Voices on Project Management

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Voices on Project Management offers insights, tips, advice and personal stories from project managers in different regions and industries. The goal is to get you thinking, and spark a discussion. So, if you read something that you agree with--or even disagree with--leave a comment.

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Cameron McGaughy
Marian Haus
Lynda Bourne
Lung-Hung Chou
Bernadine Douglas
Kevin Korterud
Conrado Morlan
Peter Tarhanidis
Mario Trentim
Jen Skrabak
David Wakeman
Roberto Toledo
Vivek Prakash
Cyndee Miller
Shobhna Raghupathy
Wanda Curlee
Rex Holmlin
Christian Bisson
Taralyn Frasqueri-Molina
Jess Tayel
Ramiro Rodrigues
Linda Agyapong
Joanna Newman

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Jorge Valdés Garciatorres
Hajar Hamid
Dan Goldfischer
Saira Karim
Jim De Piante
sanjay saini
Judy Umlas
Abdiel Ledesma
Michael Hatfield
Deanna Landers
Alfonso Bucero
Kelley Hunsberger
William Krebs
Peter Taylor
Rebecca Braglio
Geoff Mattie
Dmitri Ivanenko PMP ITIL

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Find Purpose to Unlock Exceptional Performance

Find Purpose to Unlock Exceptional Performance

By Peter Tarhanidis, MBA, PhD

Purpose

There are three common maturity levels in developing project management leadership:

  • In the first level, the project leader becomes familiar with PMI’s A Guide to the Project Management Body of Knowledge (PMBOK® Guide) and begins to implement the methods in their initiatives.
  • In the intermediate level, project leaders broaden their abilities by implementing more complex projects and demonstrating a strategic use of the methodology.
  • And in the most mature state, project leaders demonstrate high performance by using advanced project methodology and leadership competencies to take on an organization’s most critical initiatives.

It takes many years to cultivate the skills necessary to execute complex initiatives of all sizes and types. And project leaders may find gratification in the personal development to sustain their performance, as well as their project achievements. 

However, over time, it’s not unusual to lose sight of that passion, excitement and engagement for executing initiatives. Instead, the project leader may default to simply providing the project management administrative activities of project execution. This reversal of development is a leadership pitfall and creates a chasm between high performance and exceptional performance.

One way to bridge the chasm is to be purpose-driven. A defined purpose distinguishes oneself as a distinctive as a brand. A brand is underpinned by one’s education, abilities and accomplishments. By identifying what is central to your interests and commitments, project leaders can re-engage with purpose and unlock exceptional performance. This can be broad or can be very specific in a subject expertise.

I have use the following method to find my brand and define my purpose:

  1. Develop a purpose statement—this is your elevator pitch that quickly and simply defines who you are and what you stand for as a project leader.
  2. Assign annual goals to achieve the purpose and watch your performance increase.
  3. Create a network of relationships that support your purpose and brand.

Having used this approach to define my purpose, I learned I enjoy the macro view of the firm. I regularly coach leaders and help them develop their teams. Therefore, I like to simultaneously drive toward exceptional performance to achieve a firm’s mission and to advance the needs of society.

Please share your purpose and any examples of exceptional performance you achieved toward that purpose.

 

Posted by Peter Tarhanidis on: September 14, 2018 09:53 AM | Permalink | Comments (11)

Facing Generational Needs

Categories: Leadership, PMI, Volunteering

By Conrado Morlan

“Those who criticize our generation forget who raised it.” ―Unknown

I had the opportunity to attend PMI® Leadership Institute Meeting 2016—North America in San Diego, California, USA, and met PMI chapter board members from several countries.

An ongoing conversation during that meeting centered on how to renew and refresh chapter membership and appeal to younger generations.

One of the foundations that will help PMI chapters better interact with multi-generational communities is to develop and master “generational competence,” which according to Ceridian “describe the adaptations or competencies organizations must develop today to meet the very diverse needs of four generations in the workforce and the marketplace.”

While discussing the topic with my fellow chapter board members, I found there is a common belief that generations are defined by age when in reality generations are defined by common experiences and key events.

Also much of the research around generations and generational differences has grown out of the United States and therefore is U.S.-focused.

Here are some alternatives to the typical generational buckets:

U.S. Generation Name

Approximate Years of Birth

Alternate Terminology

Matures

1914 - 1945

Traditionalists (USA), Silent Generation (USA), Veterans (USA),

Baby Boomer

1946 - 1963

Generation Me (USA), Unlucky Generation (China), Dankai Generation (Japan)

Generation X

1964 - 1980

MTV Generation (USA), Baby Bust Generation (USA), Génération Bof (France), Crisis Generation (Latin America), Burnt Generation (Iran), Generation Bharat (India)

Generation Y

1981 - 2001

Millennials (USA), Generation Next (USA), Yutori Generation (Japan), Generation Pu (Russia), Born-Free Generation (South Africa)

Generation Z

 

Mid 90’s or Early 2000s -

Globals (USA), Post-Millennials (USA), iGen (USA), Digital Natives (USA), Globalized India (India)

Even individuals born in the same approximate marker years are defined differently by the events they have experienced. For example while the U.S. Baby Boomer generation is associated with the notion of the "American Dream,” the Unlucky Generation in China lived through three years of famine and cultural revolution.

At the same time, many of these generations are tied to stereotypes. For example, “Millennials are entitled narcissists,” “Gen Y looks for instant gratification,” “They are not capable of interacting offline,” are some of the comments I’ve heard. Stereotyping, however, fuels conflict within a multigenerational community.

What Generation Y Thinks

During the Leadership Institute Meeting, I looked for opportunities to speak with Generation Y attendees. Across the board, they felt PMI board members from older generations need to develop generational competence to bridge the gap of understanding. This competence will help them learn how to communicate, connect and engage with potential PMI members of different generations.

Membership campaigns will need to align with Generation Y values—happiness, passion, diversity, sharing and discovery, according to Patrick Spenner, a strategic initiatives leader at CEB.

PMI chapters will need to promote the profession as one that:

  • Offers continuous challenges as changes in projects happen
  • Enables growth in organizations and makes the work exciting
  • Opens new opportunities in different industries as project management skills are highly transferable

Perhaps the most important takeaway in my discussions with Generation Y members was that they reject generational labels. Call them young professionals

As a project manager volunteering for a PMI chapter, what is the most challenging situation you have faced within a multigenerational community?

Posted by Conrado Morlan on: November 16, 2016 10:10 AM | Permalink | Comments (4)
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