Conflict on Project Teams

¶ … Project Team

All teams go through a process of 'forming, storming, norming, performing, and adjourning' when they are being created. These states tend to be predictable and sequential, although some teams spend more time at particular stages than other teams. Teams can also regress, particularly if new players are added. As seen in exhibit 13.3 project managers must be aware of the different dynamics and needs of the team at different stages, when it is tentatively establishing roles (forming); when people are jockeying for position (storming); when the team goal and roles are being clarified (norming); when the team is functional and reaching its goal (performing); and finally when it disbands (adjourning).

High-performing teams (as seen in Exhibit 13.4) have clear, strong personal values which facilitate achieving both the personal rewards of members and the project results. Self-direction, personal responsibility, and a high need for achievement are some of the values which can facilitate the team's ability to perform at a high level. As well as strong personal goals team leaders should facilitate working together by selecting the right team skill mix and encouraging members to work with one another. Personal conflict should be discouraged although not necessarily conflict over ideas. Encouraging positive interdependence results in high team morale and genuine enjoyment of the work being done.

13.2c. Even though teams are ultimately evaluated upon their collective results, there are certain measures which can be undertaken to ensure that the selected personalities work well on the team. Activity-specific knowledge and skills; personal planning, control, and ability to learn; understanding of the organization; and interpersonal skills and creativity are all indicators of a potentially high-performing teammate. These cluster of skills indicate that a good team player has individual competence but to be able to leverage those individual capabilities, he or she must also have sensitivity to others and be willing and able to share those capacities for a larger good and goal.

13.2d A manager must be able to assess the team collectively as well as individually, however, once again reinforcing the notion that a good team is greater than the sum of its parts. Exhibit 13.5 illustrates different team success factors which can help explain why a team stands or falls, including team leadership, strong communication skills, opportunities for recognition, and other combinations of personal and interpersonal factors which help create an environment which promotes rather than inhibits success. Strong leadership is critical to success but a number of these success factors relate purely to how the team functions as an entity. However, all critical success factors can be influenced by the project manager, both internal and external to the team.

13.2e. Project managers can facilitate success through demonstrated personal leadership; using project management tools; using situational leadership strategies uniquely tailored to the needs of the unit vs. employing a 'cookie cutter' leadership style; creating a desirable team identity to make team members want to please their fellow teammates; fostering personal responsibility to others in the group beyond one's own individual needs; teaching respect for others; and promoting team learning so the team does not exist in an endless loop, constantly making the same mistakes over and over again.

13.2f Establishing ground rules can be one useful way to foster all of these elements. Encouraging participation of all members; open communication; protecting project confidentiality; avoiding misunderstanding; and creating trust through the use of specific rules is essential, rather than simply assuming everyone intuitively knows how to behave and treat one another with respect. Process-related topics include managing meetings; establishing clear roles (which reduces conflict); maintaining focus even in the face of disagreement; and considering alternatives when facing an apparent impasse. Although establishing a quick consensus is ideal, it is not always feasible and often the process is time-consuming to reach an agreement: taking a vote or allowing leaders to make decisions may be faster but both have their downsides.

13.5a Conflict is inevitable with some projects. Conflict may be task-based (i.e., based upon the specific issues pertaining to the project) or relationship-based (i.e., based upon the personalities of the individuals involved). As seen in exhibit 13.10, examples of task-based conflicts include failed stakeholder expectations or the demand of the project vs. relationship-based issues such a perceived lack of commitment or a lack of energy and motivation.