sts 50 Che and programme ma Rudy Kor and Gert Wijnen Gower Twynstra Management Cons ul tants 50 Checklists r Rudy Kor and Gert Wijnen Gower Twynstra Management Consultants © Twynstra Management Consultants 2000 All rights reserved No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the permission of the publisher Published by Gower Publishing Limited Gower House Croft Road Aldershot Hampshire GUll 3HR England Gower Old Post Road Brookfield Vermont 05036 USA R Kor and G Wijnen have asserted their right under the Copyright, Designs and Patents Act 1988 to be identified as the authors of this work British Library Cataloguing in Publication Data Kor, R Fifty checklists for project and programme managers Industrial project management I Title II Wijnen, G 65 8.4'04 ISBN 0-566-08278-0 Designed and typeset [o Bovendorp and Sjoukje Ziel (Twynstra Management Consultants) Photography Jan van Ilken Illustrations Jan Zandstra Printed by Cambridge University Press, Great Britain Contents Foreword 2.1 2.2 2.3 2.4 3.1 3.2 4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 5.1 5.2 5.3 5.4 6.1 6.2 6.3 6.4 6.5 6.6 6.7 Unique assignments 13 The project approach Turn it into a project Manage the project Decide by choosing the correct alternative Assess the project 21 33 56 76 90 The programme approach Specify the programme content Manage the programme with TFEFG 101 112 128 The main players Recognise organisational differences Determine the desired organisational form Fill three key positions Fill the role of principal Fill the role of assignment leader Fill the role of assignment team member Determine your style of leadership As an assignment leader, acquire sufficient power 139 152 154 156 158 160 162 164 166 Environmental factors and players Analyse the environment (factors and players) Determine the failure factors and analyse the risks Develop support Communicate with those around you 169 176 178 180 182 Working together on unique assignments Create a team Your behaviour in the team Make use of team members' individual competencies Work together Take care when making decisions Effective consultation Manage conflicts 185 190 192 194 196 198 200 202 Contents 6.8 6.9 Listen and question further Give and take feedback 204 206 Bibliography 209 Index 211 Contents Foreword Since the 1970'S, the Twynstra Group of Managers and Consultants, of which we are partners, has dedicated itself to the professionalisation of project-based working This approach has its roots in the construction industry, as so many other management approaches that still characterise the field today Our approach soon became 'common property'; this came about by our close association with the computer and software industry, which at that time was in its infancy, but also the electronics industry and our continual involvement in organisation change processes This approach has been made suitable for both capitalintensive and capital-deficient projects, for projects where only a few people are involved to projects with an army of full-time workers It has been adapted for projects that have a tangible end result, but also for projects that are more at home in the world of ideas The disadvantage of this is that the approach is not really tailored to anyone specific type of project This is left up to the reader! About IS years ago, the complexity of certain assignments made us realise that, as well as the project approach, we needed a new one We called this the programme approach, which is characterised by aiming towards goals instead of results Culture counts From its beginnings as a small Dutch bureau in the 1960'S, Twynstra has grown into an organisation employing more than 700 people who work in offices spread all over Europe After all these years, we are convinced that the approaches we have developed are effective within the Dutch culture Foreword We have seen that our methods have helped in the management of unique assignments in northern Europe We have to qualify this by mentioning that our approach, quite obviously, contains elements specific to our culture and therefore limitations, for example in relation to power differences These must not be too great between the principal and the assignment leader, otherwise you will lose the all- important consulta tion moments and the relationship will become hierarchical, within which any criticism from the assignment leader will be regarded as a form of insubordination The 'manana' attitude of some cultures does not exactly stimulate a more planned approach to working; nor does the absolute belief, held by a decreasing number of cultures, that planning is not the way forward Too much ego tripping does a project or programme no good at all; it must be a team effort But having a team where conflicts are not aired is no good either, because there will always be conflict situations in the course of a unique assignment After all, there may be no common interests or well-trodden paths to fall back on Why should you not read this book? Many unique assignments can be carried out using the management method par excellence: Intuition, with the motto: We Will Wait And See What Happens If you are happy wi th this approach, it will not really be worth your time while reading this book You will probably gain more insight and inspiration from books such as De Bono's on the subject of thinking, Alice in Wonderland, Murphy's Law, Baron von Munchhausen and the The Tao of Poeh Foreword This book is also not the book of choice for people wanting a scientific foundation to the project and programme approach It is too practically oriented for this purpose If you are looking for budget calculation methods, execution period calculation models, comparative studies of software packages or the latest information about coaching team members, you would be better advised to put this book to one side, since these subjects are not covered If you have absolutely nothing to with a project or programme at this time, the book will certainly add to your general knowledge, but it is designed as a handbook and not a work of scientific interest, so your time might be better employed on something else Why should you read this book? This book is aimed at people who, in one way or another, are involved or are about to become involved in a project or programme If your organisation works systematically, but you have the feeling that this could be improved, the book will offer you suggestions If you have any doubts about the suitability of your own systematic way of working or feel that it could be improved, this book might help you address these questions It makes no difference when reading this book if you work for a profit or non-profit organisation, in an organisation that makes products or one that provides services It is also immaterial if you work in an organisation with a staff of 222 or one employing 22.222 Systematic working can have its place in all types of organisations It also makes no difference whether you are male or female; to avoid elegance we use he in this book to indicate he or she Foreword The book can be read from cover to cover, but you could also choose to read about a particular theme} such as working together You could also concentrate on the checklists and skip the introductory texts} but you would miss the context in which they are placed Or you can just read the introductory texts} but if you you will miss the practicality that so typifies the checklists This book is complete in itself However} it would be remiss of us if we did not refer to the book Managing Unique Assignments, a publication that takes a closer look at the six themes dealt with here It has a similar list of contents} but rather than being a practical handbook, Managing Unique Assignments lays the foundations for the project and programme approach It still remains a time-consuming busginess The project or programme approach spares those involved a great deal of inconvenience But this does not say that there is nothing to it Because a unique assignment always involves bringing staff together temporarily, it is a time-consuming business Time and time again, agreements have to be made with capacity suppliers about the division of tasks, responsibilities and powers We must be careful to avoid turning a construction that has been used successfully in one unique assignment into the standard for all the subsequent ones Organisations that want to approach unique assignments in a professional way must be willing to reach new tailor-made agreements for each individual case Clear use of language helps in this by making communication easier 10 Unique assignments It is also useful to know what has to be done at any given time, thus avoiding the necessity of starting from scratch Our intention is to help you on your way, what you actually say and are up to you Amsterdam, September 1999 Rudy Kor and Gert Wijnen Unique assignments 11 Index acceptance 191 accountability 189 active listening 205 activities in a programme/project 16-7, 18,21,23, 33,39,55,65,7 2,134,139,148, 163 duplication 153 see also primary activities in a programme/ project activity-oriented line of approach to projects 55 adjustments in project/programme plans 26,64-5, 1,89,133,146 agendas for meetings 201 aggressive behaviour 193 agreements 15,30,74,81,83,89,97,135,142,155, 163,199,201 ambiguity 58,79,93,97, 102, 126 annoyance 99 anticipation 47 appreciation 206 assessment of projects 90-93 see also progress control assignment leaders 140-41,142-6,155,156,157, 160-61, I70 teams 162-3 assistance (giving and receiving) 163 attitudes 142,161, I72 auditing of projects 94-5 authority see power balance of power 101-2, 148, 163, 166-7 behaviour 142,147,166,188,206,207 in meetings 20 I in teams 187, 188, 192-3 body language 205 bottlenecks see problems boundaries of programmes II3, II5, 116, 118-9 of projects 40-41,81 budgets see financial management bureaucracy 75 Index 211 capacity (resources) 65,66,67,77, 15 0, 175 planning 136, 137 chairing meetings 201 change 38,65,73,76,79,83, 101, 120, 135 choices 109 closed questions 205 clustering in programmes 102, II7, 119,126-7 see also structural divisions in programmes coaching 142 cognitive skills 187 commitment 22,23,31,79,98,141,147,188-9 communication 16,28,32,73,74,75,77,103,137, 142,147,148,163,182-3,204 planning 136 see also non-verbal communication competence 146-7,153,157, 161, 165, 186, 187, 188, 194-5 completion dates 67,76 compromises 203 'concept decisions' 77 conflict 19,185,188 management 202- confrontation 193 conscious feedback 206 constituent projects 54-5,83 design 85 consultation in teams 200-201 content specification in programmes 112-3 continuity 144 continuous progress-control 22, 26 contractors 47,49, 173 contracts 87 'co-makers' 172, 174, 175 co-operation 17,18,75,93,144,157,185-207 see also relationships; teams/teamwork cost/benefit analyses 69 costs 26-7,68-9,151 see also financial management creativity 187,202 212 Index credibility 203 criteria for programme management r oe-o, 135, 137 value rating 108, 131, 135 criticism 193,206 decision documents 22,27,29-3 1,73,76,77,78-9, 86,88,155,183 decision making 16, I7, 21, 22, 27, 28-31, 77, 96, 102,104,109-10,146,187,197,198-9,201 structured decision making 24 defiant behaviour 192,193 definition phase in projects 24, 38,42-3,81,83 delegation 142,146,149,150,159 as a leadership technique 165 description of results in projects I7, 23,30,34-5, 6-7,4°-4 1,45 design constraints affecting projects 53,83 design phase in projects 24, 38,44-5 discipline-oriented line of approach to projects 55 dissatisfaction 191 diversification 65 dominant behaviour 192,193 duplication of procedures 153 efficiency 14, 187 as a criterion for programme management 106, ro8,128-3 efforts see activities in a programme/project emotional involvement 141, 159 empowerment 147 encouragement 165, 192 environmental factors in unique assignments 169-83 analysis of I76-7 'ER' goals in programmes I 14, I 19 evaluation of projects 57,91,98-9 exaggeration I expectations 31,37,115 expertise 142,146,148,161,163 external influencers 171-2 Index 213 external interfaces affecting projects 53, 83, 146 see also environmental factors in unique assignments failure factors in unique assignments Il8-9 see also risks fear 167 feasibility as a criterion for programme management 106, 107-8,128-3 feedback 165,201/206-7 see also criticism financial management 68-9/77,129/1431 1501 III planning 13 I 137 financial structural divisions in programmes 126-7 flexibility 14-5,153/187 as a criterion for programme management 1061 108 /128-3 follow-up phase in projects 25/38/47,49150-51/711 8/ 89 follow-up programmes 88-9 functional requirements affecting projects 53, 83 functional structural divisions in programmes 126-7 geographical structural divisions in programmes 126-7 goal orientation as a criterion for programme management 1061 108, 128-31 goals lSI 171 18/22/37/40-41,53/59/81/951 r o r , 103, 104/112/140/146/147,172/173,187/191/197 goals/efforts/means networks I031 I091 119, 124-51 133/ 137 integrating 191 merging 101 of programmes 114-51 rr6-71 120-21 1231 124-51 131 'groupthink' (concept) 199 help (giving and receiving) 163 hierarchies 1481 162 'ideal' projects 33-4 ideas 30, 147, 1671 187 214 Index implementation stage in programmes 103, 105, 109, 120-21 improvisation 14, IS, 18, 104, III influence 170,172,175 information 22,93,95,99,101,109,133,143, ISS, 167,187,189,191,197,199 accuracy 189 as a management aspect 22,27, 31, 56,72-3,77, 79, IS0 initiative 139,146 initiative phase in projects 24,38,40-41,78,80-81 input providers in unique assignments 172-4 inspiration 105, 128 see also motivation instruction as a leadership technique 165 integration (in decision documents) 22 interactive behaviour 192,193,197 interested parties as influencing factors 172 interim results 61, l0S jargon 16 judgement of character 144, 207 justification of projects 50 key roles 156-7 knowhow 23 knowledge 142,145,160,161,185 see also expertise leadership 142,160,161,164-5,192 see also assignment leadership leading questions 205 learning 99, 153 listening skills 197,204-5 location-oriented line of approach to projects 55 goals I 19 manageability of projects 26,58-9 management 58-9,102,105-9,128-9,139,143-4 unanimity in 140-41 MACIE Index 215 see also project management margins in programme/project management 26,57, 59,60-61,65,67,77,81,145 market oriented structural divisions in programmes 126-7 meetings 97, 18 7, 197 chairing 201 misunderstandings 56 mixed structural divisions in programmes 126-7 money (as a management aspect) 22,26-7,31, 56, 77,79 monitoring of programmes 132-3 motivation 74,75,103,105, II5, 128, 156, 161, 164 non-verbal behaviour 197 non-verbal communication 205 see also body language 'not invented here' syndrome ISS object oriented structural divisions in programmes 126-7 object-oriented line of approach to projects 55 open questions 205 operational requirements affecting projects 53, 83 opinions 56,95, lIS, 187, 199,202, 205,206 optimism 91 organisation (as a management aspect) 22,27,31, 6,74-5,77,79 organisation oriented structural divisions in programmes 126-7 organisations 13-5,28,32,77, lOS, 122, 127, 144, 147-8,149,15 0,188 differences 152- forms 154-5 structures 139,148-9 tensions 152-3 outcomes 22,81,89,105,121,123,127,131,140-41, 14 2- 6, lSI, 156, 159, 170, 174, 175 see also goals; results of projects output users 174-5 216 Index participants in project/programme work 139-67, 182 persuasion as a leadership technique 165 phasing of work 17,21,22-5,38-9,61,78,93 transitions 28-31,76 planning of programmes IIO,I36-7 adjustments in project/programme plans 26, 64-5,7 1,89,133,146 post-evaluation of projects 98-9 power 28,3°,31,74,77,142-3,144,145,148,149, IS0, ISS, 163, 18 balance of 101-2,148,163,166-7 preparation phase in projects 24-5,45,46-7, ?I, 85 primary activities in a programme/project 23,30, 6,3 8-9,49,74,116-7, 123,128,143,145,162 description 76 management 59, 67 repetition of 65 principals in programmes/projects 21,22-3,28-3 I, 53,59,75,77,97, 109, IIO, 13 8-41, 15 6, 157, 15 8-9,170 involvement 141,159 prioritisinginprogrammes 125,134-5 problem solving 141,19°,202 problems 37,81, II5, 178, 191, 197, 198 procedures see activities in a programme/project process management 110- I I programmes 13-9,101-37 adjustments in programme plans 64-5,71,89, 133,146 boundariesofprogrammes 113, lIS, 116, II8-9 clustering in programmes 102, II?, II9, 126-7 content specification 112-3 criteria for programme management 106-9, 135, 137 description ofresults 17,23,34-5,36-7,40,45 functional structural divisions in programmes 126-7 geographical structural divisions in programmes 126-7 Index 217 goal orientation as a criterion for programme management 108, 128-31 goals II4-5/ II6-7, 120-21/ 123, 124-5/ 131 implementation stage 103/105/109,120-21 management 101-37 market oriented structural divisions 126-7 mixed structural divisions 126-7 monitoring 132-3 object oriented structural divisions 126-7 organisation oriented structural divisions in programmes 126-7 participants in programme work 139-67/182 planning IIO, 136-7 primary activities 116-7/ 119/ 123 prioritising 125/134-5 programming 102-5 sequential structural divisions 126-7 shutdown stage 103/105/109/121/122-3 stages 103-23 starting stage 103-4/109/ II8-9 structural divisions 126-7 progress control 23/26/57/62-5/71/72,74/75/77/ 81/83/87/89/9°/92/109/137 continuous progress-control 22/26 financial aspects 68-9 reporting 26/ I 63 see also assessment of projects project briefs 80-81 project management 21-99 margins in project management 26/ 59/ 60-61/ 65/ 67/77/ vocabulary I project programmes 82- projects 13-9/21-99 activities in a project 16-7/ 18/21/23/ 33/ 39/ 55, 65/72/139/ 14 8/ 163 activity-oriented line of approach 55 adjustments in project plans 64-5/?I/ 89/ 133/ 146 218 Index assessment of projects 90-93 auditing of projects 94-5 boundaries of projects 40-41,81 constituent projects 54-5,83,85 definition phase 24,38,42-3,81,83 description of results 17,23,30,34-5,36-7,40,45 design 84-5 design constraints affecting projects 53, 83 design phase 24, 38,44-5 discipline-oriented line of approach 55 evaluation of projects 57,91,98-9 external interfaces affecting projects 53, 83, 146 follow-up phase 25,38,47,49,50-5 1,71,78,89 functional requirements affecting projects 53, 83 'ideal' projects 33-4 initiative phase 24,38,40-41,78,80-81 location-oriented line of approach 55 manageability of projects 26, 58-9 object-oriented line of approach to projects 55 operational requirements affecting projects 53, 83 participants in project work 139-67, 182 pitfalls 35 post-evaluation of projects 98-9 preparation phase 24-5,45,46-7,71,85 primary activities in a project 23,39,59,65,67,74, 6, 143, 145 principals 21,22-3,28-31,53,59,75,77,97,109, IIO, 138-41, 156, 157, 158-9,17° quantitative tools for projects 85, 87 realisation methods 85, 87 realisation phase 25,38,47,48-9,89 requirements 52-3,55,61 results 17,23,34-5,36-7,40-41,45,49,51,72, 75,7 6,81,83,89,93,141,170 reviews of projects 96-7 sequence-oriented line of approach 55 Index 219 qualitative methods for projects 85,87 quality 143 as a management aspect 22,27, 31, 56,7°-71,77, 79, IS0 quantifiable management requirements I quantitative tools for projects 85,87 questioning skills 204-5 rapport 127 realisation methods for projects 85, 87 realisation phase in projects 25,38,47,48-9, 89 realisation programmes 86-7 realisation tools for projects 85, 87 recriminations 99 relationships 15,28,55,75,77,101, II5, 127, 14 6, 149,15 1,177,202 see also co-operation repetition (in work) 14 requirements of projects 52-3,55,61 resistance 75 resources 26,56,59,66,67,108,125,142,147,151, 15 6,159, 167, III see also capacity (resources) responsibility 28,3°,31,74,77,142,144,145,146, 147,148,149,155,162,163, Ilo, I 83 in teams 189 results of projects 49,51,67,72,75,83,87,89,93, 141, 170, 191 description Il, 23, 30, 34-5, 36-7, 40-4 1, 45, 76 reviews of projects 96-7 risks 60,79,141,159,165,178-9 routine processes 14, 18,21 scepticism 98 self-confidence 142 self-management 146 sequence-oriented line of approach to projects 55 sequential structural divisions in programmes 126-7 shutdown stage in programmes I03, I05, I09, 121, 122-3 220 Index silence 205 sincerity 63 skills see competence SMART goals II speaking skills 197 sponsors 171-2 starting stage in programmes 103-4, 1°9, 118-9 structural divisions in programmes 126-7 structured decision making 24 style of leadership 164-5 submissiveness 193 subserviant behaviour 192, 193 suggestive questions 205 suppliers 47/87/172-3,175 support 170,172 as a leadership technique 165 for unique assignments 180-8 I tasks 14/27,28/3°,32/74/77/ 14 2/ 143-4/ 146/ 14 8/ 149/ ISS, 183/ 18 teams/teamwork 22/75/77/146-8/ ISS, 157/ 162-3/ 174/ 185- 2°7 consultation 200-201 creation 190-91 optimum size 187 roles 194-5 see also co-operation tempo as a criterion for programme management 106/ 107,109/128-31 time (as a management aspect) 22/26/31/ 56/ 76-7/ 79 time management 66-7/76,137 training 49,75 trust 63/ 167/ 182 unambiguity 58/79/97/ 102/ 126 unanimity in management 140-41 uncertainty 24/ 60 understanding 79,81/ 182 unique assignments 13-19/139-67 Index 221 co-operation 185 -207 decision making 16 environmental factors 169-83 failure factors IJ8-9 in organisations 13 - I input providers 172-4 management 15-16 support 180-8 I see also programmes; projects unpredictability 15 vagueness 43,53, 145, 199 values of programme criteria 108, 13 I, 135 verbal behaviour 197 versatility see flexibility work methods 14-15,17 working together 196-7 see also co-operation written instructions 165 222 Index The authors Rudy Kor and Gert Wijnen are consultants specialised in project and programme management For some 20 years they have assisted in the start-up of unique assignments, trained project and programme managers, audited projects and programmes and helped people in organisations to professionalise their approach to carrying out unique assignments Both have acquired experience in industrial and service organisations in the public and private sectors They have published some 60 articles on the subjects of organisation, management, project and programmebased working and leadership They are author or coauthor of I I books in Dutch Gowerrecentlypublished Managing Unique Assignments', a sisterbook, in which the authors go into the subject more thoroughly Rudy and Gert are convinced that the project, as well as the programme approach, are applicable to big, multibillion EURO assignments lasting several years But the basic ideas of both approaches have also proven to be very useful in small, teamwork-oriented unique assignments lasting only a few weeks I RudyKor GertWijnen ISBN 0-566-08278-0 Gower Hou se, Croft Road Aldershot , Hampshire GU 11 3HR, Engl and http ://WWW.gowerpub.com ... Data Kor, R Fifty checklists for project and programme managers Industrial project management I Title II Wijnen, G 65 8.4'04 ISBN 0-566-08278-0 Designed and typeset [o Bovendorp and Sjoukje Ziel... (the making Project brief Project programme Project design Realisation programme Follow-up programme Time Money Quality Information 2.2 The project approach integrates phasing, managing and decision... to direct each other's efforts and energy towards achieving a project result and strive for the goals in a programme Those Unique assignments 15 working in projects or programmes are offered a