PM Magazine - Spring 2020 Issue 13

SPRING 2020 / ISSUE XIII

PM

magazine

SPRING 2019 | PM magazine A PUBLICATION BY MORGAN STATE UNIVERSITY’S GRADUATE PROGRAM IN PROJECT MANAGEMENT

Uniting Diverse Stakeholders in Transit Hub Design Page 6

Diversity of Thought: The Future of Project Management Page 3

Diversity of Actions: Project Management and Risk-Based Decisions During a Global Pandemic Page 4

PM Magazine

PM magazine | SPRING 2020

CONTENTS

EDITORIAL MESSAGE

As projects go, this edition of the magazine had more than its share of twists and turns to bring it to fruition. As the students were in the middle of the magazine’s development, a major pandemic hit our nation and the world, causing a lockdown of people and resources as we dealt with the health crisis. As any good project manager will tell you, you try to plan for risk events and even build contingency plans. However, nothing prepares you for those “unknown, unknowns” where you have to invoke your PM cunning and wit, put in long hours and hard work to meet project objectives. This edition is no different. I want to applaud the students for this edition, as they worked through personal obstacles, school closings, and trying to define a new normal of sheltering while managing the execution of this magazine. But I digress, as I beam with pride at the student’s accomplishment of producing this magazine under the most extreme circumstances. I would also like to congratulate Morgan State University on obtaining the accreditation for this program field of study. With this designation, we will be able to educate our future PMs, backed by the knowledge that we have a rigorous and well thought-out program.

Message from the Editor Monica Kay, D.B.A., PMP

Message from Contributing Authors

Kehinde Ajayi, Brandon Ashworth, Tarnisha Bailey, Brina Bolden, Miriam Hagan, Chinedu Nwokeafor, Ebony Quinones, Mohammed Umoru, Breana Wooten

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Bridging Generational Differences in Diverse Project Teams – Keith Foxx, PE, PMP, CCM, Assoc.

DBIA

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All Men Are Created Equal: But Where Does That Leave the Women?

– Willie Rodney, LTC (P)

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Diversity of Thought: The Future of Project Management – Marcus Parker, Sr., PMP

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It is our hope that you find our edition enjoyable, informative, and inspiring as you read through the experiences of the authors who discuss diversity and inclusion in meaningful ways so that you may be able to employ these tactics in your own organization. Please enjoy our magazine.

Diversity of Actions: Project Management and Risk-Based Decisions During a Global Pandemic – Monica Kay, D.B.A., PMP

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The Secrets for Effective Multi-Generational Team Leadership – Hernan Guadalupe, PMP

Dr. Monica N. Kay, PMP Adjunct Professor, Morgan State University Editor, 13th Edition MSU PM Magazine

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Uniting Diverse Stakeholders in Transit Hub Design – Melvin V. Pierce

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Language Matters: Tips for Artful Project Management in the Global Marketplace – Anita Pandey, Ph.D.

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Standard Operating Procedures: Accommodating People and Their Practice – Samina Saifuddin, Ph.D.

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Building Diversity Through Group Motivation – Temidayo Ogundiran

Welcome to the thirteenth (lucky 13) issue of Morgan’s Project Management magazine, a magazine designed by the Masters of Science in Project Management students as part of our capstone course requirement. The theme chosen this year is “Diversity and Inclusion” (D&I) and is meant to offer key nuggets of wisdom to project managers dealing with an ever-changing environment of races, cultures, abilities, genders, ages, thoughts and actions.

The team for this Spring 2020 issue is comprised of nine hard-working students. It includes Kehinde Ajayi, Brandon Ashworth, Tarnisha Bailey, Brina Bolden, Miriam Hagan, Chinedu Nwokeafor, Ebony Quinones, Mohammed Umoru and Breana Wooten. These students worked throughout a twelve-week period, riddled with extreme uncertainty, to produce this highly informative magazine. Of all of the knowledge areas, they certainly utilized many areas using risk management and contingency planning to bring the magazine to bear. Many articles focus on the typical issues of D&I on project teams such as generational, gender, and cultural issues through language. Our feature article takes a nuanced look at stakeholder engagement on a Maryland Transit Authority project. Additionally, sub-feature articles showcase perspectives in discussions on the diversity of thought and diversity of actions; where both authors take a lens to project management at the micro-level in teams, through the development of future project managers, to the worldwide macro response, as identified through the actions undertaken by different countries amidst the current Coronavirus crisis.

MESSAGE FROM CONTRIBUTING AUTHORS

As our collective journey at Morgan State University is coming to an end, a new adventure looms on the horizon.

Obtaining our Master of Science in Project Management degree from Maryland’s preeminent research institution is not only an honor but a charge for us to live up to our full potential. The tools and techniques we acquired as a collective have provided us with the skills to propel us into a diverse workplace.

Our team decided to approach a topic that represents all of us, as individuals, and as a collective for the Spring 2020 edition of the project management magazine. We chose to focus on diversity and inclusion in project management, including articles that ranged from women in project management, leadership style in multigenerational teams, to diversity in action and thought. Being a small group of nine students, we wanted to echo that project management

should be an innovative melting pot of members with differing ideas, concepts, and cultures in order to be successful.

Most of us started this journey of project management together, and our synergy could not be more perfect. In this 13th edition of the PM magazine, a group of high-functioning men and women from various backgrounds came together to put practice into print. Using our Project Management Book of Knowledge (PMBOK) as our guide, we were able to incorporate our daily class instructions into a practical project. Of course, we had challenges, tight deadlines, a couple of change requests, and even a pandemic, but we persevered as a whole. We know that what makes us different unites us, and we were able to pour our unique ideas into this edition. Take the journey with us and dive into diversity and inclusion in project management.

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Group Dynamics of a Diverse Project Team: A Conversation among MSU Students – Daniel Janak, MBA, MSPM Kehinde Ajayi, Miriam Hagan, and Chinedu Nwokeafor

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Teamwork Makes the Dream Work: The Perks of Leading and Advancing a Multifarious Team – Taiwo Adenuga, MSPM, PMP, ITIL, PSM I, CSM Graphic Design by Sydney Nicole Kay Cover, Contributing Authors and Student Biographies Photos by Rasir Ahmed

SPRING 2020 | PM magazine

BRIDGING GENERATIONAL DIFFERENCES IN DIVERSE PROJECT TEAMS

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From small home improvement to large infrastructure projects, Keith Foxx, PE, PMP, CCM, project management is essential Assoc. DBIA to the success of all projects.

RK&K Civil Engineering The best project managers know a little bit about every component of the job and have the right combination of knowledge, technical aptitude, and soft skills to build and support a team, as well as guide the project to its successful completion.

Some smaller projects, such as painting a living room, may take a day to complete and may be completed by you and/or family members. In contrast, more extensive projects, such as designing and constructing the Purple Line Light Rail Transit project, may take years to complete and may include hundreds of people. Although these projects are different in magnitude, some of the critical elements of project management still apply. The project team’s cohesion throughout this process from inception to completion will be essential in the team achieving its end goal.

“ The project team’s cohesion throughout this process from inception to completion will be essential in the team achieving its end goal. “

Project teams may include members from several different generations. You could have entry-level (fresh out of college or high school) staff working closely with staff who are already eligible for full retirement. Although it does not always create conflict, it may sometimes promote tension within a project team. However, in order for the team to enjoy project success, there must be mutual respect and a willingness to learn from each other.

To begin to understand the potential disconnect between the younger and older generations, we must first understand some of the different practices of the respective groups. These are generalities, but they are regularly found in complex and diverse project teams. Let us examine some of the different approaches that we may see on a more significant long-term project.

1. Communications – A younger member of the team may be inclined to send emails as a formal mode of communication, whereas a seasoned member may pick up the phone more often to communicate. While email documentation is useful for record-keeping, a follow-up phone call is often more thorough and adds tone to the dialogue. I have had personal experiences where someone has sent a very important email to another “Keith” in their address book by accident. I never received the request and therefore the submittal to the client was late. This could have been quickly resolved with a follow up phone call.

2. Technology – Younger members of the team may be more apt to adopt a new technology or software, but a more seasoned member may not want to change what may already be working from their perspective. When used effectively, technology may save time and money and eliminate some human error. I often reach out to my younger staff for recommendations on software solutions that can save time and improve processes.

3. Patience – The younger generation has become accustomed to instant gratification due to advances in technology, while the seasoned generation has been through a few projects that may have taken years and, therefore, has developed more patience. The combination of this patience, with the drive to see instant results, may be used to manage team complacency, as well as help to set team expectations.

4. Wisdom - Unfortunately for the younger members of the team, wisdom can only be acquired through experience.

With this experience comes applied knowledge and good judgment. Wisdom is one of the most important attributes when managing or working on larger projects. The higher a project manager ascends up the corporate ladder, the less detailed information she/he gets to make decisions. Therefore, their actions and decisions hinges on the soundness of the team’s judgment. We must remember the Ghanian proverb that states, “wisdom is not like money to be tied up and hidden.” This wisdom must be shared and is a huge learning opportunity for the younger team members.

According to the Guide to the Project Management Book of Knowledge (PMBOK), successful self-organizing teams usually consist of generalized specialists, instead of subject matter experts, who continuously adapt to the changing environment and embrace constructive feedback (PMI, 2017).

One of the most effective ways of building a project team and responding to generational differences is leading a kick-off meeting. This meeting should be held at the beginning of the project. At this initial team meeting, all relevant information is shared about the project. In addition, team building activities should be conducted that allow team members to get a glimpse of other members’

“ It is the project manager’s responsibility to develop the key processes that will allow anyone to succeed on a project, such as effective team monitoring and management.”

personalities, which may help eliminate any preconceived stereotypes that may exist. Team members may learn that they share common hobbies like drone flying, dessert making, or kayaking. Team building is conducting activities that enhance the team’s social relations and build a collaborative and cooperative working environment (PMI, 2017). Team building activities can vary from a 5-minute agenda item in a status review meeting to an offsite, professionally facilitated event designed to improve interpersonal relationships. Teamwork and keeping an eye on the goal are vital to the successful completion of the project. For small projects, there is usually only one team that performs the planning and the execution. In this case, the kick-off occurs shortly after initiation, in the planning process group, because the team is involved in planning (PMI, 2017).

It is the project manager’s responsibility to develop the key processes that will allow anyone to succeed on a project, such as effective team monitoring and management. They must find the right people, put them on tasks where they have the best chance to flourish, and establish a culture that allows team members to thrive and feel valued. The project manager’s ability to lead, communicate, plan, negotiate, and manage the different personalities will determine the project’s outcome. After the project is successfully completed, the project manager must celebrate the success and commend each team member individually for their contributions.

Reference: Project Management Institute (PMI). (2017). A Guide to the Project Management Body of Knowledge (PMBOK® Guide). 6th ed. Newtown Square, PA: Project Management Institute, Inc.

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PM magazine | SPRING 2020

ALL MEN ARE CREATED EQUAL: BUT WHERE DOES THAT LEAVE THE WOMEN? The Army views projects as ations officer, but when he went to file the papermissions and analyzes former work he was told that the position was “coded out to processes to evaluate its rele- women,” which meant that no woman could have that LTC (P) Willie Rodney vance as a world demanding job because she would be working for a unit involved Professor, Military warfare evolves. All missions in direct combat” (Martin, 2011). Brown also noted, Science have guidelines, policies, and “It is almost impossible to get on the promotion fast restrictions to form criteria for track in the Army without leading troops in ground Morgan State missions. These three essen- combat, which women aren’t allowed to do” (Martin, University tial aspects are used to create 2011). With the restrictions preventing women from the scope in which to operate. serving on the front line now lifted, this barrier should One consideration for Army missions is diversity no longer be a problem. through gender-neutral standards. In January 2013, When the Army decided to open up combat arms Defense Secretary Leon Panetta lifted the military’s to women it also implemented the Occupational ban on women serving in combat, a move that allows Physical Assessment Test (OPAT). The OPAT is a women into hundreds of thousands of front-line battery of four physical fitness test events that are positions and potentially elite commando units. The used to assess an individual’s physical capabilities to services had until January 2016 to implement the engage in physically demanding Army tasks. Brian changes that have opened up an additional 15,000 Sutton, a US Army Recruiting Command spokesperjobs to women (Brook & Michaels 2013). Although son said, “It is designed to put the right people in the this was a revolutionary move for the military with right jobs and to ensure we keep our recruits safe respect to gender equality, some argue that implewhile doing so.” OPAT scoring is gender-neutral, he mentation of new policies since lifting the ban, are added. Selection criteria is a part of acquiring the more detrimental to gender equality and job opporright leaders. Experience, knowledge, skills, and tunities within the military. attitudes determine positions in both missions (PMI, 2017). All Soldiers, male and female, must pass the same physical standards for their desired career field.

In addition to the OPAT, the Army has also done away with its traditional physical training test and replaced it with the Army Combat Fitness Test (ACFT). The introduction of women into combat arms further emphasized the need for a single-standard test. The United States Army ACFT is designed to better reflect the stresses of a combat environment, to address the Prior to the lifting of the ban, women served in a poor physical fitness of recruits, and to reduce the number of combat positions, including piloting risk of musculoskeletal injuries for service members. warplanes or serving on ships in combat areas (Brook In the Army’s decision to seek quality recruits, qual& Michaels, 2013). However, certain jobs within the ity requirements shifted to test overall body fitness. military are coded only for those who have served The study conducted in 2018 on initial entry training in the infantry and armor branches. Major General (IET) recruits discovered that the administration of the Retired Heidi Brown, an Air Defense Artillery officer, OPAT test had an adverse impact on the passing rate was the first woman to command a combat arms of women (Sharp, Foulis, & Redmond, 2018). Male brigade; one that she took to combat. But despite IET recruits passed the OPAT at a far greater rate her groundbreaking feats she was limited to what than their female counterparts. Prior to women being positions she could serve in because she was not allowed in all combat arms, there was no such quality infantry or armor. Brown recalled in an interview with requirement like the OPAT for men or women. Based National Public Radio (NPR), “Earlier in her career, on the purpose of the OPAT, the results demonstrate a battalion commander wanted her to be his operthat they keep more women out of combat arms than men. However, it has been noted that the Army has had a greater success rate of retaining recruits since the implementation of the OPAT.

“Surviving on the battlefield is the ultimate goal of every mission in the Army. Ensuring that men and women are properly trained and confident, ensures the mission will be completed. “

The ACFT has also had adverse results on women.

Initial data showed a jaw-dropping 36% of soldiers overall failed the test, with 64% passing. When broken down by gender, 70% of men passed and 84% of women failed the test (Brown, 2019). This has led to many determining the ACFT is discriminatory to women; although, Kelly Buckner, an Army Civil Affairs officer noted, “most of the failures were attributed to the leg tuck—an abdominal exercise, and the APFT’s abdominal exercise, the sit-up, is the only event on the current test with gender-neutral scoring.” She further emphasized, “more broadly, the test does not require men and women to compete head to head, but simply requires everyone to meet basic minimum standards; standards that ensure everyone can survive on a gender-neutral battlefield and physically carry their share” (Buckner, 2019). Surviving on the battlefield is the ultimate goal of every mission in the Army. Ensuring that men and women are properly trained and confident, ensures the mission will be completed. The purpose of the new ACFT is to provide a diverse standard with job-specific qualifications, and mission preparedness through creating

a combat-like fitness regime. This implementation of the ACFT was comparable to the plan-do-checkact cycle used in quality management plans (PMI, 2017). The ACFT events for testing were planned and executed by the units selected to take the new

“The Army views projects as missions and analyzes former processes to evaluate its relevance as a world demanding warfare evolves. “

fitness test. The results were then checked and grading scales readjusted to act as improvements. Also, recent data has shown interest that the combat arms occupations among female soldiers has far exceeded the Army’s expectations; as of this year, more than 600 women have been recruited for or transferred to combat occupations, and 12 women have graduated from Ranger School.

In order for the Army to allow all leadership positions to be open to both men and women, they needed to ensure all branches were open to both genders. This diversified the potentiality of leadership, command, and promotion. The ACFT was formed to introduce change to the organization through a mission project to transform ideas around combat readiness through fitness. The ACFT mission changed the scope of fitness standards permissible to command in the Army. It changed the budget with new equipment for ACFT events, and the schedule with a time constraint to train and pass the ACFT or face career consequences. Lastly, it changed the quality requirements for leaders who want to command combat units (PMI, 2017). The Army needed to establish gender-neutral testing to determine the capability of a recruit before allowing them to enter a specific physically challenging branch of service. Initial data has shown that these new implementations have not been in favor of female recruits. However, it does suggest it does suggest that it helps the Army to get the right recruits in the right professions. It also allows younger generations of women currently serving to be recommended for command in branches where they are capable of mission success. Whether or not this will prove to be another obstacle to women serving in coveted leadership positions remains to be seen but initial data suggests that although the opportunity is there, missions may be hindered due to new standards.

References: Brook, T. V., & Michaels, J. (2013, January 24). Officials: Panetta Opens Combat Roles to Women. Retrieved from https://www.usatoday.com/story/news/nation/2013/01/23/ panetta-women-combat-pentagon/1859221 Brown, D. (2019, October 9). Army Combat Fitness Test Fiasco! Slides Reveal 84% of Women Failing ACFT. Retrieved from https://news.clearancejobs.com/2019/10/05/armycombat-fitness-test-fiasco-slides-reveal-84-of-women-failing-acft Buckner, K. (2019, October 9). What the Critics Miss: The Army Combat Fitness Test is Going to Make Us a More Combat-Ready Force. Retrieved from https://mwi.usma.edu/ critics-miss-army-combat-fitness-test-going-make-us-combat-ready-force Martin, R. (2011, February 25). A Lonely Club For Women In Top Army Jobs. Retrieved from https://www.npr.org/2011/02/25/134025084/a-lonely-club-for-women-in-toparmy-job Project Management Institute (PMI). (2017). A Guide to the Project Management Body of Knowledge (PMBOK® Guide). 6th ed. Newtown Square, PA: Project Management Institute, Inc. Sharp, M. A., Foulis, S. A., & Redmond, J. E. (2018, June 4). Longitudinal Validation of the Occupational Physical Assessment Test. Retrieved from https://apps.dtic.mil/dtic/tr/ fulltext/u2/1057800.pdf Sutton, Brian. (2017). Army Implements New Fitness Standards. Retrieved from: http:// ftmeadesoundoff.com/communitynews/news/army-implements-new-fitness-standards/

SPRING 2020 | PM magazine

DIVERSITY OF THOUGHT: THE FUTURE OF PROJECT MANAGEMENT With global markets expanding, workplace Marcus Parker, Sr., PMP intellectual diversity has become a business Adjunct Professor necessity requiring projMorgan State University ect managers to embrace differences and change. Project management students and practitioners alike are seeing benefits from embracing diversity in order to achieve business results. As international business borders overlap, there is a growing need for both project management education and real-world project management application to reflect a greater diversity of thought.

WHAT IS DIVERSITY OF THOUGHT? The idea that our thinking is shaped by our culture, background, experiences, and personalities is core to the concept of diverse thought (Tulshyan, 2019). There are over 30 types of diversities that project managers should consider when managing project teams to achieve organizational goals to deliver projects that meet the customer’s expectations (Reiners, 2019).

This article explores the diversity of thought that was acquired through a variety of modalities, such as traditional classroom environments, professional non-profit dinner meetings, and guest lectures from industry thought-leaders. Students had the opportunity to learn about the application of diversity of thought by attending a Project Management Institute (PMI), Silver Spring, MD Chapter dinner meeting. Additionally, students attended a series of guest lectures from industry thought- leaders, followed by in-class discussions on key takeaways designed to help each student develop their unique leadership style.

EDUCATION AND GEOGRAPHICAL DIVERSITY The Spring 2020 Project Management (PROJ600) class at Morgan State University (MSU) serves as a great representation of the changing face of education, as it specifically relates to discipline of project management. The class consists of 16 students representing five countries: Nigeria, Saudi-Arabia, Cameroon, Liberia, and the United States of America. This cultural diversity is representative of the growing need for formal project management skills that can be applied globally. With trillions of dollars of capital projects being managed globally, there is a high demand for project managers that are educated in the language of project management and have the ability to apply the tools and techniques within the profession.

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“The idea that our thinking is shaped by our culture, background, experiences, and personalities is core to the concept of diverse thought.”

EXPERIENTIAL, TECHNOLOGICAL AND ORGANIZATION CULTURAL DIVERSITY The students attended a guest lecture from Mr. Chris Gonzalez, on the topic of proven techniques in a changing world. Mr. Gonzalez provided a masterful presentation with best practices for different organizational environments, such as organic, multi-divisional, matrix, and virtual. Mr. Gonzalez talked about the importance of effective communication and setting clear expectations for yourself and the team that you lead. He also expressed the importance of providing candid feedback to the team when they have achieved desired results, and especially when there are challenges. He also drove home important concepts of dedication to service and urging project managers “to implement a service-oriented mindset to drive results” (Gonzalez, 2020).

“As international business borders overlap, there is a growing need for both project management education and real-world project management application to reflect a greater diversity of thought.”

Building on concepts introduced by Mr. Gonzalez, Mr. Adam Nelson provided a guest lecture on the topic of effective communication to executives in global corporations, such as NTT Data, Inc. He shared that when developing the communications plan, project managers should have the “Headlines” of their project status prepared when reporting to executives, and that it is only necessary to dive deep in the project triple constraints (cost, schedule quality, resources, and risk) if requested by the executive project sponsor. He also expressed that “project managers should set up an early warning system (as part of the communication and risk management plans) that notifies them if the customer is not happy with the

Ms. Stephanie Groot provided valuable insight into the world of agile project management with her presentation on project success metrics, such as net present value and return on investment. She also discussed how teams using Agile methodologies can measure success through softer skill outcomes like “value delivered to the customers, commitments met, collaboration, and transparency” (Groot, 2020). Her presentation provided in-depth techniques for presenting success metrics that bridge the measurement gap between traditional project management metrics regarding budget and actual cost.

GENERATIONAL DIVERSITY Project managers are faced with the ever-increasing challenges of leading and managing projects comprised of individuals that represent different cross-sections of generational talent. This is shown by the diverse students in the PROJ 600 class. With 5 generations (e.g. Traditionalists, Baby boomers, Generations X, Y, and Z) in the workforce, each generation has a unique set of skills and there is no one size fits all approach that can be taken to motivate and inspire the various generations of team members.

With the need for project managers on the rise across industries and technologies, it is only right that the education of project managers transcends the traditional classroom environment. It is imperative that we strike a balance with experiential, in-class, and virtual discussions surrounding the standards and best practices within the field project management such as, communicating effectively, clarifying project roles and responsibilities, and developing technical and leadership competencies.

References: Gonzalez, Christopher. (2020). Topics in a Changing World, Project Management 600 Guest Lecture Series, Morgan State University, Baltimore, MD. Groot, Stephanie. (2020). Agile Success Metrics and How to Get Executive Buy-in. Project Management Institute (PMI) February Dinner Meeting, Silver Spring, MD. Nelson, Adam. (2020). The Power of Communication, Project Management 600 Guest Lecture Series, Morgan State University, Baltimore, MD. Project Management Institute (PMI). (2017). A Guide to the Project Management Body of Knowledge (PMBOK® Guide). 6th ed. Newtown Square, PA: Project Management Institute, Inc. Reiners, Bailey. (October 2019). Type of Diversity in the Workplace You Need to Know: A Guide to 34 Unique Diversity Characteristics. Retrieved from https://builtin.com/diversity-inclusion/types-of-diversity-in-the-workplace Tulshyan, Ruchika. (December 2019). Diversity of Thought, What Is It, and Why Is It Gaining So Much Traction? Retrieved from https://www.diversitywoman.com/diversity-of-thought/ Special thanks to the members of the PROJ 600 class: Faris Alnahaas, Ashley Bell, Tamara Combs, Diana Gbalah, Joan Gbalah, Princewill George, Alaa Hijazi, Oreva Iliromah, Babajide Kuforiji-Kehinde, Orlyse Mballa, Maria Martin, Olubukola Osituwo, Pennie Parker, Gloria Smalls, Nikita Sutton, and Amir Whitaker for providing their insights on diversity of thought through written assignments.

project’s current performance” (Nelson, 2020). The implementation of an early warning system is most beneficial to the process of risk mitigation. “Early mitigation action is often more effective than trying to repair the damage after the threat has occurred” (PMI, 2017, p. 443).

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PM magazine | SPRING 2020

DIVERSITY OF ACTIONS: PROJECT MANAGEMENT AND RISK-BASED DECISIONS DURING A GLOBAL PANDEMIC

Borders closed. Airlines grounded.

Public and private schools releasing students. Universities ceasing physical operations and moving to an onDr. Monica N. Kay, PMP line environment. State and local governments instituting social distancing Adjunct Professor and quarantine measures. News reMorgan State University ports with public officials constantly reiterating safety measures that you and your family should take to respond to a global threat. Is it war? No, but it is a stressful condition that has caused extreme measures to be taken by all people of the world.

At the time of this writing the United States, as well as other countries around the world, are in the midst of a global pandemic known as the novel Coronavirus 19 or, as it has been commonly referred to, COVID-19 (Maryland Department of Health, 2020). So where does project management fit into all of this you ask? Project management fits in everywhere and in every action that must be undertaken by leaders and its citizens to respond to the disease and to provide healthcare solutions. At the forefront is the management of risks and issues, as well as stakeholder communications which lead the way as the key areas impacted by this situation, with the other project management knowledge areas falling closely behind.

By leaning heavily on the tools and techniques used within all of these key steps, this represents the diversity of actions at the federal, state, and local levels as well as actions taken by a country’s government to quell the rising tide of infection among their people.

When in the state of an emergency, such as the one declared for the pandemic in the United States, our world’s leaders had a limited window to react and respond to curb adverse reactions that were experienced across all borders. This is a case study meant to compare the best practices and lessons learned from a risk and issue, stakeholder and communication aspect, as well as provide diversity in a different framework, based not just on race, gender, or class, but through diversity of action in response to a worldwide crisis.

Let us take a look at the diversity of action in response to COVID-19 by the United States and other countries in implementing their risk and issue management.

Risk and Issue Management It all starts with risks and the determination of what a country will do in taking an initial action and what it is willing to forgo when it has advanced warnings. Consider the diversity of action taken via risk mitigation strategies. In the examples below, listed at the time of writing, you can clearly see which countries took a more adverse risk approach versus a lessened risk approach and the ramifications on its citizens.

Diversity of Risk and Issue Actions China – Recognizing they have a significant health crisis on their hands, the Chinese government commences building a 1,000-bed hospital in 10 days; alleviating huge pressures to house and care for the thousands of people who had become sick (McDonald, 2020).

• Germany – Closing their borders early and instituting early testing of a significant number of its citizens (up to 120,000 a week); this ensured a lower fatality rate of 5% as compared to Italy’s 10% (National Public Radio, 2020).

• Italy – Late implementation of key directions to it is citizens leads to an extreme saturation of its health care system, and war-time health decisions being made to decide who lives and who dies based on a lack of resources (e.g. access to tests, personal protective equipment and ventilators) (Donato, McKenzie, and Borghese, 2020).

• United States (U.S.) – Actions were taken to close borders, reduce flights, and enlist the help of the private industry to identify innovative approaches to obtaining critical equipment (e.g. repurposing ventilators used by anesthesiologists). Additional action was taken by governors in key affected states to institute quarantine and social distancing policies to reduce the oversaturation of the healthcare infrastructure (Bernstein, 2020).

The jury is still out on whether these actions were done timely and implemented wisely.

Stakeholder and Communication Management The management of stakeholders must be clear and direct at all

levels to avoid mass hysteria and public uncertainty. This was evident with the U.S. and its communication to governors via the Governor’s Council; down to the boots on the ground that includes our first responders and healthcare infrastructure via our hospitals and labs.

Typical stakeholder communications in a project deal with the people, the processes, and the technology, where you usually have ample time to carefully consider your options, identify a thoughtful approach, understand your diverse stakeholders and implement a plan of action. During a crisis situation, such as our current pandemic, you have to perform those activities in a rapid and more

“Project management fits in everywhere and in every action that must be undertaken by leaders and its citizens to respond to the disease and to provide healthcare solutions.” agile setting. The Red Cross provides a great 3-pronged framework for incident managers to deal with crisis situations that align closely with the Project Management Institute (PMI) stakeholder framework of identifying, managing, and monitoring stakeholder engagement via data gathering and expert judgment (Red Cross, 2017; PMI, 2017).

1. Identification of Stakeholders – public and/or private and internal and external touchpoints (i.e. media, regulatory bodies) - What information do they need to know?

2. Spokesperson – Identification of the single individual or small team that will receive and give information – Who is the person and the team?

3. Strategy – Transparency and timeliness of the communication during an incident; preplanning communication – What can you say and when can you say it? How can you alleviate the fears of your nation?

Diversity of Stakeholder and Communication Actions Each country affected can choose to handle their communications in a way that is unique to their country, culture, and economic environment. Some countries are currently being praised for their efforts while others are being taken to task for withholding information, taking late or no action and/or not presenting a clear and unified plan for their citizens. The examples below show three very distinct ways that this current crisis has been handled.

1. China – Initial reports from China were vague and tended to downplay the veracity of the situation; leaders were conspicuously stifling news and ministrations from Chinese medical doctors. After widespread outbreaks and significant deaths from their epicenter were evident, they have taken a different stance and a more collaborative approach of communication with their citizens and other nations (Arenstein, 2020).

2. Germany – Chancellor Merkel’s immediate action in Germany to communicate clear directions, impact, and actions for the citizens of her country, demonstrated by having the citizens see it as “their task” to restrict movement in their country in the utmost extreme conditions to save lives. Being the ultimate leader and project manager for her nation she stated in her address of the German citizens that, “no one is expendable, everybody counts, and that requires efforts from all of us…distance is the [new] expression of care” (Delahunty, 2020).

3. Italy – This country took smaller steps to communicate the crisis and contain it regionally, with an effort to minimize the economic effects of a reduction of workforce, primarily in their trade, services, and tourism, that would have sustained heavy negative impact. That lack of communication led to the current state of having to respond to multiple “red zones” of outbreak because its citizens did not clearly understand the actions that they needed to take (Varvelli, 2020).

4. United States – Our nation has taken a multi-faceted approach at both the federal, state and local levels, with each communication aligning (and sometimes not) with the national effort. The President and his task force have given overall di-

rectives that governors should implement, as needed, based on their state’s current statistics around the number of cases, deaths and perceived threat to their immediate area. Currently, the heavily impacted areas such as California, Washington (state), and New York have governors managing their state’s risks by making key communications and decisions that will result in life or death situations for U.S. citizens.

“No one is expendable, everybody counts, and that requires efforts from all of us… distance is the [new] expression of care.”

What all these examples have shown is that any communication done in a piecemeal or non-stakeholder-based fashion -- based on clear and informative data -- may hamper overall minimization of contagion (Zhong, 2020).

With all of these actions in play, where does this leave our nation, our states, and our citizens? From a leadership perspective, a country’s leader (an ultimate project manager) must use all of his or her resources in assessing and responding to risks timely, identifying key stakeholders in the delivery of the actions, and the communication of those actions to monitor events to provide quick responses to those who are in need. In many cases, most project managers do not have to deal with life and death scenarios; however, in this case, they do. Here is hoping for a better future and predicting optimism that all nations will come through this with minimal loss of life as possible and continued purpose. We shall see.

References: Arenstein, Seth. (2020, February 13). China’s Communications of Virus Illustrates Poor Crisis Response. Retrieved from: https://www.prnewsonline.com/communications-China-update Bernstein, Leandra. (2020, March 31). Checkpoints, Arrests: These States are Enforcing Stay-at-home Orders. Retrieved from: https://foxbaltimore.com/news/coronavirus/checkpoints-arrests-these-states-are-enforcing-stay-at-home-orders Delahunty, Stephen. (2020 March 25). Angela Merkel Praised for Direct, Vivid and Emotional Crisis Communications. Retrieved from: https://www.prweek.com/article/1678205/angela-merkel-praised-direct-vivid-emotional-crisis-comms McDonald, Joe. (2020, February 3). Built in 10 Days, China’s Virus Hospital Takes 1st Patients. Retrieved from: https://abcnews.go.com/Health/wireStory/built-10-days-chinasvirus-hospital-takes-1st-68715909 Maryland Department of Health (2020). Corona Disease 2019 (COVID-19) Frequently Asked Questions. Retrieved from: https://phpa.health.maryland.gov/Documents/coronavirus_FAQ.pdf National Public Radio (2020). Why Germany’s Coronavirus Death Rate is Far Lower Than in Other Countries. Retrieved from: https://www.npr.org/2020/03/25/820595489/ why-germanys-coronavirus-death-rate-is-far-lower-than-in-other-countries?utm_source=facebook.com&utm_campaign=npr&utm_medium=social&utm_term=nprnews Project Management Institute (PMI). (2017). A Guide to the Project Management Body of Knowledge (PMBOK® Guide). 6th ed. Newtown Square, PA: Project Management Institute, Inc. Retrieved from: https://www.pmi.org/pmbok-guide-standards/foundational/pmbok Red Cross. (2017). Crisis Communication Do and Don’ts. Helpful Communication Guidelines for Crisis Response. Retrieved from: https://www.readyrating.org/Resource-Center/ All-Resources/crisis-communication-dos-donts?utm_source=AnonOnPageLink&utm_ medium=Link&utm_term=AnonUser&utm_content=ResourceLinks&utm_campaign=AnonOnPageLink Spiske, Marcus (Photographer). (2020). Corona Virus Statistics on Screen; Free for use license accessed on April 13, 2020 from: https://www.pexels.com/photo/coronavirus-statistics-on-screen-3970330/ Sv_Sunny (Graphic Designer). (2020). Diverse Crowd Group People Wearing Medical Masks Protection Coronavirus Epidemic; Licensed on April 11, 2020, from: https://www. istockphoto.com/vector/diverse-crowd-group-people-wearing-medical-masks-protection-coronavirus-epidemic-gm1212792262-352200091?clarity=false Varvelli, Arturo. (2020, March 11). Uncharted Territory: Italy’s Response to the Coronavirus.

Retrieved from: https://www.ecfr.eu/article/commentary_uncharted_territory_italys_ response_to_the_coronavirus Zhong, Rui. (2020, March 17). China and the U.S. Blame Each Other for the Coronavirus.

But Both Countries Made Similar Mistakes. Retrieved from: https://www.washingtonpost. com/politics/2020/03/17/china-us-blame-each-other-coronavirus-both-countries-madesimilar-mistakes/

SPRING 2020 | PM magazine

THE SECRETS FOR EFFECTIVE MULTI-GENERATIONAL TEAM LEADERSHIP

The professional workplace is undergoing a diverse and dynamic time Hernan Guadalupe, PMP where different generations are crossing over to make up today’s workforce.

Program Manager With existing economic challenges and longer life expectancies, many City of Baltimore people are working beyond the traditional retirement age well into their 70s and 80s either as full-time or part-time employees. This phenomenon creates a unique experience for project managers when leading teams that are composed of generational crossovers. In any instance, companies may have three to five generations working together. (Boyle et al., 2018).

According to the Pew Research Center (2018), the generational gaps are often represented as: • Traditionalists – born before 1946 • Baby Boomers – born between 1946 and 1964 • Generation X – born between 1965 and 1980 or 1979 according to other sources • Generation Y (Millennials) – born between 1981 and 1997 or between 1980 and 1995 according to other sources • Generation Z – born after 1997 or after 1996 according to other sources

Teams and companies composed of various generations have their advantages and disadvantages to individual project success or a company’s stability. Project managers and owners need to understand the dynamics of each generation and the leadership styles that are best suited to handle generational diversity. Communication styles can vary between verbal and nonverbal therefore, effective communication must be conveyed appropriately to generations.

Challenges of Generational Diversity While diverse workplaces provide companies the opportunity to leverage unique backgrounds, experiences, and perspectives, diversity can also present their own set of challenges. Each generation is known for specific characteristics, which may or may not cooperate well with other generations’ features. Traditionalists and baby boomers are well known for having a strong work ethic, devotion to their work, strict adherence to the organizational chainof-command, and loyalty, however, they are also rigid, often unwelcoming, and lack the same level of technological savvy as later generations. Generation X is known as self-reliant, autonomous, adaptable, entrepreneurial, resourceful, and creative, however, they are also described as disloyal, apathetic to authority, and more focused on work-life balance. Millennials are known as social, confident, team-oriented, more efficient at multitasking, flexible, and tech-savvy. However, they are reliant on constant feedback, more likely to pursue short-term gratification, require continuous engagement, often rely on technology for communication, and frequently challenge the status quo. The aforementioned presents the varying characteristics, values, and work preferences between the generations. Leaders need to comprehend the multi-generational diversity challenges and opportunities to facilitate the project or organization objectives to mitigate potential conflicts, frustrations, or resentments between team members. As a program manager I use the interactive communication model to analyze communication styles between the sender, receiver and the acknowledgment of the recipient to confirm that the message is correctly understood among all generations. Additionally, I must figure out which communication style I will have to use to reach everybody. Millennials may like emails sent; baby boomers may want a face to face meeting. Since I must manage different communication styles, managing communication is very important.

“Manage communications is the process of ensuring timely and appropriate collection, creations, distribution, storage, retrieval, management, monitoring, and the ultimate flow between the project team and stakeholders” (PMI, 2017, p. 379), and in keeping with that model, some tools and techniques that I use are communication competence, feedback, and project management information systems (PMIS).

Leaders Styles Over the past several decades, researchers have presented numerous leadership styles and models an attempt to identify a specific approach to improve project-level and organizational success.

Effective leadership is necessary for any project team and organization to sustain productivity, profitability, and competitive advantage (Yahaya & Ebrahim, 2015). Leaders may be transformational or democratic and often described, in most cases, as empowering, motivating, uplifting, supportive, and empathetic. Some examples given both past and present, include Dr. Martin Luther King Jr.,

“However, there is one leadership characteristic that has proven to unite and drive a diverse multi-generational team towards success. That characteristic is empathy.“

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Nelson Mandela, Henry Ford, Richard Branson, Steve Jobs, and Jeff Bezos. Servant leaders put others before themselves focus on serving the team first.

Transactional leaders may need to take charge of the decision-making and be more direct, similar to autocratic leaders such as Martha Stewart or Donald Trump. There is no doubt that projects and organizations both depend on capable and competent leaders, but what would be the best leadership style to lead a multi-generational team? Most leadership styles focus on the characteristics of the leader and how they should engage with their project teams, but scant research exists on the diversity of the workforce.

“Remember, the goal of a leader is to value their team and, as a result, you may begin to experience higher team performance and success. “ For example, charismatic leadership emphasizes on inspirational vision setting to create an environment of intrinsic motivation where followers will sacrifice their self-interest and devote themselves to the overall cause of the program or organization. The charismatic leader paints a utopian environment without really considering the individual characteristics of the followers. This leadership style may work well if everyone buys into the project or organization’s objectives, but one thing I have learned in over 17 years of experience is that there is no such thing as a perfect project picture.

Work Experience Working for the City of Baltimore, I find myself working in the most diverse environment. The diversity is not only due to age or ethnicity but to the level of interest and motivation. The baby boomer workforce wishes to ride out the remaining years to retirement.

Generation Z are hungry and eager to learn and contribute. While Generation X and millennials are on the fence. They appear to be stuck between playing along with the system or challenging it. So how can one manage a multi-level diverse group with their own purpose and goals while promoting the goals of the organization?

Painting a perfect picture may not work with everyone. However, there is one leadership characteristic that has proven to unite and drive a diverse multi-generational team towards success. That characteristic is empathy. Sincerely understanding the feelings of a team, their goals, and putting oneself in their shoes facilitates connection, communication, and setting expectations. Empathy is the key to opening the door of effective leadership.

Leadership Expectations Once you begin to focus on the needs and purpose of others, managing them may become easier. However, there are still some useful techniques and approaches that help lead multi-generational teams on projects. One of the most critical initiatives that a team leader can do is communicate and establish team expectations and provide the opportunity to acknowledge everyone’s strengths and

may be when engineer B performs the tasks of engineer A without his knowledge or permission out of a sincere desire to help the team and meet the project performance goals regarding scope, cost, quality, and time. While it seems out of good intention, it breaks the responsibility matrix and may cause unnecessary conflicts.

Ultimately engineer A is the sole responsible party for delivering his tasks, but without communication, engineer B puts him in a difficult situation to address changes made outside of his control. The team leader may also view engineer B’s help as attention-seeking or potentially detrimental to the project and team esprit de corps.

By establishing a charter, everyone will know their role and provide an opportunity for fairness and balance on the team.

A second approach to effectively leading multi-generation teams is cross coaching or mentoring. Leaders should do their best to leverage the opportunity to have team members coach or mentor each other regardless of generation and experience. The guidance and support system help team members develop a strong working relationship and facilitate the forming stage while minimizing misunderstandings (Grensing-Pophal, 2018). The last advice that leaders should take is to be the most flexible and adaptable among the team members. They should be versatile and be capable of customizing their leadership style to fit the needs of the individual team members. Leaders should tailor their strengths and personality to gain a higher perspective and awareness of the trends within the workplace. Managing multi-generation teams means that leaders need to be in touch with each generation. Communication, transparency, expectation-setting, coaching, mentoring, encouraging collaboration, flexibility, and above all empathy could lead to trust and commitment from team members regardless of generation. Remember, the goal of a leader is to value their team and, as a result, you may begin to experience higher team performance and success.

References: Becker, B. (2020, February 7). The 8 Most Common Leadership Styles & How to Find Your Own [Blog]. Retrieved from https://blog.hubspot.com/marketing/leadership-styles Boyle, C. J., Gonyeau, M., Flowers, S. K., Hritcko, P., Taheri, R., & Prabhu, S. (2018).

Adapting Leadership Styles to Reflect Generational Differences in the Academy. American Journal of Pharmaceutical Education, 82, 641-643. DOI:10.5688/ajpe6886 Grensing-Pophal, L. (2018, February 26). How to Handle 5 Generations in the Workplace [Blog]. Retrieved from https://hrdailyadvisor.blr.com/2018/02/26/handle-5-generations-workplace/ Multiple Generations at Work (FutureWorkplace.com): Generations in the workplace, Generation gap, Generation. (n.d.). Retrieved from https://www.pinterest.com/ pin/604186106231044836/ Pew Research Center (2015, September 3). The Whys and Hows of Generations Research. Retrieved from https://www.people-press.org/2015/09/03/the-whys-andhows-of-generations-research/ Project Management Institute (PMI). (2017). A Guide to the Project Management Body of Knowledge (PMBOK® Guide). 6th ed. Newtown Square, PA: Project Management Institute, Inc. Novo, B., Landis, E. A., & Haley, M. L. (2017). Leadership and Its Role in the Success of Project Management. Journal of Leadership, Accountability and Ethics, 14, 73-77.

Retrieved from http://www.na-businesspress.com/jlaeopen.html Stock Images, Royalty-Free Pictures, Illustrations & Videos - iStock. (n.d.). Retrieved from https://www.istockphoto.com/

desires. This approach is a two-way street that requires effective listening and a growth mindset environment. The tool and technique that is used is feedback. “Feedback supports interactive communication between the project manager, and the project team” (PMI, 2017, p. 384). Generation X and millennials should recognize the value of historical knowledge and lessons learned that baby boomers possess. Baby boomers should acknowledge the zeal, energy, and creativity of the younger generations. All generations have something new they can learn, so it is essential to open up the lines of communication and collaboration (Novo, Landis, & Haley, 2017). One of the best practices to establishing expectations is working on a team charter that identifies how the team will function, the skills necessary for success, agreed behaviors, communication protocols, and goal setting that will eventually lead to a strong communication plan. By doing so, everyone on the team acknowledges each other’s skills, roles, and contributions.

Leaders should focus on recognizing the unique capabilities that each team member brings to the project or organization and encourage collaboration between them. If conflicts and challenges arise, then everyone can refer back to the communication management plan to reset the expectations and mitigate any challenge.

Referring to the communication plan will remind the team who to communicate with and how to communicate. Getting feedback on the communication plan from the project team is the best way to make sure the information is up to date. An example of conflict

Yahaya, R., & Ebrahim, F. (2015). Leadership Styles and Organizational Commitment: Literature Review. Journal of Management Development, 35, 190-216. DOI: 10.1108/ JMD-01-2015-0004

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PM magazine | SPRING 2020

UNITING DIVERSE STAKEHOLDERS IN TRANSIT HUB DESIGN

It was a warm spring evening in northwest Baltimore when agency officials, designers, and Melvin V. Pierce the project team assembled in the mall’s community room to Project Manager review renderings of the proposed Mondawmin Transit Center (MTC) Maryland Transit improvements in advance of area Administration representatives’ arrival. The lead architect was providing project stakeholders an update to the project’s design elements and their prospective enhancements to the adjacent surroundings.

communication management plan was implemented to convey progress to multiple constituencies and interested parties.

Renderings of what would become a $3M capital investment to improve the MTC were unveiled following the recent redevelopment of the adjacent Mondawmin Mall. When stakeholders and interested citizens arrived to join this informational gathering, there was a realization that something impressive was about to occur in the Greater Mondawmin communities.

After

scrutinized, guided, and synchronized expectations to meet funding limitations as better ideas were presented. Stakeholder mapping was done by using a power/ interest grid in which all stakeholders were able to influence the project requirements and quality goals (PMI, 2017).

History of a Transit Center The transit center, which opened in 1983, is located in the City’s master plan known as the Greater Rosemont and Mondawmin (GRAMA) area. This includes communities surrounding the Greater Mondawmin neighborhoods, the Maryland Zoo, and the neighborhoods that are close to the West Baltimore Maryland Area Regional Commuter (MARC) train. The MTC was, and continues to be, the busiest transit hub in the Maryland Transit Administration (MTA) metro subway system. It transfers passengers between multiple bus routes to an east-west subway line that transports nearly 50,000 people on an average weekday. It is also a significant connection hub for commuting middle and high school students, with over 6,000 students using Mondawmin as its gateway. During rush hour the hub receives in excess of 1,000 riders per hour. Its centralized location links two major transportation modes, and with its proximity to downtown, makes it an ideal gateway for the conveyance of patrons from northwest city/suburban areas to points throughout the city. The decades’ old transit hub had been showing signs of deterioration, which made the timing of the investment appropriate given its juxtaposition to the recently renovated shopping mall, its new anchor tenants, and the diverse array of commercial and residential stakeholders within the surrounding areas.

Before The Execution of a Project The project manager created a scope management plan which helped identify what will and will not be included in the project. Funding for this initiative was derived in part from a $2M American Recovery and Reinvestment Act (ARRA) grant to underwrite two major undertakings within the MTC replacement of the bus loop, and transit station enhancements to include replacement of the station canopy, upgraded lighting, functionally attractive bus shelters, and improved finishes across the entire station’s façade. A combination of ARRA funding and supplemental matches produced a $3.2M investment with objectives to correct deficiencies, improve the station’s appearance, and bolster the transit ridership experience.

From project inception, stakeholders formed and functioned as a lateral collaborative association of project professionals with distinct groupings to include in Figure. 1: Following a project management approach, each stakeholder... each stakeholders interest. Influence and engagement will varied from high to low in creating the stakeholder register and engagement plan (PMI, 2017). Critical paths were identified, namely, the implementation of design and construction as well as the proactive communication of progress through management levels to legislative and community stakeholders.

In conjunction with departmental leaders, the architect, engineer, and operation teams identified the station deficiencies to improve and logistical challenges that were associated with positioning heavy equipment onto the site while providing for patron safety and guiding them to an alternative bus stop during construction. To help this effort, a meeting and

All concepts were weighed in comparison to scope, cost, and time constraints. Improvements to the station stemmed from these engagement exercises based in part on the commonality of the diversity of ideas captured through the process. In addition to prerequisite repairs and abatement, station enhancements included new roof canopy/fascia replacement, communications, power connectivity, new drainage, curbing at the elevator, elevator, escalator head house ceiling replacement, exterior elevator shaft recladding, new bus shelters, tactile treatments to pedestrian pathways, wayfinding, upgraded lighting, next vehicle arrival signage, and upgraded graphics to showcase the station.

Without a doubt, diversity and inclusion, coupled with an “all hands-on deck” approach to project management, played a significant role in garnering support and executing tasks

Figure 1 Preliminary construction estimates and logistical operating plans were developed, and priorities were established. The cost management process included developing the budget for the project by using past project data to help determine the cost of priorities of this project. From these primary exercises, major station element replacements were deemed to be cost prohibitive. In place of a major demolition and rebuild, priorities were limited to bus loop replacement, lead paint abatement, preservation, and structural repairs, which were later followed by canopy ceiling replacement and cosmetic upgrades to finishes that would enhance the station’s appearance.

Project constraints required the team to produce results within a 24-month window from design to substantial completion of construction. Consequently, an approved waterfall method of project scheduling was prepared during the planning phase (PMI, 2017). Concurrently, the stakeholder engagement plan consisted of a series of on-site meetings with stakeholders, that included community liaisons, who hold commercial and institutional interests to solicit input. Additionally, a forum of open construction progress meetings was deployed that included interested parties to understand their individual perspective.

Bringing Stakeholders Together Concepts were presented based on the participation of the parties: the State government participated as a catalyst in transit-oriented development (TOD) to support the aesthetics of its property as it relates to the then newly renovated mall. Mall developers, representing its retailers, welcomed the TOD to enhance the aesthetics that lead to its front doors. The city as an abutting owner, perceived and understood the impact of the restored pedestrian pathways across its property connecting access to the transit gateway and the modal maintenance managers viewed the project to correct long-standing preservation challenges. From a different perspective, area institutions saw this as a benefit by creating an economic expansion of programs and services to the community and beyond. In contrast, community representatives envisioned neighborhood stabilization, residential revitalization, and an aesthetically enhanced transit hub.

“ Without a doubt, diversity and inclusion, coupled with an ‘all hands-on deck’ approach to project management, played a significant role in garnering support and executing tasks to achieve the result.”

Which stakeholder groups’ perspectives for station enhancement were correct? All of them! They each envisioned their interests and/or identities in the project. The design team’s goal was to coordinate the programmatic design requirements to produce the best “result” by incorporating as many stakeholder expectations as possible within project constraints. Project managers intentionally

to achieve the result. It was a proud moment for all stakeholders. Total construction duration was 5-months with the bus loop replacement completed by summer. Teamwork made the DREAM WORK! Together Everyone Accomplished More! Career long relationships on future projects was one of many tangible results forged by this collaborative process. Yes, there were those who believed that more could be done to integrate the coexistence between people, bikes, and vehicles --with people being first in priority consideration -- however, the project constraints and funding limitations of this assignment could not include those provisions. Considering the contributions of all actively engaged participants as a start of greater and bolder initiatives to come, there was a sense of pride for what was accomplished on behalf of all GRAMA. Communities constantly depend upon public transit for overall neighborhood revitalization, economic development, greening, and historic preservation wherever possible; in addition to daily commuting throughout the city and beyond.

“Whether they are proponents or opponents, a lot can be learned from a collective and diverse community of thought and ideas.”

The critical lesson learned from my experience and personal perspective was that, one should begin with the end in mind and that project managers should seek to solicit all stakeholder engagements proactively. Whether they are proponents or opponents, a lot can be learned from a collective and diverse community of thought and ideas. From the body of information garnered and evaluated through processes forged by funding and constraints, helps to produce deliverables that can be universally accepted by all constituencies to the best possible extent for the community and all its stakeholders.

References: Baltimore City Department of Planning. (2014). Greater Rosemont and Mondawmin Area Master Plan. Retrieved from https://planning.baltimorecity.gov/sites/default/files/ GRAMA_PLAN_2014.pdf Project Management Institute (PMI). (2017). A Guide to the Project Management Body of Knowledge (PMBOK® Guide). 6th ed. Newtown Square, PA: Project Management Institute, Inc.

SPRING 2020 | PM magazine

LANGUAGE MATTERS: TIPS FOR ARTFUL PROJECT MANAGEMENT IN THE GLOBAL MARKETPLACE

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Did you know that language serves different functions in different cultures and regions?

Anita Pandey, Ph.D. Therefore, the purposes for which we employ language, U.S. Liaison and the way we organize our Childhood Education thoughts, in both speech and International writing, differ. While most of us use language to convey certain shared functions, such as informing, persuading/selling, and requesting, some individuals use language to communicate culturally distinct functions. The function of showing respect, beyond the general terms “Sir” and “Ma’am”, is an example. In Nigerian, Indian, Korean, and Japanese culture, this culturally significant function of language is realized through the use of honorifics and/or additional signals of respect like the term “Oga”, which literally means “Big man” (i.e., boss) in Nigerian English.

Cultural sensitivity is an essential interpersonal and

“Some project managers are put off by what they describe as a ‘thick accent.’ The reality is that everyone who speaks a language has an accent.” team-building skill for effective stakeholder engagement, and language awareness helps us become culturally sensitive and strategic project managers (PMs). How so? According to the Project Management Body of Knowledge Guide (PMBOK), intercultural communication presents challenges; messages are not always interpreted as they were intended, since people from different cultures communicate using different languages and dialects (PMI, 2017). Project managers (PMs) need to have a thorough understanding of the nuts and bolts of language, so that they can pay close attention to the role that sounds, words (including idioms--technically classified as “words”), and how larger units of language play into project success.

This piece begins by focusing on sounds, the smallest unit of language and ends with discourse, the largest unit of language, as visualized in the pyramid, depicted in Fig. 1.

When English Sounds Different: Developing a Tolerance for Different Accents Have you ever been hesitant to make a purchase or work with someone because of their accent? Some project managers are put off by what they describe as a “thick accent.” The reality is that everyone who speaks a language has an accent. An accent is simply the sound quality of one’s speech and a mark of our identity. The way we pronounce words; the stress and intonation patterns that we employ; and the pitch and tone of our voice, collectively yield our accent. Some of us have a regionally distinct accent, such as a New York accent or what is broadly described as a “northern accent”, while others have an accent that signals their ties to a specific social class or ethnic group. Our understanding of messages can sometimes be compromised by noise (physical, psychological, and semantic), and an unfamiliar accent is sometimes construed as one such barrier. Has it ever occurred to you that you might be the one that is hard to understand and not the other way around? As such, our accents might be hard for some to decode (PMI, 2017). Project managers must develop language/accent tolerance to effectively communicate with their teams. In most organizations, it is common practice to have project teams representing diverse cultures. Therefore, decoding everyone’s accent is paramount to ensuring on-time project completion. Effective communicators attempt to

connect with their audience by focusing on the content(as opposed to the sounds), by rephrasing, by seeking clarification (when decoding an accent becomes challenging), and/or by adapting to the listener’s speech and communication style. They might mimic an accent in order to establish a sense of affinity and to convey similarity or shared experiences. Some of us are gifted in this regard. We can change accents with different communication partners almost effortlessly. Hence, the importance of feedback from the receiver when decoding a message, to be certain that the transmitted message was understood just the way the sender intended, thus avoiding misunderstanding in communication which is crucial on projects.

Adopting a speaker’s accent is one way to build trust and to enhance our sales appeal. Efficient project managers also aim to connect with their stakeholders as quickly as possible. Hence, they usually accommodate to the stakeholder’s speech and/or communication style, including their use of mannerisms and nonverbal language.

This phenomenon is termed speech accommodation or translanguaging (Pandey, 2012). Accent matching and/or other forms of speech accommodation are one

“To minimize misunderstanding and to enhance trust and team building, project managers would do well to familiarize themselves with different World Englishes, and with the varieties employed by their co-workers. “ technique that savvy project managers employ to build trust. Project managers who have worked in diverse environments are more likely to be tolerant of differences in accents. Frequent intercultural encounters expose us to subtle and not-so-subtle variations in language and culture, and such exposure to nuanced communication is vital to our personal growth and success in today’s global workplace. In the heyday of outsourcing, many U.S. companies based in India prioritized and provided accent neutralization sessions in a bid to eliminate their Indian employees’ regional accents. However, this practice of minimizing and/or obliterating one’s accent is exclusionary and contrary to the professional mantra of cultural acceptance and inclusion, because as project managers it is essential to have the communication skills of transmitting the appropriate meaning in the tone of voice and actively listening to the speaker, removing barriers that can hinder comprehension.

A Word to the Wise: Word Use Varies Given that English is the global lingua franca (or link language), we must recognize and learn to appreciate differences in lexical usage and interpretation. Geographic variations in vocabulary are to be expected, so we should pay close attention to lexical differences and ask questions when we are unclear about a word or idiom.

Adequately translating words and expressions—many of which are non-translatable (because they encode unique cultural concepts like “najar/nazar,” terms for the evil eye in Hindi/Urdu) requires us to

be open to differences in cultural beliefs and (English) language usage, since we all use language to encode ideas we consider important. Familiarizing ourselves with different dialects of English also makes us more effective project managers. Most countries colonized by the British have continued to use English as their official or quasi-official language. They have both adopted and adapted English, yielding different brands of English, including American English, Nigerian English, and Malaysian English. World Englishes (as they are termed, see Fig. 2) or these global varieties of English have distinct sounds and intonation patterns (i.e., accents), unique words and/ or idioms, phrases, and sentences. These “Englishes” also serve distinct language functions that are culturally significant and that are structured differently (i.e., they have different discourse units).

To minimize misunderstanding and to enhance trust and team building, project managers would do well to familiarize themselves with different World Englishes, and with the varieties employed by their co-workers. Videos and media (e.g., YouTube music and movies) from a variety of cultures could be very beneficial in expanding our language and cross-cultural horizons. Media can also be beneficial in making us more trustworthy and cross-culturally aware.

Remember that communication is critical to team-building, especially in project management, to create success in every organization. In the project management profession, being an effective communicator means that your spoken and written communication are clear, concise, complete, ethical, and positive (PMI, 2017). A good intercultural project manager knows that these essential criteria are communicated differently in different language varieties.

Effective project managers also know that they do not yield effective communication in every single geographic and/or subcultural context. Brevity, for instance, is considered rude in many Asian and African cultures, and even in the U.S., professional communicators buffer negative news (yielding lengthier messages) for face-saving and legal reasons.

As project managers, we must be mindful of our language use and interpretation. We must make every effort to understand why speakers communicate the way that they do. Understanding how language works helps us remove language barriers that hinder comprehension and trust.

In verbal communication, we must adopt an appropriate tone of voice, and in speech and writing, we must show that we are caring and compassionate active listeners and readers (i.e., we are we-oriented, as evidenced by our pronoun usage and other collaboration- and credibility-affirming language that we employ). Emotional intelligence, which is arguably more important today than demonstration of the Intelligence Quotient (IQ), requires us to adjust our language to meet the needs of our stakeholders. To that end, an understanding of the components of language or individual language building blocks, and subcultural variations in language use will make you a better project manager.

References: Kachru, B.B. (1992). The Other Tongue: English Across Cultures. Urbana-Champaign: University of Illinois Press.

Pandey, A. (2012). Language Building Blocks: Essential Linguistics for Early Childhood Practitioners. New York: Teachers College Press, Columbia University.

Project Management Institute (PMI). (2017). A Guide to the Project Management Body of Knowledge (PMBOK® Guide). 6th ed. Newtown Square, PA: Project Management Institute, Inc.

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PM magazine | SPRING 2020

STANDARD OPERATING PROCEDURES: ACCOMMODATING PEOPLE AND THEIR PRACTICE Multinational companies, in

Samina M. Saifuddin, Ph.D. their effort to increase global

presence, continually look for opportunities to grow. Yet, due Morgan State University to differences between home and host countries, Multinational Companies (MNCs) often need to choose whether to implement standard operating procedures (SOPs) across all countries or to adapt the practices to the local context.

Assistant Professor

SOP is a process document that details how a particular task should be completed by company standards, industry regulations, legal framework, or global regulations. SOPs are widely accepted methods that bring uniformity to important business functions that can be

Forbes Councils member -- who operates a distributed company with a remote global workforce -- credits SOPs as an input for his business growth. He further adds that the consistent use of SOPs helped him to create a virtual culture for a distributed workforce (Scaduto, 2019).

The business advantages of SOPs are well documented, but implementing SOPs could pose significant challenges in projects spanning multiple countries. More specifically, there could be differences due to several macro-enterprise environmental factors, including law, culture, society, taxation, nationalism, technology, literacy, and level of education (Vrontis, Thrassou, & Lamprionou, 2009).

“Many organizations establish and maintain SOPs as a quality management tool to ensure precision in the quality of product or end-result as well as a governance mechanism for compliance.” replicated at scale to standardize performance. SOPs can be used to improve task efficiency at every functional area in organizations such as human resources, manufacturing, quality assurance, and accounting, as well as it can be used as a governance mechanism for a firm’s compliance with its standards for requirements.

With inputs from the Project Management Body of Knowledge Guide (PMBOK), SOPs are organizational process assets (OPAs) that can influence the plan quality management process. SOPs provide guidance and direction on how quality will be managed and verified throughout the project (PMI, 2017). There are several reasons for a company to use SOPs. Fazzi (2007) listed a few important reasons as: • Ensuring consistent, repeatable processes; • Facilitating training by giving trainees a point of reference; • Reducing safety risks and other hazards by specifying how to avoid and prevent them; • Providing a basis for evaluation and improvement of processes; and, • Complying with regulations and quality standards.

For these reasons, many organizations establish and maintain SOPs as a quality management tool to ensure precision in the quality of product or end-result as well as a governance mechanism for compliance (Manghani, 2011). Recent evidence suggests that the consistent use of SOPs ensures performance efficiency (Scaduto, 2019). For example, Dean Scaduto, a

In a real-world scenario, two teams working on the same project in two different countries for an MNC attend a business exhibition held at a location. During conversations, it became clear that the project teams in Country A and Country B operated under different working conditions.

Both teams’ tasks and responsibilities were the same however, project manager and project team members in Country B were operating under more favorable policies. They enjoyed more privileges in terms of benefits and perks compared to the project team in Country A. This new information was demotivating for the Country A’s project team, especially knowing that their region/market contributed the highest percentage toward the overall business growth. The obvious solution should be that there is a clear set of policies to use that is consistently applied across the board. While this has considerable appeal, there can be conflicts due to differences in labor standards across national boundaries.

One technique MNCs can take to address differences in the international landscape is to apply Donaldson’s Ethical Algorithm (Donaldson, 1989). Wicks, Freeman, Werhane, & Martin (2010), in their review of Donaldson’s Ethical Algorithm, outlined the two conflicts that may result from not implementing SOPs - Type 1 (economic) and Type 2 (cultural). Type 1 conflict arises when there is a difference in business practice between the home country and host country due to economic conditions in the host country, such as lower wages and lower environmental standards. Type 2 conflict arises when there is a difference in business

practice between the home country and host country due to cultural conditions in the host country such that it violates international rights or business practice prohibited in the home country. Donaldson argues that the adaptation of business practices in the host country is acceptable when it is morally and legally allowed in the home country. That is, multinational companies can tailor the business practice in the host country only when it is permissible in the home country under similar economic conditions and abides by international rights. PMBOK opined that incorporating the organization’s quality policies or SOPs into a project can increase the probability of meeting the quality objectives (PMI, 2017). However, the onus lies on the efficient project manager who is expected to have the capability of understanding their business environment – both political and cultural— to execute projects in the host or home country successfully.

Another technique MNCs can take to mitigate differences in standards is to self-regulate their conduct in areas such as environmental policies, working

“Multinational companies can tailor the business practice in the host country only when it is permissible in the home country under similar economic conditions and abides by international rights.” conditions, and quality control (Christmann, 2004; Christmann & Taylor, 2006). Self-regulation refers to a firm’s adoption of policies or performance standards that exceed the requirements of governmental regulations. By self-regulating work policies, the MNC can give the appearance that they are operating under similar work standards across their country subsidiaries. In today’s world, where national boundaries are no longer restrictive, companies can attract and retain the best resource in their project management teams by subscribing to higher standards through self-regulation. However, MNC’s standardization of processes through self-regulation can be in response to stakeholders’ pressure. Thus, the use of such self-regulation is subject to debate.

In summary, there are two techniques MNCs can take in deciding whether to implement SOPs in project management teams across all countries or to adapt to local contexts - Donaldson’s Ethical Algorithm and self-regulation. Donaldson’s Ethical Algorithm is a better technique in dealing with international differences in work practices as it operates within the scope of what is morally and legally acceptable, which is in keeping with the PMI code of conduct (PMI, 2017).

References: Christmann, P. (2004). Multinational Companies and the Natural Environment: Determinants of Global Environmental Policy. Academy of Management Journal, 47(5), 747-760.

Christmann, P., & Taylor, G. (2006). Firm Self-regulation Through International Certifiable Standards: Determinants of Symbolic Versus Substantive Implementation. Journal of International Business Studies, 37(6), 863-878.

Donaldson, T. (1989). The Ethics of International Business. New York: Oxford University Press.

Fazzi, C. (2007, February 14). Quality Management: SOPs Relay Knowledge. Quality Magazine. Retrieved from https://www.qualitymag.com/ articles/84868-quality-management-sops-relay-knowledge Hagan, M.O (2020). Brainstorming and Image Ideas of Miriam Hagan, MSc Project Management at Morgan State University, March 2020.

Manghani, K. (2011). Quality Assurance: Importance of Systems and Standard Operating Procedures. Perspectives in Clinical Research, 2(1), 34-37.

Project Management Institute (PMI). (2017). A Guide to the Project Management Body of Knowledge (PMBOK® Guide). 6th ed. Newtown Square, PA: Project Management Institute, Inc. Scaduto, D. (2019, November 7). The Lowdown on Standard Operating Procedures. Forbes. Retrieved from https://www.forbes.com/sites/forbesbusinesscouncil/2019/11/07/the-lowdown-on-standard-operating-procedures/#3f5a86a16b86 Vrontis, D., Thrassou, A., & Lamprianou, I. (2009). International Marketing Adaptation Versus Standardisation of Multinational Companies. International Marketing Review. 26(4/5), 477-500.

Wicks, A. C., Freeman, R. E., & Werhane, P. H. Martin, K.E. (2010). Business Ethics: A Managerial Approach. Upper Saddle River, NJ: Prentice.

SPRING 2020 | PM magazine

BUILDING DIVERSITY THROUGH GROUP MOTIVATION

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Motivating a team is a challenging task for managers leading groups. Motivating Temidayo Ogundiran functional groups would Deputy Director, Chimes demand that the manager initiate motivation at all stages of the project, which includes project initiation, planning, and execution to monitoring and closure. Operating in a global environment would require organizations to have teams with cross-functional and culturally diverse members. A group would include men and women, people with different ethnic backgrounds, and professionals with different areas of expertise. Increasingly organizations are developing various capabilities from the experience of hiring professionals with different skill sets and in different nationalities. Several other characteristics include education, gender, race, religion, sexual orientation, and socio-economic status can also be incorporated into the diversity agenda of organizations.

Project-based organizations need to have highly motivated employees (Henkel, Marion, & Bourdeau, 2019). Each manager is responsible for knowing the capabilities of team members, to motivate them adequately (Furnham & MacRae, 2017). Since the team is responsible for achieving the organizational objectives, the project manager is responsible for considering techniques for team motivation. Thus, the method for team motivation begins with individual determination and extends to the team level. In project management, team motivation is achieved by employing motivational approaches that help members accomplish functions together as a team.

The technique is known as team formation, and the exercises contribute to team cohesion (Furnham &

“The compromise culture becomes the team charter and forms the standard culture of the entire project team, it establishes clear expectations regarding acceptable behavior by project team members and all group are expected to conform to the culture. “ MacRae, 2017). For example, Manchester United and Real Madrid are the most successful soccer clubs not only in England and Spain respectively, but also in the entire football (soccer) industry (Traquete, 2010). Both teams have attracted talent from across the world and have a history of exploiting these talents to achieve success both on the field and in the financial market.

In environments of great diversity, team members put their best individual contributions in meticulous formations that win matches, not for the individual, but for their respective team.

Team Cohesiveness Knowing the team cohesiveness is the first step for enhancing team effectiveness. A team of diverse professionals requires team formation to get primed to the levels of team motivation. Each team member has a project manager, who can take the capabilities of the team to the next level and enhance the performance of each team member. This is a considerable commitment required by the project manager who is responsible for setting clear goals for each member of the team and to align their knowledge of personal and professional competencies to meet project objectives.

The project manager should be adaptive in order to delegate responsibilities for the specific capabilities of each team member. He or she should also know how to leverage those capabilities, so the diverse skills of each member contributes to the project management organizational objectives. The plan for diversity should be well considered, though it is not an excuse for on-boarding professionals without relevant experience.

Fostering relationships along the lines of diversity and giving group feedback from the start of their activities also contribute to team effectiveness as well as ensuring the consistent running of the project. It is natural for people to feel good about being rewarded

for their efforts. Most project team members are motivated by an opportunity to grow, accomplish, and be appreciated. A good strategy for the project manager is to give the team recognition throughout the life cycle of the project rather than waiting until the project is completed. The continuous provision of reference material on previous accomplishments keeps the groups focused and offers a launchpad for future success driven by past success. The focus helps the group concentrate on their roles and responsibilities while providing reassurance that the organizational goals are attainable. Moreover, frequent review meetings with group members allow the project manager to assess the team’s performance and gives the platform for providing feedback. This also serves as a reference for lessons learned registers drawn from past project accomplishments. According to Project Management Body of Knowledge (PMBOK), the lessons learned earlier in the project can be used to improve the efficiency and effectiveness of motivating the team (PMI, 2017, p.347). The members of the team should trust the project manager, so they can collaborate and provide inputs for various deliverables as required by the team objectives (Abuzid, Abbas 2017).

Project management office could also make the importance of the group to the success of the project by using its organizational structure to facilitate the sharing of knowledge among members using various methodologies, tools, and techniques. The group needs to understand the significance of their vital contributions to the success of the project, and that their collective effort is as significant as the individual effort. Through the various meetings to assess the progress and provide a reference, the groups find an interactive platform where they not only share the experience but also brainstorm to provide proactive and robust solutions for the overall outcome. The approach allows the diverse members of an organization to collaborate on wide-ranging goals, even if they may be from different backgrounds and have different competencies, thus making the organization resourceful.

Developing an All-inclusive Culture Within organizations, team members spend a lot of time together, and it is critical to develop an all-inclusive culture, which contributes to enhancing performance of the team members. The compromise culture becomes the team charter and forms the standard culture of the entire project team, it establishes clear expectations regarding acceptable behavior by project team members and all group are expected to conform to the culture. Moreover, since employees spend a lot of time in the workplace, the project manager is responsible for making the individuals in the team feel comfortable despite the demanding work environment.

Working conditions should be stress-free, and the work-life balance enhanced, so all team members have a desirable working environment. Increasing productivity is achieved by lowering stress levels and incorporating fun elements in the workplace. In project management offices, teams engage in fun-filled activities ranging from sharing memes to group activities other than work, such as free food at the cafeteria. Happy hour is an opportunity for organizational members to mingle with each other and have fun beyond work and all these activities contribute to the culture of the organization. The goal is to make team members feel at home, even while solving challenge problems, so they feel relaxed and can contribute productively.

“The continuous provision of reference material on previous accomplishments keeps the groups focused and offers a launchpad for future success driven by past success.”

Motivating a team is a challenging task, but helping the group understand how important it is in delivering a strong project that matches the organization objectives sets a foundation for successful project management.

Teams will come together, roll up their sleeves and give their best efforts, even if they are from different backgrounds and have different competencies. Remember, diverse group motivation is a necessary factor to consider in project management.

References: Abuzid, H. & Abbas, M. (2017). Impact of Teamwork Effectiveness on OrganizationalPerformance Vis-a-vis role of Organizational Support and Team Leader’s Readiness. Journal of Engineering and Applied Sciences.

12. 2229-2237. 10.3923/jeasci.2017.2229.2237.

Furnham, A. & MacRae, I. (2017). Motivation and Performance: A Guide to Motivating a Diverse Workforce. Kogan Page Publishers.

Henkel, T., Marion, J., & Bourdeau, D. (2019). Project Manager Motivation: Job Motivators and Maintenance Factors. Journal of Diversity Management (JDM), 14(1), 1-8.

Project Management Institute (PMI). (2017). A Guide to the Project Management Body of Knowledge (PMBOK® Guide). 6th ed. Newtown Square, PA: Project Management Institute, Inc. Traquete, M. (2010, November 5). World Football: The 11 Most Successful European Clubs History. Retrieved from https://bleacherreport.com/ articles/510011-world-football-the-11-most successful-european-clubs-in-history#slide9.

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PM magazine | SPRING 2020

Daniel Janak, MBA, MSPM

GROUP DYNAMICS OF A DIVERSE PROJECT TEAM A CONVERSATION AMONGST MSU PROJECT MANAGEMENT STUDENTS

Diversity has proven itself to be a vital element of companies and corporations. Multiculturalism in Assistant Project project management in the 21st Manager century is an issue that project Morgan State University managers must focus their attention to in order to be successful (Obikunle, 2002). As a member of the Spring 2020 cohort of project managers at Morgan State University (MSU), we realize the importance of diversity and inclusion as it pertains to developing effective project teams. As we wrote articles that showcased the challenges and benefits of diversity in project management, we did not realize that our own team was struggling to understand each other’s divergent personalities and cultures. As a small cohort of nine team members, our struggle inspired an article focused on the challenges we had as students. It is important to remember that “diversity exposes people to different perspectives, and also the way people can grow and empower each other” (Rowland, 2019).

We reached out to our author, Daniel Janak, to discuss our challenges and to obtain his perspective on those obstacles, outside of the academic environment. Daniel is a former graduate of MSU’s project management program and a current project manager (PM) on campus, his perspective serves as a lesson in project management, as well as an experience in our program.

Q1. As a former capstone student at MSU, what challenges or lessons learned did your group cohort encounter?

uniqueness. We find a way to bring all aspects together, in order to have a successful and highly functioning team. This has proven to be very beneficial, especially in these times. The COVID-19 pandemic has led to more online interactions and virtual meetings. The experienced staff who might not be so tech-savvy are able to work with the younger staff, thus allowing an amicable exchange of expertise between diverse team members.

Q3. As a Guyanese American man, how does your background play a pivotal role in project management? Are you able to leverage cultural ideals into your project teams?

A3. I traveled back to my parent’s homeland, and during that time I was able to experience the residential construction process. Although my background is more commercial construction, they both share similarities such as: understanding the preconstruction process, implementation, and scheduling. What I noticed is that their project turnaround is a lot quicker. Whereas, in America the process is a lot longer because you have to manage more laws and safety regulations. So, I have learned to slow down, take time to figure it out, and use the proven methodologies. When I begin a project, I make sure to compile my risks in my risk management plan.

As the project progresses, I analyze all my risks, and add new risks to my risk register as well as create contingency plans,

a younger project manager that may have fresh ideas, but the experienced PM, who has been in this industry longer, may not be open to those ideas. It is the combination of balance between the new ideas, and letting the new PM be heard, while explaining why the preferred methodologies that might garner better results.

Q6. Does your own diverse background create obstacles in your current position as a project manager?

A6. Yes, it does. Although I was born and raised in the United States, a lot of my family members are from third world countries. Growing up, I thought that the way they operated was the norm however, upon entering the workforce, I learned that it was not the norm. There are different ways to do things, and that has helped me understand different quality standards for different stakeholders. It is vital that I pay attention to quality assurance, as well as quality control in order to produce a good product. It is imperative that I understand that “modern quality management approaches seek to minimize variation and to deliver results that meet defined stakeholder requirements” (PMI, 2017, p. 274).

Also, because I am the client, I feel that everyone wants to say yes to me however, I would prefer challenges from consultants.

Because of their experience in other projects, I value their opinions and am open to questions and some pushback.

“We leverage everyone’s uniqueness.”

A1. The big thing was diversity. In our group there was a good mixture of male and females.

You had the typical graduate students, the ones who just finished undergrad, but you also had graduate students who work full-time, and those who were retired and came back to school to learn new skills. Some major challenges and lessons learned centered around communications between the different cultures and age groups. Many of the younger folks used technology for digital conversation, while some of the older folks preferred phone conversations. The challenge became,” how do we document notes and information in a way that all parties can access and understand it?”

Q2. In your experience, how has your capstone cohort helped in your current position as an Assistant PM at Morgan State University?

A2. It has been very helpful, because in my current position I am the youngest on the team, as well as the leader of the team. It can become challenging because you do not want to be taken as a joke. I tell team members that I am not the office intern, I may not know it all, but I am here to unite all ideas that are brought to the table. I like to make people feel comfortable, I am more of a facilitator; and communication is so important to me that I promote a sense of togetherness and team unity as it pertains to the all process phases of a project. We have members from Africa, younger entry-level members, and seasoned industry professionals. We leverage everyone’s

in case we have unforeseen issues (the known knowns, and the unknown knowns) we might need to reroute to other tasks until the risks can be mitigated. PMI standards states “ the risk report presents the current level of overall risk exposure of the project that will inform selection of the risk response strategy” (PMI, 2017, p. 440).

Q4. How does one integrate differing ideas, when the project team does not relate to your idea?

A4. On my team I am the client, so most stakeholders want to make me happy. But I do not agree with that ideology, and during kickoff and other meetings, I am always adamant on informing other stakeholders that if they have an idea that may be better than mine, they should not hesitate to speak up even if they do not think my idea is the best, they should state their reasons. I am open to conversation, and am never interested in being the sole idea maker, I am more interested in collaboration.

Q5. What would you say is the biggest obstacle confronting diversity and inclusion in today’s project teams?

A5. The biggest obstacle is experience! There are folks who have been in the industry for 10-20 years, who have only worked outside the country. They are used to international standards and have to learn that in the United States certain laws and regulations must be followed. You might also have

Q7. How does language play a role on the field? Does differing cultural backgrounds help or hinder communication, as it pertains to language?

A7. In construction, there is a large Hispanic population and communication becomes hindered when you cannot relay information on the field or during an emergency. In my experience, I remember trying to communicate with a contractor about a fire that had occurred behind him, and I was attempting to ask him if he could extinguish it. Unfortunately, we resorted to pointing and using hand gestures to explain what was occurring because we could not communicate with him verbally, and he took it as an insult. It was not our intention to be insulting, but there was an emergency, and we were trying to do all we could to rectify the situation immediately. We had to circle back to our communication management plan, and reference the sender receiver model as a guide to help. As a result of that situation, we have a team member on my current project who speaks fluent Spanish and English, so when we are challenged by language, she is

“I am open to conversation, and am never interested in being the sole idea maker, I am more interested in collaboration. “ able to help us translate our messages. As an added measure, our team is working on learning Spanish, as time permits, so we too can be better communicators with our diverse team.

So what did learn from this conversation? We learned that diversity plays... Diversity plays a major role in the lives of project managers, as well as the stakeholders involved in a project.

My colleagues and I understand that diversity does not have to be a hindrance, it can serve as an integral part of a company or team. The question is, do you know how to use your diversity to benefit a project? Thanks to Daniel, we all have a clearer insight on how to overcome that obstacle.

References: Obikunle, O. (2002). Dealing with Cultural Diversity in Project Management: A Dilemma in Communication. Paper presented at Project Management Institute Annual Seminars & Symposium, San Antonio, TX. Newtown Square, PA: Project Management Institute.

Rowland, M. (2019). The Value of Diversity in Project Management. Association for Project Managers Women in Project Management Conference: London, England Project Management Institute (PMI). (2017). A Guide to the Project Management Body of Knowledge (PMBOK® Guide). 6th ed. Newtown Square, PA: Project Management Institute, Inc. Special thanks to contributing authors: Kehinde Ajayi, Miriam Hagan, and Chinedu Nwokeafor.

SPRING 2020 | PM magazine

Taiwo Adenuga, MSPM, PMP, ITIL, PSM I, CSM

TEAMWORK MAKES THE DREAM WORK: THE PERKS OF LEADING AND ADVANCING A MULTIFARIOUS TEAM

Buehring (2020) stated that “recognizing individual differences, embracing these differences, and acknowledging the need to have Maryland Department a different range of perspectives which translates to better decision of Transportation making, is what leading a diverse and inclusive project team should be.”

Senior IT Project Manager

This is true because having worked with several project teams, most project managers would agree that the importance of diversity and inclusion in the workplace cannot be overemphasized. Apart from believing that it is the “right thing to do” because there are several laws prohibiting any discrimination against individuals, projects need a team of people with diverse talents to help organizations survive and grow to accomplish project objectives and goals. Managing a team of diverse individuals on a project offers a number of advantages such as better adaptability and higher innovation potential. This does not translate magically into better performance, when people from different cultural backgrounds are employed to work together.

However, knowing how to manage disputes helps make a difference in achieving the desired goals and objectives (Koehl, 2016).

“Leading a diverse and inclusive project team benefits everyone and helps create a stronger team overall.”

As project managers, we are typically responsible for achieving the expected project benefits and the desired outcomes on a project, while the project teams carry out the work to achieve those outcomes. This conforms to the definition of project management, “as the application of knowledge, skills, tools and techniques to project activities to meet the project requirements” (PMI, 2017). It is, therefore, imperative for project managers or leaders to be equipped with excellent human resource management, interpersonal, and communication skills in order to understand the project team’s needs. The need to create the right context from the start for diverse talent to thrive is essential.

Leading a diverse project team is about adhering to the PMI Code of Ethics and Professional Conduct which involves valuing and appreciating responsibility, respect, fairness and honesty of each individual’s contribution to the team (PMI, 2017).

However, merely acknowledging individuals’ differences is not enough. Management and leadership must also promote an inclusive environment, accommodate and celebrate individual differences and not just tolerate them.

The successful management of any project within an organization is increasingly dependent on how collaborative, involved, and enabled the members are on the project team.

For example, I am working on two agile projects using the Scrum framework of agile methodology. For me, this experience managing agile projects is also another indication on how teamwork makes the dream work. In scrum, we manage projects through a series of iterations called sprints.

According to Schwaber and Sutherland (2017), a sprint is a timeboxed event of one month or less (typically, two weeks) during which specific tasks from the product backlog will be completed and made ready for the stakeholder’s review.

The scrum team decides the length of time for a sprint, and we base all future sprints on the criteria from the first sprint (Schwaber & Sutherland, 2017).

Managing these projects has helped me appreciate two of my favorite processes from all of the values of Agile which are 1. Individuals and interactions over processes and tools, and; 2. Customer collaboration over contract negotiation.

It is no doubt that one of the benefits of executing and managing projects using the scrum framework of agile is the

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fact that it encourages a lot of active collaboration between the scrum team members which includes the scrum master, product owner, and the development team.

Being the scrum master on these projects, I am responsible for ensuring that the scrum methodology is understood and used effectively. I play the role of a servant leader to the development team by removing any impediments to their progress by facilitating the scrum events (meetings), and coaching team members. Executing my role would have been challenging for me without having the support and commitment of the product owner and a dedicated development team.

Our sprints started with a sprint planning meeting where the scrum team gathered to determine what was going to be delivered in the upcoming sprint and how we could accomplish the work. The outcome of this meeting was sprint goals. We had the daily scrum meeting, which was held at the same time everyday using Microsoft Teams as our virtual collaboration tool. The daily scrum helped the development team to synchronize their work and report any issues or impediments they were facing. As the scrum master, I was responsible for resolving these issues and removing the impediments. Each sprint ended with a sprint review meeting which brought the scrum team and potentially other stakeholders together. At this meeting, the development team demonstrated the product increment or evolving products they built to the product owner and other stakeholders in attendance. The product owner inspected the work and determined if it is acceptable, and if it met the definition of done.

Kicking off the project, I remember having a meeting with my product owner one day after explaining how we intend to manage the project using the Scrum framework. He said, “this is a lot of commitment, there are too many meetings involved that will take time from me working on something else.” After a couple of meetings, he told me that, “I am beginning to see the benefit of having these meetings and doing this project using Agile.”

Without a dedicated and committed scrum team devoted to getting involved in the agile process and the demanding scrum events/ceremonies, it will be challenging playing the role of a scrum master and managing and leading a diverse project team.

According to Buehring (2020), Roianne Nedd, a diversity and inclusion expert, suggests that becoming an inclusive project manager can help put the team on the right track.

She provided three (3) things that an inclusive project manager must do: 1. Define success for the team - project managers or leaders should explicitly articulate what excellent performance looks like for everyone. This will help every team member understand what success looks like and not just from their manager’s viewpoint.

2. Be an active listener - project managers or leaders should learn how to listen to the quietest person in the room. To lead an innovative team, project managers must listen to everyone and not just the loudest.

3. Advocate for underrepresented groups - project managers or leaders should become a proactive advocate for underrepresented groups rather than a passive ally to ensure that everyone is treated fairly and equally.

As a project manager, who has worked on several projects with varying project size estimates across different industries, one thing remains certain, leading a diverse team of talents is excellent. However, it is imperative to create an inclusive environment where team members can share their thoughts and perspectives and feel comfortable about it. Leading a diverse and inclusive project team benefits everyone and helps create a stronger team overall.

Looking back at my experience, I remember managing a medium-sized diverse project team, on a deployment project. On this project, I was responsible for planning, directing, coordinating, and managing the deployment of Voice Over Internet Protocol (VOIP) telephones that directly impacted over 3000 stakeholders. This being one of my very first projects, I had to ensure that the project goals and objectives were accomplished within the allotted schedule

and funding constraints. My approach to the project was that we would either do this my way or no way.

During the planning phase of the project, my team suggested another more efficient approach towards getting this project done. Still, I was overconfident and very adamant that my plan was better, and I developed the project schedule based off my planned approach. During project execution, the project had started to fall behind schedule, and the team members were not motivated to work which was a contributing factor that impacted the schedule. That was when I started to realize that the approach suggested by my project team was not as bad as I thought and given the situation we were faced with, I had to reevaluate the process of getting things done on the project.

In the end the project was successful and looking back, I am glad I realized that being the project manager does not mean I always have to be right and more importantly to seek the opinion of my project team members to ensure that the project is being coordinated. This approach has helped me succeed on later projects that I have managed.

“It is, therefore, imperative for project managers or leaders to be equipped with excellent human resource management, interpersonal, and communication skills in order to understand the project team’s needs.”

In conclusion, having the right leadership skills and utilizing the proper project management practices such as escalation and issue management, creating an effective risk response team, and effective communication will help serve as a great mechanism to drive a diverse and inclusive team’s collaboration and productivity.

References: Buehring, S. (2020). Diversity and Inclusion in Project Teams. Retrieved from https://www.knowledgetrain.co.uk/project-management/diversity-inclusion-projectKoehl, C. (2016). Managing Diversity: 10 Steps to Multicultural Team Success.

Retrieved from: https://trainingmag.com/managing-diversity-10-steps-multicultural-team-success/ Project Management Institute (PMI). (2017). A Guide to the Project Management Body of Knowledge (PMBOK Guide). 6th ed. Newtown Square, Pa: Project Management Institute, Inc. Schwaber, K. & Sutherland, J. (2017). The Definitive Guide to Scrum: The Rules of The Game. Retrieved from https://www.scrumguides.org/docs/scrumguide/ v2017/2017-Scrum-Guide-US.pdf

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PM magazine | SPRING 2020

STUDENT TEAM Biographies

Kehinde Ajayi, CAPM, PSM I MSPM c/o 2020

PM Role Advertising Manager

Kehinde Ajayi obtained his bachelor’s degree in Computer Science from the University of Ilorin, Kwara, Nigeria in 2010. Over the years, he has worked on several information technology projects. He also holds a diploma in 3D animation that he obtained from the prestigious New York Film Academy in 2016. He currently works for the Maryland Department of Transportation in the Resource Sharing and Logistics department. Kehinde is a creative thinker and is very results oriented. He worked in the traffic advertisement department of a media house for three years and has moved from the position of a traffic officer to the assistant head of department. He is currently pursuing his master’s degree in project management from Morgan State University. Being enthusiastic about making significant impact, Kehinde’s plans after graduation include effective utilization of acquired knowledge from MSU and experience as a project manager to further advance development in his immediate environment and world at large.

Brandon Ashworth MSPM c/o 2020

PM Role Project Plan Manager

Brandon Ashworth is currently enrolled in the Master of Science Project Management program at Morgan State University (MSU), with an expected graduation date of May 2020. He also obtained a Bachelor of Science degree in Civil Engineering. This continuity in education helped him pursue careers ranging from transportation environmental/geotechnical to construction management. His experience began with the Department of Transportation as a Technology Engineering Technician II (TET II), where he progressed quickly to the TET III position.

Brandon began his initial engineering related work post-graduation at the Foundation Test Group where he served as a Staff Engineer.

This position helped him obtain expertise as a geologist while working in the field on numerous job sites. Brandon also worked as a Project Engineer for Johnson, Mirmiran & Thompson. As a project engineer, he worked hand in hand with prime contractors and subcontractors to deliver project deliverables on a major wastewater treatment plant in Baltimore City. Brandon is currently working for Hyland Advisors, LLC., a joint venture general contractor that specializes in the management of projects all over the United States. Most recently, he has taken on project estimates in Pennsylvania, California and Virginia. Following graduation, he would like to use his Master of Science degree and the knowledge that he has amassed over the years to reach newer and bigger heights in the field of project management and/or engineering.

Tarnisha Bailey, LSS, CAPM MSPM c/o 2020

PM Role Project Manager

Born and raised in Baltimore, Tarnisha Bailey earned her Bachelor of Science degree in Industrial Engineering in 2013 from Morgan State University and has her green belt certification in Lean Six Sigma. Currently enrolled in the Master of Science in Project Management (MSPM) program at Morgan State University, Tarnisha has been working for the Baltimore City Department of Public Works (DPW) as a project manager for four years. Her responsibilities include managing design construction projects, which entails reviewing plans, updating schedules, and keeping the project on budget. Upon graduating, Tarnisha plans to obtain her Project Management Professional (PMP) certification. Gaining her MSPM degree and PMP certification will help in propelling her career to the next level.

Brina Bolden, J.D., CAPM MSPM c/o 2020

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Brina Bolden obtained her Bachelor of Arts in Telecommunications from Morgan State University in 1997, and her Juris Doctorate from Loyola University New Orleans School of Law in 2000. Following graduation, she pursued a military career, serving in the United States Army as part of the Military Intelligence Corps. After her honorable discharge, Brina continued to work as an Army contractor, where she served as a team and systems lead for the Distributed Common Ground System-Army (DCGS-A), the Army’s Intelligence Collection Program of Record (POR). Working mainly in Iraq and Afghanistan for eight years, Brina returned to the United States, where she passed the Alabama State Bar and began private practice in Mobile, Alabama. After practicing in Mobile, Brina relocated to Baltimore, Maryland, to serve as a Contracting Officer for the Department of Veterans Affairs. Desiring to return to IT project/program management, Brina enrolled in the Project Management Master’s program at Morgan State University to obtain the degree to support her experience.

Upon graduation in the spring of 2020, Brina intends to pursue her Project Management Professional (PMP) certification and transition back into IT project management. Eventually, she would like to open a private project management consulting firm that specializes in IT projects that support Department of Defense (DOD) agencies.

Miriam Hagan, CAPM MSPM c/o 2020 Miriam Hagan earned her Bachelor of Science degree in Food Science and Technology from Kwame Nkrumah University of Science and Technology, Kumasi, Ghana in 2009. She is currently enrolled in the Master of Science in Project Management Program at Morgan State University. Miriam has over ten years of work experience in the food and beverage industry as a quality control and marketing specialist based in Ghana and Nigeria, with five years of those experiences gained from working for the Nestlé Corporation.

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Miriam is currently working at the Maryland Transit Administration in the Office of Customer and Community Relations as a project analyst. She has received several award recognitions for her relentless service and innovations at her workplace. She is also a member of the Project Management Institute and the Institute of Food Science and Technology. Upon graduation, Miriam plans to assume project management related roles, utilizing her expertise for the good of the society, while she continues to support initiatives aimed at reducing or alleviating hunger in the world.

Chinedu Nnamdi Nwokeafor MSPM c/o 2020 Chinedu Nwokeafor hails from Washington, D.C. and currently serves as a minority business liaison at Morgan State University. He has achieved success at Morgan State University and in the Baltimore community by bridging the gap between different cultures, ethnicities, and beliefs. Chinedu is skilled at excelling in any field he enters, and he was selected to be a 2018 Forbes 30 Under 30 Scholar where he participated in the J. P. Morgan Hack-A-Thon, receiving second place with his team’s ideas behind composting technology. Chinedu yearns to involve himself in multiple fields that promote his growth to provide opportunities for his commnity.

PM Role As a China-U.S. Relations Fellow at Harvard (Project Pengyou), Chinedu was able to bring a dynamic perspective to international friendPhotography Manager ship and strategic partnership. Education has always been a major part of Chinedu’s passion; he continuously promotes higher educa-

tion and is an activist for black excellence in education. He has spoken at the U.S. Department of Education, educating young high school scholars on the importance of the Historically Black College & Universities (HBCUs). In the future, he plans to use his project management skills to pursue a doctoral degree in higher education. He wants to use his community activism and project management skills in order to change the climate of higher education at HBCUs. Ultimately, Chinedu envisions a career with the White House Initiative on HBCUs under the U.S. Department of Education.

SPRING 2020 | PM magazine

Ebony D. Quinones, CAPM MSPM c/o 2020

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Ebony Quinones is excited about this second chapter in her life. After serving in the United States military for eight years as an Army Reservist, she earned her Bachelor of Science degree in Business Management and will graduate with a Master of Science Project Management Program (MSPM) at Morgan State University, spring 2020. The pursuit of a MSPM degree has been a natural progression for Ebony, as she possesses a passion for personal development and has a track record of project management accomplishments serving a diverse client base for the federal and state government, as well as non-profit organizations. She is currently a part of the safety project management team for WSP USA, working as a consultant for the Maryland Transit Administration’s new purple line light rail project in the Washington D.C. area.

Ebony is an active member of the Project Management Institute (PMI) Silver Spring Chapter. After graduation, she will pursue the Project Management Professional (PMP) certification. The project management program has allowed her to strengthen her project communication and integration skills while developing in-depth knowledge of theories and practices. Ebony will use her dedication to excellence to provide unmatched value to her clients. She is confident that a Master of Science degree in Project Management will increase her proficiency in business and enrich her life.

Mohammed Lezif Umoru MSPM c/o 2020

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PM Role Assistant Editor

Mohammed Umoru obtained his Bachelor of Science and Master of Science degree in Architecture from Ambrose Alli University, Ekpoma, Nigeria in 2006 and 2009 respectively. Currently, he is enrolled in a Master of Science in Project Management degree program at Morgan State University. He began his career as an architect in the design and construction unit of Aso Savings & Loans, Plc, a foremost primary mortgage institution in Nigeria, which is mandated to develop homes and commercial properties to generate mortgages. Mohammed has served as the project architect on several construction projects and has been at the forefront of driving the growth and development of mass housing real estate in different parts of Nigeria. He is a member of the Nigerian Institute of Architects (NIA), and Project Management Institute (PMI) and he plans to combine his wealth of experience in the field of design and construction with his newly acquired project management expertise.

Breana Wooten, CAPM MSPM c/o 2020 Breana Wooten obtained her Bachelor of Arts degree in Vocal Performance from Lincoln University in 2014. She is currently in her final year as a graduate student at Morgan State University pursuing a Master of Science degree in project management and has obtained her Certified Associate in Project Management (CAPM) certification. This certification and her degree will propel her toward the ultimate goal of obtaining the Project Management Professional (PMP) certificate. After receiving her Master’s degree, Breana will be commissioned into the United States Army as a 2nd Lieutenant and will utilize her project management skills in the Chemical and Adjutant General Corps. She also holds a certification in the transportation of hazardous materials. In the future, Breana plans to retire from the United States Army and become a business owner selling real estate, renovating properties, and marketing interior designs.

Our Program & Links to PMI 100% ONLINE GRADUATE PROGRAMS IN PROJECT MANAGEMENT

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Morgan State University’s graduate programs in Project Management are offered by the department of Information Science and Systems in the Earl G. Graves School of Business and Management. The MSPM program is suitable for professionals that want to develop their knowledge and skills to move up to senior planning, consulting, and project management positions. Applicants are required to have a bachelor’s degree from an accredited university, at least two years professional level work experience, and meet the MSU Graduate School admission requirements.

The program requires 30 credits and a comprehensive examination. Program participants complete courses as a cohort. The interdisciplinary feature of the MSPM allows students to take three supporting courses that form the focus areas in a wide range of fields.

Samples of courses offered include: Foundations in Project, Program, and Portfolio Management Project Integration and Scope Management Building and Leading Successful Project Teams Project Time and Cost Management Managing Project Procurement, Quality, and Risk Students choose three courses from a list of over 40 courses to integrate project management skills in a specific subject area from Architecture; The Arts; Business; City and Regional Planning; Civil Engineering; Industrial Engineering; Information Technology; Science; and Transportation.

The Project Management Institute (PMI) offers membership to full time students in degree-granting programs at a college or university that has U.S. accreditation or the global equivalent.

A PMI student membership also offers discounts on certifications such as the Certified Associate in Project Management (CAPM) and the Project Management Professional (PMP). Additionally, PMI in collaboration with MSU has held CAPM, PMP, PMI-RMP, Agile, and ITIL exam prep workshops on the campus of Morgan State and continues to offer the workshops every spring and fall.

Please visit us at www.morgan.edu, then proceed to Academic Programs.

1700 E. Cold Spring Lane, Baltimore, Maryland 21251

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