11
The Project Team
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Chapter Concepts
How teams are acquired
and assigned
The development and
growth of teams
The project kickoff
meeting
Characteristics of
effective project teams
and barriers to
effectiveness
Being an effective team
member
Team building
Valuing team diversity
Ethical behavior
Sources of conflict during
the project and
approaches to handling
conflict
Problem solving and
brainstorming
Effective time
management
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Learning Outcomes
Explain how teams are
assigned and formed
Identify and describe the
stages of team development
Plan and conduct a project
kickoff meeting
Discuss characteristics of
effective teams
Identify and describe at least
five barriers to team
effectiveness
Be an effective team member
Take actions to support team
building
Identify at least five
dimensions of diversity, and
discuss the value of team
diversity
Behave ethically in a project
environment
Identify at least four sources
of conflict on projects, and
explain how to handle conflict
Apply the problem solving
process and the brainstorming
technique
Manage time effectively
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Project Management Knowledge Areas from PMBOK® Guide
Project Human Resource Management
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Developing a Culturally Competent Health
Network: a Planning Framework and Guide
Background
Not meeting the needs of
their culturally diverse
clients
Developed metrics and a
project plan to meet those
needs
Project goal was to improve
cultural awareness
Project Management Techniques
Responsibility assignment
matrix implementation
Documentation of the
project plans
Approval by the project
sponsors
Gantt charts
Monthly project reports
distributed to stakeholders
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How to Pick a Good Fight
About Lehman Brothers
Early 1990s


One of the most contentious work
cultures
No ideas were shared
Mid 1990s





Shift toward an integrated sale model
Expected to work as teams
Unity and collaboration were
priorities
Incentives were given for teamwork
Fear of disrupting the peace
remained
Need to have Conflict
Project team success is not always about
consensus
Peaceful and harmonious workplace can
spell disaster
Greatest predictor of poor performance is
complacency
Need to be able to disagree and debate
Must have rules for managing conflict
Reward risk to think creatively and to have
healthy conflict
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Acquiring the Project Team
Project teams
 What expertise, experience, or skills needed
 How many of each type are required
 When they will be needed


Acquire entire team for smaller projects
Assemble team members as needed for larger projects
Greatest constraint is the availability of the right
resources at the right time
May have to negotiate for resources
Keep team as small as feasible
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Project Team Development
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Forming
Initial stage
Individuals get acquainted
Positive expectations
Little work accomplished
Depend on direction and
structure
Lots of questions
 What purpose?
 Who are others?
 What are they like?
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Storming
Second stage
Start to apply their skills to
work
Tasks may be larger than
anticipated
Increasing dissatisfaction with
dependence
Test the limits and flexibility of
the team
 Conflict emerges and tension
increases
 Motivation and morale are low
 Members express individuality
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Norming
Third stage
Relationships have settled
Interpersonal conflicts resolved
Team has accepted its operating
environment
Control and decision making are
transferred to the project team
Cohesion begins to develop
Trust begins to develop
Team members give and ask for
feedback
Feeling of camaraderie emerges
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Performing
Fourth stage
High commitment to achieve
project objective
High level of work
performance
Communication is open
Collaboration and willingness
to help each other
Team feels fully empowered
Project manager fully
delegates responsibility and
authority
Project manager is mentor
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Project Kickoff Meeting
Project orientation
Held as early as possible
Sets the tone for the project
Provides opportunity for
team to know each other
Clarify roles and
responsibilities
Describe protocols and
plans
Allow time for questions
and comments
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Effective Project Teams
More than a group of individuals
 Group of interdependent individuals
 Work cooperatively to achieve the project objective
Develop and grow into a cohesive, effective team
 Takes effort on the part of the project manager and each
member
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Characteristics of Effective Teams
Clear understanding of the project objective
Clear expectations of each person’s role and
responsibilities
Results orientation
High degree of cooperation and collaboration
High level of trust
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Rate Team
Effectiveness
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Student Discussion
List barriers that can hinder project team
effectiveness.
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Possible responses to
Student Discussion
List barriers that can hinder
project team effectiveness.
Unclear vision and objective
Unclear definition of roles
and responsibilities
Lack of project structure
Lack of commitment
Poor communication
Poor leadership
Turnover of project team
members
Dysfunctional behavior
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Student Discussion
Although the project manager is ultimately
responsible for the success of a project, each member
of the project team shares in that responsibility.
List characteristics of effective team members.
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Possible responses to
Student Discussion
Although the project manager
is ultimately responsible for
the success of a project, each
member of the project team
shares in that responsibility.
List characteristics of effective
team members.
Help create and foster a positive
and effective project
environment
Plan, control, and feel
accountable for their individual
work efforts
Have high expectations and
make things happen
Are self-directed and follow
through on assignments
Take pride in doing quality work
Participate and communicate
Are not only problem identifiers
but also problem solvers
Put the success of the project
above personal gain
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There is no I in TEAM
There are no individual winners or losers
When projects are successful,
everyone wins!
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Team Building
An ongoing process
The responsibility of both the project manager and
the project team
Socialization supports team building
Enhanced by members getting to know one another
 Discussions not all work related
 Initiate social events to celebrate achievements
Have team meetings, not just project meetings
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Valuing Team Diversity
Acknowledge, understand, and value differences
 Create a work environment that recognizes, respects, and harnesses
differences
 Accomplish a shared goal
Differences can create barriers to team performance
 May lead to miscommunication and misunderstanding
 Can result in low morale, diminished trust, reduced productivity,
greater tension, and suspicion
 Can become a serious impediment, if not managed properly
Under good management, diversity can lead to more creative,
faster results, and higher-quality problem solving and decision
making
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Student Discussion
List dimensions of diversity.
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Possible responses to
Student Discussion
List dimensions of diversity.
Age or generational
differences
Appearance
Ethnicity or ancestry
Gender
Health
Job status
Marital and parental status
Race
Religious affiliation
Sexual orientation
Political affiliation
Personal habits
Personal interests
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Valuing Team Diversity Actions
Should NOT Do
Stereotype or make
assumptions
Exclude or have lower
expectations
Draw attention to diversity
Make derogatory or insensitive
remarks because it demeans
the dignity of others
Tell jokes, ridicule, or make fun
Should Do
Create and sustain a supportive
and positive climate
Develop a written diversity
policy
Provide diversity training
Raise awareness and create
understanding
Help diminish misunderstanding
and conflict
Make a personal commitment to
understand, value, and respect
diversity
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Ethical Behavior
Opportunities for unethical behavior
 Some circumstances are debatable regarding misbehavior
 Project manager’s responsibility to set the tone and
expectations
Actions to prevent wrongdoing
 Have a policy on ethical behavior
 Conduct training sessions on ethical behavior
Non-threatening process to report any actions
Members must feel accountable
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Key Principles to Guide Ethical Behavior
Treat others the way you want to be treated
Don’t do anything you wouldn’t want your family,
friends, neighbors, or co-workers to read about in
the newspaper or hear on the news
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Conflicts on Projects
Sources of Conflict
Handling Conflict Approaches












Work Scope
Resource Assignments
Schedule
Cost
Priorities
Organizational issues
Personal differences
Avoiding or Withdrawing
Competing or Forcing
Accommodating or Smoothing
Compromising
Collaborating, Confronting, or
Problem Solving
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Problem Solving
Nine-Step Approach
1.
2.
3.
4.
5.
6.
7.
8.
9.
Develop a problem statement
Identify potential causes of the problem
Gather data and verify the most likely causes
Identify possible solutions
Evaluate the alternative solutions
Determine the best solution
Revise the project plan
Implement the solution
Determine whether the problem has been solved
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Brainstorming
All members of a group contribute spontaneous ideas
Explore as broad a range of options and ideas
The process




The team sits around a table, with a facilitator who records ideas
Member states an idea – do not discuss, justify, or try to sell it
Build on ideas previously mentioned
Continue until no one can come up with any more ideas or the time limit is up
Two important rules must be followed
 No immediate discussion of ideas
 No judgmental comments
Other participants are not allowed to make any comments at
all, supportive or judgmental
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Time Management
Identify goals to accomplish the
following week
At the end of each day, make a
to-do list for the next day
Read to-do list first thing in the
morning, and keep it in sight all
day
Control interruptions from the
items on your to-do list
Learn to say no to activities that
will consume time but not
contribute to accomplishing goals
Make effective use of waiting
time
Try to handle most paperwork
only once
Go through incoming e-mail or
mail at the end of the day so that
it will not divert from working on
day’s to-do list
Take action on each mail
document while holding it
Reward at end of week if
accomplished all week’s goals
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Critical Success Factors
Project success requires an effective project team. Although plans and project
management techniques are necessary, it is the people—the project manager
and project team—who are the key to project success.
Putting a group of people together to work on a project does not create a
team. Helping these individuals develop and grow into a cohesive, effective
team takes effort on the part of the project manager and each member of the
project team.
Project teams should be kept as small as feasible throughout the project.
A project kickoff meeting should be held as early as possible to inform
members, reduce anxiety, manage expectations, and inspire the team.
Characteristics of effective project teams include a clear understanding of the
project objective, clear expectations of each person’s roles and
responsibilities, a results orientation, a high degree of cooperation and
collaboration, and a high level of trust.
Each member of the project team needs to help create and foster a positive
project environment.
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Critical Success Factors (continued)
Effective team members have high expectations of themselves. They plan,
control, and feel accountable for their individual work efforts.
Members of effective teams have open, frank, and timely
communication. They readily share information, ideas, and feelings. They
provide constructive feedback to each other.
Effective team members go beyond just doing their assigned tasks; they
act as a resource for each other.
Diversity of the team brings unique ideas and perspectives to projects.
Individual team members make a personal commitment to understand
and value diversity and respect the differences of other team members.
Diversity is valued as a strength that will enrich communication, foster
better relationships, create an enjoyable workplace, and enhance team
performance.
Ethical behavior is crucial in project business relationships with the
customer, suppliers, and subcontractors.
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Critical Success Factors (continued)
The project manager and the project team need to acknowledge openly
that disagreement is bound to occur during the performance of the
project and reach consensus on how it should be handled.
Effective project teams resolve conflict through constructive and timely
feedback and positive confrontation of the issues. Disagreement is not
suppressed; it is viewed as normal and as an opportunity for growth.
Handled properly, conflict can be beneficial. It causes problems to surface
and be addressed. It stimulates discussion and requires individuals to
clarify their views. It can foster creativity and enhance problem solving.
Conflict is not just for the project manager to handle and resolve; conflict
between team members should be handled by the individuals involved.
Each person must approach the conflict with a constructive attitude and a
willingness to work in good faith with others to resolve the issues.
To effectively manage their time, team members should establish weekly
goals and make daily to-do lists.
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Summary
A team is a group of individuals working interdependently to accomplish
the project objective.
Project teams evolve through various stages of development: forming,
storming, norming, and performing.
The project manager should schedule a project kickoff meeting with the
project team as early as possible during the forming stage of team
development to inform the members, reduce anxiety, manage
expectations, and inspire the team.
Effective project team characteristics include a clear understanding of the
project objective, clear expectations of each person’s role and
responsibilities, a results orientation, a high degree of cooperation and
collaboration, and a high level of trust.
Barriers to team effectiveness include: unclear vision and objective,
unclear definition of roles and responsibilities, lack of project structure,
lack of commitment, poor communication, poor leadership, turnover of
project team members, and dysfunctional behavior.
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Summary (continued)
Team building is the responsibility of both the project manager and the project
team.
Diversity is about acknowledging, understanding, and valuing differences, and
creating a work environment that recognizes, respects, and harnesses
differences among team members for the benefits of accomplishing a shared
goal, such as the project objective.
Ethical behavior is necessary within a project organization and is crucial in
project business relationships with the customer, suppliers, and subcontractors.
Dealt with properly, conflict can be beneficial because it causes problems to
surface and be addressed.
A good nine-step problem-solving approach is to develop a problem statement,
identify potential causes of the problem, gather data and verify the most likely
causes, identify possible solutions, evaluate the alternative solutions, determine
the best solution, revise the project plan, implement the solution, and
determine whether the problem has been solved.
Good time management is essential for a high-performance project team.
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Chapter Questions
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Forming
Question 1
Discuss the stages of team
development. Address the
process, problems, and level of
productivity of each.




Transition to team
Positive expectations
High anxiety
Little work accomplished
Storming
 Work progresses slowly
 Dissatisfaction with dependence
 Conflict and tension
Norming
 Relationships are settled
 Decision making transferred to the
team
 Cohesion
 Performance accelerates
Performing
 Highly committed team
 Empowered
 High work performance
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Question 2
What are the benefits of a
project kickoff meeting?
From your project experience,
describe how the project
kickoff meeting for one project
could have been improved.
The project kickoff meeting
benefits the project team by
helping to inform team
members, reduce anxiety,
manage expectations, and
inspire the team. It sets the tone
for the entire project.
Responses for improvements
have included: having more time
for the team members to get to
know each other and to have
each team member prepare a
brief bio to share with the team.
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Characteristics associated with
effective project teams include:
Question 3
What are some characteristics
associated with effective
project teams?
Can the same be said for an
effective couple, orchestra, or
professional sports team? Why
or why not?
 Clear understanding of the
project objective
 Clear expectations of each
person’s role and
responsibilities
 Results orientation
 High degree of cooperation and
collaboration
 High level of trust
Yes, based on the definition of
“project team,” the same can be
said for an effective couple,
orchestra, or professional sports
team.
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Following are barriers that can
hinder team effectiveness:
Question 4
What are some common
barriers to team effectiveness?
Think of a team project on
which you have worked.
Discuss any barriers to success.
 Unclear goals
 Unclear definition of roles and
responsibilities
 Lack of project structure
 Lack of commitment
 Poor communication
 Poor leadership
 Turnover of project team members
 Dysfunctional behavior
Barriers are anything that keeps
the project from being completed
in a successful manner, under
budget, on time, and satisfactorily
for the customer.
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Question 5
Why is it said that there is no
I in TEAM?
Do you agree or disagree?
How can you be an effective
team member?
It is said that “there is no I in
TEAM,” because effective team
members put the success of the
project above personal gain.
One can be an effective team
member by helping to create
and foster a positive and
effective project environment.
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Question 6
Describe three activities that
facilitate the process of team
building.
Must the project manager
initiate all of these?
First, the team can request that
team members be physically
located in one office area for the
duration of the project because
then there is a greater chance that
they will talk.
Second, the project team can
initiate social events.
Finally, the team can periodically
call team meetings, as opposed to
project meetings.
No, the project manager does not
have to initiate all of these
activities.
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Some dimensions of diversity
include:
Question 7
Describe some of the
dimensions of diversity.
List some ways you can
capitalize on diversity in order
to achieve your project
objective.









Age or generational differences
Appearance
Ethnicity or ancestry
Gender
Health
Job status
Marital and parental status
Race
Religious affiliation
Diversity should be seen and valued
by the project team as a strength
that can enrich communication,
foster better relationships, create an
enjoyable workplace, and enhance
team performance.
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different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.
Question 8
What role does the project
manager have related to
ethical behavior on the team?
What steps can be taken to
help ensure a high level of
ethical behavior?
Describe a situation in which
you were confronted with an
ethical decision and the
outcome of your decision.
The project manager must set
the tone and expectations and
must exemplify ethical behavior.
Two actions a project
organization can take to help
prevent any wrongdoing are: to
have a written policy on ethical
behavior and to provide training
about ethics in the workplace.
Responses will vary. Answers
should include an evaluation of
the ethical decision and its
outcome.
© 2012 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be
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Seven sources of conflict are:
Question 9
Discuss some types of conflict
that might arise during a
project.
Describe two situations in
which you have experienced
these types of conflict.







Work scope
Resource assignments
Schedule
Cost
Priorities
Organizational issues
Personal differences
Responses will vary. Answers
should include two situations
where experienced conflict
and the type of conflict.
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Methods for handling conflict
include:
Question 10
Describe the methods for
handling conflict on a project.
How was the conflict handled
in the two situations you
described in your answer to
question 9?





Avoiding or withdrawing
Competing or forcing
Accommodating or smoothing
Compromising
Collaborating, confronting, or
problem solving
Responses to part two will
vary. Answers should include
how the conflict was handled.
© 2012 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be
different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.
Question 11
The manager at a local bank
noticed that after a new
information system was
installed at the bank, some of
the customer transactions
were not getting posted. The
manager knew that this
problem could lead to serious
financial difficulties as well as
unhappy customers.
Describe how she could apply
the nine-step problem-solving
process described in the
chapter to solve the problem.
Step 1: Develop a problem
statement.
Step 2: Identify potential causes of
the problem.
Step 3: Gather data.
Step 4: Identify possible solutions.
Step 5: Evaluate the alternative
solutions.
Step 6: Determine the best
solution.
Step 7: Revise the project plan.
Step 8: Implement the solution.
Step 9: Determine whether the
problem has been solved.
© 2012 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be
different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.
Question 12
With a friend, conduct a
brainstorming session to name as
many parts of the body spelled
with only three letters as you
can.
There are at least ten body
parts spelled with three
letters: eye, hip, arm, leg, ear,
toe, jaw, rib, lip, gum.
© 2012 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be
different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.
Some ways that people can more
effectively manage their time:
Question 13
How can people more effectively
manage their time?
Which of these suggestions do
you currently practice?
For the next week, attempt to
manage your time better. Heed
all the advice given in the book.
At the end of the week, write a
summary of your experience.
 At the end of each week, identify
several (two to five) goals that you
want to accomplish the following
week.
 At the end of each day, make a to-do
list for the next day.
 Read the daily to-do list first thing in
the morning, and keep it in sight all
day.
 Control interruptions from the items
on your to-do list.
 Learn to say no to activities that will
consume your time but not contribute
to accomplishing your goals.
 Make effective use of waiting time.
 Try to handle most paperwork only
once.
 Reward yourself at the end of the
week if you accomplished all your
goals.
© 2012 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be
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Internet Exercises
Effective Project Teams
Conflict
Conflict Resolution
Time Management
Ethics in Project Management
Project Management Institute
© 2012 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be
different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.
Internet Exercises
Using your favorite Web search
engine, perform a search for
“effective project teams,” sources
of conflict,” “strategies for conflict
resolution,”, “time management.”.”
Add the words “project
management” to the searches and
compare the results.
Visit the PMI website and click on
the link for “Ethics in Project
Management,” explore the ethics
resources, and the PMI Code of
Ethics and Professional Conduct.
Searches reveal characteristics and
techniques
Adding the term project
management to the searches
results in different sites
A link for Ethics is in the About PMI
page. The Code deals with
responsibility, respect, fairness, and
honesty
© 2012 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be
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Case Study 1
Team Effectiveness?
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Case Study 1
Question 1
What are some things Colin
could have done in or after the
meeting when Henri verbally
attacked him?
Clearly, Colin was somewhat
stunned by Henri’s behavior,
although it was not the first
time.
Immediately after the
meeting Colin should have
discussed the issue with
Henri.
© 2012 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be
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Case Study 1
Question 2
Is there anything more Raouf
could have done during or
after his meeting with Colin to
prevent the situation from
escalating?
Raouf and Colin are friends
and Raouf should have helped
Colin to see that statements
or attitudes such as “I’m
gonna get that jerk if it’s the
last thing I do” will not help
the situation.
© 2012 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be
different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.
Case Study 1
Question 3
Could Jack have handled his
meeting with Colin in a better
way?
Was there anything Jack could
have done after his meeting
with Colin and before he met
with Henri?
What are some things Jack
could have done in his meeting
with Henri?
Jack was clearly in a rush, but
maybe he should have
allocated a few minutes to
discuss the issue with Colin.
Jack could have gotten
information about the
meeting and the project
status before meeting with
Henri.
In his meeting with Henri he
should have advised him on
better ways to handle his
stress.
Jack also should have closed
the door to keep others from
hearing the private
conversation.
© 2012 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be
different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.
Case Study 1
Question 4
What should Fatima do?
Henri has accused Fatima and
her software team of being
lazy and not getting their
work done.
If the project was welldefined with tasks and
deadlines, it would be clear
whether Fatima’s team was
really being lazy.
At some point, Fatima needs
to have a discussion with
Henri.
Fatima should present him
with data to support her
team's progress on the
project tasks.
© 2012 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be
different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.
Case Study 2
New Team Member
© 2012 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be
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Case Study 2
Question 1
Bob is demonstrating what
behaviors with respect to
valuing team diversity?
What are some alternative
choices for what Brad can do
next? What should he do?
As a team leader, Bob is setting a
poor example for his team
members.
 Instead of discouraging
stereotyping and discrimination, he
is actively participating.
 He clearly is not appreciative of the
diversity in his team and is choosing
not to leverage it for the
organization’s benefit.
Brad should communicate to Bob
that he does not share his outlook
and that he did not appreciate the
introductions. If he notices active
discrimination and repeated
references to their diversity, he
should bring this to the
management’s attention.
© 2012 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be
different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.
Case Study 2
Question 2
What should any of the team
members do?
If the team members are
aware of their supervisor
actively stereotyping and
discriminating against them,
they should collectively
report this to the Human
Resources department of the
organization.
© 2012 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be
different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.
Case Study 2
Question 3
What could be done to
improve the climate for
diversity in this case?
Bob must be removed from this
position of leadership since he
creates an unproductive work
atmosphere.
 His behavior should be corrected.
 If he does not show any sign of
altering his attitude and behavior,
the organization must decide on
whether they would like to retain
him.
A leader who understands,
respects, and values diversity must
be placed in Bob’s position.

This will help with team morale.
© 2012 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be
different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.
Case Study 2
Question 4
What do you think Bob’s direct
supervisor would do if she
were aware of Bob’s actions?
If we assume that Bob’s
supervisor is not aware of this
situation, and that his actions
are an isolated case in the
organization – the supervisor
will most likely severely
reprimand Bob or even fire
him from the position, even
the organization.
© 2012 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be
different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.