MGT 612 Leading Projects The Human Side of

MGT 612 Leading Projects: The Human Side of Project Management Zvi Aronson, Ph. D. 1

Topics v v Review Course Objectives and Requirements Discuss the approach to learning and applying leadership skills that we will be using © Peter Dominick, Zvi Aronson 2

Course Objectives v v v Introduce and describe the competencies associated with leading others in a project environment Provide you with opportunities to learn about your own strengths and development needs associated with these competencies Familiarize you with key theories and principles relating to the study of leadership and the human side of project management © Peter Dominick, Zvi Aronson 3

Course Requirements v v Participation Completion of Assessment material – § http: //stevens. myvirtualmentor. com u u u v v v Locus of control Tolerance for ambiguity Interpersonal Relations (FIRO-B) Personal Styles Self-Awareness Skills Analysis Paper (U’ Inc. ) Skills Development Paper Quizzes © Peter Dominick, Zvi Aronson 4

Assessment Resources Instrument http: //stevens. myvirtualme ntor. com W&C text Locus of Control X X Tolerance for Ambiguity X X Interpersonal style (FIRO-B) X Not in text Self-awareness X X Learning (Cognitive) Style X (Different version from text) X Defining Issues Test X X Core Self (Big Five) Personal Style X Not on line X Emotional Intelligence © Peter Dominick, Zvi Aronson 5

Overall Course Structure Self-Awareness &Assessment (wks 2, 3, 4) What am I like? What do I want? Theory and Principles (wks 2, 12 -13) Skill Development (wks 5, - 11) What must I consider to lead collaborative efforts? © Peter Dominick, Zvi Aronson How do I get even better? 6

3 Sets of New Skills Self-Management Skills: Self-Awareness & Assessment What am I like? What do I want? How am I perceived? Group Leadership Skills Interpersonal Leadership Skills Leading Teams, Analytical & Creative Problem Solving, Models of Leadership © Peter Dominick, Zvi Aronson Communication, Coaching, Influencing, Conflict Management 7

Course Requirements (pages 1 -3 of course syllabus) v Participation (100 pts) § § Completion of Assessment material – SSS software p. 30 of W&C (wk 3) Multiple Source feedback (wk 3) http: //stevens. myvirtualmentor. com - wk 4 u u u v v Locus of control Tolerance for ambiguity FIRO-B u u Personal Styles Self-Awareness Skills Analysis Paper (“U, Inc. ”) (120 pts) Skills Development Paper (80 pts) 3 Quizzes (15 pts each) Team project (55 points) © Peter Dominick, Zvi Aronson 8

Participation v v v Keep up with reading and discussions Contribute to weekly team assignments Timely completion of Assessments § § § SSS software p. 30 of W&C (wk 3) MSQ Survey (wk 3) Online assessments http: //stevens. myvirtualmentor. com (wk 4) u u u Locus of control Tolerance for ambiguity FIRO-B © Peter Dominick, Zvi Aronson 9 u u Personal Styles Self-Awareness

v Multisource feedback survey § § v v Look for an email from zvi. aronson@stevens. edu, with the subject line: SS: Mgt 612 Your login details for My Virtual Mentor Using the code provided in the email, log-in to the assessment site and complete a selfassessment at v http: //stevens. myvirtualmentor. com Forward log on information to 3 -10 colleagues and ask them to assess you. You will want to work with the feedback in your skills analysis paper (U INC paper). You will receive confidential FB reports Compare confidential feedback § Identify 4 -5 highest /lowest rated areas and items, compare them 10 to self ratings

SSS Software v v In-basket Exercise on page 30 of Whetten & Cameron In-baskets are a form of management simulation requiring you to review material and make decisions Use roughly 2 -3 hours to review and respond to the items in your SSS Software in-basket Record your responses in writing and discuss for week 3 of the course © Peter Dominick, Zvi Aronson 11

Skill Analysis Paper (U Inc. ) v v ‘U, Inc Paper’ (Skill Analysis Paper) Assessment of your strengths and development areas relative to course concepts § v Key evaluation considerations § § § v Based upon assessments and course materials Introspection Good use of course concepts and assessments Well integrated and clearly written Good use of examples Well organized and clearly written Due at midpoint of semester © Peter Dominick, Zvi Aronson 12

Skill Development Paper v Develop Specific plans for developing skills § § v v Should be derived from U’Inc. Paper Key evaluation considerations § Logically derived goals Detailed plans built upon course concepts and principles § Description of efforts § Well organized and written § v One short-term skill - begin work during the semester; report on efforts One longer term effort - describe plans for longterm skill 13 Due at end of semester

An Approach for Building Leadership Skills COMPONENTS Skill pre-assessment Skill learning CONTENTS OBJECTIVES Surveys Assess current level of skill competence and knowledge; create readiness to change. Role plays Teach correct principles and present a rationale for behavioral guidelines. Provide examples of Skill analysis Written Text appropriate and inappropriate skill performance. Analyze behavioral principles and reasons they work. © Peter Dominick, Zvi Aronson 14

An Approach for Building Leadership Skills COMPONENTS CONTENTS OBJECTIVES Practice behavioral guidelines. Adapt Skill practice Skill application © Peter Dominick, Zvi Aronson Exercises Simulations 15 principles to personal style. Receive feedback and assistance Transfer classroom learning to real-life situations

Attitudes and Behaviors of Participants: Traditional Students v v v Learners Study material to pass exams Passively accept and memorize ideas from others Complete assignments to please teacher © Peter Dominick, Zvi Aronson v v v 16 Internalize concepts to be successful Critically evaluate ideas and test validity Use assignments to practice and improve skills Adapted from Serey, T. T. , and Verderver, K. S. (1988)

Attitudes and Behaviors of Participants: Traditional Students v v v See course as an obstacle to getting a degree View assignments as threat to GPA Goal: Good grade See instructor as expert and assessor © Peter Dominick, Zvi Aronson v View assignments as opportunity for feedback on personal development v Goal: Skill mastery Are aware of those roles-but adds coach and facilitator v 17 Learners See course as opportunity to enhance success Adapted from Serey, T. T. , and Verderver, K. S. (1988)

Assignment v v Begin reading and working with the texts Due in two weeks § Complete Multiple source feedback survey in My Virtual Mentor u u § self assessment distribute to others (three to ten) Complete SSS-Software In-basket © Peter Dominick, Zvi Aronson 18