1. MGT 612 Leading Projects: The Human Side of Project Management
© Peter Dominick, Michael R. Ryan 2007

2. Topics Review Course Objectives and Requirements
Discuss the approach to learning and applying leadership skills that we will be using
Welcome to Management 612. The purpose of this first lecture is to provide you with an overview of the course. This includes:
explaining key course requirements
articulating the interactive approach we will use
giving you a chance to interact with your fellow students
explaining the initial assignments to you.
In addition to reviewing these slides, it will help if you also have a copy of the course syllabus handy
© Peter Dominick, Michael R. Ryan 2007

3. Course Objectives
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
On the one hand this course will introduce you to theories and concepts relating to the Human Side of Project Management. More importantly, during this course you will have opportunities to learn about your self in relation to key skill areas. You will be expected to work with this self-knowledge throughout the semester.
© Peter Dominick, Michael R. Ryan 2007

4. Course Requirements Participation Completion of Assessment material –
Locus of control
Tolerance for ambiguity
Interpersonal Relations (FIRO-B)
Defining Issues Test
Personal Styles
Self-Awareness
Skills Analysis Paper (U’ Inc.)
Skills Development Paper
Quizzes
The key requirements for this course are listed on this slide. You can also learn more about each from your syllabus. Detailed instructions for the Skill Analysis Paper and the Skill Development paper are provided in your syllabus. These two requirements are cornerstones for this course. To complete them you will have to assimilate readings with what you learn about your self though various class activities and off-line assignments.
You will also need to incorporate the results from the various assessments you will complete this semester. Most of these can be found on the website listed on this slide and they are also available in your Whetten and Cameron text. (Be sure to use Internet explorer when completing the web-based assessments. Also make sure you print out the results as they are not otherwise saved and you will need them for class assignments and for completing your papers
© Peter Dominick, Michael R. Ryan 2007

5. Assessment Resources Instrument www.stevens.edu/mgt612 W&C text
Locus of Control X
Tolerance for Ambiguity
Interpersonal style (FIRO-B)
Not in text
Self-awareness
Learning (Cognitive) Style
X (Different version from text)
Defining Issues Test
Core Self (Big Five)
Personal Style
Emotional Intelligence
Not on line
© Peter Dominick, Michael R. Ryan 2007

6. Overall Course Structure
Self-Awareness
&Assessment
(wks 2,3,4)
Skill Development
(wks 5, - 11)
Theory and Principles
(wks 2, 12-13)
What am I like? What do I want?
This Ven diagram provides an overview of how the various modules in this course are broken down. The focus of the first few weeks will be on assessing your skills and interests and also on considering how they relate to leadership and project management, We’ll next shift our attention to specific skill areas and focus on how to develop in terms of behaviors and attitudes. In this course we’ll also be considering the theories and principles upon which our discussions of self-awareness and skill development are based.
What must I consider to lead collaborative efforts?
How do I get even better?
© Peter Dominick, Michael R. Ryan 2007

7. 3 Sets of New Skills Self-Management Skills: Self-Awareness
& Assessment
Interpersonal
Leadership Skills
Group Leadership
Skills
What am I like? What do I want? How am I perceived?
Leading Teams, Analytical & Creative Problem Solving, Models of Leadership
Communication, Coaching, Influencing, Conflict Management
© Peter Dominick, Michael R. Ryan, 2007

8. Course Requirements (pages 1-3 of course syllabus)
Participation (100 pts)
Completion of Assessment material –
SSS software p. 30 of W&C (wk 3)
MSQ Survey (wk 3)
(wk 4)
Locus of control
Tolerance for ambiguity
FIRO-B
Defining Issues Test
Personal Styles
Self-Awareness
Skills Analysis Paper (“U, Inc.”) (120 pts)
Skills Development Paper (80 pts)
4 Quizzes (25 pts each)
© Peter Dominick, Michael R. Ryan 2007

9. Participation 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 (wk 4)
Locus of control
Tolerance for ambiguity
FIRO-B
Defining Issues Test
Personal Styles
Self-Awareness
© Peter Dominick, Michael R. Ryan 2007

10. Management Skills Questionnaire
Multisource feedback survey
Self-assessment (personal reference)
Provide 3-6 colleagues with electronic copies and ask them to assess you.
Colleagues versions submitted to:
Surveys should be submitted by 2/1
Compare confidential feedback
Identify 4-5 highest /lowest rated areas and items, compare them to self ratings
Multisource feedback survey (word document downloaded from website)
Do a self-assessment (don’t need to return self-assessment)
Provide 3-6 colleagues with electronic copies and ask them to assess you.
Colleagues versions submitted to:
Surveys should be submitted by 2/1
You will receive confidential feedback
Consider the feedback provided
Identify 4-5 highest and lowest rated areas and items and compare them to your self ratings
© Peter Dominick, Michael R. Ryan 2007

11. SSS Software 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, Michael R. Ryan 2007

12. Skill Analysis Paper (U Inc.)
‘U, Inc Paper’ (Skill Analysis Paper)
Assess strengths and development areas relative to course concepts
Assessments and course materials
Key evaluation considerations
Introspection
Use of course concepts and assessments
Well integrated
Good use of examples
Well organized and clearly written
Due at midpoint of semester
‘U, Inc Paper’ (Skill Analysis Paper)
Assessment of your strengths and development areas relative to course concepts
Based upon assessments: Course principles, Examples and experiences
Key evaluation considerations
Introspection
Good use of course concepts and assessments
Well integrated
Good use of examples
Well organized and clearly written
Due at midpoint of semester
© Peter Dominick, Michael R. Ryan 2007

13. Skill Development Paper
Specific plans for developing skills
Report on short-term skill (semester)
Describe plans for long-term skill
Derived from U’Inc. Paper
Key evaluation considerations
Logically derived goals
Built upon course concepts and principles
Description of efforts
Well organized and written
Due at end of semester
Skill Development Paper
Develop specific plans for developing skills
One short-term skill begin work during the semester
Report on efforts
One longer term effort
Describe plans
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
Due at end of semester
© Peter Dominick, Michael R. Ryan 2007

14. An Approach for Building Leadership Skills
COMPONENTS
CONTENTS
OBJECTIVES
Skill pre-assessment
Surveys
Assess current level of skill competence and knowledge; create readiness to change.
Skill learning
Role plays
Teach correct principles and present a rationale for behavioral guidelines.
Skill analysis
Written Text
Provide examples of appropriate and inappropriate skill performance. Analyze behavioral principles and reasons they work.
This slide and the next briefly describe some of the learning tools you will encounter in this course. The majority of them can be found in the assigned texts we will be using. In particular, the Whetten and Cameron text contains most of the assessment tools and simulations we will use. In some cases we will supplement the text material by providing you with other resources.
© Peter Dominick, Michael R. Ryan 2007

15. An Approach for Building Leadership Skills
COMPONENTS
CONTENTS
OBJECTIVES
Skill practice
Exercises
Practice behavioral guidelines. Adapt principles to personal style. Receive feedback and assistance
Skill application
Simulations
Transfer classroom learning to real-life situations
© Peter Dominick, Michael R. Ryan 2007

16. Attitudes and Behaviors of Participants:
Traditional Students
Learners
Study material to pass exams
Passively accept and memorize ideas from others
Complete assignments to please teacher
Internalize concepts to be successful
Critically evaluate ideas and test validity
Use assignments to practice and improve skills
To benefit from this course it is important that you see yourself as a learner as opposed to just being a student. We are excited about the opportunities we think this course offers you to learn about yourself in terms of leadership and in terms of being a successful project manager. To benefit from this course (especially in a web based environment) you will have to follow through on using and carefully considering what you learn from various assessment tools and activities that comprise much of the course
Adapted from Serey, T. T., and Verderver, K. S. (1988)
© Peter Dominick, Michael R. Ryan 2007

17. Attitudes and Behaviors of Participants:
Traditional Students
Learners
See course as an obstacle to getting a degree
View assignments as threat to GPA
Goal: Good grade
See instructor as expert and assessor
See course as opportunity to enhance success
View assignments as opportunity for feedback on personal development
Goal: Skill mastery
Are aware of those roles-but adds coach and facilitator
Adapted from Serey, T. T., and Verderver, K. S. (1988)
© Peter Dominick, Michael R. Ryan 2007

18. Assignment Begin reading and working with the texts Due in two weeks
Complete MSQ survey
self assessment
distribute to others (three to six)
Complete SSS-Software In-basket
You should get started with the first reading assignments as soon as possible.
You will also need to begin working on the first two assessment activities. These activities will provide you with a general introduction to the skills we will discuss in this course. More importantly they will provide you with some useful information about your own skills. Each is described further on the following two slides. You will need to complete these assignments during the next two weeks as we will be using them during our third class.
© Peter Dominick, Michael R. Ryan 2007

19. SSS Software In-basket Exercise on page 30 of Whetten and Cameron
In-baskets are a form of management simulation requiring you to review material and make decisions
Use no more than two hours to review and respond to the items in your SSS Software in-basket
Bring your written responses to week 3 class, February 4th, and send a copy to
SSS Software is an in-basket activity that you will find on page 30 of Whetten and Cameron. You will need to review and respond to each of the in-basket items using your best judgment. Record your responses in decision in writing and submit them to us prior to the third lecture. As with PAMS completing this activity will provide you with more insight to your management skills. We will begin reviewing and discussing these results during our third week.
© Peter Dominick, Michael R. Ryan 2007

20. Group Discussion Introduce who you are and where you work?
Share expectations for this course?
Share likes and dislikes with regard to Project Management
As group identify three things you all have in common?
Avoid the obvious (e.g. same program/course; work for the same company, live in the same state)
Come up with unusual list of things in common.
Group name and possibly logo
We would also like you to get to know one another. Each of you has been randomly assigned to a discussion group. You will be working with this group periodically throughout the semester. When you go to your group forum please collectively address the topics outlined on this slide. This includes coming up with a group name and if possible a logo of some kind (you can use stock images if you prefer). Send your list of things in common, group name and logo to
© Peter Dominick, Michael R. Ryan 2007