Archives for 2001

We all make mistakes, but we don’t always learn from them.

by Neal Whitten, PMP, Contributing Editor

There is much more to learn within the project management profession than meets the eye of the casual practitioner/observer. Many of the lessons are not obvious but become clearer once we have been exposed to them. Over the years, I’ve learned–sometimes painfully–that the following beliefs are false:

• If you don’t lead project members, they will lead themselves. Most project members require someone to direct them in creating plans, tracking progress and mitigating problems. People and teams typically do not function as effectively as possible when left to their own devices. Strong leadership is a prerequisite for consistent success.
• Run the project by agreement. Consensus management often reduces the personal level of accountability across a team. Members hide behind the facade of the team. The best decisions are often sacrificed for decisions that everyone can live with. Running a team on consensus is akin to running a motor on idle–it can work but optimal effectiveness will remain out of reach. Instead, manage through the concept of benevolent dictatorship, actively soliciting information and opinions from team members and others. Project managers must listen, demonstrate the leadership, courage and boldness to personally make the right decision, and then stand accountable for that decision. All project members are benevolent dictators for their domains of responsibility.
• If you treat others with respect and dignity, they will respond in kind. Most people will, but there are a few rotten folks out there who defy civil norms. The sooner you recognize this to be true, the quicker you will be able to deal with these vermin.
• You can trust the planning and reporting of your project members. Never trust anyone on a project. Require proof with data or exhibits to support a claim. How many times do you have to hear that someone is 90 percent finished before you realize that they’re only 50 percent complete? Fool me once, shame on you; fool me twice, shame on me!
• Manage your day by the plethora of interruptions that come your way. Instead, manage your day by focusing on your top three priorities. It is the top three that define the truly important and urgent problems and where your time most effectively can be invested. Your contributions, your success, your career are defined by how well you manage your top priorities daily.
• Committed dates are fixed. Commitments should be viewed as sacred ground. However, if a person believes that a commitment cannot ever be revised–and the promise is in jeopardy–then the tendency is to deny or ignore that there’s trouble and, thus, avoiding corrective action. Better to admit a problem, create a fix and be marginally late, than to ignore the problem and suffer far greater damage.
• The grass is greener elsewhere. If you believe that management is the root cause of most problems, then you may look for greener pastures to graze. You will likely find the grass not to be as green as you thought because the problems are most likely related to you. If you are not willing to dig in and be a project management leader, you will bring the same problems to your new organization or company.
• Project culture is the responsibility of management. The project will be planned, tracked, communicated and nurtured according to the best practices that the project manager employs. No one is in a better position to shape the culture than the project manager.

Note: This article has been modified slightly from the original published version to correct editing snafus.

If you ask your customers to rate your performance, you may improve communication and learn how to better meet their needs.

by Neal Whitten, PMP, Contributing Editor

If you do not routinely survey your customers about how well you and your projects are measuring up to their expectations, then you have plenty of company. Of those who don’t use this powerful business tool, most believe they’d rate in the 75 percent to 95 percent satisfaction range. Guess what? My experience shows that the satisfaction rating after the first survey is conducted is almost always below 50 percent.

Ouch! How could that be? Just because a customer smiles at you in the morning over a cup of coffee, inquires about your weekend or returns your phone calls does not mean he or she respects your performance and results. When you say, “I’ll try,” or, “We’ll see what we can do,” your customer hears a commitment. When your deliverables have quality defects, even “minor” ones, your customer expects better. It is all about expectations and how well you manage them with your customer and within your project.

Here are some frequently asked questions and answers regarding surveys:

Q: Who should conduct a survey?
A: It can be anyone who has a customer, internal or external.

Q: Should the project manager (PM) develop and administer the survey?
A: Not necessarily. The PM should ensure the survey is performed, but a project office, other group or the primary customer liaison from a project could manage it. Surveys administered to external customers should be reviewed and approved by the executive head of the project and possibly by a legal advisor. Surveys should be included in an organization’s project management methodology.

Q: How frequently should surveys be conducted?
A: At the end of a project or a major phase of a long-running project. Conducting surveys too often dilutes their effectiveness as a communication tool. If conducted too infrequently, they have little benefit on performance improvements.

Q: How long should a survey be?
A: Short–preferably no more than 10 questions with a multiple-choice graduated scale, such as “very satisfied,” “satisfied,” “neutral,” “dissatisfied” or “very dissatisfied.” The customer should be provided space to expand on the response to each question. The survey should not exceed one double-sided page and would be most efficient if administered electronically.

Q: What kinds of questions should be asked?
A: Questions related to satisfaction. Common areas include meeting commitments, schedules, costs, managing scope changes, quality of deliverables, and timely, accurate communications. Don’t overlook giving the customer the opportunity to respond to open questions (not multiple choice), such as “What did you like most about the project?” “What did you like least?” and “Any other comments?”

Q: How should the survey results be used?
A: To measure an organization’s performance improvements with a customer. The first survey sets the baseline. Actions are then planned to improve the survey results from subsequent surveys. Actions are adjusted accordingly to ensure that surveys reflect improvement. Many of the more professionally mature organizations use the survey results as a measure of a project manager’s long-term improvement and effectiveness. Now go make a difference!

In today’s workplace, many so-called project management professionals do not stand on their own two feet, but on those of others.

by Neal Whitten, PMP, Contributing Editor

An astonishing thing happened to most of us after preparing for a job in the business world: We didn’t properly prepare. What’s worse, we didn’t realize it for years.

The handholding in our “I’m-not-responsible-for-my-own-actions” world is having a devastating impact on the workforce. While students learn technology skills, they lack the business skills based on “soft” areas like accountability, resourcefulness and leadership. (See “First and Foremost: Mind Your Own Business!” PM Network, July 2000.)

These familiar examples of employee beliefs or actions indicate professional immaturity:

• Believes that effort is more important than results
• Waits to be asked to work overtime when it is necessary
• Expects management or others to initiate needed change in areas that affect own work output
• Complains rather than constructively works issues to closure
• Avoids escalating issues that are at an apparent impasse
• Brings problems to senior management without any recommendations for solutions
• Believes that commitments are transient
• Waits to be blessed with empowerment and authority by a higher-up before taking it
• Delays in asking for help when needed
• Doesn’t take accountability for own actions
• Thinks that the grass is greener at the next company
• Looks out for the company at the expense of own domain of responsibility
• Believes that boss is responsible for the employee’s career.

When employees have not learned what it means to be professionally mature, managers must teach them. However, all too often, these managers either demonstrate similar professional immaturity or place a higher priority on work other than their key assignment: nurturing their employees. (See “Duties of the Effective Resource Manager,” PM Network, December 1999.) The result is a tremendous burden on project managers — in addition to planning and executing a successful project, they must spend the time and energy to teach their team members what constitutes proper behavior.

You may be thinking, “It’s not fair for me to perform the job that the managers aren’t accomplishing.” In the real world, it’s not about what’s fair, it’s about results. If you want a winning project, then you must deal with the people side of issues. By all means, work with managers where appropriate; however, ineffective managers are not an excuse for project failure.

Many companies believe that their most important asset is their employees, but this is not precisely true. A company’s most important asset is its leaders. If a company has mediocre leaders and the best staff, it will be doomed to mediocrity. With the best leaders and mediocre staff, that same company will be a formidable force. Why? Because employees rise to the expectations of their leaders — companies with the best leaders will ultimately have the best employees.

Project managers are leaders and, therefore, teachers. (See “Duties of the Effective Project Manager,” PM Network, September 1999.) When unsure how to proceed with a soft issue, seek counsel, but avoid doing nothing. (See “What Good is a PM Mentor?” PM Network, April 1999.) Professional maturity of project members will improve based on your acknowledgment of this pervasive problem and willingness to become part of the solution. Now, go make a difference!

If you keep an open mind, criticism can be a potent learning aid.

by Neal Whitten, PMP, Contributing Editor

In April’s column I discussed how criticism can — negatively affect us, reasons why we allow it to control us, and lessons to learn about criticism. This column discusses a method for dealing effectively with criticism.

Being negatively affected by criticism is a learned behavior. For many of us, our families, friends, school, and work environments have taught us that if we want another person’s approval, if we want to be liked and accepted by others, then we need to alter our behavior to accommodate our criticizers. This view is so widespread that most of us have it engraved into our makeup, as part of the core of what we perceive ourselves to be. Intentionally or not, people use criticism as a form of controlling our actions, controlling us. And we use criticism as a tool for controlling or hurting others.

How does one change the way he or she deals with criticism? Every time you receive criticism, constructive or destructive, ask yourself the following question and respond accordingly: Can I benefit in any way from the — criticism?

If the answer is yes, then welcome the opportunity to learn and grow, to be stronger tomorrow than you are today. If appropriate, show appreciation for the input.

If the answer is no, then discard the input and proceed with your plans.

You might think that this sounds too easy. It is not easy. It requires practice, and lots of it. But then, you have all kinds of opportunity to practice — each time you receive criticism. You need to change the way you perceive criticism. It should not be viewed as a bad thing. Instead, it should be viewed as an opportunity to learn, to improve yourself and enhance what you can offer to others. Criticism is truly a — potent learning aid, if we view it in the positive light that it deserves.

Criticism is here to stay. You can deal with it or be maimed or destroyed by it. You can learn and grow from it or slowly withdraw and fall apart from it.

Below is an exercise that can help you distinguish constructive criticism from destructive criticism and help you be able to effectively deal with any criticism when it occurs. Although, at first glance, this may seem to be a simple thing to do, you might find that your capabilities to deal with criticism when you are “under the gun” can be greatly diminished. This exercise can help prepare you to quickly distinguish between criticism that holds merit or criticism having empty value — and to conduct yourself — accordingly.

List every piece of criticism that you received over the past day or two. List everything, no matter how insignificant the remark or action seems to be. Follow your journey throughout the day and recall the people you had contact with, whether in person, on the telephone, through the mail, through a computer terminal, or whatever. Develop a list of at least 10 criticisms.

Now examine each item and mark whether it is an example of constructive (C) or destructive (D) criticism. If you can learn anything at all of value, mark it as constructive. As you mark each entry, recall how you felt when you received the criticism. Did it bother you? If so, recall what was said in Part 1 of this article about never allowing criticism to negatively impact your thoughts or performance. Visualize, as if the incident was being replayed, how you could have maintained your inner control. Repeat these actions for each item in the list. The more you visualize yourself maintaining your inner control and acknowledging the lessons you receive from constructive criticism, the more you are programming your mind to behave in the manner you truly desire. Practice this enough and it will become a part of the way you think and operate.

AS PROJECT LEADERS, it is essential that we deal effectively with criticism, both when receiving and when transmitting criticism. Our performance, as well as the performance of those within our domain of responsibility, will greatly benefit.

“Criticism is something we can avoid easily — by saying nothing, doing nothing, and being nothing.” –Aristotle

by Neal Whitten, PMP, Contributing Editor

WHO ISN’T FAMILIAR WITH CRITICISM? It comes from everywhere — friends, relatives, co-workers, supervisors, even strangers. While there is little we can do to prevent criticism from coming our way, there are ways of dealing with criticism that can turn it into a positive experience.

As project leaders, it is essential that we deal effectively with criticism. Let’s explore this powerful, yet often shunned, evaluation of our actions and behavior.

Criticism, for many of us, has the effect of penetrating our fragile self-esteem, often leaving us to analyze and question the truth behind the image we have of ourselves. For some, criticism can cut even deeper, and depression can seep into our being and leave us with a sharp sense of desperation — we just want to hide, to be left alone.

Why does criticism affect so many of us in this negative way? Some of the reasons for the control it appears to have over us include these:

• We fear rejection by the people who are part of our world — we don’t want to be turned upon.
• We are afraid that the criticism has merit and that we are wrong — we don’t want to look stupid.
• We don’t like the image we have of ourselves and the criticism reenforces our negative self-image.
• We are frustrated because people won’t give us a chance to see how effective we really can be — they often seem to focus on the “bad” parts of us.

We can overcome these reasons for allowing others to negatively affect us. But know that you — and I — will never escape criticism. More often than not, you have no control over the criticism that comes your way. I repeat: You have no control. So, what can you do?

Learn to Expect Criticism. Criticism is going to happen. It is part of the reality in which we live. If you learn to expect criticism, you are far less likely to be caught off guard and far more likely to remain in control when the criticism arrives.

Learn to Recognize, Accept, and Welcome Constructive Criticism. Criticism can be categorized as either constructive or destructive. You should welcome constructive criticism; that is, criticism that is well meaning and intended to be useful. Constructive criticism should leave you with the feeling that you have been helped, that you have learned something about yourself and the impact that your actions are having on others.

But what about destructive criticism? Destructive criticism is input you receive that might have malicious overtones. This type of criticism offers no value to the recipient that would allow him or her to learn and grow from the experience.

A cautionary note: What appears to be destructive criticism is often constructive criticism delivered by a person who has difficulty expressing thoughts in a nonaggressive, tactful, and articulate manner. Listen carefully to apparently destructive criticism for useful information that it might be disguising.

Never Allow Criticism, Constructive or Destructive, to Negatively Impact Your Thoughts or Performance. At some time or other, you will find people who disapprove of your behavior or your decisions. (You might even project those feelings toward others from time to time.) Even the people you love, and who love you, will, at times, disapprove of your actions. Keep in mind that other people’s opinions are just that — opinions. If you allow what other people say about you to immobilize you, to negatively impact your thoughts or performance, then you are saying, in effect, that what other people think about you is more important than what you think about yourself.

What you think about yourself must always be more important to you than what others think about you. If you need the approval of others before you can feel good about yourself, you are giving permission to others to control you. If you don’t think well of yourself, it will show through in the relationships you have. People would rather be around those who feel good about who and what they are. It is OK and healthy to think well about yourself. This is not a selfish, uncaring action. Quite the opposite. It simply means that you have more to give to others if you think and feel good about yourself.

IN JUNE’S COLUMN, I’ll discuss an effective method for dealing with criticism.

Here’s how to get the most from your contractors, while reducing the overall risk to your project.

by Neal Whitten, PMP, Contributing Editor

WHAT DO I MEAN BY CONTRACTOR? A person who has been hired to perform one or more activities. The contractor typically resides at the purchasing company’s location and works alongside other contractors and company employees. The contractor might work under the direction of a representative of the contractor’s company or might work directly under the direction of the purchasing company.

Today, more than ever, contractors are integral to the success of most companies. However, many company employees — some in management — often resent contractors and treat them as second-class members of a project. This thinking is professionally immature, shortsighted, and, simply, bad business. Let’s look at a short list of actions that can help ensure that you obtain the best performance from your contractors.

Immediately Take the Time to Teach Them the Rules of Working in the Organization. Contractors don’t know the rules for working in your company and on your project. A 30-minute introductory class is an example of teaching them what they need to know…and informing them of what is off limits. Contractors are not to be treated as company employees, but they must have access to information and resources that are required for them to perform satisfactorily on their project.

Welcome Them as “Full” Members of the Project Team. If you expect to draw upon their full potential, contractors should be made to feel like wanted and needed members of the project team. Treat them with the respect and dignity of first-class members and they will perform so. This means expecting the same — no more, no less — from contractors as you do from other project members. For example, a contractor’s progress typically should be tracked with the same frequency, intensity, and method as any other project member’s.

Clarify From Whom They Take Direction. Contractors can operate successfully in a number of modes of giving or taking direction, such as being self-directed or taking direction from other contractors. However, whenever possible and appropriate, it is recommended that contractors work under the direction of a company employee. Typically, this helps a company to better maintain control over its interests.

Ensure Their Continual Education to Keep Them Satisfactorily Productive. Contractors are hired for their knowledge and skills. However, there almost always will be new information, technologies, and/or processes that they will need to learn. Expect to provide various types of training and education when needed. (Who picks up the tab is negotiable.) But take care to provide only the education and training needed — and no more. Why? For two key reasons: (1) “over-educating” will cut into their productivity, and (2) contractors are usually considered a temporary resource; therefore, invest only to the point that you must to get the job done.

It is Far More Efficient to Weed Out Nonperformers Before They are Hired. Although most contractors whom you select will perform well, expect that occasionally you will discover a poor performer. Sometimes it can take months to do so…and more months to recover. Plan ahead to weed out the poor performers as early as possible. One technique is to beef up the interview process. Another is to give newly hired contractors a specific piece of work that they can demonstrate their skills on immediately — something that can be completed within one to four weeks.

Awards Can Help Draw Out the Best Performance. Consider allowing contractors to earn awards. You might want to designate a specific award that only a contractor can earn. You are missing a great opportunity for motivating excellence among your contractors if you have no way to reward them individually for exceptional performance.

CONTRACTORS ARE A VALUED resource to cherish and nurture. Make the best use of this business investment. Everyone wins! [Note: You should always consult your legal representative regarding the treatment of contractors.]