IIL-SRS v3.0 M01 Found Con FINAL · Parcipant’sNotes: IIL9SRS& ©2016&Internaonal&Ins-tute&for&Learning,&Inc.& Stakeholder&Relaonship&Skills&for&ProjectManagers& Module&1:&Foundaon&Concepts&

Par$cipant’s Notes:

©2016 Interna-onal Ins-tute for Learning, Inc. IIL-‐SRS

Stakeholder Rela-onship Skills for Project Managers Module 1: Founda-on Concepts

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Each module builds upon the knowledge, skills, and techniques learned in the prior modules, so by the end of the course, you will have a complete understanding of this course content.




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Review these learning objec-ves carefully.

The learning content contained within this module is based on these learning objec-ves.




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These are the main topics that will be covered in this module.




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See the appendix for more informa-on on the 360˚ Project Management Competency Assessment plus a summary of the US government’s model for leadership competencies. Within that model, they define “interpersonal skills” as the ability to “consider and respond appropriately to the needs, feelings, and capabili-es of different people in different situa-ons; is tac\ul, compassionate, and sensi-ve, and treats others with respect.” This defini-on is a large part of what we have in mind when we refer to “stakeholder rela-onship skills,” the purpose of this course. In our terminology, we consider stakeholder management as either a “leadership skill” (as in our PM Competencies Module) and/or an “interpersonal skills”, as in the PMBOK® Guide (see subsequent slide for project-‐related skills from the most current version of this standard). These types of skills are oeen categorized under the broader spectrum of what is some-mes termed in the industry as “soe skills”. We are moving away from the reference to these skills as being “soe” in any manner of the word. This course is one of a growing number of courses in IIL’s Interpersonal Skills curriculum (see subsequent slide for IIL’s Interpersonal Skills




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Project management exper-se and knowledge overlaps with other business management disciplines as depicted in the diagram above.

Interpersonal skills affect all aspects of stakeholder interac-on and project success. This claim has been recognized in the latest update to the Project Management Ins-tute’s (PMI’s), PMBOK® Guide – Fieh Edi-on by the addi-on of Interpersonal Skills in:

•  Sec-on 9 – Project Human Resource Management

•  Sec-on 13 – Project Stakeholder Management

•  Appendix X3 – Interpersonal Skills

Therefore, IIL has used the needs and interests of its clients, plus the exper-se of its instructors and consultants to establish a set of boundaries and an associated curriculum to cover the intersec-on of Interpersonal Skills with the needs of Project Managers and other major Project Stakeholders. (See next slide).




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IIL recognizes the importance of all of the following Interpersonal Skills (IPS) areas:

•  Communica$on – showcased in the intermediate-‐level course, with introductory material in both founda-on courses, some addi-onal depth of treatment represented in both advanced courses, plus opportuni-es for applying the theory in both simula-ons. (Note that the Effec-ve Presenta-ons course is a rigorous treatment of this cri-cal skill, but posi-oned at the Founda-on level, since there would be no prerequisites and its lessons are enablers for the mastery of all Intermediate and Advanced skills.)

•  Conflict Resolu$on – showcased in the intermediate-‐level course, with introductory material in the Intro to IPS course, some addi-onal depth of treatment represented in both advanced courses, plus opportuni-es for applying the theory in both simula-ons.

•  Nego$a$on – showcased in the intermediate-‐level course, plus some synergy with Conflict Resolu-on, and opportuni-es for applying the theory in both simula-ons.

•  Stakeholder Rela$onships – showcased in this course, with introductory material in the Intro to IPS course, some addi-onal depth of treatment represented in both advanced courses, plus opportuni-es for applying the theory in both simula-ons.

•  Enabling Change – showcased in the intermediate-‐level course, with introductory material in the Intro to IPS course, some addi-onal depth of treatment represented in both advanced courses.




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In the classroom, record your results on a flip chart.

Use the whiteboard feature in the Centra environment.

Be prepared to share your results with the class.




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A project stakeholder may also exert influence over the project and its deliverables.

While in some ways “stakeholder management” may have been an adequate choice for labeling the skills targeted in this course, we deliberately chose stakeholder rela-onships skills, because of the significant impacts of the inevitable emo-onal side of the connec-ons among project stakeholders. Those impacts are what make this segment of Interpersonal Skills incredibly complex and subsequently, difficult to master.

Let’s consider next the task of iden-fying stakeholders in a project situa-on.




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Stakeholders’ par-cipa-on in projects covers a wide range of possibili-es, including “varying levels of responsibility and authority,” which can vary over -me in the project and across types of involvement.

-‐ PMBOK® Guide – Fieh Edi-on, p. 31

Stakeholder iden-fica-on is a con-nuous process throughout the en-re project life cycle. Iden-fying stakeholders, understanding their rela-ve degree of influence on a project, and balancing their demands, needs, and expecta-ons are cri-cal to the success of the project. Failure to do so can lead to delays, cost increases, unexpected issues, and other nega-ve consequences including project cancella-on. An example is late recogni-on that the legal department is a significant stakeholder, which results in delays and increased expenses due to legal requirements that are required to be met before the project can be completed or the product scope is delivered.”




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Other stakeholders can be found across many different categories including:

•  Project managers

•  Project team

•  Por\olio managers

•  Program managers

•  Project management office

•  Opera-ons management

•  Contractors •  Owners and investors

•  Team members families •  Government agencies and media

outlets •  Individual ci-zens

•  Temporary or permanent lobbying organiza-ons

•  Standards and/or regulatory bodies

•  Society at large




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Follow the instructor’s direc-ons and use the recommended materials to complete the tasks.

Consider sharing your results as the instructor asks for volunteers during the debrief.




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These symptoms are signals that the team has not emerged from the storming stage. These ini-al symptoms can lead to more serious symptoms that affect your project rela-onships and your project performance.




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Sec-on 13 of the PMBOK® Guide – Fieh Edi-on provides addi-onal clarifica-on and suggests the following models for stakeholder analysis:

•  “Power / interest…

•  Power / influence…

•  Influence / impact…

•  Salience…power / urgency / legi-macy…”

PMBOK® Guide – Fieh Edi-on, p. 396

However, these discrete models, in many cases, fall short of providing the depth and interac-ve analysis needed on today’s projects. For the purpose of the balance of this course, we will strive to fill in the gaps between the tradi-onal approaches and what addi-onal techniques we perceive as necessary to cope with today’s more complex reality. But first, let’s discover what opportuni-es you may have already encountered in going beyond the tradi-onal approaches.




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In the next module, we will define these stakeholder categories (outer ring) and their rela-onships to the PLC phases (inner ring) and a set of rela-onship-‐based skill families (central core). But since it will take the whole module to get there, we wanted to provide a brief preview of it here – just so that you know where we are headed.

One of the best ways to think of this model is from the core out. Let’s keep the four families of rela-onship skills “anchored” while we look out through the PLC layer, which can be “spun” to align with the current PLC phase. In turn, the outer circle can also be “spun” so that each family of skills in some way supports every combina-on of Stakeholder category/PLC phase. However, if we tried to cover all that territory, we would need a two-‐week workshop. So, in our model, we have posi-oned each family of rela-onship skills opposite the major categories for which that family provides the most effec-ve solu-ons.

In some cases, there is also a primary PLC phase, e.g., we see the Advocacy family of skills having the most impact with Governing Bodies, especially in the early stages or Concept phase. That does not mean that the skills that we describe as being in the Advocacy family will not be needed for other combina-ons of stakeholder category/PLC phase, but that the par-cular combina-on we have iden-fied will be used to demonstrate the skill, in what we think is the most effec-ve scenario for prac-ce and successful knowledge transfer.




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Do you have any ques-ons related to any of the topics covered in this module?

What key concepts and ideas were the most valuable for you? Which do you think you can implement within your organiza-on?

Documents

IIL-SRS v3.0 M01 Found Con FINAL · Parcipant’sNotes: IIL9SRS& ©2016&Internaonal&Ins-tute&for&Learning,&Inc.& Stakeholder&Relaonship&Skills&for&ProjectManagers& Module&1:&Foundaon&Concepts&