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There are several basic areas of training that must be provided for the people involved in the project management process, which may include the following. General Skills for Project Managers (and Key Players) • Presentation skills. • Leadership skills. • Communication skills. • Stress management. • Team building. • Time management. • Decision making. • Organization and management theory. • Problem solving. Corporate-Specific Practices • Understanding the organization. • Operating practices and procedures. • Specific roles and responsibilities. General Project Management Knowledge • Principles and practices of project management. • What does project management software do. • Estimating, proposals, and project initiation. • Techniques for project planning. • Role of the project manager. Using the Project Management Software (PMS) • Basic computer training. • Basic PMS training. • Using the PMS for your applications. • Application-specific formats and procedures. • System interfaces. Tip Training should be designed to meet the specific needs to the trainee. This will require multifaceted, multilevel train- ing sessions, aimed at a target audience. The project manage- ment system should be designed to recognize the role of each user, especially in regard to input forms, output forms, and in- cluded data. The training sessions should pick up on these specifics and show how the system is designed for each user in the audience, and how it will be used by each. 340 IMPLEMENTING PROJECT MANAGEMENT TEAMFLY Team-Fly ® Are These Really Necessary? Are all the above recommendations really required for the successful implemen- tation of a computer-based project management capability? It is dangerous to take for granted that your people have any of these skills, or that your objectives will be met without them. Every time I have been called into a company to fix a project management software application, I have found that the majority of the problems were not directly attributed to the software itself. They nearly always fell into the categories listed above: lack of commitment, poorly defined roles and responsibilities, lack of essential skills, and misunderstanding of what the project management software does. Trap Here is something that I can state with absolute cer- tainty. It is entirely impossible to implement a computer-based project management capability without also implementing a broad, multilevel training program. Even if the computer plays a small role in your project management process, an under- standing of the principles of project management and the lo- cal practices that have been put in place cannot be taken for granted. A formal training effort is required to prevent failure of the project management initiative. Do You Really Want Success? Some time ago, I was called in to help a well-respected NASA component that was experiencing problems with its project management software application. It seems that the plan being presented by the system was not reflecting the actual plan as desired by the project manager. Furthermore, reports being produced by the system were not getting the desired results. Upon interviewing the participants in this process, I found two underlying problems. First, there was a widespread lack of knowledge about what the sys- tem did, and especially of what was done with the plans and data they entered into the system. Second, the framework (work breakdown structure) that was established within the system did not reflect the actual working breakdown used by the people who were planning their work. It wasn’t really their fault. No one had bothered to provide an orientation on these principles. So how was anyone to know? Even if the system had been outputting accurate and consistent planning in- formation, it would have been lost on those who were targeted for the output. DO YOU REALLY WANT SUCCESS? 341 First, the system operators had failed to design good reports. They needed to identify who the project decision makers were, and what kind of information they needed to support that responsibility. Then, they should have designed specific reports for each, containing the records that were appropriate to their action area. The reports should have been sorted in the most effective manner to facilitate analysis of the data and limited to the data elements needed to support their ex- pected response. No one had bothered to indoctrinate the recipients of these data. You have to tell people how to read the reports and how to interpret the data. They need to know how to identify an out-of-tolerance condition, and what is expected of them in the way of a response. In the case just illustrated, the situation was completely turned around by pre- senting two half-day workshops. As a result, the framework was changed, the in- put data was reconfigured to support the CPM process being employed, and the reports were redesigned to support the needs of the intended recipients. The par- ticipants were now able to understand how the process worked and what their role was in the process. Heading for Success Getting back to my experience with the company that I felt was proceeding with a worthy program to implement project management, here is what they were doing: 1. An individual was assigned responsibility to lead in the design of the appli- cation, including system interfaces and configuration. 2. That individual also set up standards and templates for using the selected project management software product. Although system users get prod- uct training, they do not have to design their own reports, forms, tables, or filters. 3. A multifaceted training program was implemented. This included: • A two-day series of lectures and workshops on the general skills that are useful in the project environment. • A one-day seminar and workshop on the principles and practices of proj- ect management, including roles and responsibilities, and project initia- tion techniques. The workshop was customized for the client by having the consultant precede that effort with a day of interviewing and examin- ing the company’s methods and program. • A two-day seminar in using the project management software. 342 IMPLEMENTING PROJECT MANAGEMENT It would appear that this firm has demonstrated the level of commitment essential to the successful implementation of the computer-based project management capability. And they have backed it up with a comprehensive indoctrination/training program. Training and Commitment Make the Difference The message here is a simple one. If you are going to invest in an improved proj- ect management capability, you should back that investment up with the training and commitment that are essential to make that investment pay off. A compro- mise in this area is very likely to lead to total failure of the effort. TRAINING AND COMMITMENT 343 CHAPTER 13.2 MAKING PROJECT COMMUNICATION WORK Everything You Need to Know about Project Communication 344 I n real estate, it’s “location, location, location.” When it comes to project suc- cess, the three most important factors are: “communication, communication, communication.” Throughout the entire life cycle of the project, it is communication that en- ables the flow and transfer of knowledge that is essential to project success. In its earliest stages, it is communication that is the amniotic fluid that sustains the emerging project and brings the project to life. During the sensitive planning stages, it is communication that brings out ideas and builds to consensus. Dur- ing the project execution phase, it is communication that supports and reports progress, and facilitates corrective action and management decisions as needed. And at the conclusion of the project, it is communication that spreads the word about the success of the project and records the knowledge gained and lessons learned. Tip When properly handled, good, effective, timely, appro- priate communication can have an important role in achieving project success. On the other hand, poor, haphazard, incom- plete, untimely, and misdirected communication is a recipe for project failure. If we review the reasons why we communicate, we should easily see its importance. Why We Communicate Discuss Objectives and Strategies Perhaps this is the most important communication of them all. This is where we collect ideas as to the best ways to achieve the project objectives and to avoid pit- falls. Here is where we start to build project consensus and develop buy-in by the project stakeholders. Disseminate Project Guidelines Once the project objectives, constraints, and strategies have been defined, it is im- portant that the project participants all get on the same track. This requires leader- ship and guidance. It requires that these key data be broadcast to the project participants and that it be made clear that these guidelines are be followed by all. This can be accomplished by the issuance of a Project Charter. The practice of having Project Charters as the defining guideline is a key factor in achieving suc- cessful projects. The Project Charter will have signature approvals by senior man- agers, as a sign of authorization to proceed and demand for support. Collect Project Plan Inputs The Project Charter becomes the basis for building a Project Plan. It is a commu- nication vehicle to collect plan inputs from all the project contributors. Very early in this planning stage, the team should create a Project Milestone Schedule (PMS) and a Work Breakdown Structure (WBS). The PMS serves as a guideline for building a schedule. It contains the project start and end dates and key interim dates. It notes important milestones, contract commitments, and constraints. It communicates the preferred (or required) peri- ods for each project phase. Ordinarily, if the project contributors can commit their support for work within the defined periods on the PMS, it minimizes the necessity to micromanage the schedule. The WBS serves as a guideline for defining and organizing the workscope. It provides a checklist for selecting the work items that make up the project. It pro- vides a structure for assigning responsibilities, and its hierarchical form facilitates summarization, selection (filtering), and sorting of the project work items for re- porting. The WBS is also used for earned value and performance analysis. WHY WE COMMUNICATE 345 Build Baseline Plan The Baseline Plan is the convergence of the definition of the workscope, the schedule, the assignment of resources, and the project budget. Achieving objec- tives in each of these areas often precedes meeting the objectives in other areas. So the establishment of a Baseline Plan may involve negotiation and adjustment to find the best balance in each area. Obviously, this is a major communication event. Obtain Commitments Even the best project plan, diligently developed by the project team, will fail un- less the team can get widespread buy-in from the participants and a commitment to do whatever is necessary to meet targets and obligations. The team must be sure to have communicated these targets and to have made clear the conse- quences of deficient support. Communicate Baseline Plan Support for the plan cannot be expected if it is not communicated. Communicat- ing the baseline plan means more than circulating a document. The plan and everyone’s role in that plan must be fully understood. Responsibilities for manag- ing and performing the work must be clear. A traditional weak spot is the inter- face where performance or management of work is transferred to other people. These areas should receive special attention to be sure that the people involved will communicate status and transfer data, and that they clearly understand the nature of the interface. Again, senior management should indicate approval of the baseline plan and approval to move to the project execution phase. Gather Project Progress Data Gathering progress information is getting easier and easier with today’s advanced computer-based systems. We have the ability to generate automatic notifications of events, changes, and accomplishments. Our systems can now communicate over direct, hardwired links, via facsimile transmission, by e-mail, and so on. In- formation is now available in real time. We have electronic timesheets, and auto- mated routines for approval or rejection. There is no excuse for failing to collect timely and accurate progress data. Yet, there is still a great possibility for grossly erroneous data unless the communica- tion of such data has human intervention. 346 MAKING PROJECT COMMUNICATION WORK The project team should designate someone to facilitate the dissemination of progress information and the retrieval of progress data from the participants. This individual(s) shall review all progress data and check it for validity. Communica- tion, at this point, is more in the nature of mentoring and providing assistance to participants so that they understand what kind of progress reporting is needed and expected. Report Project Status This is an area where a little creative thinking can produce very productive results. We need to discard the old approach, wherein we produced voluminous pages of insipid data, which was distributed to all involved parties. This generally led to the reports accumulating dust in a far corner of the office, or taking up valuable space on the hard drive. It was usually too much data and not enough information. First of all, the capability exists to customize project status reports so that each participant receives information that is tailored to his or her specific need. The data may be detailed or summarized, depending on need. The data can be selective, pro- viding detail over a narrow band, or at a higher level of detail for a wider span of in- terest. Data can be restricted to a particular area, such as schedule, cost, or resource utilization. It can focus on accomplishments, performance, and problems. The key to success in this communication area is to consider each targeted re- cipient, individually. If we can determine what each person is going to do with the information, we can tailor the reports to serve that purpose. We need to consider what type of decisions are to be made on the basis of the information, and design the communication to provide what is needed, in the format that is needed, and in the detail that is needed. Trap There is a tendency to employ a one-size-fits-all philos- ophy when designing input screens and reporting formats. This will encourage resistance to support of the system by the target users, and cannot be justified in light of the capabilities of today’s PM tools. We need to provide more than just data, but real information about the signif- icance of the data. Where corrective action is indicated, we should (where feasi- ble) provide information about effect and alternatives. The Project Progress Reporting function will also serve to support the following: WHY WE COMMUNICATE 347 • Report out-of-tolerance situations. • Request or report scope changes. • Facilitate corrective action. Keys to Effective Communication The project manager is at the center of project communications. The project manager must ensure that all communication needs, both formal and informal, are fulfilled. The project manager must always look for and close gaps in under- standing and communication, between all participants and interested parties, and between all work items. The project manager is a bridge. • Communication and measurement bases must be consistent from period to period. • Schedule, resource, and cost information must be synchronized. Project Phases and Communications A lot of information can be processed during the project. These will change as we move through each phase of the project. As a guide, here is an example of items that can be communicated for each phase of the project. Project Development and Initiation • Workscope. • Organization. • Stakeholder Analysis and Strategy. • Objectives and Constraints. • Milestones. • Budget. Project Planning • Task Identification. • Task Estimates (time and resource). • Constraints. • Resource Availability. • Resource Assignments. • Baseline Plan (schedule, resource plan, costs). 348 MAKING PROJECT COMMUNICATION WORK Project Execution • Work Status. • Hours Expended or Charged. • Actual Costs. • Performance. • Scope Changes. • Corrective Action and Replanning. Closeout/Termination • Punch List (What/Who/When). • Personnel Reports and Recognition Letters. • Project Historical Data. • Project Post-mortem Analysis and Report. Communication Targets Information should be tailored to maximize the usefulness and impact for each information target. For example, here are some of the categories of people with whom we communicate project information. • The Project Manager and Project/SubProject Leaders. • The Functional Managers. • Individual Contributors. • Suppliers (Materials and Resources). • Senior Management. • The Client/Sponsor/User. Communication Categories There are several classifications of project information. Some of this is input data, and some represents the results of processing the inputs. Interest in these various communication categories will differ among the project stakeholders. Some categories are: • Schedule Information. • Resource and Cost Information. • Workscope Information. • Integrated Information. • Baseline or Target Plan. COMMUNICATION CATEGORIES 349 [...]... managers have the audacity to ask what they can do to stimulate and motivate initiative? Balderdash! Where the problem exists, the root of the problem, I believe, lies with these managers themselves We can point to two types of behavior that permeate the (nonstimulating) manager personality First is the necessity to “be the boss.” “I’ll tell you just what to do and what not to do And you will do as... because I am the boss and I can hurt you if you challenge me.” It’s the power thing The other debilitating behavioral trait is sort of the opposite It is fear In times past, many managers rose through the ranks because of their apparent ability to direct others to perform the work (coupled sometimes with cronyism and office politics) But they may not have had the greatest technical strength in the areas... which they manage Some of these managers, those that are not psychologically healthy, live in constant fear of their underlings, who may show them up They lack confidence in themselves and are afraid that their people might exhibit greater knowledge than theirs It often becomes a control issue The manager limits the reach of the subordinate in order to keep things from getting out of a range that can. .. meaningful • They thirst for a sense of pride and self-esteem The Psychological Contract According to Schein, for these individuals to achieve these goals in the workplace, and to obtain satisfaction from their work, depends to a large measure on two conditions 1 The degree in which their own expectations of what the organization will provide them and what they owe the organization match what the organization’s... participation by the user, we can t get off the hook that easily We need to ask why this participation level is so low and what we can do to improve it As in any other business venture, the typical consultant will experience a wide range of success (or failure) in his various engagements While some of the shortfalls can be attributed, at least in part, to the consultant, there are often major failures on the part... on 2 Client wants to get people to plan their work, communicate the deliverable dates and other project info, and control the effort (somewhere in line with the published plans) • These two items represent the identification of the need for a computer-based project management capability There is recognition that something is either missing or inadequate What is important is that the wish list be kept... training professionals The team set out first to determine what methods were desired to manage the turnkey projects Having gained consensus and approval of the proposed methods, they then defined and developed the computer systems to support the new methods The team continued to operate as they led in the development and execution of training programs, to indoctrinate the organization in the new methods and... some common theories about human behavior in the organization While we cannot apply these theories to everyone in the workforce, we hold these attributes to be characteristic of today’s psychologically healthy and productive individuals 368 THE PSYCHOLOGICAL CONTRACT • These people have an inherent need to use their capacities and skills in a mature and productive way • They seek to make their work... significant number of self-motivated employees sit in frustration while their bosses utilize just a teeny-weeny amount of what they have to offer They are treated like children, “to be seen but not heard.” Management tells them to stuff 95 percent of their knowledge in the desk drawer INNOVATION, ENTERPRISE, AND INITIATIVE 365 and to limit their contribution to only what they are told to do And then these... schedule Suddenly, the manufacturing contractor discovered that the intended method for welding the fuel elements was not going to work, putting the entire program on hold for this critical component Immediately, a task force was established, with representatives of all the concerned groups within the organization The task force leader—a department head—called the team together and led in the development . of the workscope, the schedule, the assignment of resources, and the project budget. Achieving objec- tives in each of these areas often precedes meeting the objectives in other areas. So the. users and otherwise support the process. • By this time, the sponsors of the PM initiative realize the full scope and requirements of the program. If they haven’t yet made the commit- ment, they often. subset of managing the business. The strate- gies that drive the projects and the conditions that impact upon the projects involve other components of the enterprise. Success cannot be achieved