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– ## discussiononleadership26.docx
– ## Discussion1.2articleProjectLeadershipversusProjectManagementLeveragetheInfluenceoftheProjectTeams.pdf
**## discussiononleadership26.docx**
**Please read Project Leadership versus Project Management— Leverage the Influence of the Project Teams. This is your opportunity to share a topic or element of the article that blew your mind. Tell us briefly what the topic is and then why it was so interesting to you based on your work, future goals, or life experiences.**
**Make sure to cite the article in APA (as it's good practice) at the end of the post.**
**## Discussion1.2articleProjectLeadershipversusProjectManagementLeveragetheInfluenceoftheProjectTeams.pdf**
Project Leadership versus Project Management—
Leverage the Influence of the Project Teams
Lee A. Peters, M.S.C.E., P.E., Peters & Company Engineering and Management Services, Inc.
Introduction
Skilled project managers are skilled project leaders.
People accomplish projects. People are led, influenced,
encouraged. People are not controlled, intimidated, or
abused. Leadership is the critical success factor for pro-
ject excellence. Leading requires knowing what is lead-
ership and what is management. High-performance pro-
ject managers and project teams must move in multiple
dimensions, only one of which is leadership. These
dimensions are: Work (the doing of the project), Project
(the evolution of the project), Team (the people),
Management (the metrics), Organizational (the parent),
and Leadership (the soul). The insightful teams know
what skillset is required by the issue at hand.
We developed a leadership model to help us analyze
and understand leadership. The model was tested against
all the dimensions. Other learning and insight were then
derived. This paper explores this learning, specifically ad-
dressing those in leadership. Recommendations are given
for using this model in daily project management.
Project System
Project leaders will add value to a project in a thousand
ways different from the project managers. Leaders need
to know what are the issues at hand and how to influ-
ence the project. Notice in the system model that the
resources feed the project process.
Managers control or strongly influence the inputs, the
process, and the result. Leaders and Leadership define the
environment, the surroundings of the project. Leaders
provide the platform for projects and project manage-
ment. Leaders improve processes and people. Managers
use processes and people to produce results.
Project team members must be multi-hatted, working
in more than one dimension. One person can greatly in-
fluence a broad spectrum of issues. However, gaps exist
where others must step up to be successful. A project team
that can lead will influence vast areas of the organization
and its projects.
Proceedings of the 29th Annual Project Mana
Long Beach, California, USA: Pape
Dimensions
Initially we applied the leadership model to the project
work, management, and organization. It became obvious
that we had to allow both the project process and teams
to become their own dimensions. Work (originally the
technical) also changed becoming either a second output
or a first of two stages of the same output. The output is
accomplished work. Satisfaction is the outcome of other
factors in addition to the work.
Methods emerged as crucial. Work quantity and quali-
ty are controlled by methods. Methods are controlled by
a number of variables: experience, materials, people,
tools, and equipment. A key element of planning is the se-
lection of the method for each step.
Teams are crucial. How they work and play together
determines how much work can be accomplished. Team
processes must be intentionally built. Teams then must be
nurtured and grown. Team processes are more than team
building. It is how the team does its work. We are investi-
gating project teams. The issues here are just a beginning;
it is a topic for a later date.
The project process was listed on the Project System as
the integrating mechanism, but it now required its own di-
mension. The project process is everything else but the
work of the project. All the logistics, planning, scheduling,
and procurement are in this dimension. We started with
four dimensions and ended with six.
The Team Leads
This leadership model provides a structure for analyzing
the issues and quickly deciding on action. The model
also equips a project team to plan leadership activities.
Notice—the project team! One person, the project man-
ager, has more than enough work in running the project
to be all things to all people. The project team, if vested
with the responsibility, can lead the project in potent
ways. Because the model cleanly differentiates among
the dimensions, the project team can have greater
impact. The actions and the responsibility to act are
cleanly described in each dimension.
gement Institute 1998 Seminars & Symposium
rs Presented October 9 to 15, 1998
Proceedings of the 29th Annual Project Management Institute 1998 Seminars & Symposium
Long Beach, California, USA: Papers Presented October 9 to 15, 1998
Process
Resources
Input Output
Metrics
Leadership
Project
System
PROJECT
Methods
TEAM
Forming
Decisions
Goals
Problem
Solving
Conflict
Resolution
Planning
Maintenance
Closing
LEADERSHIP
Vision
Values
Ethics
Communication
Culture
Recognition
Rewards
INPUT
Project
Portfolio
Prospecting
Mine
Nuggets
Dust
Tailings
RESOURCES
Management
People
Tools
& Equipment
Materials
Money
Time
Information
METRICS
Scope
Time
Cost
Quality
Performance
Relationships
Risk
Results
Learning
OUTPUT
Satisfaction
Owner
User
Team
Suppliers
Contractors
Organization
PROCESS
Create the Concept
Define the Results
and Criteria
Establish the Scope
Plan Requirements
Estimate Effort
Schedule Performance
Procure Resources
Execute Activities
Evaluate Results
Learn and Improve
Closure
Exhibit 1. Project System
PURPOSE
PEOPLE
PROCESS RESULTS
WHAT?
(Mind)
HOW?
(Strength)
WHY?
(Spirit)
WHO?
(Heart)
Exhibit 2. Achievement Model
Behavior
Action
Behavior
Paint the
Picture
Purpose
Why?
Spirit
Process
How?
Strength
Results
What?
Mind
People
Who?
Heart
Participative / People / External / Subjective
Analytical / Task / Internal / Objective
Celebrate
Victory
Challenge
the Process
Search for
Limits
Imprint the
Vision
Instill
Courage
Ever
Improve
Success
Enable
Teams to
Act
See the
Possible
Be the
Model
Value
Learning
Risk Action
Exhibit 3. Leadership
Evolution
This leadership model evolved out of teaching project
management. Several other models contributed to the
evolution. The achievement model was significant.
The structure for the model was applied to the other
dimensions (technical, organizational, and management)
and then modified (work, project, team, management,
leadership, and organization). The result is powerful. The
differences between each dimension became vividly ap-
parent. The model provides another structure, another ap-
proach to organizing the PMBOK.
The Model
The model is a three-by-four grid that can be quickly
understood by a project team. The structure can aid in
planning the project plan, building powerful project
processes, and diagnosing project problems.
The first dimension is the work—the technical aspects of
the project. The second dimension is the project—the work
of preparing to do a project, as well as ending the project, and
all the other work of the project process. The third is the pro-
ject team, which may come before or after the fourth, man-
agement. The organization with its policies, procedures, and
influence becomes the fifth. Leadership is the sixth dimension.
The Project Process
The project or the project process was added from our
learning. Teams have to do the technical work of the pro-
ject, then they have to do all the nontechnical administra-
Proceedings of the 29th Annual Project Manag
Long Beach, California, USA: Paper
tive or logistical work to get ready or to support the pro-
ject. There is a great deal of effort required to manage the
resources—to identify, procure, receive, and deploy mate-
rials, tools, equipment, information, workers, and money.
Project System Revised
Methods moved out of our list of resources into a new col-
umn on the project system. Method is intimately connected
with the work and is more than a resource. A project manag-
er’s critical competency is selecting methods. Methods are a
strategic decision. Construction is moving to design-build,
recognizing that methods can drive design, that a lot of design
is superfluous once the methods and materials are selected.
The PMBOK is a mixture of resource management and
metrics’ management. There is no structure holding the
parts of the PMBOK together. This hierarchical frame of
work, project, team, management, and leadership pro-
vides another approach.
The project system needs to be three-dimensional to ac-
commodate these new dimensions. Metrics and manage-
ment are in essence the same. Work can be a vector coming
into the far side of the process. The project team—man-
agement in the list of resources—is a vector coming into the
front of the project process. Leadership still surrounds the
project system—a creature. The project takes a life of its
own—a “sentient being” in Star Trek language.
Organization
The final dimension is still under revision. The organization
employs project management as a discipline—an approach
for accomplishing change quicker, faster, better, and cheaper.
ement Institute 1998 Seminars & Symposium
s Presented October 9 to 15, 1998
Behavior
Action
Behavior
Build the
Project Flow
Chart
Relate to
Stakeholders
Deploy
Resources
Plan the Work
of Each Phase
Purpose
Why?
Spirit
Process
How?
Strength
Results
What?
Mind
People
Who?
Heart
Participative / People / External / Subjective
Analytical / Task / Internal / Objective
Identify the
Work of
Doing the
Project
Build
Relationships
Complete
Each Phase of
the Project
Build Each
Phase of the
Project
See the
Project Flow
Anticipate
Evolving
Relationships
Expedite
Progress
Measure
Project
Progress
Exhibit 4. Project Process
Behavior
Action
Behavior
Negotiate
Permission,
Power,
Protection
Identify
Required Team
Knowledge,
Skills, Attitudes
Empower
Team with
Authority and
Responsibility
Plan
Structure
and Team
Processes
Purpose
Why?
Spirit
Process
How?
Strength
Results
What?
Mind
People
Who?
Heart
Participative / People / External / Subjective
Analytical / Task / Internal / Objective
Charter the
Team
Build Team
Skills
Operate
Team
Processes
Build Team
Processes
See Team
Possibilities
Identify
Future Team
Needs
Resolve
Conflict
Measure
Team
Processes
Exhibit 5. Team
This is the level of multiple project management. The organi-
zation has to learn to make strategic change without making
strategic disruptions. Project management becomes strategic
project management, moving into the implementation of
corporate strategy. Selection of strategic issues and managing
the change process using steering committees, project offices,
and program managers become another level to project man-
agement. Selection, planning, implementation, oversight, and
recovery of projects become key corporate skills.
Application
Project Leaders can use the model and each of its dimen-
sions to identify and define the issues of project execu-
Proceedings of the 29th Annual Project Manag
Long Beach, California, USA: Paper
tion, analyze and develop solutions, then implement
quality improvements in the project processes, systems,
and metrics.
Planning the work is an important step that this mod-
el emphasizes.
Project Management evolves as a higher-level activity—
the management of metrics. We looked at the project sys-
tem to see if management should be added to the struc-
ture. Metrics jumped out. Project management is the
management of metrics. Management is the identification
of the measurements to observe during project execution,
the taking of those measurements, then the feedback to
the project what needs to be modified or changed to bring
the metric in line with the goals of the project.
ement Institute 1998 Seminars & Symposium
s Presented October 9 to 15, 1998
Behavior
Action
Behavior
Describe the
Achievable
Outcomes
Negotiate
Resources
Identify
Technical
• Materials
• Tools
• Equipment
• Information
• Knowledge
• Skill
• Attitudes
Plan:
•Methods
Purpose
Why?
Spirit
Process
How?
Strength
Results
What?
Mind
People
Who?
Heart
Participative / People / External / Subjective
Analytical / Task / Internal / Objective
Transform
Concept into
Achievable
Outcomes
Build
Technical
Skills
Operate
Methods
Build Methods
See How to
Achieve
Result
Know Future
Technical
Needs
Resolve
Problems
Measure
Methods
Exhibit 7. Work
Behavior
Action
Behavior
Apply Project
Discipline to
Strategic
Initiatives
CreateSteering
Groups,Program
Managers,
ProgramOffices
DeployResources
for Strategic
Programs and
Projects
PlanStrategic
ProjectProcesses:
Identify,Launch,
Complete,Review
Purpose
Why?
Spirit
Process
How?
Strength
Results
What?
Mind
People
Who?
Heart
Participative / People / External / Subjective
Analytical / Task / Internal / Objective
Improve the
Strategic Change
Process
Equip
Organization
Project Skills
Complete
Strategic
Projects
Build Strategic
Project
Processes
See Strategic
Initiatives
See Future
Organization
Needs
Resolve
Conflicts
Measure
Strategic Project
Processes
Exhibit 6. Organization
Notice that relationships, risk, results, and learning are
metrics. Measuring those is for another time.
Leadership can be planned as any other phase of the project.
Team processes can be planned alongside materials processes.
Using this model and leadership skills will lift the pro-
ject manager to the level of a project prophet—the mystic
who knows when to take the proper action.
Imprinting the Vision
Consider sharing with all of the members of the project
team and any other contributors the concept of the fol-
lowing items:
Proceedings of the 29th Annual Project Mana
Long Beach, California, USA: Pape
• result of the project and what that will mean to the dif-
ferent stakeholders
• project itself and specific objectives on the quality of
the completed project
• project process and goals for the quality of the process
• project team and the goals for the quality of the team work
• project management process, tools, and quality.
Enable Teams to Act
• Talk to the team and to the workers. What prevents
them from doing the best work they are capable of?
gement Institute 1998 Seminars & Symposium
rs Presented October 9 to 15, 1998
Behavior
Action
Behavior
Negotiate
Scope,
Boundaries,
Authority
Know the
Customer
Resolve
Resources
Plan Means
and
Management
Purpose
Why?
Spirit
Process
How?
Strength
Results
What?
Mind
People
Who?
Heart
Participative / People / External / Subjective
Analytical / Task / Internal / Objective
Establish the
Mission
Satisfy the
Customer
Operate Project
Processes and
Systems
Build Project
Processes and
Systems
See Project
Possibilities
Know Future
Customer
Needs
Review the
Risk
Measure
Project
Processes
Exhibit 8. Management
Exhibit 9. Questions
What is the vision?
How do we communicate that vision?
When will we know the vision is imprinted on all players?
What limits our action?
How do we remove the restrictive limits?
What do we need—knowledge, skill, attitudes, processes, tools—to act?
What is possible in success? Just how good can it be?
How do we improve processes to stretch the envelope of success?
What do we need to learn …
—individually, as a team, organizationally?
—to stretch the envelope of success?
What courage do all of the players need? What will instill that courage?
How do we model bravery?
In what ways will we celebrate, recognize, and reward victory?
• Look at the work and the options for methods. Let the
team assist in selecting methods.
• Review the resources: management, materials, tools,
equipment, information, and time. What would con-
tribute to better team performance? Specifically how
would that addition or reduction aid their performance?
What measurement could tell if there was a difference?
Look for the 5 percent of things that account for 50
percent of their success (Peters Principle). What twenty
small changes would significantly impact their perfor-
mance? Look in all dimensions: Work, Project, Manage-
ment, Organization, and Leadership.
Make the changes.
Proceedings of the 29th Annual Project Mana
Long Beach, California, USA: Pape
Ever Improve Success
Run pilots; run small parts of the project to test the sys-
tems and teach the team; look for repetitive activities
(there are many of these in the project management).
Concentrate on planning early.
Review the learning from previous projects, also the
quality. Plan the learning and the quality. Use the Leader-
ship Model: Work, Project, Team, Project Management,
Leadership, and Organization.
Decide on the metrics. Define what will constitute suc-
cess, what will be failure, what is the range of tolerance,
how to keep the variation limited.
gement Institute 1998 Seminars & Symposium
rs Presented October 9 to 15, 1998
**## Discussion1.2articleProjectLeadershipversusProjectManagementLeveragetheInfluenceoftheProjectTeams.pdf**
Project Leadership versus Project Management—
Leverage the Influence of the Project Teams
Lee A. Peters, M.S.C.E., P.E., Peters & Company Engineering and Management Services, Inc.
Introduction
Skilled project managers are skilled project leaders.
People accomplish projects. People are led, influenced,
encouraged. People are not controlled, intimidated, or
abused. Leadership is the critical success factor for pro-
ject excellence. Leading requires knowing what is lead-
ership and what is management. High-performance pro-
ject managers and project teams must move in multiple
dimensions, only one of which is leadership. These
dimensions are: Work (the doing of the project), Project
(the evolution of the project), Team (the people),
Management (the metrics), Organizational (the parent),
and Leadership (the soul). The insightful teams know
what skillset is required by the issue at hand.
We developed a leadership model to help us analyze
and understand leadership. The model was tested against
all the dimensions. Other learning and insight were then
derived. This paper explores this learning, specifically ad-
dressing those in leadership. Recommendations are given
for using this model in daily project management.
Project System
Project leaders will add value to a project in a thousand
ways different from the project managers. Leaders need
to know what are the issues at hand and how to influ-
ence the project. Notice in the system model that the
resources feed the project process.
Managers control or strongly influence the inputs, the
process, and the result. Leaders and Leadership define the
environment, the surroundings of the project. Leaders
provide the platform for projects and project manage-
ment. Leaders improve processes and people. Managers
use processes and people to produce results.
Project team members must be multi-hatted, working
in more than one dimension. One person can greatly in-
fluence a broad spectrum of issues. However, gaps exist
where others must step up to be successful. A project team
that can lead will influence vast areas of the organization
and its projects.
Proceedings of the 29th Annual Project Mana
Long Beach, California, USA: Pape
Dimensions
Initially we applied the leadership model to the project
work, management, and organization. It became obvious
that we had to allow both the project process and teams
to become their own dimensions. Work (originally the
technical) also changed becoming either a second output
or a first of two stages of the same output. The output is
accomplished work. Satisfaction is the outcome of other
factors in addition to the work.
Methods emerged as crucial. Work quantity and quali-
ty are controlled by methods. Methods are controlled by
a number of variables: experience, materials, people,
tools, and equipment. A key element of planning is the se-
lection of the method for each step.
Teams are crucial. How they work and play together
determines how much work can be accomplished. Team
processes must be intentionally built. Teams then must be
nurtured and grown. Team processes are more than team
building. It is how the team does its work. We are investi-
gating project teams. The issues here are just a beginning;
it is a topic for a later date.
The project process was listed on the Project System as
the integrating mechanism, but it now required its own di-
mension. The project process is everything else but the
work of the project. All the logistics, planning, scheduling,
and procurement are in this dimension. We started with
four dimensions and ended with six.
The Team Leads
This leadership model provides a structure for analyzing
the issues and quickly deciding on action. The model
also equips a project team to plan leadership activities.
Notice—the project team! One person, the project man-
ager, has more than enough work in running the project
to be all things to all people. The project team, if vested
with the responsibility, can lead the project in potent
ways. Because the model cleanly differentiates among
the dimensions, the project team can have greater
impact. The actions and the responsibility to act are
cleanly described in each dimension.
gement Institute 1998 Seminars & Symposium
rs Presented October 9 to 15, 1998
Proceedings of the 29th Annual Project Management Institute 1998 Seminars & Symposium
Long Beach, California, USA: Papers Presented October 9 to 15, 1998
Process
Resources
Input Output
Metrics
Leadership
Project
System
PROJECT
Methods
TEAM
Forming
Decisions
Goals
Problem
Solving
Conflict
Resolution
Planning
Maintenance
Closing
LEADERSHIP
Vision
Values
Ethics
Communication
Culture
Recognition
Rewards
INPUT
Project
Portfolio
Prospecting
Mine
Nuggets
Dust
Tailings
RESOURCES
Management
People
Tools
& Equipment
Materials
Money
Time
Information
METRICS
Scope
Time
Cost
Quality
Performance
Relationships
Risk
Results
Learning
OUTPUT
Satisfaction
Owner
User
Team
Suppliers
Contractors
Organization
PROCESS
Create the Concept
Define the Results
and Criteria
Establish the Scope
Plan Requirements
Estimate Effort
Schedule Performance
Procure Resources
Execute Activities
Evaluate Results
Learn and Improve
Closure
Exhibit 1. Project System
PURPOSE
PEOPLE
PROCESS RESULTS
WHAT?
(Mind)
HOW?
(Strength)
WHY?
(Spirit)
WHO?
(Heart)
Exhibit 2. Achievement Model
Behavior
Action
Behavior
Paint the
Picture
Purpose
Why?
Spirit
Process
How?
Strength
Results
What?
Mind
People
Who?
Heart
Participative / People / External / Subjective
Analytical / Task / Internal / Objective
Celebrate
Victory
Challenge
the Process
Search for
Limits
Imprint the
Vision
Instill
Courage
Ever
Improve
Success
Enable
Teams to
Act
See the
Possible
Be the
Model
Value
Learning
Risk Action
Exhibit 3. Leadership
Evolution
This leadership model evolved out of teaching project
management. Several other models contributed to the
evolution. The achievement model was significant.
The structure for the model was applied to the other
dimensions (technical, organizational, and management)
and then modified (work, project, team, management,
leadership, and organization). The result is powerful. The
differences between each dimension became vividly ap-
parent. The model provides another structure, another ap-
proach to organizing the PMBOK.
The Model
The model is a three-by-four grid that can be quickly
understood by a project team. The structure can aid in
planning the project plan, building powerful project
processes, and diagnosing project problems.
The first dimension is the work—the technical aspects of
the project. The second dimension is the project—the work
of preparing to do a project, as well as ending the project, and
all the other work of the project process. The third is the pro-
ject team, which may come before or after the fourth, man-
agement. The organization with its policies, procedures, and
influence becomes the fifth. Leadership is the sixth dimension.
The Project Process
The project or the project process was added from our
learning. Teams have to do the technical work of the pro-
ject, then they have to do all the nontechnical administra-
Proceedings of the 29th Annual Project Manag
Long Beach, California, USA: Paper
tive or logistical work to get ready or to support the pro-
ject. There is a great deal of effort required to manage the
resources—to identify, procure, receive, and deploy mate-
rials, tools, equipment, information, workers, and money.
Project System Revised
Methods moved out of our list of resources into a new col-
umn on the project system. Method is intimately connected
with the work and is more than a resource. A project manag-
er’s critical competency is selecting methods. Methods are a
strategic decision. Construction is moving to design-build,
recognizing that methods can drive design, that a lot of design
is superfluous once the methods and materials are selected.
The PMBOK is a mixture of resource management and
metrics’ management. There is no structure holding the
parts of the PMBOK together. This hierarchical frame of
work, project, team, management, and leadership pro-
vides another approach.
The project system needs to be three-dimensional to ac-
commodate these new dimensions. Metrics and manage-
ment are in essence the same. Work can be a vector coming
into the far side of the process. The project team—man-
agement in the list of resources—is a vector coming into the
front of the project process. Leadership still surrounds the
project system—a creature. The project takes a life of its
own—a “sentient being” in Star Trek language.
Organization
The final dimension is still under revision. The organization
employs project management as a discipline—an approach
for accomplishing change quicker, faster, better, and cheaper.
ement Institute 1998 Seminars & Symposium
s Presented October 9 to 15, 1998
Behavior
Action
Behavior
Build the
Project Flow
Chart
Relate to
Stakeholders
Deploy
Resources
Plan the Work
of Each Phase
Purpose
Why?
Spirit
Process
How?
Strength
Results
What?
Mind
People
Who?
Heart
Participative / People / External / Subjective
Analytical / Task / Internal / Objective
Identify the
Work of
Doing the
Project
Build
Relationships
Complete
Each Phase of
the Project
Build Each
Phase of the
Project
See the
Project Flow
Anticipate
Evolving
Relationships
Expedite
Progress
Measure
Project
Progress
Exhibit 4. Project Process
Behavior
Action
Behavior
Negotiate
Permission,
Power,
Protection
Identify
Required Team
Knowledge,
Skills, Attitudes
Empower
Team with
Authority and
Responsibility
Plan
Structure
and Team
Processes
Purpose
Why?
Spirit
Process
How?
Strength
Results
What?
Mind
People
Who?
Heart
Participative / People / External / Subjective
Analytical / Task / Internal / Objective
Charter the
Team
Build Team
Skills
Operate
Team
Processes
Build Team
Processes
See Team
Possibilities
Identify
Future Team
Needs
Resolve
Conflict
Measure
Team
Processes
Exhibit 5. Team
This is the level of multiple project management. The organi-
zation has to learn to make strategic change without making
strategic disruptions. Project management becomes strategic
project management, moving into the implementation of
corporate strategy. Selection of strategic issues and managing
the change process using steering committees, project offices,
and program managers become another level to project man-
agement. Selection, planning, implementation, oversight, and
recovery of projects become key corporate skills.
Application
Project Leaders can use the model and each of its dimen-
sions to identify and define the issues of project execu-
Proceedings of the 29th Annual Project Manag
Long Beach, California, USA: Paper
tion, analyze and develop solutions, then implement
quality improvements in the project processes, systems,
and metrics.
Planning the work is an important step that this mod-
el emphasizes.
Project Management evolves as a higher-level activity—
the management of metrics. We looked at the project sys-
tem to see if management should be added to the struc-
ture. Metrics jumped out. Project management is the
management of metrics. Management is the identification
of the measurements to observe during project execution,
the taking of those measurements, then the feedback to
the project what needs to be modified or changed to bring
the metric in line with the goals of the project.
ement Institute 1998 Seminars & Symposium
s Presented October 9 to 15, 1998
Behavior
Action
Behavior
Describe the
Achievable
Outcomes
Negotiate
Resources
Identify
Technical
• Materials
• Tools
• Equipment
• Information
• Knowledge
• Skill
• Attitudes
Plan:
•Methods
Purpose
Why?
Spirit
Process
How?
Strength
Results
What?
Mind
People
Who?
Heart
Participative / People / External / Subjective
Analytical / Task / Internal / Objective
Transform
Concept into
Achievable
Outcomes
Build
Technical
Skills
Operate
Methods
Build Methods
See How to
Achieve
Result
Know Future
Technical
Needs
Resolve
Problems
Measure
Methods
Exhibit 7. Work
Behavior
Action
Behavior
Apply Project
Discipline to
Strategic
Initiatives
CreateSteering
Groups,Program
Managers,
ProgramOffices
DeployResources
for Strategic
Programs and
Projects
PlanStrategic
ProjectProcesses:
Identify,Launch,
Complete,Review
Purpose
Why?
Spirit
Process
How?
Strength
Results
What?
Mind
People
Who?
Heart
Participative / People / External / Subjective
Analytical / Task / Internal / Objective
Improve the
Strategic Change
Process
Equip
Organization
Project Skills
Complete
Strategic
Projects
Build Strategic
Project
Processes
See Strategic
Initiatives
See Future
Organization
Needs
Resolve
Conflicts
Measure
Strategic Project
Processes
Exhibit 6. Organization
Notice that relationships, risk, results, and learning are
metrics. Measuring those is for another time.
Leadership can be planned as any other phase of the project.
Team processes can be planned alongside materials processes.
Using this model and leadership skills will lift the pro-
ject manager to the level of a project prophet—the mystic
who knows when to take the proper action.
Imprinting the Vision
Consider sharing with all of the members of the project
team and any other contributors the concept of the fol-
lowing items:
Proceedings of the 29th Annual Project Mana
Long Beach, California, USA: Pape
• result of the project and what that will mean to the dif-
ferent stakeholders
• project itself and specific objectives on the quality of
the completed project
• project process and goals for the quality of the process
• project team and the goals for the quality of the team work
• project management process, tools, and quality.
Enable Teams to Act
• Talk to the team and to the workers. What prevents
them from doing the best work they are capable of?
gement Institute 1998 Seminars & Symposium
rs Presented October 9 to 15, 1998
Behavior
Action
Behavior
Negotiate
Scope,
Boundaries,
Authority
Know the
Customer
Resolve
Resources
Plan Means
and
Management
Purpose
Why?
Spirit
Process
How?
Strength
Results
What?
Mind
People
Who?
Heart
Participative / People / External / Subjective
Analytical / Task / Internal / Objective
Establish the
Mission
Satisfy the
Customer
Operate Project
Processes and
Systems
Build Project
Processes and
Systems
See Project
Possibilities
Know Future
Customer
Needs
Review the
Risk
Measure
Project
Processes
Exhibit 8. Management
Exhibit 9. Questions
What is the vision?
How do we communicate that vision?
When will we know the vision is imprinted on all players?
What limits our action?
How do we remove the restrictive limits?
What do we need—knowledge, skill, attitudes, processes, tools—to act?
What is possible in success? Just how good can it be?
How do we improve processes to stretch the envelope of success?
What do we need to learn …
—individually, as a team, organizationally?
—to stretch the envelope of success?
What courage do all of the players need? What will instill that courage?
How do we model bravery?
In what ways will we celebrate, recognize, and reward victory?
• Look at the work and the options for methods. Let the
team assist in selecting methods.
• Review the resources: management, materials, tools,
equipment, information, and time. What would con-
tribute to better team performance? Specifically how
would that addition or reduction aid their performance?
What measurement could tell if there was a difference?
Look for the 5 percent of things that account for 50
percent of their success (Peters Principle). What twenty
small changes would significantly impact their perfor-
mance? Look in all dimensions: Work, Project, Manage-
ment, Organization, and Leadership.
Make the changes.
Proceedings of the 29th Annual Project Mana
Long Beach, California, USA: Pape
Ever Improve Success
Run pilots; run small parts of the project to test the sys-
tems and teach the team; look for repetitive activities
(there are many of these in the project management).
Concentrate on planning early.
Review the learning from previous projects, also the
quality. Plan the learning and the quality. Use the Leader-
ship Model: Work, Project, Team, Project Management,
Leadership, and Organization.
Decide on the metrics. Define what will constitute suc-
cess, what will be failure, what is the range of tolerance,
how to keep the variation limited.
gement Institute 1998 Seminars & Symposium
rs Presented October 9 to 15, 1998
**## discussiononleadership26.docx**
**Please read Project Leadership versus Project Management— Leverage the Influence of the Project Teams. This is your opportunity to share a topic or element of the article that blew your mind. Tell us briefly what the topic is and then why it was so interesting to you based on your work, future goals, or life experiences.**
**Make sure to cite the article in APA (as it's good practice) at the end of the post.**
**## Discussion1.2articleProjectLeadershipversusProjectManagementLeveragetheInfluenceoftheProjectTeams.pdf**
Project Leadership versus Project Management—
Leverage the Influence of the Project Teams
Lee A. Peters, M.S.C.E., P.E., Peters & Company Engineering and Management Services, Inc.
Introduction
Skilled project managers are skilled project leaders.
People accomplish projects. People are led, influenced,
encouraged. People are not controlled, intimidated, or
abused. Leadership is the critical success factor for pro-
ject excellence. Leading requires knowing what is lead-
ership and what is management. High-performance pro-
ject managers and project teams must move in multiple
dimensions, only one of which is leadership. These
dimensions are: Work (the doing of the project), Project
(the evolution of the project), Team (the people),
Management (the metrics), Organizational (the parent),
and Leadership (the soul). The insightful teams know
what skillset is required by the issue at hand.
We developed a leadership model to help us analyze
and understand leadership. The model was tested against
all the dimensions. Other learning and insight were then
derived. This paper explores this learning, specifically ad-
dressing those in leadership. Recommendations are given
for using this model in daily project management.
Project System
Project leaders will add value to a project in a thousand
ways different from the project managers. Leaders need
to know what are the issues at hand and how to influ-
ence the project. Notice in the system model that the
resources feed the project process.
Managers control or strongly influence the inputs, the
process, and the result. Leaders and Leadership define the
environment, the surroundings of the project. Leaders
provide the platform for projects and project manage-
ment. Leaders improve processes and people. Managers
use processes and people to produce results.
Project team members must be multi-hatted, working
in more than one dimension. One person can greatly in-
fluence a broad spectrum of issues. However, gaps exist
where others must step up to be successful. A project team
that can lead will influence vast areas of the organization
and its projects.
Proceedings of the 29th Annual Project Mana
Long Beach, California, USA: Pape
Dimensions
Initially we applied the leadership model to the project
work, management, and organization. It became obvious
that we had to allow both the project process and teams
to become their own dimensions. Work (originally the
technical) also changed becoming either a second output
or a first of two stages of the same output. The output is
accomplished work. Satisfaction is the outcome of other
factors in addition to the work.
Methods emerged as crucial. Work quantity and quali-
ty are controlled by methods. Methods are controlled by
a number of variables: experience, materials, people,
tools, and equipment. A key element of planning is the se-
lection of the method for each step.
Teams are crucial. How they work and play together
determines how much work can be accomplished. Team
processes must be intentionally built. Teams then must be
nurtured and grown. Team processes are more than team
building. It is how the team does its work. We are investi-
gating project teams. The issues here are just a beginning;
it is a topic for a later date.
The project process was listed on the Project System as
the integrating mechanism, but it now required its own di-
mension. The project process is everything else but the
work of the project. All the logistics, planning, scheduling,
and procurement are in this dimension. We started with
four dimensions and ended with six.
The Team Leads
This leadership model provides a structure for analyzing
the issues and quickly deciding on action. The model
also equips a project team to plan leadership activities.
Notice—the project team! One person, the project man-
ager, has more than enough work in running the project
to be all things to all people. The project team, if vested
with the responsibility, can lead the project in potent
ways. Because the model cleanly differentiates among
the dimensions, the project team can have greater
impact. The actions and the responsibility to act are
cleanly described in each dimension.
gement Institute 1998 Seminars & Symposium
rs Presented October 9 to 15, 1998
Proceedings of the 29th Annual Project Management Institute 1998 Seminars & Symposium
Long Beach, California, USA: Papers Presented October 9 to 15, 1998
Process
Resources
Input Output
Metrics
Leadership
Project
System
PROJECT
Methods
TEAM
Forming
Decisions
Goals
Problem
Solving
Conflict
Resolution
Planning
Maintenance
Closing
LEADERSHIP
Vision
Values
Ethics
Communication
Culture
Recognition
Rewards
INPUT
Project
Portfolio
Prospecting
Mine
Nuggets
Dust
Tailings
RESOURCES
Management
People
Tools
& Equipment
Materials
Money
Time
Information
METRICS
Scope
Time
Cost
Quality
Performance
Relationships
Risk
Results
Learning
OUTPUT
Satisfaction
Owner
User
Team
Suppliers
Contractors
Organization
PROCESS
Create the Concept
Define the Results
and Criteria
Establish the Scope
Plan Requirements
Estimate Effort
Schedule Performance
Procure Resources
Execute Activities
Evaluate Results
Learn and Improve
Closure
Exhibit 1. Project System
PURPOSE
PEOPLE
PROCESS RESULTS
WHAT?
(Mind)
HOW?
(Strength)
WHY?
(Spirit)
WHO?
(Heart)
Exhibit 2. Achievement Model
Behavior
Action
Behavior
Paint the
Picture
Purpose
Why?
Spirit
Process
How?
Strength
Results
What?
Mind
People
Who?
Heart
Participative / People / External / Subjective
Analytical / Task / Internal / Objective
Celebrate
Victory
Challenge
the Process
Search for
Limits
Imprint the
Vision
Instill
Courage
Ever
Improve
Success
Enable
Teams to
Act
See the
Possible
Be the
Model
Value
Learning
Risk Action
Exhibit 3. Leadership
Evolution
This leadership model evolved out of teaching project
management. Several other models contributed to the
evolution. The achievement model was significant.
The structure for the model was applied to the other
dimensions (technical, organizational, and management)
and then modified (work, project, team, management,
leadership, and organization). The result is powerful. The
differences between each dimension became vividly ap-
parent. The model provides another structure, another ap-
proach to organizing the PMBOK.
The Model
The model is a three-by-four grid that can be quickly
understood by a project team. The structure can aid in
planning the project plan, building powerful project
processes, and diagnosing project problems.
The first dimension is the work—the technical aspects of
the project. The second dimension is the project—the work
of preparing to do a project, as well as ending the project, and
all the other work of the project process. The third is the pro-
ject team, which may come before or after the fourth, man-
agement. The organization with its policies, procedures, and
influence becomes the fifth. Leadership is the sixth dimension.
The Project Process
The project or the project process was added from our
learning. Teams have to do the technical work of the pro-
ject, then they have to do all the nontechnical administra-
Proceedings of the 29th Annual Project Manag
Long Beach, California, USA: Paper
tive or logistical work to get ready or to support the pro-
ject. There is a great deal of effort required to manage the
resources—to identify, procure, receive, and deploy mate-
rials, tools, equipment, information, workers, and money.
Project System Revised
Methods moved out of our list of resources into a new col-
umn on the project system. Method is intimately connected
with the work and is more than a resource. A project manag-
er’s critical competency is selecting methods. Methods are a
strategic decision. Construction is moving to design-build,
recognizing that methods can drive design, that a lot of design
is superfluous once the methods and materials are selected.
The PMBOK is a mixture of resource management and
metrics’ management. There is no structure holding the
parts of the PMBOK together. This hierarchical frame of
work, project, team, management, and leadership pro-
vides another approach.
The project system needs to be three-dimensional to ac-
commodate these new dimensions. Metrics and manage-
ment are in essence the same. Work can be a vector coming
into the far side of the process. The project team—man-
agement in the list of resources—is a vector coming into the
front of the project process. Leadership still surrounds the
project system—a creature. The project takes a life of its
own—a “sentient being” in Star Trek language.
Organization
The final dimension is still under revision. The organization
employs project management as a discipline—an approach
for accomplishing change quicker, faster, better, and cheaper.
ement Institute 1998 Seminars & Symposium
s Presented October 9 to 15, 1998
Behavior
Action
Behavior
Build the
Project Flow
Chart
Relate to
Stakeholders
Deploy
Resources
Plan the Work
of Each Phase
Purpose
Why?
Spirit
Process
How?
Strength
Results
What?
Mind
People
Who?
Heart
Participative / People / External / Subjective
Analytical / Task / Internal / Objective
Identify the
Work of
Doing the
Project
Build
Relationships
Complete
Each Phase of
the Project
Build Each
Phase of the
Project
See the
Project Flow
Anticipate
Evolving
Relationships
Expedite
Progress
Measure
Project
Progress
Exhibit 4. Project Process
Behavior
Action
Behavior
Negotiate
Permission,
Power,
Protection
Identify
Required Team
Knowledge,
Skills, Attitudes
Empower
Team with
Authority and
Responsibility
Plan
Structure
and Team
Processes
Purpose
Why?
Spirit
Process
How?
Strength
Results
What?
Mind
People
Who?
Heart
Participative / People / External / Subjective
Analytical / Task / Internal / Objective
Charter the
Team
Build Team
Skills
Operate
Team
Processes
Build Team
Processes
See Team
Possibilities
Identify
Future Team
Needs
Resolve
Conflict
Measure
Team
Processes
Exhibit 5. Team
This is the level of multiple project management. The organi-
zation has to learn to make strategic change without making
strategic disruptions. Project management becomes strategic
project management, moving into the implementation of
corporate strategy. Selection of strategic issues and managing
the change process using steering committees, project offices,
and program managers become another level to project man-
agement. Selection, planning, implementation, oversight, and
recovery of projects become key corporate skills.
Application
Project Leaders can use the model and each of its dimen-
sions to identify and define the issues of project execu-
Proceedings of the 29th Annual Project Manag
Long Beach, California, USA: Paper
tion, analyze and develop solutions, then implement
quality improvements in the project processes, systems,
and metrics.
Planning the work is an important step that this mod-
el emphasizes.
Project Management evolves as a higher-level activity—
the management of metrics. We looked at the project sys-
tem to see if management should be added to the struc-
ture. Metrics jumped out. Project management is the
management of metrics. Management is the identification
of the measurements to observe during project execution,
the taking of those measurements, then the feedback to
the project what needs to be modified or changed to bring
the metric in line with the goals of the project.
ement Institute 1998 Seminars & Symposium
s Presented October 9 to 15, 1998
Behavior
Action
Behavior
Describe the
Achievable
Outcomes
Negotiate
Resources
Identify
Technical
• Materials
• Tools
• Equipment
• Information
• Knowledge
• Skill
• Attitudes
Plan:
•Methods
Purpose
Why?
Spirit
Process
How?
Strength
Results
What?
Mind
People
Who?
Heart
Participative / People / External / Subjective
Analytical / Task / Internal / Objective
Transform
Concept into
Achievable
Outcomes
Build
Technical
Skills
Operate
Methods
Build Methods
See How to
Achieve
Result
Know Future
Technical
Needs
Resolve
Problems
Measure
Methods
Exhibit 7. Work
Behavior
Action
Behavior
Apply Project
Discipline to
Strategic
Initiatives
CreateSteering
Groups,Program
Managers,
ProgramOffices
DeployResources
for Strategic
Programs and
Projects
PlanStrategic
ProjectProcesses:
Identify,Launch,
Complete,Review
Purpose
Why?
Spirit
Process
How?
Strength
Results
What?
Mind
People
Who?
Heart
Participative / People / External / Subjective
Analytical / Task / Internal / Objective
Improve the
Strategic Change
Process
Equip
Organization
Project Skills
Complete
Strategic
Projects
Build Strategic
Project
Processes
See Strategic
Initiatives
See Future
Organization
Needs
Resolve
Conflicts
Measure
Strategic Project
Processes
Exhibit 6. Organization
Notice that relationships, risk, results, and learning are
metrics. Measuring those is for another time.
Leadership can be planned as any other phase of the project.
Team processes can be planned alongside materials processes.
Using this model and leadership skills will lift the pro-
ject manager to the level of a project prophet—the mystic
who knows when to take the proper action.
Imprinting the Vision
Consider sharing with all of the members of the project
team and any other contributors the concept of the fol-
lowing items:
Proceedings of the 29th Annual Project Mana
Long Beach, California, USA: Pape
• result of the project and what that will mean to the dif-
ferent stakeholders
• project itself and specific objectives on the quality of
the completed project
• project process and goals for the quality of the process
• project team and the goals for the quality of the team work
• project management process, tools, and quality.
Enable Teams to Act
• Talk to the team and to the workers. What prevents
them from doing the best work they are capable of?
gement Institute 1998 Seminars & Symposium
rs Presented October 9 to 15, 1998
Behavior
Action
Behavior
Negotiate
Scope,
Boundaries,
Authority
Know the
Customer
Resolve
Resources
Plan Means
and
Management
Purpose
Why?
Spirit
Process
How?
Strength
Results
What?
Mind
People
Who?
Heart
Participative / People / External / Subjective
Analytical / Task / Internal / Objective
Establish the
Mission
Satisfy the
Customer
Operate Project
Processes and
Systems
Build Project
Processes and
Systems
See Project
Possibilities
Know Future
Customer
Needs
Review the
Risk
Measure
Project
Processes
Exhibit 8. Management
Exhibit 9. Questions
What is the vision?
How do we communicate that vision?
When will we know the vision is imprinted on all players?
What limits our action?
How do we remove the restrictive limits?
What do we need—knowledge, skill, attitudes, processes, tools—to act?
What is possible in success? Just how good can it be?
How do we improve processes to stretch the envelope of success?
What do we need to learn …
—individually, as a team, organizationally?
—to stretch the envelope of success?
What courage do all of the players need? What will instill that courage?
How do we model bravery?
In what ways will we celebrate, recognize, and reward victory?
• Look at the work and the options for methods. Let the
team assist in selecting methods.
• Review the resources: management, materials, tools,
equipment, information, and time. What would con-
tribute to better team performance? Specifically how
would that addition or reduction aid their performance?
What measurement could tell if there was a difference?
Look for the 5 percent of things that account for 50
percent of their success (Peters Principle). What twenty
small changes would significantly impact their perfor-
mance? Look in all dimensions: Work, Project, Manage-
ment, Organization, and Leadership.
Make the changes.
Proceedings of the 29th Annual Project Mana
Long Beach, California, USA: Pape
Ever Improve Success
Run pilots; run small parts of the project to test the sys-
tems and teach the team; look for repetitive activities
(there are many of these in the project management).
Concentrate on planning early.
Review the learning from previous projects, also the
quality. Plan the learning and the quality. Use the Leader-
ship Model: Work, Project, Team, Project Management,
Leadership, and Organization.
Decide on the metrics. Define what will constitute suc-
cess, what will be failure, what is the range of tolerance,
how to keep the variation limited.
gement Institute 1998 Seminars & Symposium
rs Presented October 9 to 15, 1998
**## discussiononleadership26.docx**
**Please read Project Leadership versus Project Management— Leverage the Influence of the Project Teams. This is your opportunity to share a topic or element of the article that blew your mind. Tell us briefly what the topic is and then why it was so interesting to you based on your work, future goals, or life experiences.**
**Make sure to cite the article in APA (as it's good practice) at the end of the post.**
**## Discussion1.2articleProjectLeadershipversusProjectManagementLeveragetheInfluenceoftheProjectTeams.pdf**
Project Leadership versus Project Management—
Leverage the Influence of the Project Teams
Lee A. Peters, M.S.C.E., P.E., Peters & Company Engineering and Management Services, Inc.
Introduction
Skilled project managers are skilled project leaders.
People accomplish projects. People are led, influenced,
encouraged. People are not controlled, intimidated, or
abused. Leadership is the critical success factor for pro-
ject excellence. Leading requires knowing what is lead-
ership and what is management. High-performance pro-
ject managers and project teams must move in multiple
dimensions, only one of which is leadership. These
dimensions are: Work (the doing of the project), Project
(the evolution of the project), Team (the people),
Management (the metrics), Organizational (the parent),
and Leadership (the soul). The insightful teams know
what skillset is required by the issue at hand.
We developed a leadership model to help us analyze
and understand leadership. The model was tested against
all the dimensions. Other learning and insight were then
derived. This paper explores this learning, specifically ad-
dressing those in leadership. Recommendations are given
for using this model in daily project management.
Project System
Project leaders will add value to a project in a thousand
ways different from the project managers. Leaders need
to know what are the issues at hand and how to influ-
ence the project. Notice in the system model that the
resources feed the project process.
Managers control or strongly influence the inputs, the
process, and the result. Leaders and Leadership define the
environment, the surroundings of the project. Leaders
provide the platform for projects and project manage-
ment. Leaders improve processes and people. Managers
use processes and people to produce results.
Project team members must be multi-hatted, working
in more than one dimension. One person can greatly in-
fluence a broad spectrum of issues. However, gaps exist
where others must step up to be successful. A project team
that can lead will influence vast areas of the organization
and its projects.
Proceedings of the 29th Annual Project Mana
Long Beach, California, USA: Pape
Dimensions
Initially we applied the leadership model to the project
work, management, and organization. It became obvious
that we had to allow both the project process and teams
to become their own dimensions. Work (originally the
technical) also changed becoming either a second output
or a first of two stages of the same output. The output is
accomplished work. Satisfaction is the outcome of other
factors in addition to the work.
Methods emerged as crucial. Work quantity and quali-
ty are controlled by methods. Methods are controlled by
a number of variables: experience, materials, people,
tools, and equipment. A key element of planning is the se-
lection of the method for each step.
Teams are crucial. How they work and play together
determines how much work can be accomplished. Team
processes must be intentionally built. Teams then must be
nurtured and grown. Team processes are more than team
building. It is how the team does its work. We are investi-
gating project teams. The issues here are just a beginning;
it is a topic for a later date.
The project process was listed on the Project System as
the integrating mechanism, but it now required its own di-
mension. The project process is everything else but the
work of the project. All the logistics, planning, scheduling,
and procurement are in this dimension. We started with
four dimensions and ended with six.
The Team Leads
This leadership model provides a structure for analyzing
the issues and quickly deciding on action. The model
also equips a project team to plan leadership activities.
Notice—the project team! One person, the project man-
ager, has more than enough work in running the project
to be all things to all people. The project team, if vested
with the responsibility, can lead the project in potent
ways. Because the model cleanly differentiates among
the dimensions, the project team can have greater
impact. The actions and the responsibility to act are
cleanly described in each dimension.
gement Institute 1998 Seminars & Symposium
rs Presented October 9 to 15, 1998
Proceedings of the 29th Annual Project Management Institute 1998 Seminars & Symposium
Long Beach, California, USA: Papers Presented October 9 to 15, 1998
Process
Resources
Input Output
Metrics
Leadership
Project
System
PROJECT
Methods
TEAM
Forming
Decisions
Goals
Problem
Solving
Conflict
Resolution
Planning
Maintenance
Closing
LEADERSHIP
Vision
Values
Ethics
Communication
Culture
Recognition
Rewards
INPUT
Project
Portfolio
Prospecting
Mine
Nuggets
Dust
Tailings
RESOURCES
Management
People
Tools
& Equipment
Materials
Money
Time
Information
METRICS
Scope
Time
Cost
Quality
Performance
Relationships
Risk
Results
Learning
OUTPUT
Satisfaction
Owner
User
Team
Suppliers
Contractors
Organization
PROCESS
Create the Concept
Define the Results
and Criteria
Establish the Scope
Plan Requirements
Estimate Effort
Schedule Performance
Procure Resources
Execute Activities
Evaluate Results
Learn and Improve
Closure
Exhibit 1. Project System
PURPOSE
PEOPLE
PROCESS RESULTS
WHAT?
(Mind)
HOW?
(Strength)
WHY?
(Spirit)
WHO?
(Heart)
Exhibit 2. Achievement Model
Behavior
Action
Behavior
Paint the
Picture
Purpose
Why?
Spirit
Process
How?
Strength
Results
What?
Mind
People
Who?
Heart
Participative / People / External / Subjective
Analytical / Task / Internal / Objective
Celebrate
Victory
Challenge
the Process
Search for
Limits
Imprint the
Vision
Instill
Courage
Ever
Improve
Success
Enable
Teams to
Act
See the
Possible
Be the
Model
Value
Learning
Risk Action
Exhibit 3. Leadership
Evolution
This leadership model evolved out of teaching project
management. Several other models contributed to the
evolution. The achievement model was significant.
The structure for the model was applied to the other
dimensions (technical, organizational, and management)
and then modified (work, project, team, management,
leadership, and organization). The result is powerful. The
differences between each dimension became vividly ap-
parent. The model provides another structure, another ap-
proach to organizing the PMBOK.
The Model
The model is a three-by-four grid that can be quickly
understood by a project team. The structure can aid in
planning the project plan, building powerful project
processes, and diagnosing project problems.
The first dimension is the work—the technical aspects of
the project. The second dimension is the project—the work
of preparing to do a project, as well as ending the project, and
all the other work of the project process. The third is the pro-
ject team, which may come before or after the fourth, man-
agement. The organization with its policies, procedures, and
influence becomes the fifth. Leadership is the sixth dimension.
The Project Process
The project or the project process was added from our
learning. Teams have to do the technical work of the pro-
ject, then they have to do all the nontechnical administra-
Proceedings of the 29th Annual Project Manag
Long Beach, California, USA: Paper
tive or logistical work to get ready or to support the pro-
ject. There is a great deal of effort required to manage the
resources—to identify, procure, receive, and deploy mate-
rials, tools, equipment, information, workers, and money.
Project System Revised
Methods moved out of our list of resources into a new col-
umn on the project system. Method is intimately connected
with the work and is more than a resource. A project manag-
er’s critical competency is selecting methods. Methods are a
strategic decision. Construction is moving to design-build,
recognizing that methods can drive design, that a lot of design
is superfluous once the methods and materials are selected.
The PMBOK is a mixture of resource management and
metrics’ management. There is no structure holding the
parts of the PMBOK together. This hierarchical frame of
work, project, team, management, and leadership pro-
vides another approach.
The project system needs to be three-dimensional to ac-
commodate these new dimensions. Metrics and manage-
ment are in essence the same. Work can be a vector coming
into the far side of the process. The project team—man-
agement in the list of resources—is a vector coming into the
front of the project process. Leadership still surrounds the
project system—a creature. The project takes a life of its
own—a “sentient being” in Star Trek language.
Organization
The final dimension is still under revision. The organization
employs project management as a discipline—an approach
for accomplishing change quicker, faster, better, and cheaper.
ement Institute 1998 Seminars & Symposium
s Presented October 9 to 15, 1998
Behavior
Action
Behavior
Build the
Project Flow
Chart
Relate to
Stakeholders
Deploy
Resources
Plan the Work
of Each Phase
Purpose
Why?
Spirit
Process
How?
Strength
Results
What?
Mind
People
Who?
Heart
Participative / People / External / Subjective
Analytical / Task / Internal / Objective
Identify the
Work of
Doing the
Project
Build
Relationships
Complete
Each Phase of
the Project
Build Each
Phase of the
Project
See the
Project Flow
Anticipate
Evolving
Relationships
Expedite
Progress
Measure
Project
Progress
Exhibit 4. Project Process
Behavior
Action
Behavior
Negotiate
Permission,
Power,
Protection
Identify
Required Team
Knowledge,
Skills, Attitudes
Empower
Team with
Authority and
Responsibility
Plan
Structure
and Team
Processes
Purpose
Why?
Spirit
Process
How?
Strength
Results
What?
Mind
People
Who?
Heart
Participative / People / External / Subjective
Analytical / Task / Internal / Objective
Charter the
Team
Build Team
Skills
Operate
Team
Processes
Build Team
Processes
See Team
Possibilities
Identify
Future Team
Needs
Resolve
Conflict
Measure
Team
Processes
Exhibit 5. Team
This is the level of multiple project management. The organi-
zation has to learn to make strategic change without making
strategic disruptions. Project management becomes strategic
project management, moving into the implementation of
corporate strategy. Selection of strategic issues and managing
the change process using steering committees, project offices,
and program managers become another level to project man-
agement. Selection, planning, implementation, oversight, and
recovery of projects become key corporate skills.
Application
Project Leaders can use the model and each of its dimen-
sions to identify and define the issues of project execu-
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Long Beach, California, USA: Paper
tion, analyze and develop solutions, then implement
quality improvements in the project processes, systems,
and metrics.
Planning the work is an important step that this mod-
el emphasizes.
Project Management evolves as a higher-level activity—
the management of metrics. We looked at the project sys-
tem to see if management should be added to the struc-
ture. Metrics jumped out. Project management is the
management of metrics. Management is the identification
of the measurements to observe during project execution,
the taking of those measurements, then the feedback to
the project what needs to be modified or changed to bring
the metric in line with the goals of the project.
ement Institute 1998 Seminars & Symposium
s Presented October 9 to 15, 1998
Behavior
Action
Behavior
Describe the
Achievable
Outcomes
Negotiate
Resources
Identify
Technical
• Materials
• Tools
• Equipment
• Information
• Knowledge
• Skill
• Attitudes
Plan:
•Methods
Purpose
Why?
Spirit
Process
How?
Strength
Results
What?
Mind
People
Who?
Heart
Participative / People / External / Subjective
Analytical / Task / Internal / Objective
Transform
Concept into
Achievable
Outcomes
Build
Technical
Skills
Operate
Methods
Build Methods
See How to
Achieve
Result
Know Future
Technical
Needs
Resolve
Problems
Measure
Methods
Exhibit 7. Work
Behavior
Action
Behavior
Apply Project
Discipline to
Strategic
Initiatives
CreateSteering
Groups,Program
Managers,
ProgramOffices
DeployResources
for Strategic
Programs and
Projects
PlanStrategic
ProjectProcesses:
Identify,Launch,
Complete,Review
Purpose
Why?
Spirit
Process
How?
Strength
Results
What?
Mind
People
Who?
Heart
Participative / People / External / Subjective
Analytical / Task / Internal / Objective
Improve the
Strategic Change
Process
Equip
Organization
Project Skills
Complete
Strategic
Projects
Build Strategic
Project
Processes
See Strategic
Initiatives
See Future
Organization
Needs
Resolve
Conflicts
Measure
Strategic Project
Processes
Exhibit 6. Organization
Notice that relationships, risk, results, and learning are
metrics. Measuring those is for another time.
Leadership can be planned as any other phase of the project.
Team processes can be planned alongside materials processes.
Using this model and leadership skills will lift the pro-
ject manager to the level of a project prophet—the mystic
who knows when to take the proper action.
Imprinting the Vision
Consider sharing with all of the members of the project
team and any other contributors the concept of the fol-
lowing items:
Proceedings of the 29th Annual Project Mana
Long Beach, California, USA: Pape
• result of the project and what that will mean to the dif-
ferent stakeholders
• project itself and specific objectives on the quality of
the completed project
• project process and goals for the quality of the process
• project team and the goals for the quality of the team work
• project management process, tools, and quality.
Enable Teams to Act
• Talk to the team and to the workers. What prevents
them from doing the best work they are capable of?
gement Institute 1998 Seminars & Symposium
rs Presented October 9 to 15, 1998
Behavior
Action
Behavior
Negotiate
Scope,
Boundaries,
Authority
Know the
Customer
Resolve
Resources
Plan Means
and
Management
Purpose
Why?
Spirit
Process
How?
Strength
Results
What?
Mind
People
Who?
Heart
Participative / People / External / Subjective
Analytical / Task / Internal / Objective
Establish the
Mission
Satisfy the
Customer
Operate Project
Processes and
Systems
Build Project
Processes and
Systems
See Project
Possibilities
Know Future
Customer
Needs
Review the
Risk
Measure
Project
Processes
Exhibit 8. Management
Exhibit 9. Questions
What is the vision?
How do we communicate that vision?
When will we know the vision is imprinted on all players?
What limits our action?
How do we remove the restrictive limits?
What do we need—knowledge, skill, attitudes, processes, tools—to act?
What is possible in success? Just how good can it be?
How do we improve processes to stretch the envelope of success?
What do we need to learn …
—individually, as a team, organizationally?
—to stretch the envelope of success?
What courage do all of the players need? What will instill that courage?
How do we model bravery?
In what ways will we celebrate, recognize, and reward victory?
• Look at the work and the options for methods. Let the
team assist in selecting methods.
• Review the resources: management, materials, tools,
equipment, information, and time. What would con-
tribute to better team performance? Specifically how
would that addition or reduction aid their performance?
What measurement could tell if there was a difference?
Look for the 5 percent of things that account for 50
percent of their success (Peters Principle). What twenty
small changes would significantly impact their perfor-
mance? Look in all dimensions: Work, Project, Manage-
ment, Organization, and Leadership.
Make the changes.
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Long Beach, California, USA: Pape
Ever Improve Success
Run pilots; run small parts of the project to test the sys-
tems and teach the team; look for repetitive activities
(there are many of these in the project management).
Concentrate on planning early.
Review the learning from previous projects, also the
quality. Plan the learning and the quality. Use the Leader-
ship Model: Work, Project, Team, Project Management,
Leadership, and Organization.
Decide on the metrics. Define what will constitute suc-
cess, what will be failure, what is the range of tolerance,
how to keep the variation limited.
gement Institute 1998 Seminars & Symposium
rs Presented October 9 to 15, 1998