All successful project managers need several factors to handle the issues that arise during the execution of a project. First, a project manager must have a clear scope of their mandate. They must work towards a set of objectives that have been determined in advance. Every decision made is based on the scope and the set of objectives identified. The objectives are determined by the mandate and purpose of the project, as well as considerations such as budget and time frame. Once this is established, a set of stakeholders is identified, and their participation roles in the project are assigned. This creates a unity of purpose within the team, and the members are focused, so the project progresses smoothly (McCall, 2010).
Communication lines are always open if a project manager wishes to carry out the project successfully. The team is always aware of their mandate as each team member is given specific tasks and definite roles. Each knows who to report to and how to seek help and guidance in case of difficulty. The manager keeps himself up to date with everything that is taking place in the project. This is done with the aim of monitoring progress and ensuring that the purpose of the project is fulfilled. Each department of the project is made aware of their contribution to the project. Communication on any changes they need to effect for better outcomes are frequently done and install timely manner. Interdepartmental feedback is vital to the success of any project (Laufer, 2012).
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A successful project manager also eases transitions within the organization. This is because not every objective that is set out will be found to be viable. Changes will have to be made if some decisions are found to have adverse effects on the project. If there is a change that will negatively impact the running of the project, then the manager will prepare the staff by telling them about it in advance. The state of the project will be explained, and the rationale behind the change will also be expounded. These changes will often occur in different stages of the project. Changes include replacement of service providers, changes in budgetary allocations or protocol due to legal constraints among others.
Judy Stokley experienced a high level of success in developing a culture of trust while implementing her drawdown plan as Eglin Air Base’s new Advanced Medium Range Air-to-Air Missile (AMRAAM) program director. First, she was honest with the staff, and she let them know in advance that some of them would be let go. This was important in that they were able to prepare themselves for the eventuality. This cleared the uncertainty and speculation that had previously occupied the workforce. It also improved productivity as every employee sought to prove their worth to the company.
Second, Stokley developed a culture of trust through collecting and implementing the suggestions of her workers. Shortly after joining the organization, Stokley set up an anonymous opinion box that collected the complaints and suggestions of every person who was willing and able to participate. This created an outlet for the staff to express themselves and have issues addressed without the fear of stigma. Stokley ensured that every sensible and viable suggestion was implemented and some of these solutions created lasting change. This move made the team members confident that their opinions mattered and it encouraged more participation. For example, Mallik, the financial officer, was encouraged by this action, and he presented a cost study report on how to save money (Laufer, 2012).
Third, she builds a rapport with the contractors by ensuring that their working relationship was mutually beneficial. Stokley examined the contractor's terms of service and discovered that they were paid only the bare essentials. They hardly made any money from this deals, and this left them de-motivated. Stokley worked out a program where the contractors were fairly compensated in exchange for the contractors following a set of performance specifications. This ensured that the government paid a good price for the products produced by the contractor and that quality was maintained (McCall, 2010).
Judy Stokley used three essential learning and behavior modification strategies to address AMRAAM’s organizational problems and gain the trust of project team members. First, she recognized that the military had a long-standing apathy against contractors. She identified the barrier that this precedent caused, and she knew changing it would be met with resistance. She, therefore, used some force and aggression to ensure that her changes were affected despite the resistance. The success of the venture was eventually proved when her efforts were fruitful. This led to institutional support from the highest level which eventually trickled down to the grassroots level. This was especially so when the top management defended her against some seniors whom she had rubbed the wrong way. This eliminated some forms of corruption which saw the loss of company resources.
Secondly, she used diplomacy and incentives to gain support from the military program director. Stokley had identified a like-minded person who stood to be an ally if she played her cards right. She, therefore, decided to gain his trust by paying for the repair of a damaged missile at the cost of more than 3 million, to her organization. This caused the program director to trust her motives as well as to be more malleable to the changes she proposed. This also formed the beginning of a beneficial and open working relationship between the two (McCall, 2010).
Third, she used open communication channels to effect change. She consulted her team before effecting major changes in the system. This prepared the team for any eventualities, and when they did happen, there was little or no resistance. Those workers who were earmarked to leave left. Those who were chosen to stay were trained on how to accommodate a more significant workload. Eventually, the company managed to operate at peak performance with a drastically slashed budget. This state of affairs proved Stokley’s expertise to everyone, and they eventually gave her their trust.
There were three actions that Judy Stokley took to change the project team’s culture and create a relationship of trust, mutual support, and teamwork between the government and contractors. Within Stokley’s organization, there were various centers of power. She was able to eliminate this through the use of the Total System Performance Responsibility (TSPR). The TSPR placed all the responsibility of building, repairing and designing entirely in the hands of the contractors. They were to ensure that the missile they produced was combating capable, affordable and readily available on demand. This combined with the contractor's merger ensured that the large chain of people to supervise and observe each step of the process was eliminated. This lessened the time spent on consultations and negotiation (McCall, 2010).
Stokley also used an old strategy that she had used in the past. She identified a strategy that she wanted to employ, and she implemented it against a wall of resistance. She asked the doubters to trust in her experience and expertise because she knew that she would prove them wrong with the results. As the company progressed successfully and the workers, contractors and the government saw the positive results, Stockley proved right the strategy that said that success doesn't lie. Everyone now began to respect Stockley's opinion and to respect her decisions. She was authoritative and stubborn, and this led her to create risks so that she could reap the benefits.
Lastly, Stockley was able to eliminate excess costs through an audit of the overall operations. She did not just cut costs through a blanket downsizing process. For example, she eliminated the redundant and multiple simulation stations that had been necessary during the initial stages. They were vital for the development and research stages, but they were a waste of time and money to use during the production stage. Such measures proved to be useful months later when Stockley's decisions bore fruits. She was able to prioritize the needs of the station and eliminate those that were unnecessary. The plant also became more productive and cost-efficient.
Personal Development Plan
Developing a personal plan needs an evaluation of one's strengths and weaknesses. Judy Stokley has some strength that places her in a position of advantage. She has a wealth of experience that gives her a perspective that is missing from other leaders. This helps her see through a problem faster than other leaders. She has experience solving some of this problems and it makes the implementation of some processes faster and clearer. The following steps will firecracker the formation of a personal development plan (Laufer, 2012).
1. Identify what aspects of leadership Stokley needs to work on
There are many different attributes that define a great leader. These include intuition, team building, transparency, fairness, among others. Stokley already possesses some of these. A checklist will help to identify the attributes she has and those skills that she needs to work on. This will be the starting point of the plan. Examples may be working on technical skills and personal skills.
2. Make use of a self-assessment test
This kind of test is readily available online. It helps to show a person’s weakness from the point of view of the individual. Since this will not be possible, in the case of Stokley, we will make use of a generalized personality test. This will be able to classify her according to her personality type and determine what personality traits she carries (Laufer, 2012).
3. Pinpoint Stokley's core values
Using the knowledge we have on Stokley, we will be able to determine what things are important to Stokley. For instance, we know that integrity, courage, knowledge, competency, balance and authority are traits that are dominant in the execution of the career of Stokley. However, traits such as affluence, collaboration, and adventure are borderline traits that Stokley sometimes exhibits. Others such as fame, autonomy and humor are not a major part of her self-expression or core values (McCall, 2010).
4. Use other people's opinions of her to develop the list
This can be done through the discussions that people do or the words spoken by people whom she has worked with in the past and within this institution. This should include both negative and positive comments. For example, some people believe that Stokley is mean and unkind because she allowed a downsizing process. However, others say she has understanding and gives reasoned advice as well as making sound and informed decisions. Her bosses say she is opinionated, stubborn and brave. 5. Set goals that are relevant to the identified gaps in leadership. These goals must be attainable so that the plan is not unrealistic. The attainment of these goals must be measurable which means that the goals must be specific in their wording. The goals must also be realistic and timely so that the plan is easy to implement and coordinate (Laufer, 2012).
6. Action plan
Lastly, the information gathered in the steps above should be used to develop an action plan that incorporates all the requirements that will propel Stokley to the top. These include the goals, resources needed to attain them, the time frame of the each process and the specific steps or actions that will constitute this decision.
7. Revising the plan
Stokley can revise the plan to change time frames, and other details so as to accommodate her schedule. She may also increase the activities in specific aspects that she feels need more work. The personal development plan can also be improved as sub-issues arise. A summary of the personal development plan appears below (McCall, 2010).
| TARGET | STRATEGIES | ACTIONS/ RESOURCES | TIME FRAME |
| Promoting key leadership | Simplifying the chain of command | Delegate tasks to other leaders so that they are recognised and respected as leaders | Immediately |
| Promoting the AMRAAM Culture | Streamlining activities through reducing duplicity of tasks | Create a personal audit mechanism that can be customised made to fit in any instituition | 30 days |
| Improving communication styles | Interact with different cultures and age groups | Take a sensitivity training course and participate in more social activities |
14 days for the training and ongoing for socialisation |
| Creating mentorship programs through coaching | Impartiality leadership skills that will ease transition in case of absence | Carry out a shadow program with a selection of potential leaders. Shadow other leaders in field of interest | Ongoing /Continous |
| Boost the levels of financial acumen | Increase knowledge on the different interpretations of financial information | Take a Masters in Business Administration on Finance | 2 years |
References
Laufer, A. (2012). Mastering the leadership role in project management: Practices that deliver remarkably results. FT Press. Retreived from http://dl4a.org/uploads/pdf/FT.Press.Mastering.the.Leadership.Role.in.Project.Management.Apr.2012.pdf
McCall, M. W. (2010). Recasting leadership development. Industrial and Organizational Psychology, 3(1), 3-19.
