What are the steps in assembling a project team? Which is most critical? Why?The assignment is to answer the question provided above in essay form. This is to be in narrative form. Bullet points should not to be used. The paper should be at least 1.5 – 2 pages in length, Times New Roman 12-pt font, double-spaced, 1 inch margins and utilizing at least one outside scholarly or professional source related to project management. This does not mean blogs or websites. This source should be a published article in a scholarly journal. This source should provide substance and not just be mentioned briefly to fulfill this criteria. The textbook should also be utilized. Do not use quotes. Do not insert excess line spacing. APA formatting and citation should be used.Project Management: Achieving
Competitive Advantage
Fifth Edition
Chapter 6
Project Team Building,
Conflict, and Negotiation
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Learning Objectives (1 of 2)
6.1 Understand the steps involved in project team building.
6.2 Know the characteristics of effective project teams and
why teams fail.
6.3 Know the reasons why project teams often fail.
6.4 Know the stages in the development of groups.
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Learning Objectives (2 of 2)
6.5 Describe how to achieve cross-functional cooperation
in teams.
6.6 See the advantages and challenges of virtual project
teams.
6.7 Understand the nature of conflict and evaluate
response methods.
6.8 Understand the importance of negotiation skills in
project management.
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PMBoK Core Concepts
Project Management Body of Knowledge (PMBoK) covered
in this chapter includes:
1. Plan Human Resource Management (PMBoK 9.1)
2. Acquire Project Team (PMBoK 9.2)
3. Develop Project Team (PMBoK 9.3)
4. Manage Project Team (PMBoK 9.4)
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Figure 6.2 Basic Steps in Assembling a
Project Team
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Effective Project Teams
• Clear Sense of Mission
• Productive Interdependency
• Cohesiveness
• Trust
• Enthusiasm
• Results Orientation
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Reasons Why Teams Fail
• Poorly developed or unclear goals
• Poorly defined project team roles and interdependencies
• Lack of project team motivation
• Poor communication
• Poor leadership
• Turnover among project team members
• Dysfunctional behavior
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Stages in Group Development
1. Forming—members become acquainted
2. Storming—conflict begins
3. Norming—members reach agreement
4. Performing—members work together
5. Adjourning—group disbands
Punctuated equilibrium is a different model.
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Figure 6.3 Stages of Team Development
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Figure 6.4 Model of Punctuated Equilibrium
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Achieving Cross-Functional Cooperation
Figure 6.5 Project Team Cross-Functional Cooperation
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Building High-Performing Teams
Make the project team tangible.
• Publicity
• Terminology and language
Reward good behavior.
• Flexibility
• Creativity
• Pragmatism
Develop a personal touch.
• Lead by example
• Positive feedback for good performance
• Accessibility and consistency
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Virtual Project Teams
Use electronic media to link members of a geographically
dispersed project team.
How Can Virtual Teams Be Improved?
• Use face-to-face communication when possible.
• Don’t let team members disappear.
• Establish a code of conduct.
• Keep everyone in the communication loop.
• Create a process for addressing conflict.
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Conflict Management
Conflict is a process that begins when you perceive that
someone has frustrated or is about to frustrate a major
concern of yours.
Categories
Views
• Goal-oriented
• Traditional
• Administrative
• Behavioral
• Interpersonal
• Interactionist
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Sources of Conflict
Organizational
• Reward systems
• Scarce resources
• Uncertainty
• Differentiation
Interpersonal
• Faulty attributions
• Faulty communication
• Personal grudges and prejudices
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Conflict Resolution
• Mediate—diffusion/confrontation
• Arbitrate—judgment
• Control—cool down period
• Accept—unmanageable
• Eliminate—transfer
Conflict is often evidence of progress!
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Negotiation
Negotiation is a process that is predicated on a manager’s
ability to use influence productively.
Questions to Ask Prior to Entering a Negotiation
1. How much power do I have?
2. What sort of time pressures are there?
3. Do I trust my opponent?
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Principled Negotiation
1. Separate the people from the problem.
2. Focus on interests, not positions.
3. Invent options for mutual gain.
4. Insist on using objective criteria.
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Summary (1 of 2)
1. Understand the steps involved in project team building.
2. Know the characteristics of effective project teams and
why teams fail.
3. Know the reasons why project teams often fail.
4. Know the stages in the development of groups.
Copyright © 2019, 2016, 2013 Pearson Education, Inc. All Rights Reserved
Summary (2 of 2)
5. Describe how to achieve cross-functional cooperation in
teams.
6. See the advantages and challenges of virtual project
teams.
7. Understand the nature of conflict and evaluate response
methods.
8. Understand the importance of negotiation skills in
project management.
Copyright © 2019, 2016, 2013 Pearson Education, Inc. All Rights Reserved
Copyright
Copyright © 2019, 2016, 2013 Pearson Education, Inc. All Rights Reserved
Running head: DEMOCRATIC OR AUTOCRATIC
Democratic Leadership versus Autocratic Leadership
John Higgins
University of the Cumberlands
1
DEMOCRATIC OR AUTOCRATIC
2
Democratic Leadership versus Autocratic Leadership
Introduction
According to the text, Behavior in Organizations-10th ed. (Greenberg, 2011, p. 485),
autocratic leadership is one where the “leader makes all decisions unilaterally.” Also, according
to the text, there is a Two-Dimensional Model of Subordinate Participation that incorporates the
autocratic and democratic dimensions at two separate and distinct extremes (p. 486). The text
then explains that the “autocratic extreme is marked by no participation” and the “democratic
extreme is marked by high participation;” therefore, autocracy is not allowing subordinate
participation while democracy allows participation. While the text narrows these two leadership
styles down to terms of subordinate participation regarding decision making and latitude in
carrying out work, it cannot be forgotten that they are, in fact, models of leadership that take on
significance, not just in the workplace, but also in society. It is the intent of this paper to
expound on both styles, democratic and autocratic, within a practical, real-world context.
Literature Review
While autocratic leadership sounds abhorrent to most workers, there is a need for it in
certain professions, such as the military and law enforcement. The autocracy in these
professions helps to reinforce rules, regulations, and standard operating procedures that must be
followed, especially in the performance of hazardous duties where critical incidences are
handled. Also, research has found that people look to a strong, autocratic type leadership in
times of distress. Furthermore, a follower’s attitude towards leadership can be affected by
“threatening situations”, terror, and “personal insecurity” (Schoel, Bluemake, Mueller, Stahlberg,
2011, p. 522). For instance, during years of high national threat, the American citizenry has been
found to vote for the candidate with the most (perceived) strength and power (i.e., President
DEMOCRATIC OR AUTOCRATIC
3
George W. Bush and 9/11). Also, within the framework of this postulation is the fact that people
who are reminded of death (mortality salience) “most likely” favor autocratic leaders as opposed
to “relationship-oriented democratic leaders” (Schoel et al., 2011, p. 522). Autocratic leadership
is also needed where there are employees who need constant direction and guidance in order to
successfully complete their tasks; and one could also make the argument that lazy, unproductive
workers need autocratic leaders to push them along as well. Autocratic leadership is often
viewed as transactional leadership as opposed to transformational, and it often incorporates
positional power as opposed to personal power.
However, when followers are in situations where they feel certain about the outcomes,
where they have self confidence, and where they have a sense of stability, they tend to have a
“pro-democratic default attitude” (p. 534). Also, when subordinates are competent, selfmotivated, desire to be involved in the decision making process, and like to be less directed in
their work, they opt for the democratic leadership style. The following are some other
democratic leadership characteristics that many workers would like to see in their workplace: 1.)
“Shared decision making”, 2.) “Problem solving” that is done with “mutual respect” for one
another, 3.) “Common sense” that is used when communicating information that would help the
team, and where this information is not held by one individual who is a glory seeker, and 4.)
“Shared responsibilities” where no one person, ideally, is working harder than any other
(Ferguson, 2011, p. 435). A study found in the Air Force Journal of Logistics (Metscher, Lowe,
Barnes, and Lai, 2011, p. 131) revealed that military and civilian personnel showed higher levels
of commitment when the following leadership emphases where used: 1.) “Challenge the
process”, 2.) “Inspire a shared vision”, 3.) “Enable others to act”, 4.) “Model the way”, and 5.)
“Encourage the heart”. Of the above-mentioned, “enabling others to act”, “modeling the way”,
DEMOCRATIC OR AUTOCRATIC
4
and “encouraging the heart” appear to be major characteristics of a democratic leadership
modality. However, of all the characteristics mentioned, this author’s favorite description of
democratic leadership incorporates the following terminology: “inclusiveness”, “freedom”,
“coloration”, “citizenship”, “equality”, and the “people rule” (Kane & Patapan, 2010, pp. 372).
The word “Democracy” and everything about it sounds good to anyone who has a patriotic ear,
so why not incorporate it in the workplace when possible?
Conclusion
While autocratic leadership tends to have a negative connotation, it is a needed type of
governance within certain professions and in times of crisis (someone’s got to take charge).
However, that being stated, autocracy is usually associated with terms such as fascism,
dictatorship, transactional leadership, positional power, etc…, while democratic leadership is
associated with terms like participative, shared leadership, shared responsibility, coloration,
citizenship, transformational leadership, etc… Anyone who desires to work in an atmosphere
where he or she is respected and allowed to have a voice on work related issues will probably opt
for democratic leadership. This type of person does not desire a lot of supervisory direction and
is self-motivated. However, those who need and/or desire considerable supervisory direction
may enjoy autocratic type leaders; and certain professions necessitate autocracy within their
institutions. As for this author, a veteran police officer, both worlds are enjoyed—an autocratic
power structure where democratic ideals pervade the working atmosphere (rule of an “iron fist”
within a “velvet glove”/Vann, 2014).
DEMOCRATIC OR AUTOCRATIC
5
References
Ferguson, E. (2011, Winter). What Adlerians consider important for communication and
decision-making in the workplace: Mutual respect and democratic leadership style.
Journal of individual psychology, 67, 4, 432-437.
Greenberg, J. (2011). Behavior in organizations-10th ed. Boston, MA: Pearson Education
Limited.
Kane, J., & Patapan, H. (2010, Sep.). The artless art: Leadership and the limits of democratic
rhetoric. Australian journal of political science, 45, 3, 371-389.
Metscher, D., Lowe, W., Barnes, F., & Lai, L. (2011, Apr). Using leadership to increase
commitment for civil servants and air force personnel in times of conflict. Air force
journal of logistics, 35, ½, 125-133.
Schoel, C., Bluemke, M., Mueller, P., & Stahlberg, D. (2011, Sep.). When autocratic leaders
become an option: Uncertainty and self-esteem predict implicit leadership preferences.
Journal of personality & social psychology, 101, 3, 521-540.
Vann, B. (2014). Advanced human resource management class/BUOL 632/Summer 2014/IIG.
University of the Cumberlands online.
BUOL/BADM 635 Writing Requirements
Every paper in this course must be typed in Microsoft Word following APA
formatting (title page, reference page, NO abstract page, in-text citations, running head,
page numbers, Times New Roman 12 font, 1-inch margins, double-spacing, left justified, no
additional spacing before and after, etc.). Also, every paper in this course needs to be based
on research from a scholarly source that is retrieved from UC’s Library. Your weekly
research papers should include two sources, the textbook and the scholarly case/article that
you found. Papers that are not based on a scholarly source(s) or do not follow the
formatting instructions will receive a grade of “0.”
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