PROJECT COMMUNICATIONS MANAGEMENT STRATEGIES FOR IMPROVING UNDERSTANDING AND RELATIONSHIPS

Transcription

1 PROJECT COMMUNICATIONS MANAGEMENT STRATEGIES FOR IMPROVING UNDERSTANDING AND RELATIONSHIPS Herbert Remidez University of Dallas 1845 East Northgate Drive Anselm Hall Room 216 Irving, TX ABSTRACT The competencies required for a project manager to be successful have changed due to the globalization of business and changing role of the project manager. Increasingly project managers are required to work in distributed teams composed of stakeholders with whom they have not had a relationship. Traditional communications management techniques that focus on relaying information are inadequate for managing relationships in these new settings. This article provides the rationale for a more relationship-oriented approach to managing project communications and proposes a set of decision rules to support project managers in the development of communication strategies that promote understanding and relationship development. INTRODUCTION Effective communications has been cited repeatedly as critical to the successful completion of projects (Henderson, 2008; R. Nelson, 2007; Skulmoski & Hartman, 2010). Conveying information and managing stakeholder relationships are the core requirements for effective communication. Ample guidance in the form of templates and best practice documentation is available for project managers seeking assistance with how to best convey information in meetings, status reports and similar settings. The second component of effective communication, managing stakeholder relationships, allows project managers to manage expectations effectively and to identify issues and concerns before they become problems. Although managing relationships is equally as important as if not more important than conveying information, there is little guidance available for project managers seeking help with developing communication strategies to manage relationships. The following sections review the literature related to the importance of project managers being effective communicators, benefits of positive relationships with project stakeholders, and communication practices associated with promoting understanding and developing or maintaining relationships. That review serves as the basis for a set of decision rules to guide project managers in developing communication strategies appropriate for conveying information and managing relationships

2 COMMUNICATION MANAGEMENT COMPETENCY Multiple studies suggest that for the past 30 years managers have spent approximately 75% of their time communicating (Mintzberg, 1973; Rice & Shook, 1990). The importance of project managers utilizing their time spent communicating effectively has been acknowledged for some time (Haywood, 1998). For example, Muller studied projects that spanned organizational boundaries and involved buyer-seller relationships and found that good communication between project managers and sponsors was necessary for effective communication across project team boundaries (Müller, 2003). He found that successful project managers communicated in ways that promoted good relationships and conveyed project status information while adapting the communication style to the project s characteristics and organizational context. Task-oriented communications that lacked relationship building aspects were insufficient. Like Muller, Pinto and Pinto (1991) found that effective project communication on cross-functional projects was associated with superior outcomes on project objectives related to budget, schedule, and likelihood of use by clients. The recognition of the positive relationship between project communication practices and project success has led to communication skills becoming one of the most desired project management competencies (Ingason & Jónasson, 2009; Crawford, 2002). Strong communication skills have been shown to compliment other aspects of team performance such as supporting team-building efforts by maintaining relationships throughout the project (Haywood, 1998) and promoting team member satisfaction and project team productivity (Henderson, 2008). While these studies document the connection between communication practices and project outcomes, there has been little discussion of the processes by which communication practices impact project outcomes. The next section discusses one outcome of communication practices, trust, and how is connected to project success. TRUST In addition to impacting the level of understanding among the communicating parties, a communication exchange often results in an assessment of the parties trustworthiness. The choice of words, format, frequency, etc. can influence the perception of trustworthiness. Project managers need to cultivate an image of trustworthiness because it enables them to achieve two outcomes critical to the success of a project: influencing and managing stakeholder expectations (Pinto, Slevin, & English, 2009; Smyth, Gustafsson, & Ganskau, 2010; Smyth & Edkins, 2007). The ability to influence others is especially important in a matrix organizational structure, which is where most projects are executed. The matrix structure results in the project manager having little or no direct authority over project team members. In this setting the project manager s ability to influence team members to take actions in a timely manner that will benefit the project is critical to the project s success. Project managers who are trusted will have more success influencing team members and other stakeholders. In addition to influencing the project team, the dynamic nature of projects requires that project managers be skilled in managing stakeholder expectations. One of the key interpersonal skills

3 necessary for this is the ability to build and maintain trust (Project Management Institute, 2008). Strong positive relationships in the form of trust have been cited as facilitating cooperation (Mayer, 1995), a more productive free flow of information (Hart & Saunders, 1997; Nelson & Cooprider, 1996), leadership (Atwater, 1988), and collective learning, knowledge sharing, and creative problem solving (Argyris, 1999; Reina & Reina, 1999). Good relationships can reduce the coordination and communication costs associated with managing a project. In an example from a project setting, Nelson and Cooprider (1996) examined the relationship between mutual trust, shared knowledge, influence, and IS department performance. They asked members of an IS department and their customers (line managers) to rate one another on trust. They found that mutual trust and influence between IS groups and their line customers led to increased levels of shared knowledge, which led to increased IS group performance. Not only are positive relationships beneficial, but a lack of trust has been attributed to restricting knowledge sharing, problem solving, and collective learning (Argyris, 1999; Nelson & Cooprider, 1996; Reina & Reina, 1999). People need to know whether those initiating change are trustworthy, especially if they are in positions of authority (Senge, Kleiner, Roberts, Ross, & Smith, 1999). After trust has developed it must be maintained, because the loss of trust can lead to openness being seen as a façade inconsistent with what actually happens in the organization (Senge, Kleiner, Roberts, Ross, & Smith, 1994). COMMUNICATION PRACTICES FOR BUILDING RELATIONSHIPS Although the ability to develop and execute effective communication management strategies that builds strong relationships is recognized as important to the success of a project, there are few resources a project manager can reference when confronted with the need to design and implement communication strategies to build relationships. This section reviews research related to how the choice of communication medium, frequency, format, distribution, and message content impacts the strength of relationships. The result is a set of guidelines that are incorporated into a framework that can help project managers select appropriate communication strategies. CAMOC-DIT The Cognitive Affective Model of Organizational Communication for Designing IT (CAMOC- DIT) (Te'eni, 2001) (Figure 1) describes how communication goals (instructing action, managing interdependent action, managing relationships, and influencing) drive strategy selection (contextualization, affectivity, control through testing and adjusting, control through planning, perspective taking, and attention focusing) and how certain medium attributes (interactivity, channel capacity, and adaptiveness) and message attributes (size, distribution, degree of organization, and formality) are better suited for certain strategies

4 Communication Communication process Communication Inputs Impact Task Distance Norms Goal Strategies Medium Message Mutual Understanding Relationship Communication complexity Figure 1 The overall communication model (Te'eni, 2001) The four classes of communication goals (instructing action, managing interdependent action, managing relationships, and influencing) have inherent sources of communication complexity. Communication complexity is viewed as a function of cognitive complexity, dynamic complexity, and affective complexity. Cognitive complexity is presented as a function of the intensity of the information exchange, the multiplicity of views held by the communicators, and the incompatibility between representation and use of information. Te'eni (2001) argues that the higher the level of cognitive complexity, the greater the likelihood of misunderstanding and relationship deterioration. Dynamic complexity is dependent on the time-constraints of the communication process, the quality of the feedback exchanged, and the number of changes made to the solution requirements during the problem-solving process. Dynamic complexity can increase the likelihood that the actions required to complete the task will be misunderstood (Diehl & Sterman, 1995). Affective complexity is how sensitive the communication is to attitudes or changes in disposition toward the communication partner or subject matter (Te'eni, 2001). A decrease in affective complexity is associated with an increase in relationship strength (Salazar, 1995), and an increase in relationship strength is associated with higher performing project teams (Müller, 2003). Of the communication strategies discussed in the model, affectivity and perspective taking are the two most associated with improving relationship strength. Affectivity is the act of providing emotional and mood-related components in messages. Perspective taking is considering the viewpoints of the receiver and adapting the message to make it more personal. An underlying assumption of the CAMOC-DIT model is that a reduction in communication complexity will result in higher levels of mutual understanding and relationship strength. Six strategies are identified in the model as means to overcome the three sources of communication complexity inherent in each of the four communication goals. Contextualization is a strategy of including background information to build an interpretation for the receiver that supports the request for action and goes beyond stating the desired action. It can include explaining events leading up to the current state and why other possible actions were not taken. Another strategy, affectivity, involves including emotional and mood-related components in the message

5 The message components do not need to be positive for the strategy to be effective. A closely related strategy that is often employed along with affectivity is perspective taking. Perspective taking emphasizes the sender showing consideration of the cognitive and affective aspects of the receiver s perspective in the message components. Control by planning and control by testing are two closely related strategies. Control by planning is the strategy that dominates the Project Management Institute s recommendations for managing project communications. It involves identifying the stakeholders, the information each stakeholder needs, the best format to deliver the communication, the appropriate frequency and the party responsible for gathering and sending the information. Control by testing is a strategy that involves closely monitoring the impact of the communications and adjusting during the process. It requires the sender to play an active part in obtaining timely feedback from the receiver. The last of the six strategies is attention focusing, which involves the sender using cues to draw the receiver s attention to important message components. Highlighting, changing tone, changing font size or style are all examples of attempts to focus the receiver s attention. CAMOC-DIT Propositions After describing the elements of the model, Te eni (2001) stated a series of propositions about how the interactions among the inputs to the communication process, goals, strategies, media attributes, message attributes, and task attributes impact understanding and relationship strength. A complete review of the model and the more than 30 propositions associated with it is beyond the scope of this paper. This section reviews the communication process described in the model and presents a set of decision rules developed by combining propositions relevant to managing project communications. The rules are presented in a format that project managers can use when developing communication strategies. COMMUNICATION PROCESS OVERVIEW Step 1: Assess Inputs Task characteristics (analyzability, variety, and temporal demands) Cognitive and affective distance between sender and receiver Values and cultural norms Step 2: Determine Goal(s) Getting the receiver to act according to directions Coordinating interdependent actions Fostering relationship Influencing behavior or attitude Step 3: Select Strategy(ies) Provide explicit context in message Include affective components in message Planning to test and adjust according to feedback during process Planning the pattern of messages and contingencies ahead of time Adapting message considering the receiver s view and attitude Planning to direct and mange receiver s information focus

6 Step 4: Select Media Characteristics and Message Attributes to Fit Selected Strategy(ies) Medium s potential for immediate feedback, high variety of cues, and adaptability to receiver Message attributes include the number of semantic units, distribution, organization, and formality DECISION RULES The propositions Te eni (2001) presented are worded such that they include only two of the elements of the model. For example, Proposition 2A (pg. 269) reads: Contextualization is selected for communication goals characterized by high cognitive complexity. Te eni does not attempt to connect multiple related propositions. Although Proposition 3B (pg. 274) states: For contextualization, high rather than low, channel capacity is more effective, it is left to the reader to combine proposition 2A and 3B along with other propositions related to contextualization or selecting a medium with a high channel capacity. The decision rules presented below were created by combining related propositions into compound statements. The decision rules are intentionally worded in the general sense to facilitate their application in a variety of contexts. Following each rule is an example that illustrates its application in a project setting. Then, Table 1 presents the guidance encapsulated in the rules in quick reference format. Rule 1: If the communication goal has high cognitive complexity (i.e., intense information exchange, multiplicity of views, incompatibility between representation and use of information, etc.), choose contextualization, a medium with high channel capacity, high message organization, and low formality. Example: Early in a project s lifecycle, a project manager is charged with organizing the team, informing members of the project s objective and their roles and responsibilities. This goal has high cognitive complexity because the team members are new to the problem context (i.e., the project) and there is a high likelihood that they could misunderstand their role in the project or the expectations. Following Rule 1, a project manager would organize an in-person meeting (highest channel capacity), that was highly organized, but provided an opportunity for informal discussions to answer questions. The inverse of this approach, and one likely to fail, would be to kick off the project using a series of informal s. Rule 2: If the communication goal has high cognitive complexity (i.e., intense information exchange, multiplicity of views, incompatibility between representation and use of information, etc.) and high dynamic complexity (i.e., time constrained, changes during process, deficient feedback), choose control by testing and adjusting, a highly interactive medium, high message organization, and high formality. Example: Implementing a new information system often impacts a large group of people who hold diverse views and who need the system to begin working immediately. A project manager could choose to support communicating with this group via user documentation, training, and regular s. However, Rule 2 suggests that a more effective communication strategy would be to implement a control by testing strategy that involved online surveys to repeatedly ask the users about their understanding and experiences, developing contingency plans to adjust the

7 communication process (e.g. adding video conferences if necessary) and implementing live online support. Rule 3: If the communication goal has high cognitive complexity (i.e., intense information exchange, multiplicity of views, incompatibility between representation and use of information, etc.) and low dynamic complexity (i.e., not time constrained and few changes during the process with adequate channels for feedback), choose control by planning, a medium with low channel capacity, high message organization, and high formality. Example: When developing a project communications plan, the project manager must plan to communicate roles, procedures, policies, team rules, etc. Some project managers choose to convey this information during an on-site kick off meeting. Rule 3 suggests this approach is not the most effective and could result in misunderstanding and damaged relationships, because the participants could believe their time was wasted. Because the information is likely to be intense and detailed and it is not likely to change quickly, implementing a control by planning strategy would be more effective. The project manager could use to send each participant a copy of the team rules, policies, procedures, and roles that were created using company document template and answer questions via . Rule 4: If the communication goal has high cognitive complexity (i.e., intense information exchange, multiplicity of views, incompatibility between representation and use of information, etc.) and high affective complexity (i.e., sensitivity to attitudes and changes is dispositions, build relationships, asking for a favor, etc.), choose perspective taking and a medium that supports adapting a message to a particular receiver (adaptiveness). Example: When faced with the task of needing to request an extension of a project deadline from the customer, some project managers would choose to or text the request. However, because complex events are usually associated with a project falling behind schedule and a request for a delay requires a bit of trust that the delay is an anomaly and not an indication the entire project is troubled, a different approach would be more effective. Instead of (low channel capacity), a project manager should plan a meeting that provides enough time and with the necessary people to explain the reasons for the delay and to articulate that the project team is taking the perspective of the customer and working with the customer s best interest in mind. Rule 5: If the communication goal has high affective complexity (i.e., sensitivity to attitudes and changes is dispositions, build relationships, asking for a favor, etc.), select affectivity, perspective taking, a medium with high channel capacity (i.e., video or in-person meeting), a small distribution, and low formality. In addition, even if channel capacity is low, higher interactivity can boost affectivity. Example: A project manager working in a distributed team environment might choose to send an to the entire team asking for a volunteer. Rule 5 suggests that a more effective approach would be to send a message to one person with components that are affective in nature (i.e., things they care about) along with the request. Combining affective and task-related components is characteristic of communication in high trusting teams (Müller, 2003; Jarvenpaa & Leidner,

8 1999). Keeping the distribution small will increase its impact on relationship strength and increase the likelihood of a positive response. When possible it would be best to make the request in person or over the telephone because these media have the highest channel capacity and interactivity. Decision Rule Summary Table (Table 1) Goal Strategy Medium Organization Formality Distribution Complexity High Cognitive Contextualization High Capacity High Low Small or Large High Cognitive and High Dynamic Control By Testing and Adjustment High Interactivity High High Small High Cognitive and Low Dynamic High Cognitive and High Affective Control By Planning Perspective Taking Low Interactivity High Adaptiveness High High Small or Large N/A Low Small High Affective Affectivity High Capacity Low Low Small Note: Bolded rule components are those not stated in propositions but extrapolated from the model. CONCLUSION This paper describes how the competencies required to be a successful project manager have shifted to include a greater emphasis on the ability to manage relationships. This change has been brought about by the globalization of business and the increased need to execute projects across organizational boundaries. Research has shown that managing relationships, including trust, is important to the success of projects in this new environment. The tools and techniques available to assist project managers in developing communication strategies that improve understanding and relationship strength are inadequate. This paper contributes a set of decision rules designed to address this shortage. By adapting guidance provided by a modern organizational communication theory, this paper presents a process and rules for selecting communication goals, strategies, medium, and message attributes that balance the need to impact understanding with the need to impact relationship strength. This is followed by a set of rules to guide the selection of appropriate combinations. The result is a methodology for developing communication strategies that project managers can use to improve their communication practices. Although there has not been any research in this area, it is reasonable to assert that new project managers, and those from more technical and engineering backgrounds, who have not had ample opportunities to practice building relationships with stakeholders might benefit the most from this work. REFERENCES References are available upon request from Herbert Remidez