Proactive Project Management E-Book

Morten Fangel

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Seitenzahl: 614

Veröffentlichungsjahr: 2018

Beschreibung

One mindset is that the project management process itself should be lead. You promote proactive project management by planning and evaluating relevant management initiatives – and by adapting the level of effort and the tools for the project’s degree of complexity. The entire book can be considered as a method with tools for such planning and evaluating the project management. Another mindset is that the project management is not only a task for the project managers. The project owners, the participants and other parties must also be proactively involved in the management process. Such co-management means that the analyses and plans created will become more relevant– and have more impact on the project process. The general tool for such an approach, as presented in this book, is to facilitate the management activities. The entire book is a supplement to the existing literature on project management. The new mindsets and methods promote the idea of being a more reflective project manager – and thereby gaining even more benefit from knowledge obtained from other books and from personal experiences.

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ProactiveProjectManagement

How to make common sense common practice

Morten Fangel

Colofon

Title:

Proactive Project Management – How to make common sense common practice

Author:

Morten Fangel

Developed with assistance from Helene Harild, Jesper Garde Schreiner, Merete Mandrup Larsen, Erica Fuller, and Henrik Smith.

Publisher:

Van Haren Publishing, Zaltbommel, www.vanharen.net

ISBN Hard copy:

978 94 018 0307 6

ISBN eBoek:

978 94 018 0308 3

ISBN ePub:

978 94 018 0309 0

Edition:

Eerste druk, eerste oplage, Mei 2018

Design & Layout:

Coco Bookmedia, Amersfoort

Production ePUB:

Coco Bookmedia, Amersfoort – NL

Copyright:

© Van Haren Publishing, 2010, 2015

All rights reserved. No part of this publication may be reproduced in any form by print, photo print, microfilm or any other means without written permission by the publisher.

Although this publication has been composed with much care, neither author, nor editor, nor publisher can accept any liability for damage caused by possible errors and/or incompleteness in this publication.

© Copyright by Fangel Consulting aps

Copying of separate pages for personal use is permitted.

Copying or other reproduction of this book or parts thereof is otherwise not permitted, in accordance with the prevailing Danish Copyright Act. Any reproduction of text or figures requires the prior, written permission of the author.

Holders of the book can register on www.fangel.com to gain access to the templates containing the tools featured in this book. The templates are for use only in individual, personal projects. Incorporation of these templates into company regulations and guidelines for project management or commercial application requires prior permission from the author.

Any users of the book are encouraged on www.fangel.com to register for a free webinar every second month where the author in 1½ hour presents the essential mind-sets of the book. The aim of this service is to make it easier for you to study the book and to apply the content when managing your projects.

Second edition in English, first e-book edition – March 2018

Author address:

Fangel Consulting aps

Saettedammen 4, DK 3400 Hilleroed, Denmark

Phone: +45 / 48 26 78 77

[email protected]

First printed version in English in September 2013 - ISBN: 978-87-88818-09-3

Contents

Preface

How to use the book

Grey

Projects and project management

Grey

Leading project management

Grey

Facilitate the management activities

Grey

Project preparation

Red

Project analyses

Yellow

Master project planning

Green

Project anchoring

Blue

Project start-up

Red

Detailed project planning

Green

Manage project execution

Red

Ongoing project leadership

Blue

Stepwise project follow-up

Blue

Project close-out

Red

Postscript

Project Model Example

Grey

Index and Keyterms

Grey

Other literature by the same author

Grey

Project Management Model – for outfolding

Grey

Applications of management methods – for outfolding

Grey

Preface

I would like to welcome you as a reader and user of this book, Proactive Project Management! I hope the content will inspire you and provide you with useful methods to further develop your competencies in project management and will benefit the structure and practice of your project management.

The content of this book can be applied for project management of minor and major projects of various types – both for internal development assignments involving changes and for external delivery assignments. It is my intention that everyone who contributes to the management of projects will be able to profit from reading and applying the book. In other words, the book focuses not only on project managers, but also on project owners, project participants and project consultants.

I recommend that you start by studying the initial Chapters 1 to 4 in order to gain the best benefit from working with the chapters that follow. It is especially important that you become familiar with the way the book differentiates between: to lead project management – and to perform project management. In my opinion, this differentiation is key to becoming both a more reflective type of project manager – and being more proactive in the way you practise the management of a project.

The book’s terminology has been coordinated with the self-assessment tool Competencies in Project Management, which I edited for the Danish Project Management Association – in cooperation with a broad group of project managers and project management consultants. It encompasses the Danish National Competence Baseline, NCB. The coordination means that this book is also suitable for preparing for the IPMA Certification® of Project Managers, in which case the NCB is used as a frame of reference and self-assessment tool.

As a supplement to this book there are tools available on www.fangel.dk. Owners of the book may use the tools for handling management tasks in their own project. To gain access to the templates, the owners of the book can simply register on the web-site.

This book summarizes the results derived from the development of principles, methods and practices in project management which I have accomplished through many consultancy tasks and training courses for private and public organisations. If no other references are stated, the methods and tools described have been developed by me – with good inputs from clients, course participants, and other literature sources. Appendix C presents a summary of the previous books which I have written or edited.

Throughout the book I have included stories from my work as practitioner, consultant and instructor in project management. These stories are designated by Italics and printed in grey type – as are these lines. The idea is to make it easier for the reader to locate what to read – and not read.

Enjoy the reading and the application of the book!

Morten Fangel

Detailed contents

How to use the book

1.1 The purpose of the book

1.2 The approach of the book

1.3 The structure of the book

1.4 Three management levels

1.5 The book – in brief

Project management concept

2.1 Project management concept

2.2 Project management model

2.3 Project management phases

2.4 Project management complexity

2.5 Project management topics

2.6 Project management activities

2.7 Project management roles

2.8 Project leadership behaviour

2.9 Apply the project management model

Leading project management

3.1 Introduction to leading project management

3.2 Method for planning and evaluating

3.3 Clarify upcoming project management

3.4 Activity plan for project management

3.5 Logbook for project management

3.6 Evaluation of the entire project management

3.7 Scale the leading of project management

Facilitate the management activities

4.1 Introduction to project manager roles

4.2 Facilitation and other supportive roles

4.3 Use explicit facilitation in a project life cycle

4.4 Guidelines for the facilitator role

4.5 Apply interactive and visual methodologies

4.6 Frameworks to promote innovation

4.7 Scale application of explicit facilitation

Project preparation

5.1 Introduction to project preparation

5.2 Outcome of project preparation

5.3 Instruments for project preparation

5.4 Activity plan for project preparation

5.5 Organise preparation workshop

5.6 Scale the scope of project preparation

Project analyses

6.1 Introduction to project analyses

6.2 Introduction to current project

6.3 Analysis of project situation

6.4 Analysis of potential project results

6.5 Analysis of potential interested parties

6.6 Analysis of potential risks in the project

6.7 Scale application of project analyses

Master project planning

7.1 Introduction to master project planning

7.2 Clarifying the project context

7.3 Clarifying the project objectives

7.4 Clarifying the resource frameworks

7.5 Planning the project main process

7.6 Designing the project organisation

7.7 Scale application of master project planning

Project anchoring

8.1 Introduction to project anchoring

8.2 Promote insight into the project context

8.3 Tools to promote project anchoring

8.4 Meeting forums to promote the anchoring

8.5 Steps and methods for staffing the project

8.6 Scale application of project anchoring

Project start-up

9.1 Introduction to project start-up

9.2 Outcome of project start-up

9.3 Instruments for project start-up

9.4 Activity plan for project start-up

9.5 Structure project management folder

9.6 Organise project start-up workshop

9.7 Facilitate the project start-up

9.8 Scale the scope of project start-up

Detailed project planning

10.1 Introduction to detailed project planning

10.2 Planning detailed processes and resources

10.3 Plan the execution, cooperation and info

10.4 Create the detailed project budget

10.5 Scale application of detailed planning

Manage project execution

11.1 Introduction to managing project execution

11.2 Instruments for managing project execution

11.3 Procedure for managing project execution

11.4 Organise project management meetings

11.5 Organise an overall project evaluation

11.6 Organise a project evaluation workshop

11.7 Scale the scope of managing execution

Ongoing project leadership

12.1 Introduction to ongoing project leadership

12.2 Reflect on performed leadership behaviour

12.3 Organise efficient project meetings

12.4 Evaluate the project cooperation

12.5 Develop participants’ competencies

12.6 Promote application of the project outcome

12.7 Scale application of ongoing leadership

Stepwise project follow-up

13.1 Introduction to stepwise project follow-up

13.2 Follow-up of detailed plans and budget

13.3 Follow-up of Master Project Plan and budget

13.4 Scale application of project follow-up

Project close-out

14.1 Introduction to project close-out

14.2 Outcome of project close-out

14.3 Instruments for project close-out

14.4 Activity plan for project close-out

14.5 Organise close-out workshop

14.6 Scale the scope of project close-out

How to use the book

To benefit from this book, it is important that you have understood its underlying principles. Consequently, in the first chapter, the purpose, the approach and the structure of the book will be explained.

Furthermore, the chapter explains the distinction between low, medium, and high level of the management effort in projects. In the book’s subsequent chapters we are referring to this distinction – as a tool for scaling the management effort in your project.

1.1   The purpose of the book

1.2   The approach of the book

1.3   The structure of the book

1.4   Three management levels

1.5   The book – in brief

1.1 The purpose of the book

The book provides a coherent set of principles, methods and practical hints that can help you to be more proactive when managing your project. Proactive management implies that the management effort takes place before the management challenge arises!

The concept of proactive management has often been expressed as well begun is half completed. Being proactive is both common sense and universally accepted – also for the management of a project: To plan before execution; to see potential risks before they occur; to focus on the whole rather than single parts.

But many examples from practice show that being proactive is not at all natural.

When a project or a new phase in the project is initiated, attention is spontaneously focused on the project content. This is the natural reaction when we start a new task. At the first meeting the project manager might suggest that it would be practical to arrange more than only the next meeting, i.e., some kind of proactive management.

But focus often remains on the project content for as long as possible, because it is the project execution that satisfies our need for professional performance and gives us the experience of being important and interacting with others.

If the participants in the project are competent and prepared for co-operation, we can progress rather far by following our natural tendency to focus on the content of the project. But later in the project, we will typically face problems that are symptoms of a lack of management effort –see the flow to the right in Figure 1.1.1: Some may feel that their interests are not respected; others disagree on the importance of performing according to the plan; there is no presentation ready for the meetings because the presenter thought another person was responsible; the attendance fades away, because nothing really important takes place at the meetings, etc.

Figure 1.1.1The project includes processes for both management and execution of the project. The interaction between the two could either be proactive or reactive.

As a reaction to such problems in a project, the necessary management effort is mobilized – fire-fighting is needed. Such a reactive management implies that we are only explicitly performing project management when a significant management challenge has occurred – either originating in the environment or from conditions in the project process.

The presented pattern could be seen as a natural law for projects – almost like the power of gravity:

• From the start, and for as long as possible in the process, we focus on the project execution, i.e., the solution of the project task itself.

• Attention given to management aspects is used reactively when challenges threaten the progress of the project.

There are many good reasons for this pattern:

• We are stressed by time – we know perfectly well that a proactive management effort would be preferable, but feel or assume that there is not sufficient time in the moment.

• Uncertainty around the project is too great – we have to know more about the content before a reliable plan can be created.

• Management of the project can be a rather diffuse experience – for many participants, it is much more inspiring to discuss the content.

Part of the explanation is also that it is typically more complex to handle proactive management tasks than reactive ones. Reactive management means to extinguish only one fire – while proactive management means to ensure the entire house against fire.

We do not ensure proactive management of a project simply by trusting in common sense and in what is universally accepted. A conscious effort is needed to counteract the natural law as presented above. The starting point is that you consciously aim at shifting the time spent on project management away from reactive management and toward a more proactive approach in all the project phases.

One way of promoting proactive management is to get the project owner, together with the project manager and the project participants, to recognize this tendency to concentrate on the project execution – even while relevant management tasks in the project are on the agenda.

Part of the story is also that we may call non-active management – i.e. to “turn a deaf ear” toward occurring management challenges, and to hope that they will adjust themselves. In contrast to this lack of involvement, even reactive management appears more positively: Action is needed when the problem occurs!

In brief, to perform proactive project management is not natural for many of us. It is not something we just do because we know that well begun is half completed. My experience tells me that we need principles and concepts that remind us of the importance of proactive management – and methods and tools which in practice help us to overcome the “natural law”.

This book aims at transferring common sense into common practice – by assisting you to become more proactive when managing your project.

1.2 The approach of the book

To perform good project management implies to practise three different areas of competencies:

•Experience application

To have experienced different ways of handling projects and, as a consequence, to be able to reflect and to apply different modes of action in current situations. Part of this project experience is also that your experiences from previous projects help you to keep your nerves steady throughout a project.

•Method application

Includes having explicit knowledge of various methods and tools that could be applied for the handling of project management activities. This competence implies that you know when and how to apply them appropriately. To gain benefit from the application of methods and tools, you must also be able to apply them in an appropriate interaction with the persons involved in the project.

•Leadership behaviour

Deals with being able to perform leadership behaviour that ensures your success with the management of the project in various situations and with different management tasks. This is a matter of establishing trust, handling relationships and facilitating cooperation.

This structure is identical to the structure introduced in the self-assessment tool Competencies in Project Management – also named the Danish National Competence Baseline, NCB. Lit. 2.

As it appears in Figure 1.2.1, the three competencies overlap each other. This indicates that the most competent project management takes place when relevant elements of experience, methods and behavioural competencies are performed at the same time.

Figure 1.2.1Interaction among the three areas of project management competencies – indicated graphically as seen in “Competencies in Project Management”.

I claim that if a project manager only has experience and good leadership behaviour, he/she will be inclined to perform reactively in the management of the project. In order to promote a proactive management effort, the relevant method competencies are needed. The project management methods serve as a lever for applying relevant experience and they establish the scene for performing relevant behaviour.

For example, if you are both experienced and talented in performing traditional chairmanship at an introductory meeting on a new project, you may end up with reasonable results. But if you add to your experience and your behaviour-based talents by supplying a list of contents for a master project plan as method, you will be able to achieve a more targeted communication – and ensure that you “have reached every inch” of the project.

The concept of this book is to approach project management from the method application point of view – closely combined with performed behaviour and applied experience. Referring to the Figure 1.2.1, it has been my ambition to deal with the entire “blue circle of method application” consisting of the three numbered sections:

1. The book encompasses not only the simple method description – as symbolised in the bottom right-hand side in the Figure.

2. The aim is also to provide relevant project experiences that promote your competence in practicing methods and tools, i.e. the middle overlapping areas in the Figure.

3. Further, it will as well give practical hints that support an adequate behaviour that will promote the effect of your method application, i.e. the upper overlapping area in the Figure.

It is, however, beyond framework of this book to give extensive practical examples on the application of methods, e.g. alternative project phase models and ways of structuring project organisations.

It is also beyond the framework of this book to give detailed descriptions of various behavioural patterns, e.g. which performed behaviour is appropriate when handling an unpleasant decision in your project group.

However, it is the general perception in the book, that performing relevant leadership behaviour is the key issue. The application of methods and experience should be considered as supporting functions for their leadership behaviour – or a way of qualifying the communication in and around the project.

1.3 The structure of the book

The first three chapters present the basis for planning and evaluating project management – at all stages of a project process:

•Chapter 2 introduces the book’s model, stating different ways of structuring the process of managing a project – with related terminology. This corresponds to a length-width-degree system which helps you clarify your managerial position in a project, your direction, and how to get there. The chapter also explains how the various dimensions of the model are used throughout the book.

•Chapter 3 focuses on how to lead the actual management process – see Figure 1.3.1. First we indicate how you – at a given stage of the project – proactively plan the management activities which are needed in the next period of the project – including who should be involved in the management activities. During the planning, the project management model in Chapter 2 is used for structuring and inspiration. Later, the chapter presents guidelines on how to evaluate the actual management effort during a project process.

•Chapter 4 deals initially with different ways of performing the management roles in a project – and when to apply the roles. After the introduction, the chapter focuses on the role of facilitating the handling of the management activities. Now the performed behaviour is especially important. The facilitator role is a synonym for the communicating project manager – and an alternative to the steering project manager. It is one of the leading themes of the book that facilitation is a means for the involvement of others in the project management activities, and for creating more value from the project management effort – compared with a project manager handling the activities alone.

The following part of the book is divided into sections according to the four management phases of a total project process. In each section, the first chapter deals with leading the management phase that is in focus. Then follow – except for project close-out – one or more chapters which focus on how to perform project management, including recommended methods and tools which typically are applied in the considered management phase – but also at other stages of the project lifecycle:

•Chapter 5 is about leading the first project management phase – where the task is preparation of a project. This phase is typically lasting from the approval of an idea to the initiation of the project. The relevant methods in Chapters 6, 7 and 8 present guidelines on how to analyse the project and its context, how to perform the master project planning – and how to anchor the project in relation to the influensing parties.

•Chapter 9 gives you the basis for leading a suitable start-up of the project after its initiation – or after a shift from one execution phase to the next one in the project. The methods in Chapters 6, 7 and 8 are also relevant here – while Chapter 10 presents additional guidelines for detailed planning of the next period in the project.

•Chapter 11 is about leading the management of the project execution – and organising an entire evaluation of the project – typically when passing from one execution phase to the next. Chapters 12 and 13 present methods and practical hints for how to perform both ongoing project management and the stepwise follow-up of the project execution. In addition, the methods presented in the previous Chapters 6, 7, 8 and 10 are useful during the project execution.

•Chapter 14 concludes with guidelines on how to organise the managerial close-out of the project, where the task focuses in particular on creating learning for the participants to apply in future projects.

Both the three introductory Chapters 2, 3 and 4, and the four Chapters 5, 9, 11 and 14 which focus on organising the management phases of the project, deal with how to lead the project management – in order to promote that you are proactive in the practical management of a project.

So, the principle behind the structure of the book is that the chapters concerning types of management activities are placed after the management phase in which the methods and tools in question are typically useful for the first time.

For example, Version 1 of a master project plan is prepared at the end of the preparation phase. During the start-up, a more specified Version 2 is typically produced in cooperation with the project parties. As part of the evaluation of the project, an update is typically needed based on the results achieved. And finally, as part of the close-out, we recommend preparing a final version that reflects the actual completion of the project.

In comparison with Chapters 1 to 10, we have chosen to treat the topics in chapters 11 to 14 in a more summarized way. Not because these chapters are less important for the successful management of a project – but because it is the topics in the first 10 chapters that contribute primarily to project management.

To help get an overview of the book, different colours are used for each chapter – see Figure 1.3.2. The idea behind the choice of colours is that the introductory, cross-sectional chapters, and the book’s appendices have the mixed colour grey. The other chapters follow the colour spectrum, with red as the symbol for the overall leadership of the project management and blue as the symbol for the ongoing project management work.

Figure 1.3.1We distinguish in the management process between performing and leading project management, including to plan and evaluate management activities.

The linkage across time between the project management phases and types of management activities is illustrated in Appendix D at the back of the book (see fold-out). Here, the entire project management is divided vertically into the typical management phases, while the typical management activities are stated in the front column. The diagram indicates the stages at which a main activity takes place, and at which stages a treatment of the specific activities is made.

The diagram also refers to the book’s chapter numbers – so that it can be used as an index to relevant chapters in the book for a particular stage of a project.

The diagram’s structure and the applied terminology will be further explained in Chapter 2. The purpose of this early reference to the diagram is to explain the interaction between the two types of chapters in the book and to draw attention to the use of the diagram as an index.

The examples in the book deal with how to gain an initial understanding of why to apply a method, the method’s scope and/or the challenges that might be associated with its use.

Types of chapters in the book

Figure 1.3.2

1.4 Three management levels

It is important to adapt the management effort in your project to what is needed in your current project. In this book, we talk about to “scale” the management effort. I have chosen in most of the chapters to give proposals for method application related to three levels for the management effort in a project.

•Management Level 3

High level with almost consistent application of project methods and relatively large amount of time spent on project management.

The project manager has the management of the project as his/her main task.

•Management Level 2

Medium level with modified application of methods and moderate time spent on project management.

The project manager handles the management of the project along with other tasks within and in addition to the project.

•Management Level 1

Low level with limited application of project methods and relatively limited time spent on project management.

The project manager is the main executor of the project and handles project management as an additional task.

The main content of each specific chapter corresponds to Management Level 2. At the end of each chapter, you find an overview of the presented methods in the chapter, along with a scaling of the application by indicating what is typically used at Management Levels 1, 2 and 3. In addition, it is stated when the methods are used in a project process. The idea is to stimulate your own scaling of what and how much effort to invest in your project management.

The three management levels are named in accordance with the three levels in IPMA Certification® of Project Managers – which in Denmark is administrated by the Danish Project Management Association on behalf of IPMA, the International Project Management Association:

• Level B: Certified Senior Project Manager

corresponds to Management Level 3

• Level C: Certificated Project Manager

corresponds to Management Level 2

• Level D: Certificated Project Management Associate

corresponds to Management Level 1

In previous publications, I have introduced B, C and D to designate the three management levels. But, with a view to the increasing interest in IPMA Certification, I have chosen in this book to adapt the naming of the three Management Levels to level 1, 2 and 3 of management complexity.

The intention of coordinating this naming of the Management Levels with the levels for the certification of project managers is also to make the book a better tool for your preparation for participation in the certification programme.

The content of the book can be utilized at all three levels for the management of a specific project:

•At Management Level 3, I recommend that you use the main part of the introduced methods in a more detailed way than that described in the book. Typically, it would also be necessary to apply additional methods.

•At Management Level 2, I also suggest that you use the main part of the methods as described in the book, or in a shorter form.

•At Management Level 1, I suggest that you use a smaller selection of the methods and in a simpler form – but the concepts behind the methods are still useful at this level.

The introduction of the terminology for Management Levels 1, 2 and 3 has also proven to be useful at the organisational level, because the division promotes an acceptance of the fact that projects are different and, consequently, require different degrees of project management.

1.5 The book – in brief

The aim of this first chapter has been to make you comfortable with the concept of the book, its structure, and what to expect from the content.

The chapter can be summarized as follows:

• To be proactive when managing projects implies an ongoing struggle against the “natural law” which is that we are attracted by the content of the project task, and this often results in a reactive project management approach – focusing on problems when they occur.

• The book provides a set of principles, methods and tools that can help you set the scene for proactive management – and to perform in such a way.

• As a starting point, the book deals with method competence in project management, but explains in just as much detail the leadership behaviour and experiences application that contribute to fully benefitting from an integrated management effort.

•Chapters 2, 3 and 4 cover generally how to structure, plan, facilitate and evaluate the project management itself.

• There then follows a step-by-step treatment of the project management phases with intermediate methods sections. And finally, you have the Appendix with the book’s key terms etc.

• In all chapters you will find both a coherent text on the handling of the management tasks in focus – and a number of forms describing methods and tools – as well as examples regarding their application.

• At the end of each chapter you will find guidelines on how to scale the instruments and methods in relation to the management of complex, less complex, and noncomplex projects. The three levels are named Management Levels 3, 2 and 1.

I hope that the aim and content of this book is what you need. Either as support for the development of your competencies in project management or for your project management skills to be even better in practice.

Projects and project management

To act proactively towards the management of a project, it is useful to have an overview of what typically takes place when managing a project – from idea to completion.

As a means of achieving such an overview, this chapter presents a nuanced model of the management effort. It includes six dimensions with related terminology: phases, complexity, topics, activities, roles, and behaviour.

The model serves first to clarify the managerial situation in your project – and later for use as a guideline for planning the upcoming management effort.

2.1   Project management concept

2.2   Project management model

2.3   Project management phases

2.4   Project management complexity

2.5   Project management topics

2.6   Project management activities

2.7   Project management roles

2.8   Project leadership behaviour

2.9   Apply the project management model

2.1 Project management concept

As background to understanding the book’s model of the management process in a project, I present below some views on typical questions concerning the project form:

When does a task become a project? What does it mean to “to apply the project concept”? How will the project management be staged? Which conditions will be determining for the use of appropriate project management? Already at this point, you can establish that the project management is executed proactively to a greater extent.

Applying the project concept means applying project management

The first recommendation seems almost like a matter of course: that you, by choosing the project concept for handling a task, are deciding to promote the task solution by means of project management.

This principle deals with a central pitfall when applying the project form! In practice, I have witnessed that even very large project tasks are “pulled through” by considerable execution efforts made by the project manager and other key persons – not by substantially applying project management!

Traditionally, a project is defined as a unique task, which is handled within certain time limits, and requires ad hoc cooperation, typically across professions and departments. However, the interesting point is not how we define a “project,” even though many specific features characterise it as a project. The interesting point is that you, by deciding to apply the designation of “project,” choose to apply the project management concept. And then you, during a project process, confirm that it is still relevant to apply the project management concept for promoting the task.

I do not consider the project concept as a specific way of working, so I do not recommend using the term project work form. The essence of applying the project concept is to recognise that we are promoting the solution of a task by performing project management.

Figure 2.1.1Deciding to apply project concept implies applying project management, which we visualise by distinguishing between management and execution processes.

The distinction between what we call a project, and when we decide to “apply the project concept,” has increased in importance, because some organisations call everything “projects” that is not daily routine. This tendency has been intensified by the fact that all tasks in some financial control systems are named ”projects.”

Visualise by distinguishing between management and execution

A way of making the necessary project management effort visible – or explicit – is to make a clear distinction between project management and project execution. See Figure 2.1.1. This principle has already been indicated by the Figures in Chapter 1.

Please note that this division is a distinction between two types of processes – not a hierarchic division where the project manager and the project participants “are positioned in different processes.”

To be able to distinguish between being in “management mode” or in “execution mode” is in itself a way of promoting proactive management.

Making the management effort visible is not just a theoretical division of the project process. By practising the principle, as indicated below, you can promote the possibility that the project management will take place – more proactively:

• The project time schedules present the project management activities as a separate group of activities.

• The project management documents are separated from the execution documents in the files system.

• At meetings it should be made clear when you are/should be in “execution mode” and when you will be in “management mode,” respectively.

We have progressed far when both the project manager and the participants are aware of this distinction and, for example, at a meeting ask: “Haven’t we, more than what is necessary, already entered into the „execution mode?””

You might think: “Why use so many words on an issue which seems to be obvious?” My answer is: Because it has not been common practice to make this distinction. I have seen many project models, project tools, and project plans which either mix up the two types of processes – or even ignore the management process. This in itself increases the risk that the “natural law” takes over – and that you end up in reactively handling the challenges that occur.

Promote outcome, observe frameworks, and give benefits to the partners

After having recognised the need for project management, the next question could be: What is the reason for project management? What specific benefit or value will be gained from spending time and attention on the management of a project?

The classic answer is that the project management effort should ensure that the specified objectives as to the project outcome, time and budget are achieved. On-time, on budget and according to specifications!

In many projects this wording could be nuanced in this way: That the purpose of project management – and consequently its overall function – is to promote:

• achievement of the expected outcome and effect of the project,

• compliance with the agreed frameworks for time, budget and resources, and

• realisation of the involved parties’ benefits from participating.

Let us elaborate on the meanings of the four key:

•Promote means that the project manager’s task is to ensure that a management effort takes place, which will increase the probability of achieving the project objectives. The project manager’s responsibility is to make sure that good and efficient project management takes place.

•Expected refers to the fact that it is only in a minority of projects that all parties – from their initiation – have a crystal-clear idea of the project outcome and its effect in the long term. It is an important task for the project management effort to clarify those expectations – both at the initiation and throughout the project process – also because the expectations might change during the project process.

•Frameworks are stressed because it is important for the seriousness of the project process to establish binding framework agreements on time and budget.

•Benefit means that everybody who makes an effort in relation to a project also has justified expectations of getting something in return. A project means not only delivering an outcome to an external or internal customer. For a project to succeed, it is the task of the project management to ensure a balance between the contributions and the benefits. An example of benefits is the learning or development of enhanced competencies which the participants achieve.

I do believe that a nuanced perception of the purpose of project management is important for how the project management is performed – and for the chances for success in the project. When is the classical perception, respectively the one outlined here, the best depends entirely on the project and its situation.

Create suitable conditions for the project execution

As the basic means of promoting outcome, of observing frameworks and of realising benefits for the partners, it is recommended that the project management focuses on creating conditions for the involved parties in the project to ensure that everyone can fulfil his/her function in the project.

It is not just a question of establishing good and inspiring frameworks. Relevant requirements, such as time frames and milestones, are also conditions that aim at stimulating the effort in the project.

To link project management with the creation of relevant conditions is based on the perception that we all are, and should be, managers of our own efforts. You cannot direct the partners who are involved in the project to success, but you can create conditions that promote this success. The effect or value of the management effort is not that we achieve the project objectives. The value is to create conditions that promote achievement of the objectives by the participants in the project!

An alternative to this basic view is that the project management should manage and direct the participants – to react to the project objectives.

Is there in practice any difference between the two ways of focusing? Are they not interdependent with each other? My perception is that your choice of the basic focus means a lot for the performance of practical project management.

Management is performed upwards, outwards and downwards

Traditionally, the attention of the project management has been directed primarily downwards onto those who participate in solving the project task. This fits with the idea that the project is well-defined from its initiation, and that the project task is to procure the specified outcome – not to ensure that all requested effects of the project are achieved in full view.

That perception is, for example, applied in traditional committee work: As long as the committee sticks to its so-called commission, nobody interferes. And when the committee has presented its report, the task has been solved.

Realising that there are projects, or project phases, where the project management is (almost) only directed downwards, it is realistic to base your project management on the principle that project management effort should be directed upwards and outwards as well as downwards:

•Upwards towards the determining parties

and other parties, to ensure they get appropriate conditions for solving their part of the project task, which includes that relevant decisions are taken to achieve conditions for the project process. Examples of proactive “management upwards” could include active involvement of the corporate management and other parties in the initial phases of the project – and an early clarification of the so-called “project owner role” in the project process.

•Outwards towards the related parties

in regard to the project outcome. The task is to create conditions to ensure that the outcome will be applied in order to achieve the requested effect of the project. Proactive “management outwards” includes, for example, a communication plan stating when, with whom, and on what subjects communication should take place.

•Downwards towards the project participants

to promote both an efficient and developing project execution process.

Figure 2.1.2The target groups for the management effort: downwards toward participants, outwards toward related parties, and upwards toward corporate management.

In projects there is a risk of forgetting the management upwards and outwards. The longer the project runs, the more the attention tends typically to be focused on internal aspects within the project.

But, due to the increasing complexity of many projects and swiftly changing environments, I see a tendency towards the necessity for devoting increasing amounts of the project management effort on precisely the management upwards and outwards. Also, because of improved competence levels by the participants, we might even anticipate that management downwards will become less necessary.

Project management not only for the project managers

A last and principal question concerns: Who is executing the project management? The classic answer has been that it is, of course, the project manager. It is the project manager who is responsible for the project and is also the person who takes care of all aspects of the project management. How difficult could that be?

That view could still be sustainable in some projects. However, there can be a risk that the managerial initiatives result in only a very restricted outcome, or that the project manager is overloaded – with the result that some vital managerial tasks are not dealt with.

It is the consistent view in this book that project management is not a job only for the project manager. The more the project parties and the participants are involved in the management activities, the better will be the managerial value generated in relation to a successful implementation of the project.

One example is risk analysis. The project manager could fill in a form on his computer showing potential risk events, their consequences, probability and possible initiatives. If the project manager instead chooses to bring the project key persons together for one hour, and uses the same method as the agenda for the meeting, the outcome for the project would be far better.

It has surprised me when organizing courses, even those for experienced project managers, that this view (that project management is not just for the project manager) has given some participants an “ah-ah!” experience. Indeed, in some cases has prompted an outburst of relief.

The tendency towards increasing complexity in projects and their environments also calls for a broader involvement in the management processes. Otherwise, there is a risk that the project manager does not have time-capacity to adequately exercise either reactive or proactive management.

With these reflections in Chapter 2.1, we encourage you to consider the basic aim for project management in a current project and who should be involved. The rest of Chapter 2 will cover different ways of structuring the management process.

2.2 Project management model

When it comes to structuring projects and project management, we distinguish between project models and project management models. In some branches or corporations, the project models are named “implementation models” or “delivery models”. The purpose of a project model is to present an overview and transfer experience of the entire project implementation – as a platform for planning your own project execution. The purpose of a project management model is to provide an overview and transfer experience solely of the project management process.

The principle of a project model is introduced below after which a detailed description of the Fangel Project Management Model is presented.

Dimensions in project model for the entire project

A project model gives an overview of the implementation of an entire project. Normally, a project model is developed that covers one specific type of project – for example, system development or building and construction projects.

To give you an idea of project models, we introduce a general project model with three dimensions: structuring of the project tasks, the project life-cycle, and the applied resources. See Figure 2.2.1.

The model’s structure of the entire project task – in this book named the project structure – starts by separating out the project management from the project execution. Its next step is a further division of the project execution into relevant task categories. General examples within such task categories are: needs clarification, solution concept, possible solution, solution preparation, and solution establishment. In this last category, the project model focuses on the project execution – but also includes the project management.

Figure 2.2.1The three dimensions of a project process model – task structure, project processes, and resources.

The second dimension – project life-cycle – is typically divided into project phases – each terminated by a major milestone. Some general examples are: pre-study, analysis phase, design phase, specification phase, implementation phase, and post-study phase. This division into classic project phases should be considered as an illustration – in Chapter 7 on master project planning, it will be explained how you can design a project process based on the conditions in your current project.

The third dimension distinguishes between types of resources that are involved to solve the project task – for example: management resources, customer resources, development resources, and production resources.

In Appendix A, you will find an extended presentation of this project model and its three dimensions. The additional phases of the management process – to be introduced in Chapter 2.2 – are also included in the extended presentation of the project model.

The reason for including a general project model in the book is to promote the understanding of the difference between a project model and a project management model. Further, parts of the project model will, step-by-step, be used in this book as examples – especially in Chapter 7 on master project planning.

If a branch or a corporation has already developed a specific project model for one project type, it could be used as input for both the master project planning and the detailed project planning.

One of the tasks of the research project in which I worked during my Industrial PhD Education, was to establish a detailed project model for implementation of building design. The expectation was that the model gave operational instructions on the activity level. To achieve this, preconditions had to be determined step-by-step. First, that the project was a building for housing, next, that it was a building of flats, and later, that it was prefabricated buildings. The more specific the model became, the narrower was its application. The upper part of this project model was later published in a book in Danish on situational project planning. Lit. 24.

The findings of the research project had two aspects. On the one hand, it might be relevant to consider the establishment of specific implementation models in a corporation which has relatively uniform projects. However, with a view to the broad application, it is also important to establish a generic project management models which is common when applying the specific project models per project type. Such a generic project management model will be introduced.

Dimensions in the project management model

Here, the dimensions of the Fangel Project Management Model are presented. In comparison with the project model, the focus is only on structuring the management process throughout the project life-cycle.

To achieve a nuanced picture of the management effort in projects, this Model includes six dimensions, or aspects, of project management – each will be described in detail in the Chapters 2.3 to 2.8:

•Project management phasesis a division of the management effort regarding time – each phase will be terminated with a concrete managerial result. The management phases are an extension to the execution phases in the project model. (When)

•Project management complexitypresents a structure for describing the aspects of a project that determine the relevant level of the management effort. (Why)

•Project management topicsis a break-down of the tasks where the project management can create conditions that could promote an efficient implementation of the project. (What)

•Project management activities is a list of the activity types which are recurring during the management of a project. In comparison with the task structure in the project model, this list could be seen as a sub-division of the project management task. (How)

•Project management roles indicates how the active participants in a project typically are involved in the handling of the project management topics and activities. This aspect corresponds to the project model’s resource dimension. (Who)

•Project leadership behaviouris a grouping of the types of performed leadership behaviour which represent part of handling the project management roles – depending on the situation. (How)

In Chapter 2.3 to 2.8, I will examine each dimension and explain the related concepts. Furthermore, it will be stated how each of these concepts can support your project management. During the reading, you are encouraged to apply each of the presented dimensions to clarify the managerial position in your project – and to consider where you should focus in the next period.

In the book’s Chapters 3 to 14, we will stepwise return to the Fangel Project Management Model and show how the model’s dimensions can be utilised for handling specific management tasks.

2.3 Project management phases

The reason for starting with the phases when describing the Project Management Model is that the project management effort is clarified stepwise during the project life-cycle. So it is important for you to know how far you have progressed in the management of the project. The key word is When.

The timing division of the entire management process is six management phases, as shown in Figure 2.3.1. The Figure has been prepared graphically so it can be extended with the management activities in Chapter 2.5. However, the figure’s timescale is not realistic. The duration of start-up, evaluation and close-out will typically be weeks, while the duration of project preparation and periods of managing the project execution will be typically months – even years.

In principle, a management phase is a time-limited process initiated by a formal decision or by the approval of the outcome from the previous management phase, based typically on a management document. The management phase is also completed by achieving/approving the outcome or the effect of the phase, and the presentation of new management documentation. In other words, the same phase concept as for the project execution – as reflected in the project model which was shown at the start of the Chapter and is further detailed in Appendix A.

The purpose of each management phase is to set the stage for a suitable management effort at the current stage of the project. The management phases are consequently a means to facilitate proactive management in the project – and also to counteract the “natural law” of entering into “execution mode” at stages where you should be in “management mode”.

Before we reach the decision to “go for the project form,” a pre-study has taken place. The pre-study has typically focused on how to clarify the need and a possible concept – and to make it plausible that such a project would be profitable.

The six management phases are briefly characterised in Figure 2.3.2.

The management phases indicate when the project management takes place. The phases with related milestones could further be used to formulate expectations for the project management – and, in doing so, the phases become a means to promote a proactive management.

Coherence between management phases and execution phases

The coherence between the typical phases in the project execution – see Appendix A – and the described management phases is as follows:

•The preparation represents the necessary management effort between a pre-study and a final decision for initiating the project.

•The start-up establishes room for the necessary management effort – from decision of initiation up until the basis for an efficient cooperation in the analysis and design phases is created.

•The evaluations can take place at different stages, but in the project model in Appendix A they are placed between the design phase and the specification phase. The evaluations represent a time-out in relation to the ongoing management of the project execution.

•The close-out typically takes place between an implementation phase and a post-study.

The model’s division into management phases has the specific purpose of putting the focus on these four stages – each being vital for promoting a proactive project management.

The six management phases in the model

Figure 2.3.1 – The white numbers refer to the chapters in the book

Description of the six management phases

Figure 2.3.2

Application of the Model management phases

Initially, you can use the Model’s structure in management phases – alone or together with others involved in the management of the project – to clarify the current stage of the management. It is important to have a common perception. For example, it is inefficient if your company management thinks the project is in a preparation phase and your participants believe that the project has already been initiated.

In my experience divergent views can prevail regarding the project timing in particular in relation to the pre-study, preparation and start-up phases. I was once engaged to facilitate a two-day project start-up workshop for a strategy planning project in a corporation. To promote good anchoring, it was decided to invite the steering group to participate the first half-day, when the project background, the objectives and process were on the agenda. However, active discussions occurred between the members of the steering group – to which the project manager and the participants were only observers. This experience caused the project to be “sent back” for a renewed preparation phase and it took months before the project was ready for a new start-up.

Another stage where I have experienced divergent views has been when it comes to characterizing the project stage as start-up or project execution. The immediate perception has been that we have started the execution – but upon reflection, we must acknowledge that the start-up phase has been “skipped”, or at least not treated sufficiently.

More specifically, the management phases indicate where you should focus your management effort at the different stages of the project, in order to become proactive with your project management.

In the book’s Chapters 5, 9, 11 and 14, you will find detailed guidelines for organizing each of the management phases.

2.4 Project management complexity

The next dimension in the Project Management Model covers how to characterise the managerial complexity in a project – and consequently, how much the project management effort is needed. The key word is Why.

Basically, we distinguish four degrees of complexity:

1.Non complex situation – for example a partly routine project task and the parties are few and/or well-known.

2.Less complex situation – for example a well-defined project task with many, but predictable parties and with several participants.

3.Complex situation – for example, when the project requires partial new solutions and with many partly unpredictable parties and many participants.

4.Very complex situation – for example when the project solution is unknown and with many very unpredictable parties and a large number of participants.

This division is coordinated with the four degrees of complexity as described in the self-assessment tool Competencies in Project Management (NCB). Lit. 2.

The benefit you derive from determining the managerial complexity is that it helps you scale the management effort required by the project. Actual conditions – such as the professional content of the project, or when the project takes place and who participates – will determine the project management effort to a lesser extent. Far more crucial are the factors which characterise the managerial complexity.

Regarding the three management levels introduced in Chapter 1.4, the rule-of-thumb at a complexity degree of 1 lead to choose management level 1 – and at degree 2 to choose level 2 – and at degree 3 to choose level 3.

Each of the chapters, from 3 to 14, is concluded by guidelines on how much effort to spend on the project management in relation to the three degrees of complexity.

Presented on the following pages is first a simple tool with two dimensions, and then a checklist with 12 parameters that are essential for the characterisation of the management complexity in a project.

Simple tool with two parameters for characterising complexity

The first tool for clarifying the complexity is illustrated in Figure 2.4.1:

• On the vertical axis, you characterise the complexity degree in your project task – on a scale from routine and/or well-known up to unique task and/or innovation.

• On the horizontal axis, you relate to the total resource effort in your project, i.e., the total amount of resources applied on project management and execution for all parties involved.

The two assessments are entered in the matrix form. This layout promotes a dialogue concerning the characterisation of the current project.

The Figure also presents a first indication of your project’s current stage as to the degrees of management complexity 1, 2, 3 and 4.

Simple characterisation of management complexity

Figure 2.4.1

To introduce the indication of management complexity 1, 2, 3 and 4 per project has also turned out be useful in the organisation’s list of projects, because the division promotes acceptance of the fact that projects are different and, consequently, require different scopes and forms of project management.

As consultant for organizations, I have, as a first step, asked both the project owners and the project managers to characterise their project in the matrix form – and then to compile the scores in a common form. It has surprised me how much dialogue the project owners and the project managers engaged in and profited from while considering the score of the individual project. At organization level, the overall picture of a project’s position in the matrix form has, on several occasions, resulted in the question: Do we have project managers who are competent to manage projects at levels 3 and 4?

Nuanced characterisation of the management complexity

A nuanced clarification of the management complexity of projects is achieved by working with the tool in Figure 2.4.2