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Development of interpersonal skills for senior project managers
Development of interpersonal skills for senior project managers S Strohmeier
Qualified project-management personnel are an essential determinant of the success of a project. Because of the methodology qualifications and expertise in the projectmanagement field, interpersonal social aspects are often overlooked in relation to the qualifications of senior project managers. The paper presents the results of an empirical study of interpersonal-skills qualifications, and discusses whether the challenges are met bypersonneldevelopment policies. Keywords: training, development,
CONCEPTION SURVEY
interpersonal skills
AND IMPLEMENTATION
OF
To develop personnel-development policies, an empirical job analysis was conducted in a German aerospace firm. The firm carries out international large-scale projects in a highly sophisticated project-management environment, using the classical US project-management approach. The job analysis was conducted mainly in the research and development department of the company. The investigation included 117 managers, who were asked to answer an 8-page questionnaire on interpersonally defined problems and the interpersonal requirements of their jobs. The questionnaire referred to particular areas of the interpersonal dimension at the workplace, the manner and the intensity of the problems that occurred, and the
Lehrstuhl fiir Betriebswirtschaftslehre, Otto-Friedrich-Universitlt Bamberg, Bamberg, Germany
Vol 10 No 1 February
1992
insbes. Personalwirtschaft, Feldkirchenstrasse 21, 8600
0263-7863/921010045-04
possibility of meeting such challenges with personneldevelopment measures. To determine the specific project-management characteristics in the field surveyed, a comparison was made between 58 senior project managers and a control group of 59 senior staff employees who were from traditional ‘nonproject’ areas. (These personnel were mainly from the research and development department.) The aim of the study was to examine the burden of interpersonal problems in both groups, and to uncover possible differences and similarities in the interpersonal area. CENTRAL
PROBLEM
AREAS
AND RESULTS
The results of the survey having been evaluated, some statements can be made about the area studied. Basically, the unit analysed, as well as the control group, had interpersonally defined problems and tasks, The and interpersonal-qualifications requirements. interpersonal area was very relevant to the success of each executive. The significance of the interpersonal field was also emphasized by the number of working hours during which senior staff members had to interact with other people. Both groups spent a large amount of their working Only 12% of the senior project time with people. managers spent less than half of their working time coooperating with other people,’ whereas 31% of traditional senior staff members fell into this category (a much higher proportion). Making new contacts was important for senior project managers as well as for senior staff members. In addition, it was discovered that some (mostly engin-
@ 1992 Butterworth-Heinemann
Ltd
45
Development of interpersonal skills for senior project managers eering- and natural-sciences-oriented) managers are sceptical about the ‘vague and irrational’ interpersonal field. In the course of the survey, the managers reported four areas of interpersonal problems (see Figure 1). These specific areas are described below. However, clear distinctions between the problem areas are hardly possible. The subsections, such as those of team building, communications and conflict, interact reciprocally.
Influence and motivation Influencing and increasing the motivation of employees and others involved in the project were especially problematic for the senior project managers, who emphasized their lack of formal authority and influence. The exertion of influence in nonproject fields caused particular problems. Therefore, it was clear that the senior project managers had to establish additional avenues of influence. In relation to projects, the temporary assignment of project personnel caused more problems for the senior project managers than for the control group. Both groups stated that double assignments and vagueness over the distribution of competence were other causes of difficulties in this subsection.
Conflicts Interpersonal conflicts appeared as interpersonal problems at all workplaces. It seemed, however, that the types of problem in this area were not specific to project management. Both groups unanimously reported conflicts on the socioemotional level, and problems with conflicts that were not specifically resolved. Problems also occurred with conflicts that ‘smouldered under the surface’. Similarly, both groups were confronted with the avoidance of conflicts and confrontations, and with vagueness about the true causes of conflicts. They were affected by conflicts that were dealt with in unsuitable ways, and by trivialities. Whereas the problems with conflicts were the same for both groups, it was evident that the intensity of
I
conflict was significantly managers.
higher
for the senior
project
Communications Interpersonal communications were identified as an additional problem area. Typical communications problems were the insufficient flow of information within project teams, and between the teams and other organizational units. Other problems were misunderstanding and excessive amounts of information (‘paper flood’). Necessary information was not available, or it did not arrive on time; these problems existed for both although, again, senior project managers groups, reported having a higher intensity of problems. A project-specific problem was the information flow within the team and to other organizational units.
Teamwork
and cooperation
In the fourth identifiable subsection of problems, the same interpersonal problems existed for both groups. First, there were tensions between various organizational units. Many people in the organizational units suffered from egotism, which impeded cooperation and effective communication. On the individual level, the study revealed a lack of willingness to cooperate, and an inability to cooperate. The employees had developed exaggerated career goals and competitive thinking. For example, one might be hungry for status, another ‘an ambitious eccentric’, or another envious and jealous of colleagues’ success. Needless to say, there was no room for cooperation. In addition, this kind of behaviour prevented technical and operational cooperation between coworkers. Very often, senior project managers were affected by a lack of codetermination of the team arrangement, which only enhanced the problem of cooperation. Thus, the results of the study made it clear that relationships with people in project management lead to many interpersonal problems for senior project managers. In general, it must be said that the problems for the senior project managers rarely took shape. There were nearly always interpersonal problems for the control
Interpersonal problem areas
Figure 1. Interpersonal problem areas at the workplace
46
International
Journal
of Project
Management
S STROHMEIER
It is clear that interpersonal problems can often not be solved by senior project managers alone. Therefore, the inclusion of other people in development measures is inevitable. To reduce difficulties, organizational-development action has to include structural changes of the organization, to support and stabilize development activities.
group, also, but usually at a less important, and partly at a clearly unimportant, intensity. An examination of the association between the position and the frequency of problems showed a clearcut relationship. The main result of the study was that the participating senior project managers were more frequently confronted with interpersonally defined problems than were the members of the control group. This result supports the thesis that the projectmanagement concept, even if it is set in a highly sophisticated project-management environment, makes higher interpersonal demands on senior project managers than do ‘traditional’ management concepts.
Individual-development
Individual-development measures should advise, support and encourage senior project managers. This type of action can range from support to personal counselling. This entails examination of what difficulties are perceived with regard to a specific project situation, and where chances for development can be given to increase the effectiveness of the head of the project. The content and aims of all development measures must be determined through developmental discussion and other methods of eliciting problems. When all the problems and requirements that are relevant to a specific situation are taken into consideration, all the above-mentioned problems in the interpersonal field can offer a first basis on which to work out relevant subject matters and goals. Development measures in the interpersonal field cannot be restricted to pure cognitive-learning goals, but have to be aimed at the area of affective learning, which must have an influence on the choice of methods of development3. The choice of development methods shows no special project features. Active development measures that are orientated towards the profile of the participants (motivation, preparation, compensation etc.), the competence of the trainers and the effective adjustment of learning goals are to be preferred. In the interpersonal field, the highest demands should be placed particularly on trainers, instructors and consultants. Less-qualified trainers often hide behind trivial information and formulae4. In addition to having a firm background in organizational psychology and didactic skills, a trainer should have practical project-management experience as well. Opportunities for personnel development only come about when potential senior project managers show at least first signs of certain skills and behaviour, which can then be specifically expanded and fostered. This, in turn, places limitations on personnel development. Personnel development is the wrong approach when a person who has no fundamental social competence that could be developed, i.e. who lacks the necessary potential for interpersonal growth, is placed in a senior
STANDARDS FOR PERSONNELDEVELOPMENT PROCEDURES Owing to the fact that project senior staff members, even in a highly sophisticated project-management environment, are faced with manifold problems, and in view of the great relevance of the interpersonal field to success in project management, preparatory and support personnel-development measures are indispensable. Nevertheless, tasks and qualifications are dependent on specific situations, and, therefore, also on the necessary personnel and organizational measures (see Figure 2). As problems and requirements are dependent on specific situations, it is not possible to define generally valid and necessary provisions to cover the interpersonal field. However, three types of measure are necessary, as follows.
Group-oriented
development programmes
When someone switches from a project-team position to a project-manager position, he/she is often faced with a great deal of change. Special technical qualifications decrease in importance, and management skills, including interpersonal skills, become more critical. To avoid a risky ‘trial-and-error’ procedure in which competent engineers, scientists and others are given responsibility for a project and are expected to learn on the job, it is necessary to form group-oriented development programmes in interpersonal areas2.
Problem-oriented development
measures
measures for organizational
The occurrence of problems within and between organizational units makes it necessary to use measures to deal with these problems. The approach is aimed at the development of project teams, senior project managers and other senior staff.
Possible action plan
I Dimensions of a situation
Figure
Activity/ task
2. Situation-dependent
Vol 10 No 1 February
1992
tasks and demands
-
Demands/ qualifications
#
Possible organizational and personal political measures
in project management’
47
Development of interpersonal skills for senior project managers project-manager position. This illustrates once again the importance of an appropriate selection process. Only an optimum of harmony between development activities and selection measures can be efficient. Development measures are not the only way to deal with interpersonal problems. One has to consider where development measures should be applied, and where other personnel and organizational activities can offer more effective solutions. Under such circumstances, personnel-development measures relating to the interpersonal qualifications of senior project managers can be described as useful and necessary contributions to the success of a project.
REFERENCES Meyer, H ‘Tatigkeitsanalyse von Projektftihrungspersonal’ in Reschke, H and Schelle, H (Eds.) Projektmanagement GPM, Miinchen, Germany $gi) pp 215-221 (Beitriige zur GPM-Jahrestagung Thornberry, N E ‘Training the engineer as a project manager’ Training & Develop. J. (Ott 1987) pp 435 446 Miketta, E ‘Training von Projektmanagement Trainern’ Congena Texte (l/1981) pp 29-38 Platz, J ‘Schulung als Instrument der Einfiihrung des Projektmanagement’ in Reschke, H and Schelle, H (Eds.) ProjektmanagementGPM, Miinchen, Germany
48
$l$8;)
pp 435446
(Beitrage zur GPM-Jahrestagung
BIBLIOGRAPHY Hansel, J and Lomnitz G Projektleiter-Praxis. Erfolgreiche Projektabwicklung durch verbesserte Kommunikation und Kooperation Germany (1987) Human Resource Development for Project Management Internet, Zurich, Switzerland (1981) Posner, B Z ‘What it takes to be a good project manager’ Project Manage. J. Vol XVIII No 1 (1987) pp 51-54 Wilemon, D L and Baker, B N ‘Some major research findings regarding the human element in project management’ in Cleland, D I and King, W R (Eds.) Project Management Handbook USA (1988) pp 847866 Stefan Strohmeier, who was born in 1964, has a Dipl. Kfm. He is a research assistant in the Department of Personnel Management at Otto-Friedrich-Universitiit the Bamberg, Germany. His areas of research are personnel planning and development, and personnel matters as they relate to project management.
International
Journal
of Project
Management
Qualified project-management personnel are an essential determinant of the success of a project. Because of the methodology qualifications and expertise in the projectmanagement field, interpersonal social aspects are often overlooked in relation to the qualifications of senior project managers. The paper presents the results of an empirical study of interpersonal-skills qualifications, and discusses whether the challenges are met bypersonneldevelopment policies. Keywords: training, development,
CONCEPTION SURVEY
interpersonal skills
AND IMPLEMENTATION
OF
To develop personnel-development policies, an empirical job analysis was conducted in a German aerospace firm. The firm carries out international large-scale projects in a highly sophisticated project-management environment, using the classical US project-management approach. The job analysis was conducted mainly in the research and development department of the company. The investigation included 117 managers, who were asked to answer an 8-page questionnaire on interpersonally defined problems and the interpersonal requirements of their jobs. The questionnaire referred to particular areas of the interpersonal dimension at the workplace, the manner and the intensity of the problems that occurred, and the
Lehrstuhl fiir Betriebswirtschaftslehre, Otto-Friedrich-Universitlt Bamberg, Bamberg, Germany
Vol 10 No 1 February
1992
insbes. Personalwirtschaft, Feldkirchenstrasse 21, 8600
0263-7863/921010045-04
possibility of meeting such challenges with personneldevelopment measures. To determine the specific project-management characteristics in the field surveyed, a comparison was made between 58 senior project managers and a control group of 59 senior staff employees who were from traditional ‘nonproject’ areas. (These personnel were mainly from the research and development department.) The aim of the study was to examine the burden of interpersonal problems in both groups, and to uncover possible differences and similarities in the interpersonal area. CENTRAL
PROBLEM
AREAS
AND RESULTS
The results of the survey having been evaluated, some statements can be made about the area studied. Basically, the unit analysed, as well as the control group, had interpersonally defined problems and tasks, The and interpersonal-qualifications requirements. interpersonal area was very relevant to the success of each executive. The significance of the interpersonal field was also emphasized by the number of working hours during which senior staff members had to interact with other people. Both groups spent a large amount of their working Only 12% of the senior project time with people. managers spent less than half of their working time coooperating with other people,’ whereas 31% of traditional senior staff members fell into this category (a much higher proportion). Making new contacts was important for senior project managers as well as for senior staff members. In addition, it was discovered that some (mostly engin-
@ 1992 Butterworth-Heinemann
Ltd
45
Development of interpersonal skills for senior project managers eering- and natural-sciences-oriented) managers are sceptical about the ‘vague and irrational’ interpersonal field. In the course of the survey, the managers reported four areas of interpersonal problems (see Figure 1). These specific areas are described below. However, clear distinctions between the problem areas are hardly possible. The subsections, such as those of team building, communications and conflict, interact reciprocally.
Influence and motivation Influencing and increasing the motivation of employees and others involved in the project were especially problematic for the senior project managers, who emphasized their lack of formal authority and influence. The exertion of influence in nonproject fields caused particular problems. Therefore, it was clear that the senior project managers had to establish additional avenues of influence. In relation to projects, the temporary assignment of project personnel caused more problems for the senior project managers than for the control group. Both groups stated that double assignments and vagueness over the distribution of competence were other causes of difficulties in this subsection.
Conflicts Interpersonal conflicts appeared as interpersonal problems at all workplaces. It seemed, however, that the types of problem in this area were not specific to project management. Both groups unanimously reported conflicts on the socioemotional level, and problems with conflicts that were not specifically resolved. Problems also occurred with conflicts that ‘smouldered under the surface’. Similarly, both groups were confronted with the avoidance of conflicts and confrontations, and with vagueness about the true causes of conflicts. They were affected by conflicts that were dealt with in unsuitable ways, and by trivialities. Whereas the problems with conflicts were the same for both groups, it was evident that the intensity of
I
conflict was significantly managers.
higher
for the senior
project
Communications Interpersonal communications were identified as an additional problem area. Typical communications problems were the insufficient flow of information within project teams, and between the teams and other organizational units. Other problems were misunderstanding and excessive amounts of information (‘paper flood’). Necessary information was not available, or it did not arrive on time; these problems existed for both although, again, senior project managers groups, reported having a higher intensity of problems. A project-specific problem was the information flow within the team and to other organizational units.
Teamwork
and cooperation
In the fourth identifiable subsection of problems, the same interpersonal problems existed for both groups. First, there were tensions between various organizational units. Many people in the organizational units suffered from egotism, which impeded cooperation and effective communication. On the individual level, the study revealed a lack of willingness to cooperate, and an inability to cooperate. The employees had developed exaggerated career goals and competitive thinking. For example, one might be hungry for status, another ‘an ambitious eccentric’, or another envious and jealous of colleagues’ success. Needless to say, there was no room for cooperation. In addition, this kind of behaviour prevented technical and operational cooperation between coworkers. Very often, senior project managers were affected by a lack of codetermination of the team arrangement, which only enhanced the problem of cooperation. Thus, the results of the study made it clear that relationships with people in project management lead to many interpersonal problems for senior project managers. In general, it must be said that the problems for the senior project managers rarely took shape. There were nearly always interpersonal problems for the control
Interpersonal problem areas
Figure 1. Interpersonal problem areas at the workplace
46
International
Journal
of Project
Management
S STROHMEIER
It is clear that interpersonal problems can often not be solved by senior project managers alone. Therefore, the inclusion of other people in development measures is inevitable. To reduce difficulties, organizational-development action has to include structural changes of the organization, to support and stabilize development activities.
group, also, but usually at a less important, and partly at a clearly unimportant, intensity. An examination of the association between the position and the frequency of problems showed a clearcut relationship. The main result of the study was that the participating senior project managers were more frequently confronted with interpersonally defined problems than were the members of the control group. This result supports the thesis that the projectmanagement concept, even if it is set in a highly sophisticated project-management environment, makes higher interpersonal demands on senior project managers than do ‘traditional’ management concepts.
Individual-development
Individual-development measures should advise, support and encourage senior project managers. This type of action can range from support to personal counselling. This entails examination of what difficulties are perceived with regard to a specific project situation, and where chances for development can be given to increase the effectiveness of the head of the project. The content and aims of all development measures must be determined through developmental discussion and other methods of eliciting problems. When all the problems and requirements that are relevant to a specific situation are taken into consideration, all the above-mentioned problems in the interpersonal field can offer a first basis on which to work out relevant subject matters and goals. Development measures in the interpersonal field cannot be restricted to pure cognitive-learning goals, but have to be aimed at the area of affective learning, which must have an influence on the choice of methods of development3. The choice of development methods shows no special project features. Active development measures that are orientated towards the profile of the participants (motivation, preparation, compensation etc.), the competence of the trainers and the effective adjustment of learning goals are to be preferred. In the interpersonal field, the highest demands should be placed particularly on trainers, instructors and consultants. Less-qualified trainers often hide behind trivial information and formulae4. In addition to having a firm background in organizational psychology and didactic skills, a trainer should have practical project-management experience as well. Opportunities for personnel development only come about when potential senior project managers show at least first signs of certain skills and behaviour, which can then be specifically expanded and fostered. This, in turn, places limitations on personnel development. Personnel development is the wrong approach when a person who has no fundamental social competence that could be developed, i.e. who lacks the necessary potential for interpersonal growth, is placed in a senior
STANDARDS FOR PERSONNELDEVELOPMENT PROCEDURES Owing to the fact that project senior staff members, even in a highly sophisticated project-management environment, are faced with manifold problems, and in view of the great relevance of the interpersonal field to success in project management, preparatory and support personnel-development measures are indispensable. Nevertheless, tasks and qualifications are dependent on specific situations, and, therefore, also on the necessary personnel and organizational measures (see Figure 2). As problems and requirements are dependent on specific situations, it is not possible to define generally valid and necessary provisions to cover the interpersonal field. However, three types of measure are necessary, as follows.
Group-oriented
development programmes
When someone switches from a project-team position to a project-manager position, he/she is often faced with a great deal of change. Special technical qualifications decrease in importance, and management skills, including interpersonal skills, become more critical. To avoid a risky ‘trial-and-error’ procedure in which competent engineers, scientists and others are given responsibility for a project and are expected to learn on the job, it is necessary to form group-oriented development programmes in interpersonal areas2.
Problem-oriented development
measures
measures for organizational
The occurrence of problems within and between organizational units makes it necessary to use measures to deal with these problems. The approach is aimed at the development of project teams, senior project managers and other senior staff.
Possible action plan
I Dimensions of a situation
Figure
Activity/ task
2. Situation-dependent
Vol 10 No 1 February
1992
tasks and demands
-
Demands/ qualifications
#
Possible organizational and personal political measures
in project management’
47
Development of interpersonal skills for senior project managers project-manager position. This illustrates once again the importance of an appropriate selection process. Only an optimum of harmony between development activities and selection measures can be efficient. Development measures are not the only way to deal with interpersonal problems. One has to consider where development measures should be applied, and where other personnel and organizational activities can offer more effective solutions. Under such circumstances, personnel-development measures relating to the interpersonal qualifications of senior project managers can be described as useful and necessary contributions to the success of a project.
REFERENCES Meyer, H ‘Tatigkeitsanalyse von Projektftihrungspersonal’ in Reschke, H and Schelle, H (Eds.) Projektmanagement GPM, Miinchen, Germany $gi) pp 215-221 (Beitriige zur GPM-Jahrestagung Thornberry, N E ‘Training the engineer as a project manager’ Training & Develop. J. (Ott 1987) pp 435 446 Miketta, E ‘Training von Projektmanagement Trainern’ Congena Texte (l/1981) pp 29-38 Platz, J ‘Schulung als Instrument der Einfiihrung des Projektmanagement’ in Reschke, H and Schelle, H (Eds.) ProjektmanagementGPM, Miinchen, Germany
48
$l$8;)
pp 435446
(Beitrage zur GPM-Jahrestagung
BIBLIOGRAPHY Hansel, J and Lomnitz G Projektleiter-Praxis. Erfolgreiche Projektabwicklung durch verbesserte Kommunikation und Kooperation Germany (1987) Human Resource Development for Project Management Internet, Zurich, Switzerland (1981) Posner, B Z ‘What it takes to be a good project manager’ Project Manage. J. Vol XVIII No 1 (1987) pp 51-54 Wilemon, D L and Baker, B N ‘Some major research findings regarding the human element in project management’ in Cleland, D I and King, W R (Eds.) Project Management Handbook USA (1988) pp 847866 Stefan Strohmeier, who was born in 1964, has a Dipl. Kfm. He is a research assistant in the Department of Personnel Management at Otto-Friedrich-Universitiit the Bamberg, Germany. His areas of research are personnel planning and development, and personnel matters as they relate to project management.
International
Journal
of Project
Management