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PM World Journal 4 Simple Steps to Becoming a Better Project Leader Vol. II, Issue VIII – August 2013 by Eric A. Wright, PhD www.pmworldjournal.net Featured Paper & Mohamad S. Hammoud, PhD

© 2013 Eric A. Wright & Mohamad S. Hammoud www.pmworldlibrary.net of 11

4 Simple Steps to Becoming a Better Project Leader

Eric A. Wright, Ph.D., CIA, PMP

Mohamad S. Hammoud, Ph.D., PMP

Introduction

In life, models are useful. In the context of project management, they help us

conceptualize and simplify some of the complexity of managing projects. The waterfall model,

network diagram, and the project triangle are three examples that come to mind. This meaning

and awareness in our minds can guide our actions towards project success.

A key factor in project success is project leadership (Geoghegan & Dulewicz, 2008; Gray

& Larson, 2008; Jiang, Klein, & Chen, 2001; Sumner, Bock, & Giamartino, 2006; Turner &

Müller, 2005). There are many models of leadership, some of them are complex and contain

moving parts, which does not reduce complexity. However, over the course of many years

practicing and teaching project management, we have found one leadership model that is simple; it

looks just like the project manager’s dual role as technical manager and sociocultural team leader

(Goodman, 1993, as reported in Neuhauser, 2007; Gray & Larson, 2008; Wright, 2012). We refer

to it as the behavioral leadership model project management, and project managers can use it to

think about project leadership in a clear, repeatable manner.

First, the behavioral leadership model project management (BLMPM) is simple as it has

only three constructs: technical, sociocultural, and balance. Balance is the ability of the project

manager to apply either a technical or a sociocultural behavior based on the situation. Second, it is

the basis for the project manager’s role and responsibilities, as depicted in Figure 1 in the section

The Model. Thinking about project leadership in this manner serves to create awareness of our

preferred leadership behavior (Kim, 2009). Third, this model’s dimensions have been well

researched and shown to be a key critical success factor in project success (Ammeter & Dukerich,

2002; Geoghegan & Dulewicz, 2008; Jiang et al., 2001; Judge, Piccolo, & Ilies, 2004; Keller,

2006; Prabhakar, 2005; Sumner et al., 2006; Turner & Müller, 2005). Fourth, project management

scholars endorse it (Kerzner, 2006; Prabhakar, 2005).

The remainder of this article presents the theory grounding the behavioral leadership

model, a discussion of its extension into the project environment, Figure 1, its evolution into its

current form as the behavioral leadership model project management, Figure 2, and the process for

applying the behavioral leadership model project management in the project environment. A self-

assessment instrument and scoring sheet are included in the Appendices. Reading this article and

completing the self-assessment instrument will save busy project managers time and help them

become aware of their preferred leadership behavior. This understanding can help them optimize

project performance by developing their leadership style further (Gehring, 2007; Geoghegan &

Dulewicz, 2008; Jacques, Garger, & Thomas, 2008; Sumner et al., 2006).

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The Model

Behavioral leadership theory states that leadership style can be reduced to two major

constructs: (a) initiating structure is a concern for task and (b) consideration is a concern for

people (Jacques et al., 2008; Judge et al., 2004; Neuhauser, 2007; Robbins, 2005). Defining roles

and relationships, communication channels, patterns of organization, and methods of performing

work characterize initiating structure, while friendship, mutual trust, and respect characterize

consideration (Blanchard & Hersey, 1970). These two constructs are represented in the project

environment by the project manager’s dual role of technical and sociocultural (Goodman, 1993, as

reported in Neuhauser, 2007; Gray & Larson, 2008). The concept of technical involves managing

the project system of schedule, cost, scope, and quality (i.e., tasks) and sociocultural involves

leading the project team and managing the project culture (i.e., people; Goodman, 1993, as

reported in Neuhauser, 2007; Gray & Larson, 2011). Together, behavioral leadership in the

project environment is behaving to influence a group of people (project team) towards achieving

goals (project system of scope, schedule, cost, and quality) (Prabhakar, 2005).

For example, during the planning stage project objectives, the project leader uses initiating

structure to set goals, organize resources, and establish schedules (Kerzner, 2008; Prabhakar,

2005). Later, during the project execution stage, the project leader uses consideration to

communicate with and actively listen to project team members and stakeholders (Kerzner, 2008).

Jacques et al. (2008), Kerzner (2006), and Prabhakar (2005) added that some project managers

might exercise a third option, balance, which is a preference for exercising either initiating

structure or consideration depending upon the situation or project lifecycle stage. This concept of

adaptability in response to the situation rests on another leadership theory that there is no one best

style of leadership or way to influence project team members (McLaurin, 2006).

The model produced by adding balance to Figure 1 is depicted in Figure 2 below. We

have arrived at the behavioral leadership model project management. It is predicated on the

project manager’s roles and behaviors, and it is adapted to the project environment.





Figure 1. Relationship between the behavioral leadership model and the project manager’s role.

Figure 2. Behavioral Leadership Model Project Management (BLMPM).

Technical Sociocultural Balance

(Situation)

* Circa 1940s

** Circa 2008

Initiating

Structure*

(Manage

Tasks)

Consideration*

(Lead People) +

Management Environment

Technical**

(Project

System)

Sociocultural**

(Project

Team)

+

Project Manager’s Role

Project Environment

Behavioral Leadership

Model

Technical

(Project

System)

Sociocultural

(Project

Team)

Project Manager’s Behaviors & (Roles)

Project Environment

Balance

(Situation)





4 Steps of Model Application

“Successful leaders respond with behaviors appropriate to the situation” (Wright, 2012).

Using the behavioral leadership model project management to think about project leadership in the

context of the situation at hand or project life cycle stage can help the project manager respond

appropriately versus intuitively. After determining your preferred leadership behavior (i.e.

technical, sociocultural, or balance) by completing the self-assessment instrument at the end of

this article, applying the model might look something like the following:

1. Analyze project situations as they arise to;

2. Identify the nature of the problem: technical, sociocultural, or a combination thereof, and;

3. Respond with the like leadership behavior, technical-to-technical or sociocultural-to-

sociocultural, then;

4. Monitor the situation for problem resolution, persistence, or transformation to another

problem type (i.e. technical to sociocultural or sociocultural to technical). If problem not

resolved, repeat steps 1-4 as many times as necessary to achieve problem resolution.

Thinking through these four steps as needed provides the project manager with a simple,

repeatable process that helps match the appropriate behavioral leadership response to the situation.

This ability to switch leadership behaviors in response to a project situation or lifecycle stage can

increase the success of the project (Kerzner, 2006; Prabhakar, 2005).

For example, a project manager that prefers the technical leadership behavior identifies a

project schedule delay and begins investigating why, and learns that a key programmer is under-

performing, which is causing the delay. Is the under-performance due to challenging code,

outdated software, or multi-tasking across projects (i.e. project system), or is it due to issues at

home, or changes in sleep patterns, or depression (i.e. project team). The project manager speaks

with the programmer, and learns of the arrival of the programmer’s new baby, which is disrupting

sleep patterns and decreasing task focus, speed, and accuracy. The considerate project manager

extends congratulations to the programmer, and works with him to modify his office hours, which

proves effective in the end; resolving the schedule delay. She responded with the leadership

behavior appropriate to the situation, sociocultural, and what appeared at first blush to be a

technical problem, was resolved.

Conclusion

Project leadership is a key factor in project success. A useful model for thinking about

project leadership is the behavioral leadership model project management, or BLMPM. This model

is simple, as it provides a basis for the project manager’s role, responsibilities, and leadership

behaviors; it creates awareness of the project manager’s preferred leadership behavior; it has been

well researched and shown to be a key critical success factor in project success; and project

management scholars advocate it.





The behavioral leadership model project management has three concepts: technical,

sociocultural, and balance. The concept of technical involves managing the project system of

schedule, cost, scope, and quality (i.e., tasks) and the concept of sociocultural involves leading the

project team (i.e., people). The concept of balance involves exercising either the technical or

sociocultural concepts depending upon the situation or project lifecycle stage. Technical has been

found to be a strong predictor of schedule and cost performance, profitability, and speed to market,

all outcomes of managing the project system activities (Judge et al., 2004; Keller, 2006), and

leaders rated high in consideration are associated with higher levels of team member satisfaction,

commitment, and performance (O’Reilly & Roberts, 1978).

Project managers that recognize their preferred leadership behavior can develop their

leadership style further, optimizing project performance. For example, if a technical-predominant

project manager develops sociocultural skills, they engage the team on a more personal level,

which can increase performance in the team. Likewise, if a sociocultural-predominant project

manager develops technical skills, project performance can be enhanced through better project

system management.

Completing and scoring the BEHAVIORAL LEADERSHIP MODEL PROJECT

MANAGEMENT QUESTIONNAIRE located in this article’s appendices will provide the project

manager with an understanding of their preferred leadership behavior.





References

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docview/208987019/fulltextPDF/133132E530E6D57465C/1?accountid=28180

Blanchard, K. H., & Hersey, P. (1970). A leadership theory for educational administrators.

Education, 90, 303-310. Retrieved from

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doi:10.1002/pmj.20084

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doi:10.1037/0021-9010.89.1.36

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Appendix A:

BEHAVIORAL LEADERSHIP MODEL PROJECT MANAGEMENT QUESTIONNAIRE

(BLMPM)

Twenty items are depicted below. These items can be used to describe how you behave as a project leader.

This is not a test of your ability. It simply asks you to describe, as accurately as you can, how you behave

as a project leader of your project team(s) that you supervise.

DIRECTIONS:

a. Read each item below carefully.

b. Think about how frequently you engage in the leadership behavior described by the item.

c. Decide whether you: Always, Often, Occasionally, Seldom, or Never act as described by the item.

d. Place the appropriate number for one of the five frequencies after the item.

For non-starred items, place numbers as follows: For starred items (*), place numbers as follows:

5 = Always 1 = Always

4 = Often 2 = Often

3 = Occasionally 3 = Occasionally

2 = Seldom 4 = Seldom

1 = Never 5 = Never

ITEMS:

1. I let project team members know what is expected of them. ___

2. I am friendly and approachable. ___

3. I encourage the use of uniform procedures. ___

4. I do little things to make it pleasant to be a project team member. ___

5. I try out my ideas in the project team. ___

6. I put suggestions made by the project team into operation. ___

7. I make my attitudes clear to the project team. ___





8. I treat all project team members as my equals. ___

9. I decide what project work shall be done and how it shall be done. ___

10. I give advance notice of changes. ___

11. I assign particular project tasks to project team members. ___

12.* I keep to myself. ___

13. I make sure that the project team members understand my part in the project team. ___

14. I look out for the personal welfare of project team members. ___

15. I schedule the project work to be done. ___

16. I am willing to make changes. ___

17. I maintain definite standards of performance. ___

18.* I refuse to explain my actions. ___

19. I ask that project team members follow standard rules and procedures. ___

20.* I act without consulting the project team. ___





Appendix B:

SCORING SHEET FOR BEHAVIORAL LEADERSHIP MODEL PROJECT

MANAGEMENT QUESTIONNAIRE (BLMPM)

a. Record your items’ scores onto this sheet below.

b. Add the scores across for the Technical and Sociocultural leadership behaviors and place the total scores

in the Total column.

c. Subtract the Sociocultural Total score from the Technical Total score to produce a Balance Total score.

The largest score indicates your preferred leadership behavior. Should the Balance Total score be a 0 or a

1, your preferred leadership behavior is Balance.

Total

A. Technical: 1__ 3__ 5__ 7__ 9__ 11__ 13__ 15__ 17__ 19__ ( )

B. Sociocultural: 2__ 4__ 6__ 8__ 10__ 12*__ 14__ 16__ 18*__ 20*__ ( )

C. Balance: ( )





About the Authors

Eric A. Wright, PhD

Eric Wright, PhD, CIA, PMP is a highly rated professor, social scientist, speaker, and business owner of thegamedoctorllc.com. He holds a Ph.D. in Business Administration, Concentration

Financial Management from Northcentral University, an MBA from the University of Phoenix, and a Bachelor of Science, Major Psychology, Minor Information Sciences from Excelsior College. His dissertation focused on the leadership behaviors of project managers’ associated through LinkedIn and examined some of the variables that can influence a project manager’s choice of leadership behavior. Eric is also a certified internal auditor (CIA), project manager (PMP), and process improvement expert (L6 Green Belt) with twenty-three years of experience as a project manager, leader, accountant, resource manager, and teacher/trainer in the fields of healthcare, public financial and accounting services, project management, US military, and education. Training videos supporting Dr. Wright’s work on leadership in the project management environment can be found at Udemy.com. Additionally, he can be contacted at [email protected].

Mohamad S. Hammoud, PhD

Dr. Mohamad S. Hammoud, PMP has a Ph.D. in Business Administration with a specialization in management. He started his professional career in the Information and Communication

Technology where he spent more than 30 years in directive positions in global organizations such as AT&T, Digital Equipment, and Hutchinson Whampoa. Dr. Hammoud is a Project Management Professional since 1998. He spent the last 10 years teaching management, project management, marketing, and Business Research in corporations such as Sara Lee, P&G, and Bridgestone. The thing he loves most is research; he led as a chairperson and as a committee member more than 40 Ph.D. students throughout their doctoral dissertations. Dr. Hammoud holds the position of Dean of the School of Business at Arts, Sciences and Technology University in Lebanon and he is the Head of the Thesis Committee. He can be contacted at [email protected]



mailto:[email protected]

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