2. Lecture 24 Project Communications Management Copyright Course Technology 2001 1

3. 2 Chapter 9: Project Communications Management

4. Copyright Course Technology 2001 3 Importance of Good Communications The greatest threat to many projects is a failure to communicate Our culture does not portray IT professionals as being good communicators Research shows that IT professionals must be able to communicate effectively to succeed in their positions Strong verbal skills are a key factor in career advancement for IT professionals

5. Copyright Course Technology 2001 4 Project Communications Management Processes Communications planning: determining the information and communications needs of the stakeholders Information distribution: making needed information available in a timely manner Performance reporting: collecting and disseminating performance information Administrative closure: generating, gathering, and disseminating information to formalize phase or project completion

6. Copyright Course Technology 2001 5 Communications Planning Every project should include some type of communications management plan, a document that guides project communications Creating a stakeholder analysis for project communications also aids in communications planning

7. Copyright Course Technology 2001 6 Communications Management Plan Contents A description of a collection and filing structure for gathering and storing various types of information A distribution structure describing what information goes to whom, when, and how A format for communicating key project information A project schedule for producing the information Access methods for obtaining the information A method for updating the communications management plans as the project progresses and develops A stakeholder communications analysis

8. Copyright Course Technology 2001 7 Information Distribution Getting the right information to the right people at the right time and in a useful format is just as important as developing the information in the first place Important considerations include –using technology to enhance information distribution –formal and informal methods for distributing information

9. Copyright Course Technology 2001 8 What Went Wrong? A well publicized example of misuse of e-mail comes from the 1998 Justice Department's high profile, antitrust suit against Microsoft. E-mail emerged as a star witness in the case. Many executives sent messages that should never have been put in writing. The court used e-mail as evidence, even though the senders of the notes said the information was being interpreted out of context. Harmon, Amy, "E-mail comes back to haunt companies," November 29, 1998

10. Copyright Course Technology 2001 9 Figure 9-1. The Impact of the Number of People on Communications Channels

11. Copyright Course Technology 2001 10 Performance Reporting Performance reporting keeps stakeholders informed about how resources are being used to achieve project objectives –Status reports describe where the project stands at a specific point in time –Progress reports describe what the project team has accomplished during a certain period of time –Project forecasting predicts future project status and progress based on past information and trends –Status review meetings often include performance reporting

12. Copyright Course Technology 2001 11 Administrative Closure A project or phase of a project requires closure Administrative closure produces –project archives –formal acceptance –lessons learned

13. Copyright Course Technology 2001 12 Suggestions for Improving Project Communications Manage conflicts effectively Develop better communication skills Run effective meetings Use templates for project communications

14. Copyright Course Technology 2001 13 Conflict Handling Modes, in Preference Order Confrontation or problem-solving: directly face a conflict Compromise: use a give-and-take approach Smoothing: de-emphasize areas of differences and emphasize areas of agreement Forcing: the win-lose approach Withdrawal: retreat or withdraw from an actual or potential disagreement

15. Copyright Course Technology 2001 14 Conflict Can Be Good Conflict often produces important results, such as new ideas, better alternatives, and motivation to work harder and more collaboratively Groupthink can develop if there are no conflicting viewpoints Research by Karen Jehn suggests that task- related conflict often improves team performance, but emotional conflict often depresses team performance

16. Copyright Course Technology 2001 15 Developing Better Communication Skills Companies and formal degree programs for IT professionals often neglect the importance of developing speaking, writing, and listening skills As organizations become more global, they realize they must invest in ways to improve communication with people from different countries and cultures It takes leadership to improve communication

17. Copyright Course Technology 2001 16 Running Effective Meetings Determine if a meeting can be avoided Define the purpose and intended outcome of the meeting Determine who should attend the meeting Provide an agenda to participants before the meeting Prepare handouts, visual aids, and make logistical arrangements ahead of time Run the meeting professionally Build relationships

18. Copyright Course Technology 2001 17 Using Templates for Project Communications Many technical people are afraid to ask for help Providing examples and templates for project communications saves time and money Organizations can develop their own templates, use some provided by outside organizations, or use samples from textbooks

19. Copyright Course Technology 2001 18 Figure 9-2. Sample Template for a Project Description Project 98 file

20. Copyright Course Technology 2001 19 Table 9-3. Sample Template for a Monthly Progress Report

21. Copyright Course Technology 2001 20 Table 9-4. Sample Template for a Letter of Agreement for a Class Project

22. Copyright Course Technology 2001 21 Table 9-5. Outline for a Final Project Report

23. Copyright Course Technology 2001 22 Table 9-6. Final Project Documentation Items

24. Copyright Course Technology 2001 23 Figure 9-3. Gantt Chart Template for a Class Project

25. Copyright Course Technology 2001 24 Table 9-7. Guidance for Student’s Lessons Learned Report

26. Copyright Course Technology 2001 25 Table 9-8. Sample Template for a Project Web Site

27. Copyright Course Technology 2001 26 Developing a Communications Infrastructure A communications infrastructure is a set of tools, techniques, and principles that provide a foundation for the effective transfer of information –Tools include e-mail, project management software, groupware, fax machines, telephones, teleconferencing systems, document management systems, and word processors –Techniques include reporting guidelines and templates, meeting ground rules and procedures, decision-making processes, problem-solving approaches, and conflict resolution and negotiation techniques –Principles include using open dialog and an agreed upon work ethic

28. Copyright Course Technology 2001 27 Using Software to Assist in Project Communications There are many software tools to aid in project communications The What Went Right? example describes several new web-based and wireless communications tools Microsoft Project 2000 includes several features to enhance communications

30. Communication McGraw-Hill/Irwin Contemporary Management, 5/e Copyright © 2008 The McGraw-Hill Companies, Inc. All rights reserved. chapter sixteen

31. 16-30 Learning Objectives Explain why effective communication helps an organization gain a competitive advantage. Describe the communication process, and explain the role of perception in communication. Define information richness, and describe the information richness of communication media available to managers.

32. 16-31 Learning Objectives Describe the communication networks that exist in groups and teams. Explain how advances in technology have given managers new options for managing communications. Describe important communication skills that managers need as senders and receivers of messages.

33. 16-32 Communication and Management Communication –The sharing of information between two or more individuals or groups to reach a common understanding.

34. 16-33 Communication and Management Importance of Good Communication –Increased efficiency in new technologies and skills –Improved quality of products and services –Increased responsiveness to customers –More innovation through communication

35. 16-34 The Communication Process Phases of the Communication Process: –Transmission phase in which information is shared by two or more people. –Feedback phase in which a common understanding is assured.

36. 16-35 The Communication Process Figure 16.1

37. 16-36 Question? What part of the communication process has the sender translating the message into symbols or language? A.Message B.Encoding C.Decoding D.Feedback

38. 16-37 The Communication Process Sender – person wishing to share information with some other person Message – what information to communicate Encoding – sender translates the message into symbols or language Noise – refers to anything that hampers any stage of the communication process

39. 16-38 The Communication Process Receiver – person or group for which the message is intended Medium – pathway through which an encoded message is transmitted to a receiver Decoding - critical point where the receiver interprets and tries to make sense of the message

40. 16-39 The Communication Process Feedback phase is initiated by the receiver Receiver decides what message to send to the original sender Feedback eliminates misunderstandings, ensures that messages are correctly interpreted

41. 16-40 Verbal & Nonverbal Communication Verbal Communication –The encoding of messages into words, either written or spoken Nonverbal –The encoding of messages by means of facial expressions, body language, and styles of dress.

42. 16-41 The Role of Perception in Communication Perception –process through which people select, organize, and interpret sensory input to give meaning and order to the world around them

43. 16-42 The Role of Perception in Communication Biases –systematic tendencies to use information about others in ways that can result in inaccurate perceptions

44. 16-43 The Role of Perception in Communication Stereotypes –often inaccurate beliefs about the characteristics of particular groups of people –can interfere with the encoding and decoding of messages

45. 16-44 The Dangers of Ineffective Communication When managers and other members of an organization are ineffective communicators, organizational performance suffers and any competitive advantage the organization might have is likely to be lost

46. 16-45 Information Richness and Communication Media Managers and their subordinates can become effective communicators by: –Selecting an appropriate medium for each message—there is no one “best” medium. –Considering information richness A medium with high richness can carry much more information to aid understanding.

47. 16-46 Question? What is the amount of information that a communication medium can carry? A.Channel capacity B.Information richness C.Bandwidth D.Message capacity

48. 16-47 Information Richness The amount of information that a communication medium can carry The extent to which the medium enables the sender and receiver to reach a common understanding

49. 16-48 Information Richness of Communication Media Figure 16.2

50. 16-49 Communication Media Face-to-Face –Has highest information richness. –Can take advantage of verbal and nonverbal signals.

51. 16-50 Communication Media Face-to-Face –Provides for instant feedback. –Management by wandering around takes advantage of this with informal talks to workers. –Video conferences provide much of this richness and reduce travel costs and meeting times.

52. 16-51 Communication Media Spoken Communication Electronically Transmitted –Has the second highest information richness. –Telephone conversations are information rich with tone of voice, sender’s emphasis, and quick feedback, but provide no visual nonverbal cues.

53. 16-52 Communication Media Personally Addressed Written Communication –Has a lower richness than the verbal forms of communication, but still is directed at a given person. –Personal addressing helps ensure receiver actually reads the message—personal letters and e-mail are common forms.

54. 16-53 Communication Media Personally Addressed Written Communication –Does not provide instant feedback to the sender although sender may get feedback later. –Excellent media for complex messages requesting follow-up actions by receiver.

55. 16-54 E-Mail Dos and Don’ts E-mail allows telecommuting employees to work from home and keep in contact. The use of e-mail is growing rapidly and e-mail etiquette is expected: –Typing messages in all CAPITALS is seen as “screaming” at the receiver. –Punctuate your messages for easy reading and don’t ramble on. –Pay attention to spelling and treat the message like a written letter.

56. 16-55 Communication Media Impersonal Written Communication –Has the lowest information richness. –Good for messages to many receivers where little or feedback is expected (e.g., newsletters, reports)

57. 16-56 Communication Media Many managers do not have time to read all the electronic work-related information available to them Problem with information overload is the potential for important information to be ignored or overlooked Can result in lost productivity

58. 16-57 Communication Networks –The pathways along which information flows in groups and teams and throughout the organization.

59. 16-58 Communication Networks Type of communication network depends on: –The nature of the group’s tasks –The extent to which group members need to communicate with each other to achieve group goals.

60. 16-59 Communication Networks in Groups and Teams

61. 16-60 Figure 16.3 Communication Networks in Groups and Teams

62. 16-61 Organization Communication Networks Organization Chart –Summarizes the formal reporting channels in an organization. –Communication in an organization flows through formal and informal pathways –Vertical communications flow up and down the corporate hierarchy.

63. 16-62 Organization Communication Networks Organization Chart –Horizontal communications flow between employees of the same level. –Informal communications can span levels and departments—the grapevine is an informal network carrying unofficial information throughout the firm.

64. 16-63 Formal and Informal Communication Networks in an Organization Figure 16.4

65. 16-64 Technological Advances in Communication Internet –Global system of computer networks that is easy to join and is used by employees to communicate inside and outside their companies World Wide Web (WWW) –“Business district” with multimedia capabilities

66. 16-65 Technological Advances in Communication Intranets –A company-wide system of computer networks for information sharing by employees inside the firm. Advantages of intranets –Lies in their versatility as a communication medium –Can be used for a number of different purposes by people who may have little expertise in computer software and programming

67. 16-66 Technological Advances in Communication Groupware –Computer software that enables members of groups and teams to share information with each other and improve communication.

68. 16-67 How to Be Successful Using Groupware 1.Work is team-based and members are rewarded for group performance 2.Groupware has full support of top management 3.Culture of the organization stresses flexibility 4.Groupware is being used for a specific purpose 5.Employees receive adequate training

69. 16-68 Groupware Employees are likely to resist using groupware when: –people are working primarily on their own –people are rewarded for their own individual performances –People are reluctant to share information

70. 16-69 Groupware Collaboration software –groupware that aims to promote collaborative, highly interdependent interactions among members of a team and provide the team with an electronic meeting site for communication

71. 16-70 Barriers to Effective Communication –Messages that are unclear, incomplete, difficult to understand –Messages sent over the an inappropriate medium –Messages with no provision for feedback –Messages that are received but ignored –Messages that are misunderstood –Messages delivered through automated systems that lack the human element

72. 16-71 Communication Skills for Managers as Senders –Send clear and complete messages. –Encode messages in symbols the receiver understands. –Select a medium appropriate for the message and, importantly, one that is monitored by the receiver. –Avoid filtering (holding back information) and distortion as the message passes through other workers. –Include a feedback mechanism is in the message. –Provide accurate information to avoid rumors.

73. 16-72 Communication Skills for Managers as Senders Jargon –specialized language that members of an occupation, group, or organization develop to facilitate communication among themselves –should never be used when communicating with people outside the occupation, group, or organization

74. 16-73 Discussion Question? What is the most important communication skill for managers? A.Be a good listener: don’t interrupt B.Be empathetic C.Ask questions to clarify your understanding D.Understand linguistic styles

75. 16-74 Communication Skills For Managers as Receivers –Pay attention to what is sent as a message. –Be a good listener: don’t interrupt. –Ask questions to clarify your understanding. –Be empathetic: try to understand what the sender feels. –Understand linguistic styles: different people speak differently. –Speed, tone, pausing all impact communication.

76. 16-75 Movie Example: The Terminal Is there communication between Viktor and Frank? Why or why not?

77. Effective Communication

78. Overview Functions of Communication The Communication Process Communication Fundamentals Key Communication Skills

79. Functions of Communication Control Motivation Emotional Expression Information

80. The Communication Process Receiver Feedbac k DecodingChanne l Encodin g Sourc e

81. Communication Fundamentals Direction: Downward Upward Crosswise Networks: Formal vs. Informal

82. Communication Networks Chain WheelAll Channels

83. Barriers to Effective Communication Filtering Selective Perception Emotions Language

84. Key Communication Skills Listening Skills Feedback Skills Presentation skills

85. Basic Communication Skills Profile ________________________________________________ Communication Order Learned Extent Used Extent Taught ____________________________________________ Listening First First Fourth Speaking Second Second Third Reading Third Third Second Writing Fourth Fourth First

86. Meaning Listening Is With The Mind Hearing With The Senses Listening Is Conscious. An Active Process Of Eliciting Information Ideas, Attitudes And Emotions Interpersonal, Oral Exchange

87. Fallacies about Listening  Listening is not my problem!  Listening and hearing are the same  Good readers are good listeners  Smarter people are better listeners  Listening improves with age  Learning not to listen  Thinking about what we are going to say rather than listening to a speaker  Talking when we should be listening  Hearing what we expect to hear rather than what is actually said  Not paying attention ( preoccupation, prejudice, self-centeredness, stero-type)  Listening skills are difficult to learn

88. Stages of the Listening Process Hearing Focusing on the message Comprehending and interpreting Analyzing and Evaluating Responding Remembering

89. Barriers to Active Listening Environmental barriers Physiological barriers Psychological barriers  Selective Listening  Negative Listening Attitudes  Personal Reactions  Poor Motivation

90. How to Be an Effective Listener  What You Think about Listening ?  Understand the complexities of listening  Prepare to listen  Adjust to the situation  Focus on ideas or key points  Capitalize on the speed differential  Organize material for learning

91. How to Be an Effective Listener (cont.)  What You Feel about Listening ?  Want to listen  Delay judgment  Admit your biases  Don’t tune out “dry” subjects  Accept responsibility for understanding  Encourage others to talk

92. How to Be an Effective Listener (cont.)  What You Do about Listening ?  Establish eye contact with the speaker  Take notes effectively  Be a physically involved listener  Avoid negative mannerisms  Exercise your listening muscles  Follow the Golden Rule

93. Feedback Skills Positive vs. Negative Feedback Positive feedback is more readily and accurately perceived than negative feedback Positive feedback fits what most people wish to hear and already believe about themselves Negative feedback is most likely to be accepted when it comes from a credible source if it is objective in form Subjective impressions carry weight only when they come from a person with high status and credibility

94. Developing Effective Feedback Skills Focus on specific behaviours Keep feedback impersonal Keep feedback goal oriented Make feedback well timed Ensure understanding Direct feedback toward behaviour that is controllable by the recipient

95. Group Think Phenomena in which the norm for consensus overrides the realistic appraisal of alternative course of action

96. Presentation Skills Ideas, concepts or issues talked about or spoken to a group or audience Public speaking is one of the most feared things “I could make such a fool of myself” Skills required to give a good presentation can be developed Preparation is the Key

97. Presentation Skills  Preparation/ Planning is the first step on the ladder to success  Aspects in the development of a good presentation  Self Centered (Self)  Audience Centered (Audience)  Subject Centered (Material) “I want (who) to (what) (where, when and how) because (why)”

98. Presentation Skills Helpers What do you want to present (content)? Why do you want to present (purpose)? Where will you be presenting (place)? How do you want to present (words to be used or not, slides to be used) Who is your audience?

99. Presentation Skills Preparation: Audience Analysis  What is the audience interested in  What does the audience want  What does the audience already know and needs to know  What are their needs, expectations from this presentation  How will the audience benefit from this presentation

100. Presentation Skills Structure the content in line with the audience’s needs What do you want to tell the audience? What is your objective? Prepare keeping in mind the time allotted Anticipate the questions and prepare Collect material from a variety of sources Arrange points logically and sequentially Prepare handouts as well

101. Presentation Skills Structuring the presentation 2 to 2.5 mins--- opening/beginning 20 to 21 mins--- middle section 2 to 3 mins --- closing/end 5 mins --- questions

102. Presentation Skills The Begining  Should be carefully designed  Get attention - shock, humour, question, story, facts &figures - well rehearsed yet natural  Motivate audience to listen - listen to their needs

103. Presentation Skills Preparation – Structure  Sequence should be logical & understandable  Interim summaries- Recaps  Value of visual aids-flip charts, handouts etc.

104. Presentation Skills Prepare Closing  Last 2 to 2.5 minutes are as critical as the first five minutes for a successful presentation  Summarize- highlight important points  Suggest action- what to do and when, where and how to do it

105. Presentation Skills Stage Fright  Everyone has it to some degree  Can be used constructively  Key issue is not elimination of fear Instead channel the energy it generates for an effective presentation

106. Presentation Skills Effective Delivery  Be active - move  Be purposeful - controlled gestures  Variations – vocal (pitch, volume, rate)  Be natural  Be direct – don’t just talk in front of the audience talk to them

107. Group Facilitation Verbal Communication- barriers  Speaking too fast  Using jargon  Tone and content  Complicated or ambiguous language  Not questioning  Physical State of the audience

108. Presentation Skills Sensitivity to the audience  “see” the audience  Take non-verbal feedback -congruent and incongruent body language  Modify to meet audience needs  Don’t just make it as a presentation

109. Presentation Skills Handling Questions  Do not get confused  You are not supposed to know everything  Anticipate and keep answers ready  Sometime questions themselves give you a lead to highlight your point of view

110. Presentation Skills Visual Aids  While using a over head projector face the audience while talking  Point with a pen  Appropriate lighting  Watch the colours  Ensure clear visibility  10 lines, 10 words per line

111. Presentation Skills So to conclude : Always prepare Channelize you fear Interact with your audience

112. Making PowerPoint Slides Avoiding the Pitfalls of Bad Slides

113. Tips to be Covered Outlines Slide Structure Fonts Colour Background Graphs Spelling and Grammar Conclusions Questions

114. Outline Make your 1 st or 2 nd slide an outline of your presentation –Ex: previous slide Follow the order of your outline for the rest of the presentation Only place main points on the outline slide –Ex: Use the titles of each slide as main points

115. Slide Structure – Good Use 1-2 slides per minute of your presentation Write in point form, not complete sentences Include 4-5 points per slide Avoid wordiness: use key words and phrases only

116. Slide Structure - Bad This page contains too many words for a presentation slide. It is not written in point form, making it difficult both for your audience to read and for you to present each point. Although there are exactly the same number of points on this slide as the previous slide, it looks much more complicated. In short, your audience will spend too much time trying to read this paragraph instead of listening to you.

117. Slide Structure – Good Show one point at a time: –Will help audience concentrate on what you are saying –Will prevent audience from reading ahead –Will help you keep your presentation focused

118. Slide Structure - Bad Do not use distracting animation Do not go overboard with the animation Be consistent with the animation that you use

119. Fonts - Good Use at least an 18-point font Use different size fonts for main points and secondary points –this font is 24-point, the main point font is 28-point, and the title font is 36-point Use a standard font like Times New Roman or Arial

120. Fonts - Bad If you use a small font, your audience won’t be able to read what you have written CAPITALIZE ONLY WHEN NECESSARY. IT IS DIFFICULT TO READ Don’t use a complicated font

121. Colour - Good Use a colour of font that contrasts sharply with the background –Ex: blue font on white background Use colour to reinforce the logic of your structure –Ex: light blue title and dark blue text Use colour to emphasize a point –But only use this occasionally

122. Colour - Bad Using a font colour that does not contrast with the background colour is hard to read Using colour for decoration is distracting and annoying. Using a different colour for each point is unnecessary –Using a different colour for secondary points is also unnecessary Trying to be creative can also be bad

123. Background - Good Use backgrounds such as this one that are attractive but simple Use backgrounds which are light Use the same background consistently throughout your presentation

124. Background – Bad Avoid backgrounds that are distracting or difficult to read from Always be consistent with the background that you use

125. Graphs - Good Use graphs rather than just charts and words –Data in graphs is easier to comprehend & retain than is raw data –Trends are easier to visualize in graph form Always title your graphs

126. Graphs - Bad

127. Graphs - Good

128. Graphs - Bad

129. Minor gridlines are unnecessary Font is too small Colours are illogical Title is missing Shading is distracting

130. Spelling and Grammar Proof your slides for: –speling mistakes –the use of of repeated words –grammatical errors you might have make If English is not your first language, please have someone else check your presentation!

131. Conclusion Use an effective and strong closing –Your audience is likely to remember your last words Use a conclusion slide to: –Summarize the main points of your presentation –Suggest future avenues of research

132. Questions?? End your presentation with a simple question slide to: –Invite your audience to ask questions –Provide a visual aid during question period –Avoid ending a presentation abruptly