BSBPMG510A Lesson 3

MANAGE PROJECTSLESSON 3 BSBPMG510A

LESSON THREE OVERVIEW

• Summary of Lesson Two

• Selecting the Project Team

• Developing Operating Guidelines for the Team

• Developing Teams Activity

SUMMARY OF LESSON TWO

• What are the nine parts of the Project Charter?

• What does the “Background” focus on?

• What should the project objective address?

• Give four examples of a business need.

• What does the project scope do?

• How do you estimate costs for the Project Charter?

SELECTING THE PROJECT TEAM

• The best teams come from a range of experience, perspectives,

skills and knowledge.

• Including less experienced people in the team can help challenge

assumptions that those who are more experience take for granted.

• They can also ask the “dumb” , sometimes insightful, questions

that “experts” fear to ask.

SELECTING THE PROJECT TEAM

• Members of Project Teams can be full-time, part-time or a mixture.

• You can have core team members who you bring in to advise and

assist as needed.

• Team members may be short term or long term.

• Project teams, if effective, tend to be very diverse in every sense

of the word. That’s what makes them effective.

PROJECT TEAM ROLES

• Project Manager

• Responsible for the effective delivery of the project

• Project Sponsor

• The project sponsor will be a senior executive in a corporation

who is responsible to the business for the success of the

project

• Project Team Member(s)

• Various roles and responsibilities dependent on skills,

experience and nature of project

• Stakeholders

PROJECT TEAM ROLES

• Project Manager

• Development of project plan

• Monitor collection of feedback on processes and products

• Manage incorporation of feedback into project processes and

products

• Manage team delivery of quality outcomes

• Manage communication and reporting on project to project

sponsor and stakeholders

PROJECT TEAM ROLES

• Project Sponsor

• Agree and monitor project criteria and how they are met

• May lead external project quality monitoring processes such as

project management committees etc

PROJECT TEAM ROLES

• Project team member(s)

• Understand standards required (for products and processes)

• Comply with quality requirements

• Provide feedback to other team members and project manager

on issues as they arise

• Contribute to collecting, checking and reporting issues

PROJECT TEAM ROLES

• Stakeholders

• Identify quality criteria required to be met by the project e.g.

environmental standards, product specifications; consultation

processes etc

• Identify processes for monitoring how the project meets that

criteria (ongoing and at the end).

FCC PROJECT TEAM• Consider the Project Brief:

• There are three major parts to the Customer Service Improvement

Initiative:

• Restructuring the Customer Service Centre to deliver an 80% First

Point of Contact Resolution Rate (it is estimated that this will

reduce complaint calls by 75%)

• Introducing a Workforce Management Plan that identifies and

rewards talent

• Installation of a new Database across all of Council that will house

all constituent and business details, customer call histories, a

knowledge base with information and FAQs, and performance

reports (this forms a sub-project of the larger project with the IT

Manager, Jim Pertwhistle, as the Project Manager).

FCC PROJECT TEAM

• There are two objectives to this project:

• retention of both State and Federal Government funding

• reversal of constituent satisfaction with Council performance.

• Key Success Criteria

• Gain formal commitment from both State and Federal Government

to retain funding within 12 months

• Achieve a reversal of constituent satisfaction with Council

performance so that 85% of voters say that they are “Satisfied” or

“Very Satisfied” with Council performance, and less than 10% say

they are “Dissatisfied” within 12 months.

FCC PROJECT TEAM

• What skills does your team need to accomplish these objectives?

• What roles would you create for your team?

• How would you measure success for these roles?

TEAM DEVELOPMENT

• Dr Bruce Tuckman published his Forming Storming Norming

Performing model in 1965.

• He added a fifth stage, Adjourning, in the 1970s.

• The Forming Storming Norming Performing theory is an elegant

and helpful explanation of team development and behaviour.

TEAM DEVELOPMENT

• Tuckman's model explains that as the team develops maturity and

ability, relationships establish, and the leader changes leadership

style.

• Beginning with a directing style, moving through coaching, then

participating, finishing delegating and almost detached.

• At this point the team may produce a successor leader and the

previous leader can move on to develop a new team.

TEAM DEVELOPMENT

Team Development

Forming

Storming

NormingPerforming

Adjourning

TEAM DEVELOPMENT

• Forming - stage 1

• High dependence on leader for guidance and direction.

• Little agreement on team aims other than received from leader.

• Individual roles and responsibilities are unclear.

• Leader must be prepared to answer lots of questions about the

team's purpose, objectives and external relationships.

• Processes are often ignored.

• Members test tolerance of system and leader.

TEAM DEVELOPMENT

• Storming - stage 2

• Decisions don't come easily within group.

• Team members vie for position as they attempt to establish

themselves in relation to other team members and the leader,

who might receive challenges from team members.

• Clarity of purpose increases but plenty of uncertainties persist.

• Cliques and factions form and there may be power struggles.

• The team needs to be focused on its goals to avoid becoming

distracted by relationships and emotional issues.

• Compromises may be required to enable progress.

• Leader coaches.

TEAM DEVELOPMENT• Norming - stage 3

• Agreement and consensus is largely forms among team, who respond well to

facilitation by leader.

• Roles and responsibilities are clear and accepted.

• Big decisions are made by group agreement.

• Smaller decisions may be delegated to individuals or small teams within group.

• Commitment and unity is strong.

• The team may engage in fun and social activities.

• The team discusses and develops its processes and working style.

• There is general respect for the leader and some of leadership is more shared

by the team.

• Leader facilitates and enables

TEAM DEVELOPMENT• Performing - stage 4

• The team is more strategically aware; the team knows clearly why it is doing what it is doing.

• The team has a shared vision and is able to stand on its own feet with no interference or

participation from the leader.

• There is a focus on over-achieving goals, and the team makes most of the decisions against

criteria agreed with the leader.

• The team has a high degree of autonomy.

• Disagreements occur but now they are resolved within the team positively and necessary

changes to processes and structure are made by the team.

• The team is able to work towards achieving the goal, and also to attend to relationship, style

and process issues along the way. team members look after each other.

• The team requires delegated tasks and projects from the leader.

• The team does not need to be instructed or assisted.

• Team members might ask for assistance from the leader with personal and interpersonal

development.

• Leader delegates and oversees.

TEAM DEVELOPMENT

• Adjourning- stage 5

• The break-up of the group, hopefully when the task is completed

successfully, its purpose fulfilled; everyone can move on to new

things, feeling good about what's been achieved.

• From an organisational perspective, recognition of and sensitivity

to people's vulnerabilities in Tuckman's fifth stage is helpful,

particularly if members of the group have been closely bonded

and feel a sense of insecurity or threat from this change.

• Feelings of insecurity would be natural for people with high

'steadiness' attributes.

• This stage is often referred to as “mourning”.

OPERATING GUIDELINES

• Review the organisation’s values and discuss whether the team

needs any additional values specific to its charter.

• Agree how you want to work together and communicate

• how quickly to respond to requests and queries

• how and when to use which types of communication tools

• how to reach decisions, air problems and concerns, deal with

disagreements and conflict.

OPERATING GUIDELINES

• These team protocols are your guiding principles for working

together and become the team’s norms after a while.

• Use the information to orient any new members joining the team.

• Early on, make time for team members to share their working

styles and how they work best, in order to lubricate their working

relationships.

• (See Chapters 7,8 and 13 for more information on working

styles, how people work best, and team and process issues)

FCC PROJECT TEAM

• For your Project Team, consider the rules that the team will be run

by:

• How often will you meet with your team?

• What is their preferred method of communication generally-

email, telephone, face-to-face, formal, informal?

• What performance measures will you set for your team in

terms of communication, punctuality, budget adherence?

PROJECT TEAM SUPPORT

Project Team

Additional Resources

Encouragement from Outside

the Project Team

Feedback from within the

Project Team

Learning & Development Opportunities

Regular Project Meetings

Mentoring & Coaching


• Additional Resources

• This can be in many forms:

• More money

• More people

• More equipment

• More access to expertise.

• It is very rare to get access to more funds, so it’s important to

think of other resources that can help you achieve the project

objectives.


• Encouragement

• Getting active encouragement from people outside of the project

team legitimises your performance in the teams eye’s.

• Feedback

• Feedback from within the team is invaluable in developing positive

team dynamics

• Positive feedback improves performance and contributes to

reaching project objectives.


• Learning & Development

• L&D opportunities can come in many forms in project situations

• Shadowing team members with different specialities

• Formal training

• Mentoring with more senior project team members

• Interaction, questioning and coaching of team members and

stakeholders


• Regular Project Team Meetings

• Regularly bringing your team together allows issues to be resolved

quickly in a safe supportive environment

• Ideas can be generated and offers of help can be made easing

stress and worries.

• Mentoring & Coaching

• Coaching and mentoring use the same skills and approach but

coaching is short term task-based and mentoring is a longer term

relationship.

DEVELOPING TEAMS• You will have noted from Tuckman’s Stages of Team Development, teams

have different development needs based on their maturity.

• Consider the following team:

• Jim Pertwhistle – IT Manager – has been with FCC for less than 6 months

(new to public sector, expert in his field, low interpersonal skills)

• Yourself – CSC Team Leader – has been with FCC for 6 months

• Yolande Christie – HR Consultant – has been with FCC for 15 years (very

experienced public servant, very good interpersonal skills, knowledgeable of

Industrial Relations)

• Jeffrey Fairbanks – Branch Manager – has been with FCC for 23 years (good

friend of current Customer Service Manager, reluctant participant)

• Catherine Buxley-Smythe – Councillor’s Assistant – newly appointed personal

assistant to Project Sponsor Jacklyn McKenzie, daughter-in-law of FCC Risk

Manager Jeff Smythe

DEVELOPING TEAMS

• Forming Stage

• What are the typical features of the Forming Stage of Team

Development?

• What challenges do you have to overcome in forming a highly

effective project team with this group?

• What actions can you, as the Project Manager, take to help form

this high performing team?

• Write down your answers on the Developing Teams Worksheet so

you can incorporate them into your Project Management Plan.

• If you are able to form groups, then do so, and brainstorm options.

LESSON FOUR OUTLINE

• The Project Management Plan

ANY QUESTIONS

Education

BSBPMG510A Lesson 3