and their particular context. I selected a

descriptive qualitative case study design to gain an understanding of what strategies PMs’

use to enhance communication between project teams.

Research Question

The overarching research question for this study was: What strategies do PMs’

use to enhance communication between project teams? (See Interview Questions

Appendix C).

Conceptual Framework

My conceptual framework for this study draws from the theories of McQuail,

Craig, and Deming. The focus of McQuail and Craig’s theories is how to acquire

successful communication skills (Deming, 1960; McQuail, 2010). McQuail (2010)

stressed the importance of communication processes and that media had powerful effects

on audiences. McQuail built his theory on the work of the Lasswell model, Shannon and

Weaver’s model, and Gerbner’s model of communication (McQuail, 2010). McQuail

considered Lasswell’s (1948) model of communication as the definition of

communication. Lasswell’s model (as cited in McQuail, 2010) identifies the following

communication process elements, communicator, message, medium, receiver, and effect.

The focus of Craig’s communication theory is the dynamic nature of human

communication (Craig & Rich, 2012). Craig (1999) considered communication theory a

field of study with seven traditions of thought, focused on successful communication

skills.

Deming’s theory of profound knowledge is an expansion of Osgood and

Schramm’s perspective on the circular nature of communication (Kampf & Daskal, 2014;

McQuail, 2010). Osgood and Schramm’s circular nature of communication perspective

are participants alternate between the roles of source and receiver (McQuail, 2010).

Holloway and Brown (2012) stated qualitative methods are appropriate for theoretical

communication research because qualitative methods provide researchers insight into

communication processes, human social and organizational relationships. There are

unpredictable communication challenges that PMs may encounter; the theories of

McQuail, Craig, and Deming aligned well because PMs have to integrate many different

processes and strategies in successful team communication.

Operational Definitions

The following terms were the foundation for this research study.

Business-team: A group of people with complementary skills committed to a

common business purpose, performance goals, and business project plans for which they

are mutually accountable (Madlock, 2012).

Communication: The commonly accepted business definition of communication is

the exchange of thoughts, messages, or information verbally, in writing, or through

behavior among team members (Berg, 2012).

Communication disconnects: Information that team members send that is different

from information other team members receive (Appan & Brown, 2012).

Competency: The measure of the individual experience, skills, and knowledge that

indicates performance levels (Omorede, Thorgren, & Wincent, 2013).

Emotional intelligence: A business-based concept based upon the identification of

two brains or two minds having rational and emotional intellectual experiences (Lazovic,

2012).

Knowledge management (KM): A business management process based on the

acquisition, analysis, development, creation, storage, sharing, and use of knowledge to

maximize human and intellectual capital with the intent to achieve a competitive

advantage (Lazovic, 2012).

Assumptions, Limitations, and Delimitations

Assumptions, limitations, and delimitations affect the validity and data analysis of

research projects (Marshall & Rossman, 2014). To demonstrate an understanding of the

research and purpose of a study, researchers should identify all assumptions, limitations,

and delimitations (Pemberton, 2012). In this section, I discuss my assumptions as well as

the limitations and delimitations of this study.

Assumptions

Assumptions are parts of a study that are out of a researcher’s control but

necessary to keep the study relevant (Marshall & Rossman, 2014). I had four-

assumptions in conducting my study. The first assumption was that participants in this

study articulated their experience of the researched phenomenon. The second assumption

was that participants provided honest and truthful answers in their description of the

researched phenomenon. The third assumption was that I am capable of capturing,

analyzing, and understanding the responses of the participants. The final assumption was

that data in this study are accurate and reliable information when applied to a normalized

sample.

Limitations

Limitations are potential weaknesses in a research study that are out of a

researcher’s control (Pemberton, 2012). This study included two significant limitations.

The primary limitation was the sample size of participants. Limiting the research to the

perspectives of PMPs may limit the research breadth, which may limit my ability to

query and acquire meaningful responses. Respondents varying degrees of PM experience

also limited the study. The second limitation stemmed from my use of a case study

design. My involvement in data collection and analysis may limit the depth and richness

of data.

Delimitations

Delimitations are aspects of a study that are in a researcher’s control and are the

distinctive points that define and limit the boundaries of a study (Marshall & Rossman,

2014). The first delimitation was the participants of this study only included PMs who are

members of a PMP association in Colorado, and were accessible to participate in an

interview. The second delimitation was the research population included only 22-

participants of the larger pool of PMs. The data collected included the results of a sample

of PMs, all of whom handle overseeing business-team projects.

Significance of the Study

The significance of the study was the relevance and contribution to the business

practice of the study results (Mignerat & Rivard, 2012). The results of the study could fill

a gap in existing literature, contribute to the business knowledge for PMs to enhance

communications processes and add to the existing body of knowledge. Understanding

strategies that PMs are practicing could provide insight into successful and efficient

methods to enhance business-team communication (Frame, 2013). The results of this

study may serve as an encouragement to PMs to implement and to enhance their

understanding of successful communication processes and procedures in business groups

to increase positive project outcomes.

Contribution to Business Practice

Competent communication is vital to the success of business projects (Mignerat &

Rivard, 2012). An essential component of the low success rate of projects is a lack of

communication competency (Brière, Proulx, Flores, & Laporte, 2015). Exploring factors

that contribute to effective communication program development was worthy of inquiry.

The literature review includes numerous gaps and opportunities in the area of effective

business-team communication. The qualitative case study results may contribute to the

body of knowledge by adding to the general awareness and cognition about business-

team communication. The findings of the study may lead PMs to a deeper understanding

of ways to enhance communication strategies, improve system-based business practices,

and contribute to business practice.

Implications for Social Change

Implications for positive social change included the potential to provide new

insights for PMs to enhance communication strategies, and improve system-based

business practices. The outcome of the study may facilitate the development and use of

knowledgeable communication processes to make a positive contribution to business

success within learning-based organizations. Managers within a learning organizational

system, using the application of the experience action cycle can capture human

behavioral patterns (Khayut, Fabri, & Avikhana, 2014). PMs may use these experience-

based findings to influence behavior and successful project outcomes (Bartsch, Ebers, &

Maurer, 2013).

The results of this study may contribute to positive social change through

effective communication strategies in business organizations. The results of increased

success of projects may lead to increased sustainability of the business, technological

maturity, and a more competitive, stable economic environment (Popescu & Crenicean,

2013). The results of information from a successful organization may positively affect

society by more jobs, more capital investments, and increasing the quality of life for the

community (Frame, 2013). The results of a more vibrant and stable community base

affects and influences economic sustainability, which supports the growth of new

business opportunities and the improvement of business practices (Frame, 2013).

A Review of the Professional and Academic Literature

The purpose of this thematic literature review is to add to the existing body of

knowledge and theoretically bridge the problem of communication disconnects that cause

project failures. I begin by discussing the concept of communication. I also examine

Craig’s (1999) communication theory, and Deming’s (1960) theory of profound

knowledge. The review of McQuail’s (2010) mass communication theory provides the

context for my study.

After providing a theoretical foundation for my study, I review the

communication competencies of PMs in business communication. The review includes

an overview of multiple theories and practices related to measuring and understanding

PMs’ communication attributes, with particular attention to the value of business-related

communication skills for project success. I also address the topics of communication

processes and strategies and how they relate to project success. The intent of my

comprehensive approach is to provide insight on business-team communication and its

importance to project outcomes.

For this study, I obtained sources primarily from searching business and

management databases within the Walden University Online Library. The literature

review contains 113 peer-reviewed articles, and 92% of the articles published after

2012. The database I used most frequently to gather peer-reviewed full-text articles

for this research study was the Business Source Complete database. The following

databases were also utilized ABI/INFORM, BSC/Premier, EBSCOhost, Emerald,

Google Scholar, ProQuest, SAGE, and Science Direct.

Keywords included the following: communication disconnects, improving

communication, project success or failure, emotional competency, knowledge

management, and organizational culture and intelligence.

Table 1

Literature Review Sources

Literature review content

Total no.

No. of resources published

between 2012-2016

% of peer-reviewed

resources published

between 2012-2016

Peer-reviewed journal

articles

113

111

98%

Non-peer-reviewed

journal articles and

books

Dissertations

Total sources in literature

review

121

111

92%

Craig Communication Theory as a Field

Communication theory as a field has two primary principles: the constitutive

model of communication and the theory of the practice (Craig, 2013). Each

communication theory derives from and appeals rhetorically to certain commonplace

beliefs about communication while challenging other beliefs. Donsbach (2006),

explained, in the field of communication, a theory is distinguished by characteristic ways

of defining communication and problems of communication. These similarities and

differences Craig (1999) grouped into seven traditions of communication theory and

showed how each of these traditions understands communication. Craig (1999; Craig &

Rich, 2012) defined the seven traditions of communication theory as rhetorical, semiotic,

phenomenological, communication, sociopsychological, sociocultural, and critical.

Communication theories are relevant when applied to a real-world communication

research.

Most communication theories are relevant when addressed to practical situations

in which communication is already a known concept. Although many theories exist about

communication, no globally accepted field of communication theory exists (Craig &

Rich, 2012). Unification within the complicated and contrasting field of communication

might occur if communication theorists focused on communication theory as a practical

discipline (Donsbach, 2006). Communication theorists, Craig (1999) noted, can unify by

charting the similarities and differences of communication and demonstrating how those

elements relate to the field (Craig & Rich, 2012).

Qualitative researchers using communication theory in studies engage the

traditions of theory with practical or real world communication problems.

Communication researchers study the flow of information and the technical process of

human communication (Craig & Rich, 2012). Many communication theorists share the

understanding that communication is a process that occurs within a group context and

involves sharing information with others (Metcalf & Benn, 2013). Communication

theory, Craig (2013) stated, is not about society, it is an integral part of society. I selected

communication theory as a field to ground the conceptual framework of this study to

focus on strategies that identify organizational team communication disconnects that lead

to project failure.

McQuail Mass Communication Theory

Considered by many communication researchers as the standard for

understanding the complexities of human communication within media, mass

communication theory provides a tangible roadmap to identify complex communication

issues. In developing the mass communication theory (as cited in Kampf & Daskal,

2014), McQuail considered the work of many communication theorists, including

Lasswell’s model, Shannon and Weaver’s model, and Gerbner’s model of

communication. Originally, mass communication theory dealt with marketing concepts

intended to reach broad media groupings. In later publications, McQuail (2010) noted

that mass communication theory applies to many forms of communication flow in

business and society. From McQuail’s original mass communication theory publication,

through his recent published works he has remained consistent regarding the main points

of the field of communication: stay current on research, continue to expand the field, and

continually improve and clarify the field of communication.

Communication researchers have previously applied the framework of mass

communication theory in qualitative studies. As Craig (1999) noted, researchers have

used mass communication theory to explain mediated as well as interpersonal

communication because of McQuail’s premise that media have powerful effects on

audiences. Primary constructs underlying mass communication theory are individualized

consideration, intellectual stimulation, inspirational motivation, and idealized influences

(McQuail, 2010). Kampf and Daskal (2014) explained mass communication requires

numerous factors working together as a whole to ensure success. Mass communication

theory aligned closely in exploring all of the elements that come together for PMs’ use to

achieve effective communication strategy.

Deming Theory of Profound Knowledge

Deming’s theory of profound knowledge transformed the way business leaders

view the management of their organizations. The primary concept of Deming’s (1960)

management theory is that product performance of management will increase, and overall

cost of doing business will decrease, when company managers focus on quality in

communication. When business leaders focus on cost Deming found, price increases,

product performance decreases, and quality declines over time. The theory of profound

knowledge serves as the roadmap of the theory that provides business leaders the tools

needed to accomplish this full-cycle learning system. Advancing the learning system

process, Deming (1960) suggested that managers follow the learning system process

constructs. The learning system process constructs are appreciation of the system,

knowledge of communication, theory of knowledge, and knowledge of psychology.

Learning the how, what, and why of quality communication using Deming’s

approach is not a hard-cast model but serves as the framework for company leaders to

develop within their own communication processes. Following Deming’s approach to

improving communication methods may result in businesses increased return on

investment and greater employee productivity (Martens, 2014). Applying Deming’s

theory of profound knowledge with the framework of the learning system process,

managers can transform their organization. As applied to this study, using Deming’s

theory of profound knowledge theory allowed me to explore perceptions and PMs full-

cycle learning characteristics as they pertain to strategies PMs use to enhance

communication between project teams.

Shannon’s Mathematical Theory of Communication

Many communication theorists consider Shannon’s mathematical communication

theory, which later evolved into a broader theory of information (as cited by Kampf &

Daskal, 2014), to be the foundation for modern communication (McQuail, 2010). The

essential elements of Shannon’s (1948) communication theory are information source,

transmitter, receiver, and destination. Shannon (1948) used mathematical equations in his

theory to assert that communication is not a singular language function but a combination

of coded speech and physical features. In contrast to Shannon, Schramm (1954) indicates

unless there are understandable words in communication, the information are of no value.

Schramm asserted that communication processes are ongoing and have a continuous flow

of information. In support of Schramm, McQuail (2010) and Craig (1999) found

Shannon’s theory useful in quantifiable studies but not in qualitative studies whose

researchers strive to explore participants’ perception of the phenomenon studied. Most

communication theorists agree with McQuail and Craig that Shannon’s theory does not

adequately address the business communication needs of qualitative research. While

concepts of Shannon’s theory are in both McQuail’s and Craig’s theories, this theory is

not suitable for my study as it does not support qualitative studies.

Communication Disconnects

Communication disconnects can result in project failure if the PM does not clearly

define the project communication concepts to the project team. For effective project

communication, establishing communication methods or policies that are well known or

established result in people being receptive to the message (Klitmøller et al., 2015). The

information that a person tries to send and the information another person receives are

often different (Appan & Brown, 2012; Klitmøller et al., 2015). The development of a

communication strategy is critical for PMs, to inform management, project teams, and in

minimizing communication disconnects in projects (Espinosa, Nan, & Carmel, 2015).

Therefore, communication strategy continues to be a growing concern for many PMs

(Appan & Brown, 2012). However, Klitmøller et al., (2015) stated that for PMs to

develop a successful communication strategy skills involves both training and natural

ability. Communication training alone does not improve PMs’ soft skills, and new

communication traits develop slowly (Espinosa et al., 2015). In one study on the

effectiveness of communication training for PMs communication quality initially

increased, peaked after 2 years, and then decreased in year 3 (Espinosa et al., 2015). The

development of a successful communication strategy is most often the result of PM soft

skills, enhanced with continual training (Deveugele, 2015).

Although Espinosa et al. (2015) suggested training; a different approach might

involve building participants trust in the quality of communication. To enhance project

success, some PMs have adopted trustworthiness as a communication strategy to enable

them to influence and manage stakeholder expectations (Deveugele, 2015). Project teams

are more likely to recall oral information from a trusted source than written information

in documentation (Olson & Olson, 2012). The difference in recall caused misinformation

and disconnects in team communication (Appan & Brown, 2012). Weak strategies, lack

of trust, virtual communication, the amount of information, lengthy period of responses,

and differences in cultures among employees may result in higher rates of

communication gaps (Sahin et al., 2014).

Globally PMs have recognized that a quality communication strategy is essential

to project success, yet the issue remains underestimated and misunderstood (Sahin et al.,

2014). Project-team communication failures relate to project and business failures

globally (Berg, 2012). The 2008 financial crisis led to a significant recession that showed

the consequences of poor project communication strategy (Michello & Deme, 2012). Key

stakeholders did not receive critical information concerning the looming housing bubble,

and the results of the information provided to them did not convey accurate, timely

updates or the magnitude of the problem (Leamer, 2015). Poor soft skills by PMs’ in

defining communication strategies produced a domino effect that contributed to project

failure within the global recession that resulted from the financial crash of 2008

(Michello & Deme, 2012). Leadership’s level of maturity with soft skills, employee

motivation, and cultural stereotypes has a significant role in the lack of quality in

communication strategy (Zerfass, Vercic, & Wiesenberg, 2016).

Processes and poor communication strategies by PMs contributed to

communication disconnects, in inaccurate information between underwriters and

management (Berg, 2012; Michello & Deme, 2012). Poorly defined communication

strategy left leaders in downstream marketing firms unaware of the composition of the

collateralized debt and many sold stocks without informing potential buyers of this

valuable information (Michello & Deme, 2012). Project and business leaders have linked

a combination of inadequate soft skills and communication strategies to project failures

(Sweeney, Warren, Gardner, Rojek, & Lindquist, 2014). PMs weak program and

communications strategy contributed to project failure at the national level when delays

occurred regarding sharing accurate information about the impending housing bubble

collapse with the main stakeholders (Michello & Deme, 2012). Identifying strategies to

improve the quality of the communication processes and soft skills used by company

teams is necessary to the overall project success of organizations (Appan & Brown,

2012).

Improving Team Communication Strategies

Business-team communication is the amount, quality, and content of the

exchanged information (Madlock, 2012). Effective project communication means that

project leaders shared accurate information with the project team as needed during the

project (Clayton et al., 2013). Project management personnel using an efficient project

communication strategy may contribute to team members increased moral and successful

project outcomes (Madlock, 2012). Quality and effectiveness of a project communication

strategy might help PMs determine the overall success of the team (Clayton et al., 2013).

The frequency and quality of communication in project teams relates to the effectiveness

of the team’s performance (Bhalerao, Kale, & Mahire, 2014). Language skills are

essential elements of effective communications strategy, and project success (Madlock,

2012). Language is an expression of human activity and is always changing, which

makes communication strategy difficult to quantify its quality (Clayton et al., 2013).

The quality of communication strategy affects team members’ overall satisfaction

with their teams (Todorović et al., 2015). A communication strategy that encourages

employees openly communicate their feelings about their jobs can relieve work stress and

allow management to tap into employees’ potential and motivation (Hornstein, 2015).

Support also exists for a positive association between communication strategy and team

effectiveness (Elsayed et al., 2013). A connection exists between excellence in

communications strategy and development, and managers and leaders should understand

how organizational quality, communications strategy, and organizational development

interconnect (Benavides-Velasco, Quintana-García, & Marchante-Lara, 2014).

PMs must take steps to ensure quality of the communications strategy for project

success (Todorović et al., 2015). Management needs extra precautions, to ensure the

organization has definitive communication strategies in place that drive the quality of

communication (Elsayed et al., 2013; Todorović et al., 2015). The development of the

five-Ws of communication resulted from Lasswell’s (1948) communication strategy

model. The five-Ws of communication are; who, what, what media channel, to whom,

and what effects (Lasswell, 1948).

Subsequent qualitative research by McComb and Schroder (2012) on steps to

improve the five Ws of communication strategy began with defining the requirements

and procedures for effective interaction (McComb & Schroder, 2012). The result of

McComb and Schroder’s (2012) study found four-requirements for an effective

communication strategy, what, where, when, and why (Clayton et al., 2013; McComb &

Schroder, 2012). Individual soft skills, interpersonal communication, and self-expression

taught by PMs are predictors of how successful a communication strategy is through

electronic means (Holzmann, 2013). Some PMs have excellent communication skills

with no formal training, whereas other members who have a formal education may

possess substandard communication skills (Deveugele, 2015). In contrast to Deveugele,

the qualitative study by Clayton et al. (2013) indicated communication training,

especially with medical teams improved communication strategy outcomes. Effective

communication strategy by PMs involves engaging people visually (McComb &

Schroder, 2012; Terrier & Marfaing, 2015). Team member involvement in developing

communication strategies appears to have similar effects, which indicates that visual

enhancements and motivation improve communication outcomes (McComb & Schroder,

2012).

Face-to-face interaction for relaying personal information is an important part of

an effective communication strategy for project management (Jugdev & Mathur, 2012).

PMs found passing on information not deemed confidential is just as effective through e-

mail, which promotes the importance of communication strategy and process (Bhalerao et

al., 2014). In a qualitative study of the impact of culture on communication, Madlock

(2012) expounded on successful team communication strategy. Exemplified by the

United States PMs view that a successful communications strategy for Mexican workers

includes employees, and leaders soliciting workers input in the decision-making process

(Madlock, 2012). The combination of strong, soft skills and team members’ confidence

in the quality of their communication is likely a contributing component to building a

successful communication strategy (Klitmøller et al., 2015). PMs using an efficient

communication strategy build improved trust and collaboration in teams (Clark, Kokko,

& White, 2012). Durable, soft skills and quality in the strategy are necessary for PMs to

support effective communication (Mignerat & Rivard, 2012). Additionally, job

satisfaction is a significant role in communications strategy and project success (Berg,

2012).

Traditionally, face-to-face was the dominant form of communication, followed by

written and voice communication (Carmeli & Paulus, 2015). However, e-mail and other

electronic forms of communication is the preferred method by people as opposed to face-

to-face communication as the primary business communication form (Mignerat &

Rivard, 2012). Additional challenges to communication performance in team-structured

organizations include an estimated 75% of teams work remotely, and 82% of team

collaborations depend on e-mail and video conferences for collaborations (Jugdev &

Mathur, 2012). The previous facts add complexity for PMs to an already complicated

process of improving organizational communication strategy (Jugdev & Mathur, 2012).

In the 21st century, organizational PMs’ communication strategy requires

understanding, identifying communication practices, and social trends in the changing

business landscape (Berg, 2012). In such a fast-paced environment, the traditional ways

of business communication strategies are no longer valid (Bhalerao et al., 2014).

Although PMs ability to develop and execute effective communication strategies is

essential to the success of a project, few options are available to assist in the design of

communication strategies (Berg, 2012). To remain competitive, business leaders will

require new principles of the effective organizational communication strategy (Mignerat

& Rivard, 2012). Leaders who are viewing managerial decisions through the lens of the

theory of profound knowledge, can identify areas of communication strength and

weaknesses and identify appropriate solutions (Arnold & Wade, 2015). PMs to meet the

new business challenges and potential communications issues, improvement processes

will need to include new principles to make significant progress in enhancing

communication strategies in the workplace (Bhalerao et al., 2014).

Effective Listening

Effective listening for PMs requires the listener to focus on the speaker and

understand the information the speaker is conveying (Pemsel & Wiewiora, 2013). In the

business world, successful PMs apply effective listening to communication strategies and

encourage their staff to introduce new concepts and the flow of new ideas (Chad, 2012).

Most people have a listening efficiency rate of only 25% and retain less than 50% of the

information for every 10-minutes of oral communication (Emmerling & Boyatzis, 2012).

PMs who promote the values of effective listening in their communication strategy are

more informed and aware of critical issues, which results in higher team performance

(Chad, 2012). The PMs’ use of effective listening as part of their communications

strategy supports building healthy team relationships, encourages innovation, and

promotes diversity in employees (Klitmøller et al., 2015). PMs learning to listen

effectively is essential to improving communication strategy skills (Taherdoost &

Keshavarzsaleh, 2016). Including effective listening skills to a communication strategy

have resulted in improved team performance, increased morale, and project success

(PMI, 2014). The effective listening skills that enhance a communication strategy are;

understand the content, remain calm, keep an open mind, take notes, summarize the

speaker’s ideas, ask questions, and remain focused (PMI, 2014).

Effective listeners can stay focused on a speaker’s ideas and concepts and can

retain what the speaker is communicating without letting their thoughts wander

(Emmerling & Boyatzis, 2012). Effective listening by PMs enhances their ability to

improve business communications strategies, encourages an optimistic attitude, and

promotes business-team participation (Pemsel & Wiewiora, 2013). Including effective

listening in communication strategies by PMs results in better decision making in an

organization, and relates directly to the business-team’s performance (Schmiedel, vom

Brocke, & Recker, 2013).

Project Success

Project team communication disconnects are not well-defined communication

procedures or strategies that result in people being less receptive to the message and lead

to project and business failure (Klitmøller et al., 2015). Leaders of business organizations

are aware of the positive impact that effective communication strategy has on projects,

programs, and portfolios (Yelkikalan & Kose, 2012). The negative effects that ineffective

communication strategies by PMs have on project outcomes and subsequent business

success indicate approximately 56% of projects are at risk because of ineffective

communications (Sweeney et al., 2014). While understanding the impact of ineffective

communication strategies on project outcome is necessary, without an accepted standard

definition of success no clear understanding exist of success from failure (Emmerling &

Boyatzis, 2012). Few PMs understand project governance and, why it exists, project

governance supports the measures of project success (Müller & Jugdev, 2012).

Leadership direction enhances project governance for the project outcomes and benefits

the project value to align with the organization’s strategy (Hodgson & Paton, 2016).

Different business types and project stakeholders defining success in various ways further

complicates PMs adoption of a standard definition of successful communication

strategies (Müller & Jugdev, 2012). Project success increases when communication

strategies include clear direction, goals, templates, communication planning, and

stakeholder identification (Sweeney et al., 2014).

PMs agree a relationship exists between communication strategies and

organizational project success in thousands of companies, particularly those with a global

presence (Sahin et al., 2014). Although numerous researchers have established a link

between communication strategies and project success or failure, only a few have focused

on how they result in project failures (Hodgson & Paton, 2016). PMs and project team

members’ perspective of communication, e-mail, differences in cultures, and a

multigenerational workforce may influence project success or failure (Mir & Pinnington,

2013). Appan’s theory of misinformation indicated disconnects in team communication,

as people tend to recall verbal information from a meeting rather than information given

in the written documentation (Appan & Brown, 2012). Additionally, information sent is

often different from the information received, which results in communication disconnect

(Appan & Brown, 2012). Metcalfe’s law of telecommunication shows that the number of

connections in a network increases the probability of communication disconnects with

each person (Shapiro & Varian, 2013). Errors in translation by team members often

contribute to the misinterpretation of written communication between global teams,

which leads to project failures (Adderley & Mellor, 2014). Determining how business-

teams communication disconnects result in project failure may provide the understanding

PMs need to develop communication strategies that reduce project failures (Cserháti &

Szabó, 2014).

Despite the business benefits of strategic communication initiatives, many PMs

admit they are currently not placing adequate emphasis on providing critical project

information to stakeholders (Chad, 2012). Although PMs continue to have differing

perspectives on how to measure the success of projects’ communications strategies, they

agree on the importance of a communication strategy (Mustafa & Lines, 2012). PMs

should understand how businesses benefit in alignment with strategic initiatives by

enhanced communication strategies that improve project success (Pemsel & Wiewiora,

2013). Executives and PMs globally agree that poor communication strategies contribute

to project failure (Müller & Jugdev, 2012; PMI, 2014). Nine out of 10 CEOs believe that

communication strategies are critical to the success of their strategic initiatives, strategic

planning, and execution process (Mustafa & Lines, 2012). Only one in four-organizations

has highly effective communicator strategies (Taherdoost & Keshavarzsaleh, 2016).

Additionally, according to Mustafa and Lines (2012) PMs have failed to quantify the full

financial impact of ineffective communication strategies on an organization. Business

analysts estimate that two out of every five projects do not achieve original goals and

business intent, and inefficient communication strategy accounts for 50% of unsuccessful

projects (Sweeney et al., 2014; PMI, 2013). PMs in organizations with ineffective

communication strategies report fewer successful projects than the average (Nixon,

Harrington, & Parker, 2012). Moreover, according to Schmiedel et al. (2013) a higher

percentage of projects fail to meet goals of the original plan and budget in organizations

with ineffective communication strategies than organizations with effective

communications strategies. PMs and project management offices must spearhead

initiatives that will improve project communication strategies to prevent future project

failures and increase project success (Nixon et al., 2012).

The absence of a universally accepted definition of communication strategy

success is directly associated with the inability of establishing a universally accepted

method for measuring project success or failure (Sweeney et al., 2014). Continuous

research by PMs has led to the development of numerous communication strategy models

for measuring project success (Chad, 2012). PMs based each model for measuring project

success on differing variations of the definition of project success and on the varying

approaches used in studying project success (Schmiedel et al., 2013). The factors of

project success or failure do not have a predetermined outcome within a defined set of

communication strategy parameters (McLeod, Doolin, & MacDonnell, 2013; Müller &

Jugdev, 2012; PMI, 2014). The communication strategy model used by the PM to

measure project success might reflect business or analytical, which means behavior and

project performance results may include only a singular success factor (Costantino, Di

Gravio, & Nonino, 2015). The basis for project success is in the view of the customer,

organization, stakeholder, or project sponsor (Schmiedel et al., 2013). Communication

strategy competency and performance form the critical factors in determining project

success (Nixon et al., 2012). The biggest cause of business project failures is poor

communication strategies that result in communication disconnects (Schmiedel et al.,

2013).

The communication strategy levels of success criteria include management,

project management, project success, and collective project success (Mir & Pinnington,

2013). Multilevel success criteria must include the ability to identify and improve

communication strategies (Mignerat & Rivard, 2012; Mir & Pinnington, 2013). Continual

or cumulative success can result in shared experience, which could lead to continuous

communication strategy and projects development (Costantino et al., 2015). The basis of

the communication strategy is continual improvement, but traditional project success is

also important in performance metrics (Costantino et al., 2015). Additionally, enhanced

communication strategy and project success may include a business orientation where the

measurement of achievement is connected to strategic value added to the organization

(Nixon et al., 2012). Critical project success factors for communication strategy

competency include: effective leadership, situational management, effective listening and

EI (Costantino et al., 2015). Project success factors change the communication strategy

depending upon the PMs perspective, scope, and nature of a program (K. Mishra,

Boynton, & A. Mishra, 2014).

Within any project-oriented organization, the low success rate of projects limits

the competitive advantage and sustainability of the business (Mignerat & Rivard, 2012).

A successful project outcome includes many factors, including communications strategy,

organizational structure, and cultural leadership style and ability (Carmeli & Paulus,

2015). Within an organization, communication strategy approach involves integrating

technical and soft-skill-based competencies to plan and implement successful project

solutions (Jugdev & Mathur, 2012). A communications strategy is a contributory factor to

increase successful project outcomes (Mignerat & Rivard, 2012). Communication

strategies by PMs determine project success (Crowne, 2013), although a people-based

interactive approach is also useful (K. Mishra et al., 2014). Communication strategy style

and strategic focus result in successful project outcomes (Patanakul & Shenhar, 2012;

Taherdoost & Keshavarzsaleh, 2016). Although achieving ultimate project success

includes PMs using EI and communication strategies that incorporate social factors

(Chad, 2012). In the current and future global, knowledge-based environment, increasing

project success rates requires improved communication strategy competency (Pemsel &

Wiewiora, 2013). Communication strategy skills of future PMs will determine how

effectively they manage resources (Bartsch et al., 2013). Communication strategy

competent PMs and team leaders may provide the knowledge and guidance to bridge the

gap to project success (Chad, 2012).

Project Management Communication Strategies

According to Yammarino (2013), project management researchers have failed to

provide a single accepted definition of the communications strategy. The study of project

management is broad, with each researcher providing a unique communication strategy

definition (Getz & Roy, 2013). This broad definition of communication strategy makes

identifying how PMs communication styles affect project success difficult (Michie &

Zumitzavan, 2012). The two constant communication strategy components that influence

team members’ project performance are, encourage employee involvement in project

decision-making, and build team members’ confidence (Getz & Roy, 2013). The

successful application of communication strategy principles reflected upon PMs’ ability

to apply those principles successfully (Loehlin, 2012). The requirements of good project

management are the guidelines of a successful communications strategy, conveying

ideas, clear concepts, and defined goals (Yukl, 2012). An excellent PM must accomplish

successful communication and have the ability to use communication strategies and

techniques in a manner that inspires others to embrace the concepts (Germain, 2012).

Without strong project management to encourage communication strategy,

business-teams may fail in most relevant metrics of project success (Eisenbeiss &

Knippenberg, 2015). Scholars commonly argue which communication strategy and

project management traits motivate teams to perform (Yammarino, 2013). The dispute

resulted in the development of multiple communication strategy theories that promote

different aspects of what constitutes recognition of project management and

communication (Steers, Sanchez-Runde, & Nardon, 2012). Communication strategy

establishes; project governance, communication channels, reporting, team roles,

frequency of meetings, and communication change control (Müller & Jugdev, 2012). The

focus on the importance of communication strategy in project management has

substantially increased in the information revolution and the formation of knowledge

societies (Eisenbeiss & Knippenberg, 2015). Böhm, Dwertmann, Bruch, and Shamir,

(2015) concluded that a link may exist between team member performance, project

outcome, and effective PM communication strategy skills. Achieving the correct balance

in project communication strategy is necessary to avoid communication overload

(Onorato, 2013). Project management communication strategy involves team members’

behavior and performance (Rich et al., 2015). The process of successful communication

strategy by PMs motivates employees to achieve strategic project and business goals

(Getz & Roy, 2013). PMs who inspire others within their communications strategy are a

complicated mix of personality traits, knowledge, and vision that has made the topic

difficult to define and study (Yammarino, 2013).

Project Team Building

Team building by PMs requires all project information disclosed with the groups

and ask for their participation in preparing accurate task information (Mir & Pinnington,

2013). Communication is an important facet of the everyday business, and

communication strategy skills are essential in all aspects of team building (Müller &

Jugdev, 2012). Project success hinges on teams’ ability to work and communicate

effectively (Mir & Pinnington, 2013). In the fast-paced field of business, leaders ask team

members at all levels to do more with less to accomplish effective communication

(Mignerat & Rivard, 2012). Effective team building for PMs requires using the right

communicate strategy tools to send the right messages at the right time to prevent a crisis

and motivate the team toward success (Mignerat & Rivard, 2012).

Business-teams usually spend 75% of every day on business communication

through writing, reading and listening (Yammarino, 2013). An effective team

communication strategy is an essential component of organizational and project team

building, both internal and external to the organization (Goldkind & Pardasani, 2012).

Listening skills are an important aspect of the team-building communication strategy

(Mikolajczak, Balon, Ruosi, & Kotsu, 2012). PMs found communication strategies that

use group discussions for teams improves team communication (Müller & Jugdev, 2012).

Some PMs use group discussions in their communication strategy to encourage eliciting

opinions, and ideas as a part of decision-making, problem-solving or reaching a team

consensus (Vidyarthi, Anand, & Linden, 2014).

Effective communication strategy by PMs is the backbone of successful team

building (Goldkind & Pardasani, 2012). Defining one universal project communication

strategy is unrealistic as depending on the project, team members would process

information differently because of the number of cultural, language, and generational

differences (Mignerat & Rivard, 2012). Additionally, communication strategies for

virtual teams include added challenges with team members difficulty in building trust

because of distance and language differences affecting understanding of written

communication (Vidyarthi et al., 2014). Project teams succeed because their leaders

identify a communications strategy that explicitly clarify, and communicate a shared

purpose and goal (Lerner, Li, Valdesolo, & Kassam, 2015). In order to achieve an

effective team communication strategy, each team member must understand the project

charter and commit to the project goals (Vidyarthi et al., 2014). Discussion of the project

goal is vital to the success of any project communication strategy; frequent updates from

team members on every job are also necessary (Müller & Jugdev, 2012).

Emotional Intelligence

EI is an individual’s ability to recognize, manage, and use emotional information

to perform exceptionally well (Mikolajczak et al., 2012). In the modern business

workplace, leaders use EI to influence productivity, efficiency, team collaboration and

the important factors for communication strategy success (Sadri, 2012). Recognizing the

value of including EI within a communications strategy, PMs expanded the concept

driving the development of emotional competence (Vidyarthi et al., 2014). A person’s EI

competency involves emotional information processing and functional and

communications intelligence (Cherry, Fletcher, & O’Sullivan, 2013). Moreover,

according to Mikolajczak et al. (2012) PMs with EI are better able to handle employee

conflicts and provide quicker resolutions than those who have not developed the skill.

PMs with EI can quickly placate any disagreements between employees to develop a

more productive workplace (Lerner et al., 2015). An effective communications strategy is

a benefit of emotional awareness; PMs with EI can convey directions clearly and know

how to inspire and motivate others (Cherry et al., 2013).

The appraisal, monitoring, and use of emotions form the basis of Goleman’s

(1998) behaviorally based model. Goleman (1998) charted the EI framework based upon

five-clusters or dimensions and 25 competencies. Providing further clarity to the model,

Sadri, (2012) included individual perception, thought facilitation, communication

strategy skill, and understanding within the work environment. The results published by

Sadri were consistent with the five-dimensions of Goleman’s (1998) model of personal

competence (self-awareness, self-regulation, and self-motivation) and social competence

(social awareness and communication strategy skills). Goleman’s model is the basis to

evaluate the ability to acknowledge the emotion and possess the maturity to comprehend

and control the feeling (Emmerling & Boyatzis, 2012).

Project management using an applied EI communication strategy increases the

performance of communication and has a positive effect on team project outcome (Lerner

et al., 2015). Grouping behavioral EI-based competencies assists PMs in the

identification and use of performance metrics for communications strategies and provides

management information to improve project success rates (Lerner et al., 2015). PMs with

EI are self-aware; have a clear understanding of their strengths, weaknesses, and

emotions, and are better able to address problems and future communication

complications (Vidyarthi et al., 2014).

Additionally, using EI competency to detect and process emotional information

results in improved communication strategy and behavior (Joseph, Jin, Newman, &

O’Boyle, 2015). EI skill is both independent and interdependent, and use by PMs affects

behavior and contributes to communication strategy and project success (Vidyarthi et al.,

2014). A different approach to a competency model for a communication strategy with EI

could include a combination of soft skills (Rao, 2013). In a knowledge-based, project-

oriented culture, the primary basis of communication strategy competency is a behavior,

not technical skills (Emmerling & Boyatzis, 2012). Based upon Goleman’s (1998) EI

model, a knowledgeable PM can improve team performance using behavior,

communications strategy, and social skills (Parke, Seo, & Sherf, 2015).

Knowledge Management

The combined criteria of communication, EI, and knowledge management (KM)

influence project success based on the perspective and context of the project and

audience (Müller & Jugdev, 2012). The definition of project success is contingent upon

the situation and audience, and measures are subjective and challenging to quantify

(Bredillet, Tywoniak, & Dwivedula, 2015). Within an organization, portfolio

management provides an effective communication strategy for collecting, integrating,

and disseminating knowledge (Pemsel & Wiewiora, 2013). A link exists between

organizational maturities, communications strategy, and the role of the learning agent to

project results (Holzmann, 2013). Although Holzmann (2013) found a link between

organizational maturity and the role of communication strategy in project outcomes,

organizational training can result in increased productivity (Bartsch et al., 2013). The

sustained competitiveness of the newer company is contingent on the availability and

management of knowledge, especially in communication strategy (Bartsch et al., 2013).

When organization leaders embrace innovative KM, PMs promote the ability to

create, implement, communicate and transfer knowledge (Chen, Zhao, & Wang, 2015).

As project management’s organization’s internal communications strategies, procedures,

and capacity increase, so does the ability to use knowledge and improve overall

performance (Pemsel & Wiewiora, 2013). Knowledge is a valuable commodity, but the

overload of information by project management may lead to communication strategy

inefficiency, complexity, and the loss of critical knowledge (Gustavsson, 2016).

Therefore, project management’s ability to manage knowledge and communication

strategy makes a positive contribution to any organization. KM provides opportunity,

motivation, and ability while protecting communication strategies from suffering

information overload (Bartsch et al., 2013).

In addition to the communication strategies advantages, extending the reach of

KM to a broader external audience or group may contribute to social change (Aubry,

Sicotte, Drouin, Vidot-Delerue, & Besner, 2012). Although PMs in a single organization

may not resolve systemic social problems, knowledge-based communication strategy

changes are still achievable (Reich, Gemino, & Sauer, 2012). In a knowledge-driven,

project-based organization, effective communication strategies for project management

with intellectual assets are critical to business and project success (Sharma, 2012). The

management of knowledge-based resources requires communication-competent PMs who

can integrate human and technical assets into communication strategies to produce

tangible, repeatable results (Jugdev & Mathur, 2012). A PMs, KM ability to manage

high-quality knowledge effectively could contribute to the creation of enhanced

communication strategies and, therefore increasing market value (Reich et al., 2012).

Multigenerational Workforce

Four-generations in the workforce results in communications issues, the four-

generations are traditionalists, baby boomers, members of Generation X, and members of

Generation Y (Cekada, 2012). In a multigenerational workforce, each generation has

attributes to contribute that result in improved collaboration, creativity, and decision-

making. The multigenerational workforce has transformed the workplace (Omorede et

al., 2013). PMs using divergent communication strategy styles and communication

preferences in the multigenerational workforce have widened the workplace generation

gap (Hansen & Leuty, 2012). Additionally, PMs using varying levels of technical

knowledge can lead to adverse workplace etiquette and communication strategies, which

can increase conflict in the workplace (Cekada, 2012). The resulting gap in the individual

generations understanding of each others communication styles diminishes the

multigenerational workforce from fully benefiting from the sharing of each generation’s

ideas (Cekada, 2012).

Poor communication strategies and generational conflict between co-workers can

lead to a lack of productivity and loss of profitability (Cekada, 2012). Sixty percent of

corporate leaders reported a conflict between employees of different generations (Hansen

& Leuty, 2012). PMs lack the knowledge about how to improve communication

strategies and cooperation with a multigenerational workforce (Omorede et al., 2013).

Generational tension is a commonly raised concern when more than one generation

of workers exist in the workplace (Cekada, 2012).

Today PMs are witnessing a rapid change in communication strategies and

information technologies (Hansen & Leuty, 2012). Although advances in communication

strategies and information technologies have resulted in more daily communication, gaps

in workplace communication have increased (Reich et al., 2012). The PMs in 80% of

organizations focus on building the organizations’multinational culture and developing

communication strategies with respect for different generational values (Cekada, 2012).

The communication strategies for managing a multigenerational workforce are all equally

important in preventing conflict between generations (Hansen & Leuty, 2012).

Beyond the rapidly changing technology, successful project communication

strategies need to address the transformation in the demographic of the workforce

(Cekada, 2012). The dominant generation currently in the workforce is the baby boomers,

but that will soon change to Generations X and Y being the dominant generations (Reich

et al., 2012). According to Omorede et al. (2013), previous researchers found

generational diversity might result in intergenerational collaboration, but members of

different generations require different communication strategy approaches to minimize

tensions and maximize collaboration.

Understanding the differences in generational diversity will lead to effective

communication strategies in a multigenerational workplace (Cekada, 2012). To integrate

the various generations in the workplace successfully, experts stressed the need for

organizational leaders to develop communication strategies that promote a learning

environment and diversity (Hansen & Leuty, 2012). The PMs communication strategy

should include knowledge of how each generation thinks and acts differently (Cekada,

2012). The collective experiences of PMs may build a collective wisdom where

communication strategies include diverse ideas and develop new and improved ways to

work collaboratively (Nag & Gioia, 2012).

Multidimensional Culture

The number of business-team members who work virtually will increase in the

future (Qubaisi, Elanain, Badri, & Ajmal, 2015). Virtual workplaces are the result of

practical business reasons, and their advantages are such factors as low costs, ability to

hire global resources, and increased hours of operation (Omorede et al., 2013). Some of

the drawbacks are cultural differences, diminished trust, and lack of team building

(Cekmecelioglu, Gunsel, & Ullutas, 2012). The number of virtual teams is likely to grow

significantly over the next decade to accommodate the growing global business model

(Omorede et al., 2013). Communication strategy in virtual teams in a virtual environment

requires leaders and PMs to know that virtual team projects require enhanced leadership

skills (Qubaisi et al., 2015). Virtual projects add additional risk to overall communication

that requires project leaders to review and adjust project communication strategy

continually to meet the needs of each project and team (Cekmecelioglu et al., 2012). PMs

who understand the importance of leadership skills and communication strategies in

culture can see improved virtual team performance and project success (Pollack, 2012).

PMs cultural diversity has many possible knowledge flows and forms of

communication strategies within a global knowledge-based economy (Boussebaa, Sturdy,

& Morgan, 2014). Organizational PMs’ ability to recognize and manage

multidimensional cultural diversity in their communication strategy may influence

project success or failure (Qubaisi et al., 2015). PMs in creating effective communication

strategies need an awareness of many cultural dimensions, including global, national,

regional, organizational, and project perspectives (Cekmecelioglu et al., 2012). PMs

leverage cultural diversity to improve communication strategy competency and achieve

project success (Omorede et al., 2013). For a communications strategy to work

effectively within this environment, PMs should identify predominant corporate cultures

and subcultures (Stare, 2012). In an organized business culture, PMs provide a

communications strategy that promotes and supports change; alternatively, in a

fragmented, disorganized culture, change will be resisted and difficult to implement

(Pollack, 2012). Organizational PMs’ ability to achieve successful project outcomes

within a clashing, multifaceted unsupportive culture is a critical communication skill

(Cavazotte, Moreno, & Hickmann, 2012).

PM successful communication strategies include social, cultural, and

organizational awareness (Lerner et al., 2015). Ultimately, in a supportive corporate

culture PMs’ communication strategies provide an environment for communication

competencies and achieve project success (Sharma, 2012). The use of strategic thinking,

investigative questioning, and cross-cultural knowledge can assist the communication

strategy process by directing change (Emmerling & Boyatzis, 2012). Additionally, PMs’

using an innovative holistic communication strategy approach may identify resistance to

strategic change and this approach has a basis within multidimensional behavior

(Emmerling & Boyatzis, 2012). The competitiveness of an organization's PMs’

communication strategy contributes to the sustainability, improved communication, EI,

and cultural intelligence (Brière et al., 2015).

Cultural Intelligence

Cultural intelligence (CI) is an individual’s ability to perceive and adapt to

ambiguous social and cultural situations and the ability to interpret someone’s unfamiliar

gestures (Ismail, Reza, & Mahdi, 2012). A subcomponent of CI competency is cultural

awareness and the ability to work within the organizational culture (Qubaisi et al., 2015).

Using Goleman’s (1998) EI competency framework, cultural knowledge is an essential

social skill and a critical component of CI competency that contributes to communication

strategy success (Brière et al., 2015). CI results from the use and integration of various

skills, with a focus on adapting to culturally diverse environments (Ismail et al., 2012;

Moon, 2013). The PMs’ ability to communicate efficiently and use strategic thinking in

conjunction with CI in communication strategy may result in project success (Pollack,

2012).

Businesses also have cultures that are often distinctive and can include disparate

department subcultures that consist of different professions and geographical regions

each having been own manners, meanings, histories, and values (Qubaisi et al., 2015).

Integration between communication strategy and internal organizational culture increased

business value (Aubry et al., 2012). Culture is individualistic (a focus on people) or

collectivist (a focus on groups), which affects the EI competencies used to achieve

desired communication strategy results (Ghaya, 2013). A PM with high EI should

understand the individual human factor while a PM with high CI may understand a

group’s behavior and culture (Shuck & Herd, 2012). CI and EI include a critical

communication strategy element, which is the ability to remain free of stereotyping

(Ismail et al., 2012). An individual uses a highly developed CI to observe patterns and

anticipate how people will react to a given situation (Ismail et al., 2012). PMs using EI

and CI together in communication strategy might increase communication competencies

and result in higher project success rates (Aubry et al., 2012; Qubaisi et al., 2015).

Transition

Business scholars have identified the need to explore communication competency

as a key influential factor in project success (Mir & Pinnington, 2013). Future efforts

toward project management using communication competency may produce an effect

upon project outcomes (Sahin et al., 2014). Despite the extensive body of literature on

communication, according to Mir and Pinnington (2013), few researchers have explored

how organizational communication disconnects lead to project failure (Basu, 2014).

Additionally, the literature review revealed that communication competency was a

significant requirement for successful leadership. The results from my literature analysis

showed business-related competency gaps that applied to communication disconnects.

This study involved exploring strategies PMs use to enhance communication between

project teams. Limited recent research exists on the opportunities regarding

communication competency (vom Brocke & Lippe, 2013). Therefore, this research study

included a targeted viewpoint of the communication strategies that PMs use to avoid

project failure. In Section 1, I have provided the background of the problem, the purpose

of this research, the methodology, and a review of the scholarly and professional

literature.

In Section 2, I review the purpose of the research; expound on the chosen research

methodology, design, and instrument; and describe the recruitment of participants and the

sample. Additionally, discussed are the ethical implications of my research exploring

what strategies PMs’ use to enhance communication between project teams. Finally, the

data collection and analysis process was explained, including the ways to ensure

reliability and validity.

In Section 3, I include an overview of the purpose and the method of the study

results of the research, applications for business use, and implications for social change.

Section 3 continues with the results of the data collection and analysis efforts as well as a

discussion on the potential for increased social change. Section 3 includes

recommendations for appropriate actions and future research, along with a summary of

findings.

Section 2: The Project

Section 2 includes discussion of the method and design of my study. I also restate

my purpose in conducting the study and my role in the research process. The method

chosen for participant selection included ethical considerations, a thorough description of

the qualitative case study instrument used for data collection, analysis, and a summary of

the core topics. I conclude this section by discussing reliability and validity issues.