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project team leadership

Questions and Answers of Project Team Leadership

2. Belief in the inherent morality of the group. People want to believe in the rightness of their actions. In the extreme, this can lead to exhortations that “God is on our side.” Such claims
1. Illusion of invulnerability. A feeling of power and authority is important to any decision-making group. It gives members confidence that they will be able to carry through on any decisions
4. Promoting and representing the group.
3. Providing feedback on the work of the group.
2. Focusing on task accomplishments and interpersonal support.
1. Being prepared for temporary setbacks.
4. Personal commitment to the success of the group.
3. Active participation.
2. Active resolution of conflict.
1. Interpersonal trust and mutual respect.
4. Maintaining the values and norms of the group.
3. Focusing on goals as well as interpersonal needs.
2. Monitoring and taking pride in group accomplishments.
1. Using a wide range of task and process behaviors.
4. Providing team-centered learning.
3. Teaching and facilitating consensus.
2. Fostering an atmosphere of trust.
1. Modeling listening skills.
4. Detachment to involvement.
3. Personal advantage to group success.
2. Confusion to clarity.
1. Power struggle to affiliation.
4. Leadership behavior.
3. Resolving differences.
2. Decision-making processes.
1. Team member behavior.
4. Staying focused on the goal.
3. Adhering to core values, such as truth, trust, and respect.
2. Acknowledging conflict as opportunity for improvement.
1. Hearing all points of view.
4. Fight-or-flight behavior.
3. Testing of group tolerance.
2. Polarization of team members.
1. Confrontation with the leader.
4. Increasing independence from leader.
3. Power struggles for influence.
2. Increasing group interaction.
1. Openly dealing with problems.
4. Modeling expected behaviors.
3. Allowing time for members to get to know each other.
2. Providing time for questions.
1. Explaining purpose and goals.
4. How will I be treated?
3. Where do I fit in the group?
2. Who is who in the group?
1. What is going to happen?
■ Put others first and self last, embodying the spirit of the caring leader.
■ Train for success; master fundamentals and practice for perfection.
■ Keep promises and follow through on commitments, earning the trust and confidence of others.
■ Keep people informed about progress and problems, celebrating victories and fine-tuning efforts.
■ Give credit to others for the team’s accomplishments, meeting people’s needs for appreciation and recognition.
■ Have persistence and lasting power, never giving up on hope or effort.
■ Be flexible in using a variety of tactics and strategies to achieve success.
■ Admit mistakes and uncertainties, modeling honesty as a virtue.
■ Promote open-mindedness, innovation, and creativity by personal example and a conducive work climate.
■ Make timely decisions based on agreed-upon goals. In this way, leaders show decisiveness and consistency.
■ Show enthusiasm for the work of the group. The leader’s emotion ignites and energizes the team.
4. Most people have difficulty changing their styles of problem solving. This can be seen in school when a Henry Ford student fails or drops out. Often the cause is the nature of the curriculum and
3. When people with different styles of problem solving live or work together, tolerance of differences is required. A Henry Ford manager must be patient with the seeming lack of effort put forth by
2. It is possible to have preference for more than one style of problem solving. For example, a person may be equally comfortable as a Henry Ford and a Socrates. Such a person relates to the world in
1. All problem solving involves four steps—having experiences, reflecting on results, building theories, taking action—and each step must be performed well for overall effectiveness. For example,
9. If, despite your best efforts, the person does not respond, he needs to know in no uncertain terms that his behavior is unacceptable and will not be tolerated. Do not assume that he knows. He
8. A person may be closed-minded. Perhaps she is thinking of defensive arguments or is preoccupied with her own thoughts. Then she must be confronted with the facts and consequences of her negative
7. Help the person understand that compromise is not necessarily second best, that the all-or-nothing approach usually results in disappointment, and that cooperation with others can be rewarding.
6. If the person challenges, philosophizes, defends, or tries to debate your observations, don’t counterattack. Keep your eye on his or her goal. People do what they do for their own reasons. What
5. Ask why the person behaves as she does. For example, why does she attack people in situations that are not combative? Explain that being part of a critical discussion is one thing, but turning
4. If the person’s behavior becomes irritating, avoid the impulse to attack or withdraw.Instead, report how he made you feel and how others must feel when he behaves this way. Let him know that you
3. Point out that you recognize the person wants to be successful but that to reach his goals, he must take others into account. Note also that usually there will be defeats and disappointments along
2. Report observations uncritically. Describe what happened, especially the behavior to which people reacted. Ask how the person thought others felt when she said or did what you describe. Was this
1. When an individual disrupts the group, talk it over in a calm and patient way.Recognize that the origins of negative behavior may be feelings of insecurity, need for attention, vulnerable
■ Standard setter. This person’s high ideals and personal conduct serve as a model for group members. The standard setter is uncompromising in upholding the group’s values and goals, and thus
■ Ignition key. This person provides the spark for group action, causing the group to meet, work, and follow through with ideas. The ignition key is often a practical organizer who orchestrates and
■ Idea generator. The idea generator is spontaneous and creative. This person is unafraid of change and suggests ideas that others do not. Often these ideas are just what is needed to solve a
■ Harmonizer. The harmonizer agrees with the rest of the group, brings together opposite points of view, and is not aggressive toward others. The harmonizer brings peace versus war, love versus
■ Clarifier. The clarifier restates problems and solutions, summarizes points after discussion, and introduces new or late members to the group by bringing them up to date on what has happened. The
■ Encourager. This person is friendly, diplomatic, and responsive to others in the group. The encourager makes others in the group feel good and helps them make contributions to fulfill their
12. Commitment. People are committed to achieving the goals of the group.
11. Shared values and norms of behavior. There is agreement on core values and norms of behavior that determine the rightness and wrongness of conduct in the group.
10. Clarity of assignments. The group is informed of the action plan. When action is taken, clear assignments are made and accepted. People know what they are expected to do.
9. Effective leadership. Informal leadership shifts from time to time, depending on circumstances. There is little evidence of a struggle for power as the group operates. The issue is not who
8. Consensus is the norm. Decisions are reached by consensus, in which it is clear that everyone is in general agreement and willing to go along. Formal voting is kept to a minimum.
7. Criticism is issue-oriented, never personal. Constructive criticism is given and accepted. Criticism is oriented toward solving problems and accomplishing the mission. Personal criticism is
6. Disagreement is OK. Disagreement is not suppressed or overridden by premature group action. Differences are carefully examined as the group seeks to understand all points of view. Conflict and
5. Trust and openness. Members feel free to express ideas and feelings, both on the issues and on the group’s operation. People are not afraid to suggest new and different ideas, even if they are
4. Active listening. Members listen to each other. People show respect for one another by listening when others are talking. Every idea is given a hearing.
3. Lots of discussion. Time is allowed for discussion in which everyone is encouraged to participate, and discussion remains pertinent to the task of the group.
2. Informal atmosphere. The atmosphere is informal, comfortable, and relaxed. It is a working atmosphere in which everyone is involved and interested. There are no signs of boredom.
1. Clear mission. The task or objective of the group is well understood and accepted by all.
3. Keep in mind these three don’ts: Don’t hide behind technology, don’t forget it’s recorded, and don’t use sarcastic or belittling statements.
2. Engage in as much face time as possible to sustain satisfying and productive relationships. Exert the effort, pay the expense, and spend the time required.
1. Maintain high standards of written and spoken communication, as great letter writers and public speakers have always done.
5. Many e-mail users are overwhelmed by hundreds of messages each week, many of which are either unnecessary or irrelevant to the receiver
4. Virtual communication works only when the party you desire to communicate with also uses it.
3. Virtual communications such as e-mail, teleconferences, and videoconferences may actually distract people from what is going on around them so they are neither fully here nor fully there.
2. Virtual communications tend to be brief and intermittent, while long-lasting relationships based on trust and respect usually take time to develop.
1. None of the technology of virtuality can currently carry a fraction of the whole range of communications that people use to relate to one another; intended meaning is lost.
■ The importance of free individuals to have courage to act and accept responsibility for consequences.
■ A belief that human goodness is innate, but that it can be thwarted by a dysfunctional environment, and that one’s full potential can best be achieved in a healthy climate characterized by
■ A transcending concern for human dignity, worth, and growth, captured best by the phrase “respect for the individual.”
■ A conception of humanity that is optimistic versus pessimistic, and that argues for humanistic treatment of people as valuable and valuing, as opposed to objects for manipulation and control.

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