Par$cipant s Notes: 2016 Interna-onal Ins-tute for Learning, Inc.

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2 Each module builds upon the knowledge, skills, and techniques learned in the prior modules, so by the end of the course, you will have a complete understanding of this course content. 2

3 Review these learning objec-ves carefully. The learning content contained within this module is based on these learning objec-ves. 3

4 These are the main topics that will be covered in this module. 4

5 Please make notes regarding your individual thoughts in the space provided. Consider sharing your thoughts as the instructor asks for volunteers. The instructor should record your contribu-ons, on either a flip chart in the classroom or a whiteboard on Centra. 5

6 Par$cipant s Let s revisit this Notes: model, looking now at the Harmony view. Remember that the best way to think of this model is from the core out. Let s keep the four families of rela-onship skills anchored while we look out through the PLC layer, which can be spun to align with the current PLC phase. In turn, the outer circle can also be spun so that each family of skills in some way supports every combina-on of Stakeholder category/plc phase. However, if we tried to cover all that territory, we would need a two- week workshop. So, in our model, we have posi-oned each family of rela-onship skills opposite the major categories for which that family provides the most effec-ve solu-ons. In some cases, we were able to iden-fy a single PLC phase that stands out amongst the others as most cri-cal for the primary stakeholder category associated with the target family of skills. Again, we see one par-cular stakeholder category as the prime target for Harmony skills Auxiliary Bodies. However, as with Rapport, we are going to take more of an end- to- end view and not focus on just one PLC phase. Another departure for the Harmony family of skills from all three other families is that, using Harmony skills with respect to the Auxiliary Bodies, is not a primary objec-ve for most projects. Therefore, we will treat this topic as a stretch goal in this course as something we will explore to the extent that -me and par-cipants interests dictate, but we will not technically prac-ce these skills. 6

7 Recall that in Module 2, when we introduced this family of skills, we said that the major theme of the Harmony family is to meet the needs and mi-gate the constraints of specific stakeholders inevitably involved in the pursuit of project objec-ves. This aspect of stakeholder rela-onships is especially important for the category of Auxiliary Bodies. Networking usually comes into play first, as we recognize a special need and want to explore the ramifica-ons, usually in the Concept phase of the PLC. Then, if the need is urgent or has important long- term implica-ons for the project s objec-ves, we would seek to apply crea-ve problem- solving techniques, most likely in the Design phase. During Implementa-on and Closure, we may need to rely on some balancing techniques to maintain our equilibrium. We will address each of these primary skills in more detail in this module. But first, let s take a brief look at what secondary skills round the full spectrum of this par-cular family. 7

8 Par$cipant s Communica$ng Notes: is a very broad skill set all of which impacts stakeholder rela-onships. So you will see that there is either a primary or secondary skill in each of the rela-onship skill families we have defined. IIL also has a complete course on the different aspects of Communica-ons skills that are most per-nent to Project Managers. Naviga$ng government agencies is a very specialized skill associated with those projects that need to deliver products and services to na-onal, departmental, and local governments across the globe. Each level lends its own unique challenges above and beyond the normal project opportuni-es to excel. In the US, the infamous tomes of the Federal Acquisi-on Regula-ons (FAR) lay down the formal processes. However, it is the nuances and informal processes between the formal procedural lines that may take years to assimilate. Listening with empathy or empathic listening, is a very specialized communica-on skill, first coined by Stephen Covey in his 7 Habits of Highly Effec-ve People in IIL addresses this par-cular skill in more detail in our Conflict Resolu-on for PMs course. Respec$ng diversity requires first the knowledge and/or the willingness to learn about cultures other than your na-ve heritage. The second part of this skill involves the willingness and ability to assimilate the customs, styles, and preferences that are different from your own into a project culture that works for all stakeholders. Most larger organiza-ons have in- house opportuni-es to help you achieve their specific diversity objec-ves. 8

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10 Networking is similar to communica-ng for rapport (Module 5 Rapport family of skills), but does not go as deep. Dic-onary Defini-on Developing contacts or exchanging of informa-on with others in an informal or formal network to further rela-onships and advance objec-ves. Project Defini-on Iden-fy external stakeholders, evaluate their mo-ves, assess their level of influence, and implement appropriate courses of ac-on to establish and cul-vate healthy rela-onships that enable mi-ga-on of nega-ve impacts and leveraging of posi-ve impacts. Networking within this skill family is focused on external stakeholders who are affected by the project or have an interest but are not part of the main project team. Members of this external group are free to behave in any way they see fit with no regard for the project. Their behavior will typically fall into one or more of the three categories: Show no interest in the project Decide to work against the project 10

11 Crea-ve problem solving is our best response to the accelera-ng pace of change on a global scale. This pace has created enormous strain and pressure on tradi-onal organiza-onal forms and methods proven successful in the past but that no longer work. Solu-ons emerging to counter these issues require project management or innova-ve temporary management structures which are highly organic able to respond quickly and easily accommodate internal/external situa-ons associated with a project. Dic-onary Defini-on A model for solving problems through a step- by- step process which includes fact finding, problem finding, idea finding, solu-on finding, and implementa-on. Brainstorming, lateral thinking and other strategies for the produc-on of crea-ve ideas are an integral part of the process. (This defini-on comes from a Google search on the Internet). Project Defini-on Fluid ability to quickly select and rapidly apply different techniques individually or in the most appropriate mix to effec-vely overcome or counter problems and conflicts on projects. 11

12 Balancing is like the tension that must be established and managed like two wings of a bird in flight. The right balance of drag and lii that lii the wings requires constant large and small adjustments. Balancing skills are becoming more important for a project manager to finesse project execu-on through complex external forces and agendas. Dic-onary Defini-on To bring into or keep in a state of equilibrium or equipoise; keep steady; poise. To bring into propor-on, harmony etc. Project Defini-on Establish and sustain the appropriate equilibrium between discipline and flexibility opposite the project objec-ves and issues that are externally impac-ng successful comple-on of the project. 12

13 The common theme here is to reduce risks from ignoring external forces that seem benign, but may have significant nega-ve impacts to avoid or posi-ve opportuni-es to leverage, if we just think to look there. For regulatory agencies, if applicable, it is well worth your while to cul-vate a single contact or join an appropriate professional organiza-on, e.g., PMI has several Specific Interest Groups (SIGs) in areas that are prone to regulatory burdens, including Aerospace and Defense, Healthcare, and Oil, Gas and Petroleum. (see For society- at- large, consider environment groups, parent- teacher groups, and community service organiza-ons as sources for iden-fying allies and/or maintaining your global ci-zenry du-es. For families, primarily of project team members, but also other impacted stakeholders, like those who might lose their jobs because of an ini-a-ve you are implemen-ng, at least be aware of the primary -es. Use your human resources department or search for ad hoc resources on the Worldwide Web that can support specific needs. 13

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18 How might this dis-nc-on help you connect more effec-vely with someone? 18

19 Note that there are two types of EI: Intrapersonal = the ability to reflect and monitor ourselves, our own feelings, strengths, and weaknesses. Interpersonal = behaviors and feelings that exist within all of us, that influence our interac-ons with others. 19

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27 Let s wrap up this workshop, with a personal ac-on plan designed to help you integrate at least one of the primary Harmony skills into your personal repertoire for dealing with auxiliary bodies or other stakeholders on your real- world projects. 27

28 These are the main topics that were covered in this module. 28

29 Do you have any ques-ons related to any of the topics covered in this module? What key concepts and ideas were the most valuable for you? Which do you think you can implement within your organiza-on? 29