Transcript EMEA2010_ROWS_Presentation05082010

PMI® ACADEMIC RESOURCES PROGRAM
PMI® Academic Resources
Program Overview
PMI® ACADEMIC RESOURCES
PMI’s Core Purpose
To advance the practice, science and
profession of project management.
2
PMI® ACADEMIC RESOURCES
Why be concerned with “academic” research?
• THEORIES
• SOLUTIONS
• PRACTICES
• BEST PRACTICES
• STANDARDS
PMI® ACADEMIC RESOURCES
Growth in Project Management
• Projects account for 20% of the world GDP
• Industry demand for trained project managers is on the
rise
• Dramatic increase in academic interest in project
management
PMJ Editorial. Vol. 38(2) p 3-4, 2007
PMI® ACADEMIC RESOURCES
Anbari, F and Kwak, Y: The Impact on PM of Allied Disciplines. Project Management Institute, 2008
PMI® ACADEMIC RESOURCES
PMI Academic Resources Program
• Developed in 1997
• Works to advance the discipline and profession of
project management.
• Only PM Advocacy Organization with a dedicated
research program
• PMI has invested more than US $14 million in project
management research.
• We believe that academic research informs the
practice of project management and that the realworld application of its results sparks further research.
PMI® ACADEMIC RESOURCES
The Catalyst
Sharing &
Application
Needs
Discovery
™
PMI® ACADEMIC RESOURCES
Academic Member Advisory Group
• Chris Stevens, PhD – Consultant, Australia
• Terry Williams, PhD, PMP – Southampton Univ., UK
• Martina Huemann, PhD – WU Wien - Vienna University of
Economics and Business
• J.C. Nogueira, PhD-Consultant, Uruguay
• Audrey Curtis, PhD – Stevens Institute of Technology, US
• Marge Combe–Vernal Management Consulting, US
• Harvey Maylor, PhD – Cranfield University, UK
• V.K. Narayanan, PhD- Drexel University, US
PMI® ACADEMIC RESOURCES
The program creates new knowledge through:
• Sponsored Research Projects
• Doctoral Research Grants
• Special projects
• PMI Survey Links Program
PMI® ACADEMIC RESOURCES
The program dispenses knowledge through:
• Research Publications
• Academic Journals
• Research and Education Conferences
• Research Working Sessions
PMI® ACADEMIC RESOURCES
The PMI Sponsored Research Program
Each year PMI invests in a number of research
projects from around the globe through a formal call
for proposals that
• Have direct application to some aspect of the project
management body of knowledge or its practice.
• Involve multi-disciplinary teams of scholars or teams
consisting of scholars and practitioners.
The 2010 Award Recipients will be
announced January 2011
PMI® ACADEMIC RESOURCES
PMI Educational Foundation Doctoral Research Grant
Program
• A new program supporting doctoral research in project,
program, and/or portfolio management.
• Program administered jointlyby Academic Resources
and PMIEF
• Call for Proposals announced twice each calendar year.
• Applications accepted from part-time and full-time
doctoral students at accredited colleges and universities.
The next call for proposals will be
15 May 2010 -1 July 2010.
PMI® ACADEMIC RESOURCES
PMI Research and Education Conference
• An international project management
research and education event held
biennially for the past decade.
• Features plenary speakers, peer-reviewed
papers, symposia, general and student
posters, and educational tracks.
The 2010 Research and Education Conference will
be held 11-14 July 2010 in Washington, DC, USA
PMI® ACADEMIC RESOURCES
2010 Research and Education Conference
Washington D.C., July 11-14, 2010 at the
Gaylord National Resort and Convention Center
Sponsorship opportunities/packages available now on pmi.org.
PMI® ACADEMIC RESOURCES
PMI Research Open Working Sessions (ROWS)
•
•
•
•
Held in conjunction with PMI Global Congresses
Single topic selected each year
Feature panel discussions and breakout sessions
An opportunity for researchers, academics, and
advanced practitioners to gather and exchange ideas
Upcoming ROWS:
8 May 2010 – Milan, Italy
24 September 2010 – Brazil
9 October 2010 – Washington, DC, USA
PMI® ACADEMIC RESOURCES
The Research Track at PMI Congress
• Papers presented on research topics with a clear
application to the practice of project management.
• Applied research validates theoretical methods and
processes that are new to project management and
demonstrate the value of research to real-world problems
and applications.
• Volunteer opportunity available for serving on the
Research Track Review Committee
PMI® ACADEMIC RESOURCES
PMI Survey Links Program
• Provides established and student researchers
working on project management topics an
opportunity to reach a larger pool of qualified
respondents.
• Provides access to current research surveys as well
as results of past surveys from the program.
• Participation is strictly voluntary.
• Posted surveys on PMI.org are non-commercial
and meet PMI program guidelines.
PMI® ACADEMIC RESOURCES
Contact Academic Resources
For questions regarding:
• Sponsored Research Program
• Doctoral Research Program
• Survey Links
• Online Community
Contact Brianne Bangma, Research Coordinator at [email protected]
For questions regarding:
• Research Program Working Sessions at Congress
• Research Track at Congress
• Biennial Research Conference
• Related Publications
• Research Awards
• Academic and Education Programs and Services Workshops
Contact Sallie Makar, Research Coordinator at [email protected]
PMI® ACADEMIC RESOURCES
Change Management:
Familiar Ground and New Territory in Project
Management
9. May 2010, 8.00 – 15.30
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PMI® ACADEMIC RESOURCES
Objectives

Get an understanding on change and change management and perceive
change from the individual as well as the organisational perspective.

Clarify the relationships between changes, processes, programs, and projects;

Understand projects and programs as a means to organize for change (in the
permanent organization)

Differentiate and reflect change management and project management roles

Reflect the necessary changes in Human Resource Management, when
implementing a project-oriented company

Exchange between researchers and practitioners, experience working forms
applied in change processes
NON objectives

Consider changes within projects and programs
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PMI® ACADEMIC RESOURCES
Simona Bonghez
• President of Romania Chapter of the Project Management Institute (PMI®)
• Trainer and consultant for change and project management
• Roland Gareis Consulting Romania
Marge Combe
• Consultant – Vernal Management Consultants, LLC
• 30 years leading change management at Northwestern Mutual, a financial services firm in
Milwaukee, Wisconsin, USA
Lynn Crawford
•Professor of Project Management at the SKEMA Business School, France and in the School
of Sustainable Development at Bond University, Australia
•Through Human Systems, she works with leading corporations that are developing
organizational project management competence
Roland Gareis
• Professor of Project Management,WU Vienna University of Economics and Business
• Director of the Professional MBA: Project & Process Management
• Owner of Roland Gareis Consulting
Martina Huemann
 Ass Professor WU Vienna University of Economics and Business
 Adjunct Professor of Project Management at the SKEMA Business School, France
 Member of the PMI RMAG
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PMI® ACADEMIC RESOURCES
07:30 – 08:00
Continental Breakfast
08:00 – 08:15
PMI Introduction
Carla & Sallie
08:15 – 08:45
Introduction to change management
08:45 – 09:15
Relevance of change for participants, expectations
09:15 – 10:15
Change by Projects
Marge &
Martina
Martina &
Marge
Roland
10:15 – 10:30
Break
10:30 – 11:30
11:30 – 12:30
Change management: What is it and how do individuals experience
change?
Roles and competencies for change
12:30 – 13:00
Lunch
13:00 – 14:15
Martina
14:15 – 14:30
Needs for HRM to change, when developing as a project-oriented
company
Break
14:30 – 15:00
Learnings from change cases
Roland &
Simona
15:00 – 15:30
Summary: Relation Change Management & Project Management
all speakers and
audience
Marge
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PMI® ACADEMIC RESOURCES
Introduction to change management
By Martina Huemann & Marge Combe
8:15 – 9:15
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PMI® ACADEMIC RESOURCES
What is change?
Change is the process of becoming different.
“To exist is to change, to change
is to mature, to mature is to go on
creating oneself endlessly.” – Henri Bergson
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PMI® ACADEMIC RESOURCES
Change may be…..
 Evolutionary
 Occurs very slowly over time
 Adaptation is in small,
sometimes almost
imperceptible steps
 Success dependent on
recognizing change is
occurring
 Examples:
o Disappearance of
dinosaurs
o Culture shift in an
organization
 Revolutionary
 Happens in one or only a few
strokes in short time frame
 Adaptation must occur rapidly
 Success dependent on
acceptance and engagement in
change
 Examples:
o 9/11
o Becoming a parent
o Merger
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PMI® ACADEMIC RESOURCES
Objects of Change
•Individuals and Social Systems
Social Systems
Interactions
Societies
Organizations
Permanent
Organizations
Temporary
Organizations
Projects
Programmes
Companies
Divisions
Departments
(based on Niklas Luhmann)
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PMI® ACADEMIC RESOURCES
Projects & Change
•
Projects and programs as objects to change
– Project crisis
– Project controlling
– Not focus of today!
•
Projects and programs to organize for change in the permanent organization
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PMI® ACADEMIC RESOURCES
Change Processes
(Levy & Merry)
1st order Change
2nd order Change
•
•
• Change in many dimensions
• Changes in many behavioral
aspects
• A qualitative change
• Change in the structures
• Change of the identity
• Is a discontinuity
•
•
•
•
Change in few dimensions
Change in few behavioral
aspects
A quantitative change
Change in the content
No change of the identity
Is a continuity
Examples
1st order change: e.g. introduction of a new product
2nd order Change: e.g. acquisition of an organization
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PMI® ACADEMIC RESOURCES
Model: Identity of the Organization
(Gareis & Stummer 2006)
•
•
Structures
– Objectives and strategies
– Services, products, technologies
– Organizational structure, culture
– Personnel
– Infrastructure
– Budget, financing
Context
– Relevant social environments
– History and expectations regarding
the future
Organization
Context
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PMI® ACADEMIC RESOURCES
Change Types
(Gareis 2010)
high
Second
Order
Radical
new-positioning
Transforming
Demand for
Change
Developing
First
Order
Organizational
learning
low
low
Potential to Change
high
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PMI® ACADEMIC RESOURCES
Exercise & expectations
By Martina Huemann & Marge Combe
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PMI® ACADEMIC RESOURCES
Changes &Projects
Roland Gareis
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PMI® ACADEMIC RESOURCES
Objects of change, reasons for change
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PMI® ACADEMIC RESOURCES
Social Systems as Objects of Change
Social Systems
Interactions
Societies
Organizations
Permanent
Organizations
Temporary
Organizations
Projects
Programmes
Companies
Divisions
Departments
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PMI® ACADEMIC RESOURCES
Model: Identity of the Organization
•
•
Structures
– Objectives and strategies
– Services, products, technologies
– Organizational structure, culture
– Personnel
– Infrastructure
– Budget, financing
Context
– Relevant social environments
– History and expectations regarding
the future
Organization
Context
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PMI® ACADEMIC RESOURCES
Reasons for Change
•
•
Interventions from relevant social environments
– e.g. owner, clients, employees, supplier
Self-organization, self-reference
– e.g. strategy workshops, controlling
Clients
Owner
Organization
Employees
….
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PMI® ACADEMIC RESOURCES
Change types
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PMI® ACADEMIC RESOURCES
Life Cycle of an Organization
historiography
conception
establishment
continuous
development
discontinuous
development
stability
close-down
Phases of continuous development
– growth: new product, cooperation, formalization
– decline: exiting a market
Phases of discontinuous development
– growth: acquisition, merger, market entry
– decline: outsourcing, re-scoping
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PMI® ACADEMIC RESOURCES
Change Processes
(Levy & Merry)
1st order Change
2nd order Change
•
•
• Change in many dimensions
• Changes in many behavioral
aspects
• A qualitative change
• Change in the structures
• Change of the identity
• Is a discontinuity
•
•
•
•
Change in few dimensions
Change in few behavioral
aspects
A quantitative change
Change in the content
No change of the identity
Is a continuity
Examples
•
1st order change: e.g. introduction of a new product
•
2nd order Change: e.g. acquisition of an organization
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PMI® ACADEMIC RESOURCES
Change Processes
high
Second
Order
Radical
new-positioning
Transforming
Demand for
Change
Further
developing
First
Order
Organizational
learning
low
low
Potential to Change
high
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PMI® ACADEMIC RESOURCES
Managing different changes
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PMI® ACADEMIC RESOURCES
Organizational Learning
Reasons
•Demand develops from the daily business, expectations from
relevant environments (clients, suppliers, partners)
Objectives
•Assurance of the continuous quality improvement
•Promotion of innovations
Priorities
•Integration of continuous improvement and innovation into the
daily business
Management
•Concentration on a single or a few identity dimensions
•Provision of incentives
•Provision of formal structures for organizational learning
(processes, meetings, data bases, networks, training, etc.)
•Application of rituals for de-learning and introducing new
knowledge
Challenge
•Continuous reflection, drive for improvement
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PMI® ACADEMIC RESOURCES
Organizational Learning: Processes
Aquiring
new knowledge
Stabilizing
new knowledge
Daily Business
Phases:
Identifying and securing
Providing know-how and
unlearning
Phases:
Training
Documenting
Reflecting
Management by Projects:
Repetitive processes performed by the line organization
or within the scope of projects
No temporary organizations required
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PMI® ACADEMIC RESOURCES
Further Developing
Reasons
•Maintaining good business results
•Expecting higher dynamics in the markets
Objectives
•Implementing major improvements, major innovations
Priorities
•Focussing on a required development of a product, market,
organisation or infrastructure, etc.
•Relating the new development to the strategic plan
Management
•Focus on one or a few identiy dimensions, but considering
consequences for other dimensions
•Providing standards for the performance of the development
processes
•Assuring appropriate ressources for the development
•Communication of successes
•Management by projects (and programmes)
Challenges
•(Top) management committment, performance of project
ownership
•Strategic allignment
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PMI® ACADEMIC RESOURCES
Further Developing: Processes
Conceptionalizing a
development
Piloting a
development
Rolling-out a
development
Daily Business
Phases:
Phases:
Information gathering,
Detailed planning,
analyzing, defining
designing, testing,
objectives, rough planning applying, evaluating,
rough planning
Phases:
Detailed planning,
applying, documenting,
evaluating
Management by Projects:
•Coceptionalizing: A work group or a project
•Piloting: A project
•Rolling-out: A project or a programme
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PMI® ACADEMIC RESOURCES
Radical New-Positioning
Reasons
•Losses over a longer period, loosing customers, bad relationships
with relevant environments
Objectives
•Survival, improving the liquidity, achieving positive ratios
•Regaining potentials for future developments
Priorities
•Reductions of services and products
•Re-engineering the organization, keeping good employees
•Cash and liquidity management
•Stabilizing the daily business
Management
•Focus on all identiy dimensions
•Strict, results-oriented top down management
•Involving external resources
•Intensive communication
•Intensive controlling
•Management by projects (and programmes)
Challenges
•Taking time for appropriate analyses
•Loosing and integrating employees
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PMI® ACADEMIC RESOURCES
Radical New-Positioning: Processes
Planning the
crisis resolution
Performing the
crisis resolution
Daily Business
Phases:
•Defining the crisis
•Defining the communication strategy
•Rough crisis analysis
•Implementing ad hoc measures
•Detailed planning
•Developing organisational &
individual competences
Phases:
•Implementing selected strategies
and measures
•Controlling implemented
measures
•Crisis communication
•Crisis close-down
Management by Projects:
•Planning: A task force, no project
•Performing: A programme
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PMI® ACADEMIC RESOURCES
Transforming
Reasons
•Early warning signals about future threats, potentials
• Acquisition, merger
Objectives
•Rationalization
•Growth and innovation
•Strategic and cultural new-orientation
Priorities
•New vision, new business plan
•Strenghtening (new) core competences
•Redesign of strategies, organization, …
Management
•Focus on all identiy dimensions
•Top down start for the strategic new-orientation
•Analyses, benchmarking
•Quick wins
•Pilots, assuring broad involvment
•Management by projects (and programmes)
Challenges
•Management of the contradiction: Hard cuts and new growth
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PMI® ACADEMIC RESOURCES
Transforming: Processes
Planning the
transformation
Implementing the
transformation
Stabilizing the
organization
Daily Business
Phases:
Phases:
Phases:
•Detailed planning, quick wins •Integrating new
•Interrupting the
•Developing transformation
routine
values, into daily
competences
•Analyzing the situation
business
•Changing strategies, services, •Communicating
•Defining a vision
processes, structures, etc.
•Rough planning
•Communicating
•Making decisions
Management by Projects:
•Planning: Work group or project
•Implementing: Project or programme
•Stabilizing: Project or programme
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PMI® ACADEMIC RESOURCES
Case study:
Transforming the RGC: RGC2013
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PMI® ACADEMIC RESOURCES
Transformation RGC2013: Reasons
• RGC strategy workshop`07
– Relationship between individual objectives and company
objectives
– Retirement of RG as professor from the WU Vienna in 2013
– Common interest in assuring the long-term survival of RGC
• Interest of senior consultants to take over management responsibility
• Market potenzials for a further internationalisation
• New RGC management approaches: process management, change
management
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PMI® ACADEMIC RESOURCES
Start
Transformation
RGC2013: Organizations and Roles
9.5.08
1.2.08
End
Transformation
Conception
1.2.09
Project:
Business Planning
1.2.10
Programme:
Implementation
Change
Projects
15.12.10
Programme:
Stabilization
Change
Projects
Work Group
Manager
Project Manager
Programme Manager
Programme Manager
Owner
Poject Owner
Programme Owner
Programme Owner
t
Change Agents, Change Experts, Change Consultants
Change Manager
Change
Management
Team
Change Owner
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PMI® ACADEMIC RESOURCES
Change Roles: Descriptions
Change
owner






Change
manager







Being responsible for the results of the overall change process
Defining change strategies and making strategic decisions
Assigning (phases of) the change process, stopping the change
process
Marketing of the change
Assuring resources for the change process
Contributing to change projects and change programmes
(as owner or manager)
Managing the change process
Being a member of and managing the change management team
Assuring the transition between the phases of the change process
Assuring compliance with change management standards
Marketing of the change
Contributing to change projects and change programmes
(as owner or manager or expert)
Not: Making content related decisions
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PMI® ACADEMIC RESOURCES
Change Roles Descriptions II
Change
agent




Change
consultant





Being a member of the change management team
Informing members of the organization about the change
process
Implementing change management measures in the
organization
Contributing to change projects
(as manager or expert)
Further developing the change management competences of an
organization
Gathering information, developing hypotheses, planning
interventions
Providing analyses, observations, …
Facilitating meetings, workshops
Providing documentations
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PMI® ACADEMIC RESOURCES
Business Planning: Project Objectives Plan
Main objectives
Objectives regarding the ownership

Partners, shares and agreements on financing established

Rules for acquisitions in 2013 defined

Partnership agreement subscribed
Objectives regarding business planning

Company name, objectives, organization, personnel, infrastructure, budget, financing and
relations to relevant environments for 2009 and 2013 planned

Project management documentations for programme Implementing RGC2013 established

Change process until 2023 described

Investment analysis provided
Objectives regarding the process

Team building of partners
Additional Objectives

Learning about change management
Non-Objectives

Further development of products and services

Overload of available resources
Investment objectives

Basis for long term existence of RGC and employee retention established

Basis for growth in sales , for internationalisation and product differentiation until 2013
established
Adapted per...
Adapted per...
Adapted per...
Adapted per...
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PMI® ACADEMIC RESOURCES
Business Planning: WBS
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PMI® ACADEMIC RESOURCES
Business Planning: Project Milestone Plan
WP
Code
1.1.1
1.2.10
1.3.8
1.4.8
1.5.9
1.6.5
1.1.4
Milestone
Project assigned
Analysis completed
Planning completed
Development completed
Preparation of company shares structure
completed
Company share structure established
Project approved
Planned
date
09.5.2008
09.7.2008
31.7.2008
1.09.2008
12.9.2008
26.9.2008
01.10.2008
Actual
09.5.2008
09.7.2008
31.7.2008
15.9.2008
25.10.2008
21.01.2009
01.02.2009
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PMI® ACADEMIC RESOURCES
Business Planning: Organization Chart
Projektauftraggeber:
RG
Proj ektmanagerin:
CT
Marketingexperte: MG
Infrastrukturexperte: CS
AF
Personalexpertin:: DZ
Teammitglied:
WV
DZ
AF
Konkurrenzexperte: SF
MS
Budgetexperte:
Um w eltbez.experte:
WV
MS
SF
Orgaexpertin:
Marketingberater: AS
CT
CS
Beteiligungsteam
Teammitglied:
RG
Wachstumsteam
Projektorganisation
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PMI® ACADEMIC RESOURCES
Implementation Programme RGC2013: WBS
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PMI® ACADEMIC RESOURCES
Implementation Programme RGC2013:
Bar Chart
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PMI® ACADEMIC RESOURCES
Projekt:
Konzeption RGC
EU Projekte
Kleinprojekt:
Etablierung
PMI Koop
Projekt: Marktentwicklung 2
Implementation Programme RGC2013: Orga Chart
Kleinprojekt:
IJPM Special
Issue
Projekt: Marktentwicklung 1
Programmteam
PM: RG
Projekt:
Maturity
Broschüre
Programm
Assistenz: CT
Kleinprojekt:
Sales
Initiative
Programmmanager: RG
Kleinprojekt:
Personal
Projekt: RGC
Komm.
Inititative
Projekt: ABS
Group Austria
Projekt: ABS
Group
Germany
Programmauftraggeberteam: Partner
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PMI® ACADEMIC RESOURCES
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Proposal for pricing changes
in Alternative channels.
Proposal for new ATM
functionalities
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1.1.1900
EU Office
1
1.1.1900
Real Estate financing
1
Corporate Process
Reengineering
1
Domestic corporate banking
2
Commercial centers for SMEs
Retail Mortgages
1
1
1.1.1900
GLC concept introduction
2
1
Basel II
Risk management
Controlling
GPM
Accounting/ SAP
Reporting
Local Data Warehouse
Anti-Money Laundering
SW Development & Transformation
DC Set-up and Transformation
Organization Set-up and IT Enhancement
Operations Set-up
Payments
Property management
Procurement
HR and trainings
Marketing
Communication
Integration of current account with card account
Project finance
Private Banking
Alternative channels
Card business
Product portfolio and pricing
Micro banking
Sales support and sales skills
Retail Branch Network
Retail process reengineering
Retail Branch Network
Retail process reengineering
Sales support and sales skills
Micro banking
Card business
Product portfolio and pricing
Alternative channels
Private Banking
Retail Mortgages
GLC concept introduction
Domestic corporate banking
Commercial centers for SMEs
Corporate Process Reengineering
Real Estate financing
Factoring
EU Office
Treasury
Investment Banking & Corporate Finance
Asset Management
Insurance
Leasing
Alternative Channels
(project delivering
input)
1
1
2
1
1
1
1
1
1
1
1
1
1
2
1
1
1
1
1
1
2
1
2
1
1
1
2
1
2
1.1.1900
1
1.1.1900
1.1.1900
1
1.1.1900
1
1.1.1900
1
1
1
1
1
2
1
1
2
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
2
1
1
2
1
1
1
2
1
1
1
2
1
1
1
1
1
1
1
1
1
2
1
2
The projects in each row are dependent on the inputs of those project high-lighted in blue
62
PMI® ACADEMIC RESOURCES
Characteristics of
2nd order changes
63
PMI® ACADEMIC RESOURCES
2nd Order Changes: Characteristics
•
•
•
•
•
•
•
Mid to long term (1-3 years), several processes
Consideration of many identity dimensions
Combination with performance of daily business, changing context
Strategy: Hard cuts, new growth
High complexity, high dynamics; time pressure, dealing with
resistance to change
Designing the change processes by projects and programmes
Specific methods, roles and communication structures
•
Not: Democracy, involvement of everybody
64
PMI® ACADEMIC RESOURCES
Identity Dimensions to be Considered
high
Radical
new-positioning
Demand for
change
Transforming
Further
developing
Organizational
learning
low
few
Identity dimensions
many
65
PMI® ACADEMIC RESOURCES
2nd Order Change: Success and Identity Dimensions
Success
high
middle
low
very few
few
some
many
all
required
Change
Dimensions
Considered
66
PMI® ACADEMIC RESOURCES
2nd Order Changes: Differentiations
•
•
Complexity of the social system to be changed and relationships to other
systems
– Small, medium, large system
– System, sub-system, network of sub-systems
Transformation versus radical new-positioning
– Different processes with different phases and durations
– Different methods, roles, and communication forms
67
PMI® ACADEMIC RESOURCES
Happy Projects!
Roland
68
PMI® ACADEMIC RESOURCES
Break
10:15 – 10:30
69
PMI® ACADEMIC RESOURCES
Change management: How do
individuals experience change?
By Marge Combe
10:30 – 11:30
70
PMI® ACADEMIC RESOURCES
Make a personal change
•
You’ve been asked to make a lifestyle change, to immediately and permanently
change the hand with which you eat and write.
•
Take 5 minutes to make notes on:
– Your first reaction(s) or emotional response
– Your initial question(s)
– What you need in order to feel you can be successful in making this
change.
71
PMI® ACADEMIC RESOURCES
How we change
Crossing unknown
territory
Departing from an
existing state
Attaining a new
equilibrium
“Every beginning is a consequence. Every beginning ends something.” – Paul Valery
(Hughes, 1991)
72
PMI® ACADEMIC RESOURCES
What we need in order to change
Of why the change is needed
To sustain the change
To support and participate
in the change
Of how to change
To implement new skills and behaviors
Model developed by Prosci ® (http://prosci.com)
73
PMI® ACADEMIC RESOURCES
Roles and competencies for change
By Lynn Crawford
SKEMA Business School, France
Bond University, Australia and
Human Systems International Limited
[email protected]
11:30 – 12:30
74
PMI® ACADEMIC RESOURCES
The objectives of this session are:
• To report on research that
– has investigated and compared the change management competencies of:
• Project Managers
• Program Managers
• Change Managers
– has identified organizational factors that support and hinder change
initiatives
• To provide guidance on
– decisions concerning engagement of a Change Manager on projects
75
PMI® ACADEMIC RESOURCES
What Was The Question?
• Project management =“Management of Change”?
• Organizational changes are increasingly managed as
projects but:
• Do Project Managers have the competencies required to manage
organizational change?
• The Change Manager’s role is to manage organizational
and behavioral change, but:
• Do Change Managers have the competencies required to manage
projects?
PMI® ACADEMIC RESOURCES
The Problem With Project Management
• Traditional PM approaches are questioned as unsuitable
for:
– Unstable, uncertain, fluid, unknowable, interconnected, emergent,
highly political change environments (Pelligrinelli & Partington,
2006)
• Leading to potential problems in promotion of Project
Managers:
– to Program Manager roles and
– management of organizational change
PMI® ACADEMIC RESOURCES
The Problem With Program Managers
• Often seen as the appropriate managers of organizational
change, but:
– Often come from Project Management background and apply
traditional PM approaches
– Need sensitivity, self awareness, ability to handle ambiguity and
OD skills to address the cultural, political and organizational
challenges of a change programs
– Many organizations fail to acknowledge difference between Project
and Program Management roles
– Terms Project and Program often used interchangeably
PMI® ACADEMIC RESOURCES
Who Is The Change Manager?
• In practice:
• An emerging role, responsible for managing organizational change
• Very little professional formation for the role (especially compared
with PM)
• In literature:
• Much literature on Change Management but little about the role of
a Change Manager
• Most literature on Change Management comes from OD field
• Journal of Organizational Change Management not associated
with a professional society (unlike PMJ & IJPM)
• Focus is on behavioral change and organizational dynamics
PMI® ACADEMIC RESOURCES
Who Can Manage Change?
• Organizational changes, may in practice be managed by
– Project Managers,
– Program Managers, and / or
– Change Managers
• We need to understand these roles better in practice and
in literature/ theory in order to understand how they
manage change…..
PMI® ACADEMIC RESOURCES
What Did We Investigate?
• For these three roles:
– What are the differences in their competencies?
– What are the differences in what they do in practice?
• And :
– What impact do these differences have on change projects?
– What organizational factors should influence decisions about how
change is managed?
PMI® ACADEMIC RESOURCES
Research – Theory And Practice
• Theory....(Part I)
• Literature comparisons
of Project, Program
and Change
Management
competencies and their
change competencies
• Practice...(Part II)
• Three case studies
comparing what
Project, Program and
Change Managers do
differently in practice
and how they manage
change
PMI® ACADEMIC RESOURCES
Research Design Part I – Theory
– Analysis of standards and literature to derive
• A comparative list of change management competencies
expected of
– Project / Program Managers and
– Change Managers
PMI® ACADEMIC RESOURCES
Research Design Part II – Practice
– A qualitative research design, aiming to identify:
• What Project / Program Managers actually DO on
organizational change projects;
• The competencies required, and;
• The relationship with organizational factors
– Context:
• Three carefully selected case studies of organizational change
PMI® ACADEMIC RESOURCES
Research Design Part II – Case Study Profile
• Type of Change
– Implementation of organization-wide IT system
• Number of Influenced Staff
– Minimum of 1000 and maximum of 3000 people
• Project expenditure
– From $5m to $20m
• Three sectors
– Finance, Telecommunications, Academic Institution
• All completed and successful implementations according to
their Sponsors and implementation usability
PMI® ACADEMIC RESOURCES
Research Design Part II – Case Study Profile
Case Study 1
Case Study 2
Case Study 3
Telecommunications
12,000 employees
10,000 employees
9,000 employees
Change Manager
Change Mgr & Project Mgr
Project Manager
Sponsor
Sponsor
Sponsor
Change Manager
Change Subject
Team Member
Change Manager
Project Manager
Change Subject
Team Member
Interviewees
Academic Institution
Interviewees
Financial Institution
Project Manager
Change Subject
Team Member
PMI® ACADEMIC RESOURCES
Reminder: What Did We Investigate?
• For these three roles:
– What are the differences in their competencies?
– What are the differences in what they do in practice?
• And :
– What impact do these differences have on change projects?
– What organizational factors should influence decisions about how
change is managed?
PMI® ACADEMIC RESOURCES
Results – Theory And Practice
Part I:
• Theoretical investigation
• Project/Program and
Change Competencies:
– Similar
– Different
Part II:
• Case study investigation
• Project/Program and
Change Actions:
– Similar
– Different
PMI® ACADEMIC RESOURCES
Project (PM), Program (PgM), and Change Manager (CM)
Competencies in the Literature
PM
PG
CM
PM
PG
CM
PM
PG
CM
PM
PG
CM
PM
PG
CM
PM
PG
PG
Leadership
Analysis and
Assessment
CM
Stakeholder
Management
Learning and
Development
CM
Creativity and
Challenge
CM
Planning
Team
Development
Competencies
Similar
Different
Initiative
CM
Communication
Facilitation and
Presentation
CM
CM
Decision Making
Problem Solving
Action
Orientation
CM
CM
Cultural
Skills
Process
Design
CM
Thanks to Steve Garfein for this excellent representation of the data from our study
PMI® ACADEMIC RESOURCES
Note
• In conducting the case studies there was
insufficient distinction or consistency in practice
in the use of the term “Program” to maintain the
distinction in analyzing the case study data.
PMI® ACADEMIC RESOURCES
Part II: What They Do In Practice - Similarities
Change Managers
Communication and managing stakeholders
and their expectations
Project /Program Managers
Communicating – organizing presentations,
attending meetings, reporting to sponsors
Stakeholder management, managing teams
Interfacing with project
Change management planning
Planning
From analysis of the case
studies
PMI® ACADEMIC RESOURCES
Part II: What They Do In Practice - Differences
Change Managers
Project /Program Managers
Changing behaviors & organizational culture
Coordination and management of meetings
Preparation of users
Strategic decisions
Organizational structuring
Team development
Political diffusion
Reporting to board and business
Impact analysis
Selling the change
Champion schemes
Involvement in process analysis work
Training and education of affected staff
From analysis of the case
studies
PMI® ACADEMIC RESOURCES
What Did We Discover?
• Literature suggests that there is similarity between change
management competencies of Project / Program Managers and
Change Managers but
• In practice, there is more difference….
– Project Managers focus on core PM activities and conduct few
“change management” activities
– Similarities are in communication, stakeholder management and
planning, however, the focus is different for Project and Change
Managers
PMI® ACADEMIC RESOURCES
Why Is The Focus Different?
• Communication:
– Change Managers focus on managing stakeholder expectations,
selling change, enlisting champions, political diffusion
– Project Managers focus on project presentations, meetings, and
reporting to sponsors
• Stakeholder Management:
– Change Managers are concerned with all stakeholders, mainly
users
– Project Managers are concerned with team members and project
interfaces
• Planning:
– Change Managers focus on planning for change
– Project Managers focus on planning for the project
PMI® ACADEMIC RESOURCES
What Did We Discover About Organizational Factors?
• In the case studies it was found that:
– A culture that recognizes the value of project
management
– Good teamwork
– Strong leadership supporting the change
• … Can enable a change project to succeed regardless of the
quality of change management activities!
PMI® ACADEMIC RESOURCES
What Else Did We Discover About Organizational Factors?
• Where there is a high degree of:
– Behavioral change and
– Change in the way people do their jobs
• There is a requirements for:
–
–
–
–
Project engagements
Communication
Training
Process redesign
• And these are important to the achievement of project
goals and business benefits
PMI® ACADEMIC RESOURCES
How Do We Decide If We Need Change Management?
Project
Project
Management
Focus
Requirement
for
Organizational /
Behavioral Change
Organizational
Factors
Managing
Organizational
Change
Degree of
Change
Required
Change
Management –
type of
intervention
Change
Management
Focus
PMI® ACADEMIC RESOURCES
Weak
Strong
Supportive culture and / or leadership
How Do We Decide Who Manages The Change?
PM with strong
CM skills or
PM plus CM
(1st order
change)
PM with some
CM skills
(1st order
change)
Low
CM with PM
(2nd order
change)
PM with strong
CM skills or
PM plus CM
(1st order
change)
High
Degree of behavioral change required
PMI® ACADEMIC RESOURCES
Change Management Competencies
• To be effective on change projects PMs and CMs need to
have the following competencies
–
–
–
–
–
–
–
Leadership
Stakeholder management
Planning
Team development
Communication
Decision making and problem solving
Cultural awareness
PMI® ACADEMIC RESOURCES
Change Management Activities
To be effective in achieving goals of change projects the following activities
should be carried out:
– Impact analysis
– Communication and
managing stakeholders &
expectations
– Coaching & challenging
– Selling the change
– Champion schemes
– Involvement in process
analysis
– Change management
planning
– Issues resolution
– Training and education of
affected staff
– Changing behaviors &
organizational culture
– Preparation of users
– Organizational structuring
– Political diffusion
PMI® ACADEMIC RESOURCES
In Conclusion
• In practice there is competition between PM and the
Organizational Development / HR fields as “managers of
change” but…
• There is opportunity for fruitful partnership
– In theoretical and professional development
• Project / Program Management is theory-poor but practice rich
• Change Management is theory-rich but practice poor
– In effective management of change
• By engaging both a Project / Program Manager and a Change
Manager to focus respectively on managing the project and
managing the change
PMI® ACADEMIC RESOURCES
…And Finally
• Despite claiming to be “managers of change” or “change
agents”, Project / Program Managers do not necessarily
have:
– The competence
– The time
– The focus
• to effectively manage those aspects of projects that involve
organizational and behavioral change
PMI® ACADEMIC RESOURCES
…which leads to further research
PMI® ACADEMIC RESOURCES
Project Management & Organizational Change
• A research project supported with funding from the
Project Management Institute
• Aims of the research:
– to enhance the understanding of the relationship between project
management and organizational change
– to investigate the project, program and change related activities
associated with organisational change projects and the extent to
which such activities vary relative to:
• the type of project / program,
• the context and degree of organisational and behavioural change
involved
PMI® ACADEMIC RESOURCES
Methodology
• A web based survey:
– http://www.pmcompetence.net/global/resproj/default.asp
• To be completed by Project, Program and Change
Managers
• To gain insight into:
– The projects in which they are involved
– Their background knowledge in project and change management
– The activities they undertake
• Those who complete the survey will receive a
CONFIDENTIAL personalised report with professional
development suggestions based on their responses
PMI® ACADEMIC RESOURCES
Lunch break
12:30 – 13:00
106
PMI® ACADEMIC RESOURCES
Needs for HRM to change, when developing
as a project-oriented company
By Martina Huemann
13:00 – 14:15
107
PMI® ACADEMIC RESOURCES
The objectives of this session are:
•
•
•
Contribute to a better understanding of developing a project-oriented
company
Analyze required changes in HRM, when developing into a projectoriented company
Reflect on your own companies
108
PMI® ACADEMIC RESOURCES
The Project-oriented Company
109
PMI® ACADEMIC RESOURCES
Strategy:
Management by Projects
The
Project-oriented
Company
Structures:
Permanent and Temporary
Culture:
New Management Paradigm
(Gareis, 1990; 2005)
110
PMI® ACADEMIC RESOURCES
The Project-oriented Company (Gareis 2005)
Management
Board
Project
portfolio
Group
Business
Unit A
Business
Unit B
Services
Department
Department
Department
Department
Department
Department
Expert
Pool 1
Expert
Pool 3
PM
Office
Expert
Pool 2
Expert
Pool 4
Projects,
Programmes
Projects,
Programmes
Projects,
Programmes
111
PMI® ACADEMIC RESOURCES
HRM in the Project-oriented Company
112
PMI® ACADEMIC RESOURCES
A HRM model for the Project-oriented Company
Project
Recruiting
Developing
Appraising
Rewarding
Releasing
(Huemann et al 2007, Turner et al 2008, Huemann, 2010a)
113
PMI® ACADEMIC RESOURCES
Aligning line and project HRM
Line HRM
Project HRM
Recruiting
Assigning
Developing
Developing
Appraising
Appraising
Rewarding
Rewarding
Releasing
Releasing
(Huemann et al 2007, Turner et al 2008, Huemann, 2010a)
114
PMI® ACADEMIC RESOURCES
Empirical Basis
•
Semi-structured, single and group interviews (mini case studies) and 5 in
depth case studies (2002 – 2009)
 Interviews with more than 60 people from 20 companies
 Ireland, Britain, Austria, Holland, France, USA
 HRM managers, line managers, project office managers, project,
program and portfolio executives, and project managers
•
•
•
Different industries, mainly high-tech and engineering
Small, medium and large projects
Variety of project management maturity
 even within one company
115
PMI® ACADEMIC RESOURCES
Some quotes from the case studies
•
“In the last six years I have managed 6 projects, almost all with different
project owners. …My line bosses have changed almost as much. I am taking
care of my development and career myself” …”The only thing stable are the
projects” (project manager)
•
“Long term I would like to leave the PM career track and change to the
management career, that pays off” (project manager)
•
I perform appraisal talks with the project team members in the project, but it
has not much relevance for the line. Some (project managers) perform
feedback, other make appraisal talks together with the line manager of the
team member, other project managers do not make anything” (project
manager)
116
PMI® ACADEMIC RESOURCES
Ideally…
•
•
•
•
•
HRM needs to be aligned in the project-oriented company: strategy, culture,
structure
Project HRM processes are aligned with line HRM processes, respectively
Aligning is different for different roles, project manager, project team
members
HRM tasks are performed by different roles, such as
 HR department
 Specific management roles such as PM expert-pool manager, PM office,
Project portfolio manager
 Project roles such as project owner, project manager
Design of project HRM, according to specific project, context, …
117
PMI® ACADEMIC RESOURCES
In practice…
•
•
•
Some companies have adequate alignments of project HRM with line HRM,
but…
Even in mature project-oriented companies often HRM does not adequately
support “Managing by Projects”
Is HRM dimension forgotten when developing a company towards a projectoriented company?
 Generally, focus on pm guidelines, standards, PM office, project portfolio
management
 HRM: Training of project managers is performed but
 often not for project owners, project team members
•
Also interesting that change towards a project-oriented company is often not
organized as a an explicit change process, but rather happens!
118
PMI® ACADEMIC RESOURCES
Case study:
A telecommunication company on its way
to project-orientation
119
PMI® ACADEMIC RESOURCES
Overview on phases
1997 – 1999
Welcome to the project jungle
2000 – 2004
We make it work
2005 – 2009
Growing a project management
community
(Huemann, 2010b)
120
PMI® ACADEMIC RESOURCES
Phase
1997 – 1999 Welcome to the project jungle
Need for projects and projectorientation
• Need for organizing internal it/organizational
development projects
Developments as projectoriented company
• Single internal projects were professionally managed
(Mainly from external project managers)
HRM contributions by HRM
department/PM offices
• Establishment of project organization
• Recruiting of appropriate project managers from
outside the company
HRM department
•Functional organized HRM as reactive administration
function
121
PMI® ACADEMIC RESOURCES
Phase
2000 – 2004 We make it work
Need for projects and projectorientation
• More need for changing the organization,
change/development projects
• Technical units sees advantage of projects and PM for
product development and infrastructure projects
• Need for transparency and traceability of projects
required because company went to stock exchange
Developments as projectoriented company
• Project budget was established, which provides a certain
autonomy to the project
• PMI offices were established in several units
• Portfolio management in units started
• PM promoted by PM offices
HRM contributions by HRM
department/PM offices
• PM certification
• Assessment of project manager and team members
• Establish profession PM started
• Career path for project managers standardized
• PM trainings started
• Job description for project managers
HRM department
• Functional organized HRM as functionally organized unit
122
PMI® ACADEMIC RESOURCES
Phase
2005 – 2009 Growing a PM community
Need for projects and projectorientation
• Need for further change projects
• A large infrastructure program is carried out
• Customer assignments get more complex, some are to be
organized as projects
Developments as projectoriented company
• PM community established
• PM offices professionalised company-wide portfolio
management
• Company wide minimum PM standard started
• Establishment of project owner role started
HRM contributions by HRM
department/PM offices
• Identify high potential project managers
• Balancing the different career paths
• PM certification continued
• Leadership training for Project Managers started
• Proper company wide resource planning started
• Aligning project HRM with line HRM started
HRM department
• HR as business partner
• HR generalists
• Project-oriented HR unit
123
PMI® ACADEMIC RESOURCES
Project HRM
Phase
Assigning
Developing
Appraising
1997- 1999
• Consultants as PMs and
Welcome to the core
project jungle • team members from
outside
Rewarding
Dispersing
• Performed together with
releasing from company
for the external project
managers
2000 - 2004
We make it
work
• Voluntary assignments
for internal projects
• Often rather political
assignments of project
managers
• Selecting and Assigning
partly supported by PM
Office
• Projects as
development
chances for
employees
• Feedback in
• Non
• Seldom performed
projects, often
monetary
informal,
team rewards
depending on
project manger
and project
owner
• No formal link to
appraising in line
2005- 2009
Growing a
project
management
community
• Voluntary assignments
for internal projects
• Selecting and
assignment of PM
supported by HRM and
or PM Office
• Selection core project
personnel supported
• Projects as
development
chances for
employees
• Team
development
supported
• Formal feedback
established
• Formally linked
to appraising in
the line
• Non
• Performed for key
monetary
personnel
team rewards
124
PMI® ACADEMIC RESOURCES
Line HRM
Phase
Welcome to the
project jungle: 19971999
We make it work:
2000 - 2004
Growing a project
management
community:
2005- 2009
Recruiting
• PMs & core team
members are recruited
as consultants from
outside
• External project
managers are offered
permanent contracts
• Recruiting of potential
project managers
• Recruiting project
personnel for specific
project is still possible
Developing
Appraising
Rewarding
• Little developing efforts • Not formally • External project
for PM personnel
performed for mangers rewarded
project
with bonuses
managers, as
they were
external
• Training for project
managers & team
members
• Some Assessment of
project managers &
project team members
• PM certification
• Little recruiting of
•
new PMs from outside
the company
•
•
•
•
Releasing
• External project
managers are released
from the company or
offered permanent
contracts
• Annual
appraisals
• Rewarding system
• Not specific for pm
recognizes projects as personnel
variable part of
• Sometimes still external
performance contract project managers get
specific project
assignments
• A network of freelance
project mangers is
available
Assessment centers for • Annual
• Rewarding system
• Not specific for pm
project mangers
appraisals
recognizes projects as personnel,
Training for project
linked to the
variable part of
• Sometimes still external
managers, project team appraising
performance contract project managers get
members & project
(formal
specific project
owners
feedbacks) in
assignments,
Developing leadership
projects
• A network of freelance
competence of project
project mangers is
managers
available
Coaching of project
managers & project
owners
PM certification
125
PMI® ACADEMIC RESOURCES
Some conclusions on HRM in the POC
•
Little awareness of required changes in HRM to support project-orientation
–
–
•
•
•
Challenges
Potentials
Some HRM alignments established, still open issues
The role of the PM Office in the process
The development of the HRM department from an administrative function
towards a business partner and project-oriented HRM department
126
PMI® ACADEMIC RESOURCES
Some conclusions on the relation between change & projects
•
Process to develop as project-oriented company took very long, still not fully
reached...
–
–
–
•
It was not explicitly managed as change, as there was little potential to do so,
The case study therefore can only retrospectively describe it
Demand for change has driven the development of project-orientation
Generally, potential for organizing for change has increased with the maturity
of performing projects
–
Are project-oriented companies which professionally manage internal and external projects
better prepared to manage change?
127
PMI® ACADEMIC RESOURCES
References
•
•
•
•
•
•
•
Gareis, Roland: Handbook of Managing by Projects. Manz, Vienna, 1990
Gareis, Roland: Happy Projects!, Manz, Vienna, 2005
Huemann, M., 2010a, considering Human Resource Management when developing a
project-oriented company: Case study of a telecommunication company, International
Journal of Project Management, 28(4) 361-369.
Huemann, M., 2010b, Human Resource Management in the Project-oriented Company,
Habilitation Thesis, WU Vienna, forthcoming.
Huemann, M.H., Keegan, A.E., Turner, J.R, 2007, Human resource management in the
Project-oriented Company: a review, International Journal of Project Management,
25(3) 315-323.
Turner, J.R., Huemann, M., Keegan, A.E., 2008, Human Resource Management in the
Project-oriented organization, Newtown Square, PA: Project Management Institute
Ulrich, David., 1997. Human Resource Champions: The New Agenda for Adding Value
and Delivering Results. Harvard Business School Press, Boston.
128
PMI® ACADEMIC RESOURCES
Group Work:
HRM in your company:
How does HRM
1) support
2) not support (consequences?)
Project-orientation in your company?
129
PMI® ACADEMIC RESOURCES
Break
14:15 – 14:30
130
PMI® ACADEMIC RESOURCES
Case Studies:
Lessons Learned in Change Processes
Roland Gareis & Simona Bonghez
131
PMI® ACADEMIC RESOURCES
Case Study 1:
Transforming the
Romanian Engineering Company XY
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PMI® ACADEMIC RESOURCES
Case Study 1: Facts, Objectives, Context
• Facts
– Construction engineering company with about 1250 employees
– Several venues in Romania
– Market: Oil and gas companies in Romania
• Objectives
– Outsourcing the engineering business in an own company
– Contribution to transforming the construction engineering
company
• Context
– Transformation of the remaining construction company
– Establishing a holding structure for several companies
133
PMI® ACADEMIC RESOURCES
Change Process and its Organization
Interrupting
the
Routine
Analysis &
Decision
Business
Making
Planning
8/08
12/08
Implementing
1/09
9/09
Stabilizing
10/09
6/10
Analysis & Business Planning, Decision Making: Performed by a project
Implementation: Performed by a programme
134
PMI® ACADEMIC RESOURCES
Case Study 1: Process and Results
• Process
– Planning project
– Start of implementation programme
– Change from transforming to a radical new-positioning because of a
company crisis
– Stop of the transformation
• Results
– Business plan and programme plan as a good basis for the
implementation decision
– Quick wins (e.g. definition of services, marketing organization, etc.)
135
PMI® ACADEMIC RESOURCES
Reflecting the XY Consulting Assignment
136
PMI® ACADEMIC RESOURCES
Results from RGC`s Point of View
CONTENTS
PROCESS
No hypotheses defined
No meetings – NOT enough
complexity built up
Great learning experience,
CASE STUDY
Job not finished
Understanding a
industrial
production business (+)
 Applying for the first
time the theoretical
concepts = good
learning opportunity
Pity that was stopped
Some good instruments
applied
date sheet
mails …. info
Learning and
understanding
the RGC process
approach by doing it
Working with experienced
consultants
Too little info, too little
communication
More team discussions,
meetings needed in order
to integrate work
First common consulting
activity of this kind
 partly different
“content”
Different understanding
Context Info
• manual
• TÜV standards
• little knowledge
Communication and
Organization of a high
productive team
“AS IS” vs. Improvement…
Expectations
Perception?
Content related integration
Meetings required
(not just e-mails)
Sometimes under the
pressure of too much
criticism
Analysis for 2008 good basis
137
PMI® ACADEMIC RESOURCES
Results from the Client`s Point of View
CONTENTS
PROCESS
Good intermediate results
Achieved, basis for further
development
Good results delivered
High dynamics in
No appropriate
process
preparation
-TRANSFORMING
from client side
to
-RADICAL RE-POSIT.
Benefits of process,
methods seen, accepted
Will they continue the
work?
Business case, additional
benefits offered to client
(Petrom E&P)
Difference to existing
Approach clear to
customer?
Adequate management
relevance
No complete picture (-)
(Process map +
description)
Change program not
completed, also projects
for transformation
Agreement not kept
Good personal
relationships
with client personnel
Awareness
raised
(it could be better!)
Expectations raised
Communication
improved
within the company
Good communication
and
trust, but still gray
(unknown) areas
RGC as drivers
Perception of work
by customer…
”real feedback”?
We need to be more
clear that we have to
follow a clear plan
Culture in the
change team
 more effort?
Language barrier
Content related
integration
Meetings required
(not just e-mails)
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PMI® ACADEMIC RESOURCES
Hypotheses. Client Situation and Consulting Measures
• Hypothesis 1:
– XY is in a crisis. A “radical re-positioning” is required. There is a
high risk of loosing money for the RGC.
– Measures: Constructing a common crisis picture; short term
invoicing, good personnel relationships, observing
• Hypothesis 2:
– Quick wins for XY, new clients and contracts are required.
– Measures: Support of sales activities, of proposals, of contract
performances by RGC
• Hypothesis 3:
– The basic know-how and the existing assets are not of an
appropriate quality.
– Measure: Focusing on a few services, products; a selection is
required
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PMI® ACADEMIC RESOURCES
Hypotheses: Client Situation and Consulting Measures II
• Hypothesis 4:
– The success of XY depends on the XY Holding developments.
There is little transparency about the existing XY Holding
structures, the decision making processes is not clear.
– Measures: Constructing a common crisis picture; short term
invoicing, good personnel relationships, observing
• Hypothesis 5:
– High professionalism in consulting required.
– Measure: Diversity of consultants requires coordination;
management training as integrative instrument; thinking in
alternatives; events relating to the outside create additional
energy; comprehensive documentation
140
PMI® ACADEMIC RESOURCES
Case Study 2:
Organizational Development of the
Romanian Construction Company Z
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PMI® ACADEMIC RESOURCES
Case Study 2: Facts, Objectives, Context
• Facts
– Largest Romanian building construction company
– Market for high rise buildings, shopping centers, hospitals, etc. in
Romania
– Part of a private holding company
• Objectives
– Further developing as a project-oriented company
– See objectives plan
• Context
– Participation of 3 managers in the PMBA programme “Project &
Process Management”
– Restructuring of the holding company
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PMI® ACADEMIC RESOURCES
Case Study 2: Objectives (1)
• Project management guideline and templates developed,
checklists gathered
– Project and project types defined
– PM sub processes described
– Role descriptions developed
– Project management templates developed
• PM Office established
– PMO services defined
– PMO organization developed
– PMO tools defined: Templates, checklists, database
– Personnel of the PM Office designated
– Pilot operation for the PMO
143
PMI® ACADEMIC RESOURCES
Case Study 2: Objectives (2)
• Project Portfolio Management guideline, templates and
database developed
– Processes defined : project assignment, project portfolio
coordination
– Role descriptions developed: Project Portfolio Group
– Tools defined: Templates, database, project portfolio reports
– Personnel of the Project Portfolio Group designated
– Pilot operation for the Project Portfolio Group
• Coaching
– 5 coaching session for project managers and project teams
prepared and delivered
• Training prepared and delivered
144
PMI® ACADEMIC RESOURCES
Case Study 2: Process and Results
• Process
– Documentation of the pre-project phase
– Expectations about the post-project phase
– Performance of the change by a project
• Results
– Project management and project portfolio management procedures
and templates
– Organization of the PM Office
– Training in project and process management for ...
– Plus quick wins in some projects!
145
PMI® ACADEMIC RESOURCES
Pre-project and Post-project Phase Analysis
Description of the results of the pre-project phase
Environment relationships relevant for the project
Good relations established with RGC
Participation of 3 managers in the PMBA “Project & Process Management“
Decisions/events relevant for the project / Which decisions have been made already?
Analysis of the maturity of Z as a project oriented company performed in a moderated workshop on March 21 st,
2009.
Offer of RGC, including a draft of the project plan accepted
Project roles defined
Existing documentation relevant for the project
Maturity analysis report
Offer for services from RGC
Contract for services
Version 1.1
Date: 04.11.2009
Author: LB
146
PMI® ACADEMIC RESOURCES
Pre-project and Post-project Phase Analysis II
Expectations regarding the post-project phase
Further development of the environment relationships
Improved of relations with clients and suppliers because of more professional project management
Improved relations to employees
Measures for the post-project phase
Basis for further organizational development (process management, strategic planning, etc.)
Use of the experiences gained
Managing internal projects
Version 1.1
Date: 04.11.2009
Author: LB
147
PrO BOGART
PMI® ACADEMIC RESOURCES
WBS
Project
Management
Development of
PM Guideline
and Templates
Establishing the
PMO and PP Mgt.
Delivering
Training and
Coaching
Delivering
consulting
services
Project Start
Analyzing the
existing
procedures
and templates
Establishing the
PM Office
Delivering
Process Mngmnt
raining
Analyzing
organizational
structure
Project
Coordination
Defining projects
and project types
Developing the
PP Guideline,
Templates
Delivering
Project Mngmnt
Training
Analyzing
organizational
culture
Project
Controlling
Developing draft
of guideline and
templates
Nominating the
PMO and PPG
personnel
Delivering the
PM2 program
Developing the
orgachart and
role descriptions
Project
Close-Down
Defining project
management
processes
Pilot operation
or the PMO
Coaching
Describing the
comm.structures
Developing
role descriptions
Developing
final version
of the orgachart
Finalizing Project
Management
Guideline
Planning the
impl.of the
new org.and
culture
148
PMI® ACADEMIC RESOURCES
Case Study 2: Lessons Learned
•
•
•
•
•
•
•
•
•
•
•
•
Involve top management, identify decision makers
Train personnel involved
Integrate training and consulting
Support operationally to assure results
Focus on important topics, assure quick wins
Don`t try much too much
Document the process, decisions, results to communicate the progress
Communicate, communicate
Provide a vision
Construct common realities
Observe the context
Change during the change, if required
149
PMI® ACADEMIC RESOURCES
Happy Projects!
Roland & Simona
150
PMI® ACADEMIC RESOURCES
Summary: Relation Change
Management & Project Management
15:00 – 15:30
151