Developing a project team

Project roles and responsibilities must be clearly documented in terms of authority, responsibilities, and boundaries. Team members operate best when their individual levels of authority match their individual responsibilities.

You can develop a resource calendar to chart human resources and illustrate the number of hours a person, department or entire project team will be needed each week or month over the course of the project so that you can see at a glance whether the required resources are available when needed according to the project schedule.

Define roles and responsibilities

There are several different ways in which you can record your defined project roles and responsibilities.

Gantt chart

On your GANTT chart project schedule/plan, you can easily have a column adjacent to the task list into which you can insert the relevant project team member's name.

The Gannt chart is used to show:

• Start and finish dates of tasks
• Duration of each task
• Dependencies of tasks
• Assigned tasks (responsibilities)

A Project Manager develops a Gannt chart to schedule and allocate tasks and then monitors the completion of tasks.  

Task schedule

Using the task schedule as a guide, determine what each person must do in order to produce the required outputs (deliverables). This could be as simple as meeting with team members and asking what will be involved.

Organisational chart

Each project management framework uses a unique methodology to define individual roles and responsibilities. At a basic level, roles and responsibilities can be defined by using a hierarchy chart or similar.

The person at the top of the hierarchy has ultimate responsibility, and the line of authority is reflected by placing team members below their project line manager.

In the example above, Barrie reports to the Project Manager and is responsible for ensuring Kate completes all delegated tasks.

Other ways you can document roles and responsibilities include:

Text oriented formats

Team member responsibilities that require detailed descriptions can be specified in text-oriented formats.

Matrix-based charts

A responsibility assignment matrix (RAM) can be used to show the project resources assigned to each work package.

One example of a RAM is a ‘RACI’ chart, which shows who is responsible, who is accountable, who must be consulted and who must be informed about each project activity. A RACI chart is a useful tool when the team consists of internal and external resources because it makes clear divisions of roles and expectations.

RACI Example

Project roles and responsibilities can be captured very effectively in a RACI chart.

The matrix elements are:

A RACI matrix can be shown in a spreadsheet or table that lists all stakeholders in a project and their level of involvement in each task.

To create a RACI chart, list all of the major tasks or milestones in the left-hand column and all of the stakeholders across the top row. For each task, identify R,A,C or I for the level of involvement of each stakeholder.

The chart is useful as it lets you see who is responsible for each task within a timeframe. This can help the Project Manager evenly distribute work tasks.

Process diagram

Another way that roles and responsibilities can be documented is as a process. See the example below.

Communicate roles and responsibilities

Once roles and responsibilities are defined, an effective way to communicate the information to the project team is to have a project start-up meeting.

You should carefully prepare an agenda for this meeting, ensuring that all relevant information is covered and that confirmation documentation for the project is provided to the team. You could also direct the team to any other project documentation that may be helpful.

This would be a good time to:

• set up agreed team meeting times and one on one sessions with each individual staff member to help you track performance (either face-to-face or online for virtual teams)
• check that all team members have the resources and access they need
• confirm file sharing arrangements and ensure access
• if using project management software, check that the team is able to use it effectively
• confirm reporting arrangements and progress reports
• decide how project issues will be managed
• discuss management methods for project change requests
• confirm key milestones and KPIs.

Make sure to allow plenty of time for questions, discussion, and requests.

Where appropriate, the team should also be directed to documents prepared in the initiation and planning stages of the project, such as the Communication Plan, Risk Management Plan, and Quality Management Plan.

Watch

Watch the YouTube Your project kick-off meeting checklist to learn about the project kick-off checklist.

Training and development should be an ongoing focus in the project team.

Performance is maintained and improved when you:

• Have the right person in the right role
• Skills and knowledge that match what is required in the role
• Provide timely feedback on completed work
• Provide reward and recognition incentives 
• Allocate appropriate resources and support 
• Set clear performance expectations.

You should ensure that these performance conditions are met for the team.

Training needs on commencement

When the project team is first established, there may be some immediate training required related to induction activities. For example, learning about the organisation’s policies and procedures is a crucial first step that you should ensure is completed. HR will usually assist you with this.

You must also ensure that project team members are comfortable and trained in all of the systems and software they will need to use. This could include Project Management Software or file sharing software such as Dropbox and SharePoint.

Conducting team-building activities is a part of training and development and can help you rapidly transform a project team from a group of individuals to a cohesive high-performance team with shared goals and a focus on success.

Training needs analysis

A training needs analysis (TNA) identifies the knowledge, skills and attitudes required of workers and compares them to the actual knowledge, skills and attitudes of workers. The gap between required and actual identifies the training needs.  

The knowledge, skills and attitude required for positions can be identified through:

• Position descriptions
• Employee and employer feedback
• Observation
• Project planning documents

The actual knowledge, skills and attitude of individuals and teams to identify the gap can be identified through:

• One-on-one meetings to seek feedback about training needs
• Management meetings
• Feedback from clients and stakeholders
• Reviewing complaints register
• Monitoring tasks and performance issues.  

It is important to remember to distinguish between training and non-training issues. For example, we may assume that a performance issue stems from a lack of training, but in reality, it begins with an unrealistic timeline. A training needs analysis will help you to identify the skills gap and if training is the solution.

Options for training and development

There are many options for development and training. The 70:20:10 model of learning shown below is helpful when determining the best learning option. This model shows us that experiential learning (where learning is facilitated by actively applying and practicing concepts) should comprise 70% of learning activities. Learning using other methods, such as coaching and mentoring, should account for 20%. The remaining 10% should be allocated to passive formal classroom learning.

Consider the development options that are reflected in the model. One useful option within a project team is to arrange for a less experienced team member to work alongside an experienced team member. They will each benefit from the experience. The more junior team member benefits from the opportunity to further develop their skills, while the more senior team member learns about helping others to develop.

Training and development methods

There is a range of options to upskill staff. Training can include:

• In-house training designed and delivered by the organisation’s own staff
• External training developed by external providers.

You will need to consider the best way to upskill your staff within your training budget and the outcomes that need to be achieved.  

Training can be delivered through the following methods:

Instructor-led training

Instructor-led training can also be called classroom-based training. An experienced facilitator provides training to the learners and can answer their questions of learners. Instructor-led training is sometimes more expensive, and it requires learners to be away from their work distractions to focus on new learnings. Instructor-led training can be more expensive than other options, such as e-learning.

E-learning

E-learning is a great option for shift workers or if minimal disruption to work is required. Workers can complete e-learning at their own pace by accessing electronic media or the internet. However, it requires staff to be motivated and does not provide the interaction that instructor-led/classroom-based training.

Simulations

Simulations are a safe way of providing the worker with real-life resources and conditions. It allows the worker to solve issues that they are likely to face on the job without safety or performance risks. For example, pilot training or CPR training.

On-the-job training

On-the-job training allows a worker to learn new skills whilst working. The worker gets fist hand experience at applying workplace procedures and skills to complete their daily tasks. Often on-the-job training is given to a new employee by a supervisor or another employee that performs the same job role.

Mentoring

A mentor involves a more experienced person sharing their knowledge and experience with another worker. A mentor supports the person by providing coaching or refers the worker to someone who can best guide them with their answer. A mentor provides advice, support and training for the worker to achieve their goals.

Coaching

A workplace coach provides training to develop skills in a specific area. For example, a coach can provide expert teaching about financial reports.

A session plan can be developed to plan how you will deliver your training including:

• the content of your training session
• the activities you will use to engage your participants
• resources required for the session
• timing

Review the NSW government session plan example.

Conditions for training

To create optimal conditions for training, ensure that you:

• Define the training objectives – what should the learner be able to do upon completion
• Monitor the training – is it happening as planned?
• Assess the results of training – did it meet the needs of the learner?

You should seek the help of HR to ensure that your performance management approach is appropriate and to procure the tools that will help facilitate the process.

If you have established clarity regarding roles, responsibilities, goals and objectives, deliverables and milestones in your project planning documents, completing your task will become simple. Also, using Project Management Software which captures all of the key elements – such as quality, time, and costs – makes your job easier. This software typically performs automatic calculations to show the proportion of your project that is completed and is helpful in tracking progress and milestones.

Performance management

The purpose of performance management is to ensure a certain standard of work. It gives you the opportunity to comment on a person’s performance, assist and support team members, improve morale, and keep the team on track.

Informal performance management is the day-to-day assessment you make of team member performance and the ongoing feedback you give about performance. You should continually provide informal information to team members in a positive manner about the good aspects of their work, pointing out problems when they surface. An informal appraisal is usually task-specific. Guidelines for providing constructive feedback to a team member include:

• Be helpful – your aim is to help someone improve
• Be sincere in your concern for the person and their performance
• Pick the right moment, and never discipline/criticise a team member in front of someone 
• Check that the problem is not a symptom of something else. For example, poor behaviour may be a symptom that a person is anxious or upset over an accident, or something personal
• Avoid telling the person what to do. Avoid the use of ‘should’
• Avoid giving the impression that you are more concerned with following the rules rather than their performance
• Be specific – give specific examples and suggestions for remediation
• Provide an opportunity for the person to provide input and comment.

Performance management is typically described in four steps:

Step	Description
Step 1	The project manager and team members collaboratively establish performance standards
Step 2	The project manager communicates performance standards and checks that there is a common understanding of what has been agreed upon and expected
Step 3	The project manager and team members gather performance data over a period of the agreed time
Step 4	The project manager and team members discuss the results in a formal performance review session or interview

Approach the performance appraisal as a partner, working with the team member to achieve their full potential. 

Some behavioural guidelines for conducting a productive performance appraisal are:

• Schedule the formal performance review in advance and be prepared. Prepare by reviewing the team member’s role descriptions, their strengths and weaknesses and the performance goals (if these have already been agreed to). Have examples to substantiate any points of criticism and praise.
• Put the team member at ease; be supportive and understanding.
• Be sure that the team member understands the purpose of the review.
• Obtain team member participation. Let the team member do most of the talking.
• Have the team member engage in self-evaluation. They may openly acknowledge the performance problems you have identified. In addition, they may offer viable solutions to these problems. Phrases such as, ‘How do you think you went with that?’ and ‘How can we deal with this in future?’ are helpful.
• If you need to be critical, state the criticism thoughtfully and show concern for the team member’s feelings. Avoid softening the message, do not exaggerate, and, where possible, avoid absolutes such as ‘always’ and ‘never’. Criticise the performance but not the person.
• Do not overlook the opportunity to give positive feedback.
• Ask the team member to sum up the review. This gives them an opportunity to put the entire review into perspective, and it will tell you whether your communication has been successful.
• Detail a future plan of action. This should be aimed at helping the team member to correct a situation if there are performance inadequacies. Your role should be supportive.

Underperformance

Underperformance occurs when an employee:

• Is not performing their tasks to the required standard
• Is not following workplace policies and procedures
• Is disruptive, rude or shows other unacceptable behaviour at work (e.g. engaged in conflict with others, racist etc.).

To address underperformance, it is important to:

• Provide clear and concise information about the unacceptable behaviour/performance
• Provide clear information about the workplace expectations and performance
• Develop solutions together for improvement. Improvement strategies might involve:
  • Further training
  • Adjusting duties
  • Agreement to meet performance expectations
  • Monitoring workplace performance
  • Scheduling a follow-up review meeting date
• Document the conversation, agreed outcomes, and all meeting participants should sign the minutes

Performance management plan

A performance management plan is comprised of the measures used to assess project performance against the project plan. Each measure must be clearly defined. In addition, the plan should be specific about the process and responsibilities of the project manager and team members. 

Typically, performance measures relate to:

• Time - Was work completed in the required timeframe?
• Quantity - What was the volume of work completed?
• Quality - Does the completed work conform to the required standards?
• Cost - Was the work completed within budget?

Actions going forward, particularly if remediation is required, should also be captured in the plan. 

Watch the AHRI video about performance management.

Recognition and rewards

A huge motivator for performance improvement is incentives to recognise and reward positive performance.

Informal rewards include:

• Verbal acknowledge and thank you to the project team member
• Letting other people and management know of the achievements
• Team lunches
• Small gifts such as movie vouchers, flowers, gift baskets
• Certificates

Formal rewards may include:

• Bonus or monetary reward
• Shares
• Scholarships
• Job promotion
• Trophy 
• Formal celebration

The purpose of a recognition and reward systems is to:

• Motivate employees to achieve key performance indicators and outcomes
• Acknowledge the efforts of employees
• ensures employees feel valued
• improve employee retention rates as valued employees are less likely to change job roles
• reinforce desired behaviours

A bonus can be paid to employees who have met or exceeded key performance indicators or project outcomes. This must also be based on activities and performance that are under a person’s control. For example, a team member who is to be rewarded for meeting cost objectives should have an appropriate level of control over decisions that affect expenses. 

Typically, team members feel rewarded when they:

• are recognised for their achievements (by the project manager, the organisation, or their stakeholders)
• have a genuine sense of belonging to the project team
• experience the satisfaction of sharing in the accomplishment of a team task
• feel they have grown, matured, and learned as individuals because of team working opportunities.

Other motivators can be the work itself or opportunities for increased responsibility and advancement. Some strategies which can motivate team members are:

• participative decision making
• decentralisation that allows people to make decisions at their level and gives them some freedom to direct their own activities
• job enlargement that enables team members to work on more than one aspect of a task or project
• encouraging team discussion about making the work environment more satisfying.

It is important for Project Managers to understand aspects of motivation and human behaviour. Watch the YouTube 8 essential KPI metrics for teams – project management training to learn more about KPIs and how they can help your team.

Key performance indicators

Key Performance Indicators (KPIs) are indicators of progress towards an intended result. KPIs are commonly used in projects and are linked to the project objectives. For each Project Officers role or for an overall project, KPIs should be given as a way to gauge and compare the performance of desired performance with actual performance.

Use the following formula to work out the percentage of the team and individual performance goals met or exceeded:

the number of performance goals met or exceeded / the total number of performance goals

Ten ways to build team performance

1. Establish clear expectations regarding acceptable behaviour by project team members to minimise misunderstandings. Discussion about ground rules in areas such as code of conduct, communication and working together help determine team values, allowing individuals to discover what is important to their fellow team members
2. Clearly define the roles and responsibilities of all team members.
3. Be a good communicator by being a good listener. This enables you to be aware of team needs. Encourage discussion and ensure your team members know you value their opinions. Actively listening will also provide vital feedback on whether or not your messages are being understood by your team. 
4. Ensure that your stakeholders and project team have access to a system for information sharing, such as a collaborative platform or environment.
5. Always do what you promised so that your team knows they can trust and rely on you to follow through.
6. Look for opportunities to recognise and reward the team or individual members, communicating achievements to functional managers. Acting upon results motivates your team to function effectively. Conducting regular team reviews provides consistent and continuous objectives, feedback on progress and opportunities to manage issues before they become conflicts. 
7. Motivate your team by being positive and enthusiastic. A vital component for the success of your team is their interaction. Creating a culture of creativity, facilitating idea generation, encouraging active contributions, and offering support are ways in which a team leader can motivate their team. 
8. Empower and enable team members by giving them appropriate autonomy so that they can get their work done. 
9. Conduct team-building activities if your team is not working well together.
10. Look for development opportunities for team members to increase their effectiveness on the project or as career professional development.