Software Project Management

Chapter Six
Human Resource Management

Sem. I – 2019
ITSC-AAIT

1
 Human Resource Management

Overview
Overview

Making
Making the the most
most effective
effective use
use of
of the
the people
people involved
involved with
with aa
project.
project.
Processes
Processesinclude:
include:
Human
Human resource
resource planning:
planning: Identifying
Identifying and
and documenting
documenting
project
projectroles,
roles,responsibilities,
responsibilities,and
andreporting
reportingrelationships.
relationships.
Acquiring
Acquiring the the project
project team:
team: Getting
Getting the
the needed
needed personnel
personnel
assigned
assignedto toand
andworking
workingon onthe
theproject.
project.
Developing
Developing the the project
project team:
team: Building
Building individual
individual and
and group
group
skills
skillsto
toenhance
enhanceproject
projectperformance.
performance.
Managing
Managing the the project
project team:
team: Tracking
Tracking teamteam member
member
performance,
performance, motivating
motivating team
team members,
members, providing
providing timely
timely
feedback,
feedback, resolving
resolving issues
issues and
and conflicts,
conflicts, and
and coordinating
coordinating2
 What is Motivation?

Motivation
 Individual forces that account for the direction, level, and
persistence of a person’s effort expended at work.
Direction - an individual’s choice when presented with a
number of possible alternatives.
Level - the amount of effort a person puts forth.
Persistence - the length of time a person sticks with a
given action.
Motivation is the process of arousing and sustaining goal-
directed behavior.
Motivation Across Cultures
 Motivation theories are largely developed from a North
American perspective.
 They are subject to cultural limitations and contingencies.
3
 What is Motivation?
Types of motivation theories
 Content theories
Focus on individual needs – that is, physiological or psychological
deficiencies that we feel a compulsion to reduce or eliminate.
 Process theories
Focus on the thoughts, or cognitive processes, that take place within the
minds of people and that influence their behavior.
Groups of Motivational Theories
Internal : Suggest that variables within the individual give rise to motivation
and behavior
Example: Maslow’s hierarchy of needs theory
Process : Emphasize the nature of the interaction between the individual and
the environment
Example: Expectancy theory
External : Focus on environmental elements to explain behavior
Example: Two-factor theory

4
 Early Philosophers of Motivational Theories

Max Weber—work contributes to salvation; Protestant

work ethic
Sigmund Freud—delve into the unconscious mind to
better understand a person’s motives and needs
Adam Smith—“enlightened” self-interest; that which is in
the best interest and benefit to the individual and to other
people
Frederick Taylor—founder of scientific management;
emphasized cooperation between management and labor to
enlarge company profits

5
 What can We Learn From the Needs Theories of
Motivation?
Maslow’s Hierarchy of Needs Theory
 Identifies five levels of individual needs.
Assumes that some needs are more important than others and
must be satisfied before the other needs can serve as
motivators.

6
Higher-order and lower-order needs in
Maslow’s hierarchy of needs.

7
 Maslow’s hierarchy of needs.

SA

Esteem
er
rd
to
es

Love (Social)
gh
hi
t to
es
w

Safety & Security

Lo

Physiological
8
 Motivational Theories X & Y

SA Theory Y - a set of
assumptions of how to
Esteem manage individuals
motivated by higher order
Love (Social) needs

Theory X - a set of
Safety & Security assumptions of how to
manage individuals
Physiological motivated by lower order
needs
9
 McGregor’s Assumptions About People Based on Theory X

Naturally indolent
Lack ambition, dislike responsibility, and prefer
to be led
Inherently self-centered and indifferent to
organizational needs
Naturally resistant to change
Gullible, not bright, ready dupes

10
McGregor’s Assumptions About People Based on Theory Y

Experiences in organizations result in passive and

resistant behaviors; they are not inherent
Motivation, development potential, capacity for
assuming responsibility, readiness to direct behavior
toward organizational goals are present in people
Management’s task—arrange conditions and
operational methods so people can achieve their own
goals by directing efforts to organizational goals

11
 Alderfer’s ERG Theory

SA Growth

Esteem
Relatedness
Love (Social)

Safety & Security

Existence
Physiological

12
Alderfer’s ERG Theory of Motivation?

Existence:
Desire for
physiological and
material well-being

Growth: Relatedness:
Desire for Desire for
continued satisfying
personal growth interpersonal
and development. relationships

13
 What can We Learn From the Needs Theories of
Motivation?

Acquired needs theory

Need for achievement (nAch).
The desire to do something better or more efficiently, to
solve problems, or to master complex tasks.
Need for affiliation (nAff).
The desire to establish and maintain friendly and warm
relations with others.
Need for power (nPower).
The desire to control others, to influence their behavior,
or to be responsible for others.

14
 McClelland’s Need Theory

Need for Achievement - A manifest (easily perceived) need

that concerns individuals’ issues of excellence, competition,
challenging goals, persistence, and overcoming difficulties

15
 McClelland’s Need Theory

Need for Power - A manifest (easily perceived) need that

concerns an individual’s need to make an impact on
others, influence others, change people or events, and
make a difference in life

16
 McClelland’s Need Theory

Need for Affiliation - A manifest (easily perceived)

need that concerns an individual’s need to establish
and maintain warm, close, intimate relationships with
other people.

17
 Motivational Need Theory

Maslow Alderfer McClelland

Self-actualization Growth Need for

Achievement
Higher Esteem
Order self Need for
Needs interpersonal Power

Belongingness
(social & love) Relatedness Need for
Affiliation

Lower Safety & Security

interpersonal
Order
physical
Needs
Existence
Physiological
18
 Herzberg’s Two-Factor Theory

Two-Factor Theory
Identifies two different factors as primary causes of job
satisfaction and job dissatisfaction.
Also known as the motivator-hygiene theory.
Hygiene factors
Sources of job dissatisfaction associated with job context.
Job dissatisfaction results when hygiene factors are poor.
Improving the hygiene factors only decreases job
dissatisfaction.
Motivator factors
Sources of job satisfaction related to job content.
Presence or absence of motivators is the key link to
satisfaction.
19
 Herzberg’s Two-Factor Theory

Hygiene Factor - work condition related to dissatisfaction

caused by discomfort or pain
maintenance factor
contributes to employee’s feeling not dissatisfied
contributes to absence of complaints
Motivation Factor - work condition related to the satisfaction
of the need for psychological growth
job enrichment
leads to superior performance & effort

20
Sources of dissatisfaction and satisfaction in Herzberg’s
two-factor theory.

Hygiene ●
●

●
●
Policies
Salary
●Supervision
●

●Work conditions
●

Factors
●Relationships
●

●Status
●

Motivato Achievement
●
●

●
●Recognition
●Meaningful work
●

●Responsibility
●

r Factors ●Advancement
●

●Growth
●

5-21
21
 Motivation-Hygiene Combinations

High M Low M
High H high motivation low motivation
few complaints few complaints
Low H high motivation low motivation
many complaints many complaints

(Motivation = M, Hygiene = H)

22
 Individual—Organizational Exchange Relationship

Organization Individual
 Organizational goals  Physiological needs
Contributions Demands

 Departmental objectives  Security needs

 Job tasks  Physical needs
 Developmental
 Company status potential
 Benefits  Employee knowledge
 Income  Employee skills and
abilities
23
 Adams’s Theory of Inequity

Inequity - The situation in which a person perceives he or she is

receiving less than he or she is giving, or is giving less than he
or she is receiving

Motivational Theory of Social Exchange

Person Comparison other

Equity Outcomes = Outcomes
Inputs Inputs
Negative Outcomes < Outcomes
Inequity Inputs Inputs

Positive Outcomes > Outcomes

Inequity Inputs Inputs
24
 What is the Equity Theory of Motivation?

Equity Theory Any perceived inequity

becomes a motivating state of mind.
 People are motivated to behave in ways
that restore equity in situations.
 Foundation of equity is social
comparison.

Individual Outcomes > Others’ Outcomes

Individual Efforts < Others’ Efforts

 What is the Equity Theory of Motivation?

Equity theory prediction:

Negative inequity.
Individual feels he/she has received relatively less
than others in proportion to work inputs.
Positive inequity.
Individual feels he/she has received relatively more
than others in proportion to work inputs.

26
 Strategies for Resolution of Inequity

Alter the person’s outcomes

Alter the person’s inputs
Alter the comparison other’s outputs
Alter the comparison other’s inputs
Change who is used as a comparison other
Rationalize the inequity
Leave the organizational situation
 What is the Equity Theory of Motivation?

Steps for managing equity dynamics

Recognize that equity comparisons are inevitable in the
workplace.
Anticipate felt negative inequities when rewards are given.
Communicate clear evaluations for any rewards given.
Communicate an appraisal of performance on which the
reward is based.
Communicate comparison points that are appropriate in the
situation

28
 What is the Equity Theory of Motivation?

Organizational justice
How fair and equitable people view the practices of
their workplace.

Distributive justice - degree to which all people

are treated the same under a policy,
regardless of race, ethnicity, gender, age or
any other demographic characteristic.
Interactional justice - degree to which the
people affected by a decision are treated with
dignity and respect.
Procedural justice, degree to which the rules
and procedures specified by policies are
properly followed.
29
 What is the Expectancy Theory of Motivation?

A person’s motivation is a multiplicative function of

expectancy, instrumentality, and valence (M = E x I x V).
Expectancy
effort will yield acceptable performance
belief that effort leads to performance

Instrumentality
performance will be rewarded
belief that performance is related to rewards

Valence
value of the rewards is highly positive
value or importance placed on a particular reward

30
 What is the Expectancy Theory of Motivation?
Motivational implications of expectancy theory.
Motivation is sharply reduced when, expectancy, instrumentality,
or valence approach zero.
Motivation is high when expectancy and instrumentality are high
and valence is strongly positive.

Improve
Improve Expectancy Improve Valence
Instrumentality

Employees must possess Tie reward to Assure that

the skills for task performance reward is
Observe and
meaningful
Provide necessary
training recognize
Give rewards
Assign reasonable Deliver as that have value
tasks and goals promised

31
 Expectancy Model of Motivation

Effort
Effort Performance Reward

Perceived effort– Perceived Perceived

performance performance– value of reward
probability reward probability

“If I work hard, “What rewards “What rewards

will I get the job will I get when do I value?”
done?” the job is well
done?” 32
Victor Vroom’s Expectancy Theory

33
 Causes of Motivational Problems

Belief that effort will not result in performance

Belief that performance will not result in rewards
The value a person places on, or the preference a person
has for, certain rewards

Moral Maturity - the measure of a person’s cognitive

moral development

Morally mature people Morally immature people

behave and act based on behave and act based on
universal ethical egocentric motivations.
principles.
34
 What is the Goal-Setting Theory of Motivation?

Goal setting
The process of developing,
negotiating, and formalizing
the targets or objectives that
a person is responsible for
accomplishing.

35
 What is the Goal-Setting Theory of Motivation?
Difficult goals are more likely to lead to higher performance
than are less difficult ones.
Specific goals are more likely to lead to higher performance
than vague or very general ones.
Task feedback is likely to motivate people toward higher
performance by encouraging the setting of higher performance
goals.
Goals are most likely to lead to higher performance when people
have the abilities and the feelings of self-efficacy required to
accomplish.
Goals are most likely to motivate people toward higher
performance when they are accepted by the individual, and
there is commitment to them.
36
 What is the Goal-Setting Theory of Motivation?

Management by Objectives
Process of joint goal setting
between a supervisor and a
subordinate.

How the management by objectives process works 37

 What is Ouchi’s Theory Z ?
Chief Architect - Dr. William Ouchi (with some of McGregor's X and
Y theories entwined)
Japanese Model developed during the economic boom of the 80's
A management/leadership theory
It is concerned with the culture of the whole school and not just the
leadership of the school.
More interested in how the school organization is put together and
how it is managed.
Theory Z is a managerial design of a humanistic approach of
employee/employer relationships. Its culture exhibits values, beliefs, and
objectives that emphasis the complete socialization of members to achieve
group goals. The following are example of factors that might be included
in the development of the Theory Z approach to school dynamics.
The chart below provides a list of foundational principles and concepts of
Theory Z that principals might find helpful in managing their
organization.
Dr. Ouchi lists these six items as major components of Theory Z as
applied to schools.
 Major Components of Theory Z
as applied to Schools

Skills
Training
Shared
Quality Control
Educatio and
Decision
n Making

Equitable Theory Z
Reward in
System Schools

Motivation
Through
Self-Interest

Trust
Subtlety
Intimacy
 Summary of Characteristics of the Theory Z
* Long-term employment and job security
* Collective responsibility
* Implicit, informal control with explicit, formalized measures
* Collective decision-making
* Slow evaluation and promotion
* Moderately specialized careers
• Concern for a total person, including their family

Principals need to know that:

Theory Z recommends the organization be committed to its people
rather than demand commitment from its people.

Focuses on employee loyalty.

It recommends assigning more authority to frontline workers namely

teachers.
 Theory Z requires:

Teamwork, training, and extensive collection and analysis of data.

Can foster such things in education as team teaching, site based

management, cooperative learning, and outcome based education.

Focused on increasing employee loyalty to the company by

providing a job for life with a strong focus on the well-being of the
employee, both on and off the job.

According to Dr. William Ouchi, its leading proponent, Theory Z

management tends to promote stable employment, high
productivity, and high employee morale and satisfaction.
 Thamhain and Wilemon’s Ways to Have Influence on Projects

1. Authority: the legitimate hierarchical right to issue orders

2. Assignment: the project manager's perceived ability to influence a worker's
later work assignments
3. Budget: the project manager's perceived ability to authorize others' use of
discretionary funds
4. Promotion: the ability to improve a worker's position
5. Money: the ability to increase a worker's pay and benefits
6. Penalty: the project manager's ability to cause punishment
7. Work challenge: the ability to assign work that capitalizes on a worker's
enjoyment of doing a particular task
8. Expertise: the project manager's perceived special knowledge that others
deem important
9. Friendship: the ability to establish friendly personal relationships between
the project manager and others

42
 Ways to Influence that Help and Hurt Projects
Projects are more likely to succeed when project managers influence with
expertise
work challenge
Projects are more likely to fail when project managers rely too heavily on
authority
money
penalty

Power
Power is the potential ability to influence behavior to get people to do
things they would not otherwise do
Types of power include
Coercive
Legitimate
Expert
Reward
Referent
43
 Covey and Improving Effectiveness
Project managers can apply Covey’s 7 habits to improve effectiveness on
projects
Be proactive
Begin with the end in mind
Put first things first
Think win/win
Seek first to understand, then to be understood
Synergize
Sharpen the saw

Empathic Listening and Rapport

Good project managers are empathic listeners - they listen with the
intent to understand
Before you can communicate with others, you have to have rapport – a
relation of harmony, conformity, accord, or affinity
Mirroring is the matching of certain behaviors of the other person, a
technique to help establish rapport
IT professionals need to develop empathic listening and other people
skills to improve relationships with users and other stakeholders
44
 Leadership - what is it?

“Influencing people so that they will strive willingly towards

the achievement of group goals”

Analysis of leadership effectiveness

1. Define and measure some criteria of organizational

effectiveness
2. Assess leadership style of organization’s leaders
3. Attempt to correlate organizational performance with
leadership styles
 Team Leader Responsibilities
Team leader responsibilities include, but are not limited to:

Preparing of the meeting agenda, to be published and distributed at

least a day in advance.
Sending a reminder of the meeting time and place to all team members.
Ensuring that the meeting remains focused on the agenda.
Encouraging participation by all team members.
Establishing an environment that fosters creativity where team
members are respected,
take risks and feel safe expressing their ideas.
Furthering the overall goals and objectives of the team. Procedures
 How important is a leader?

In most cases, people will perform at about 60% of their

potential with no leadership at all
Thus, an additional 40% can be realized if effective
leadership is available capability
utilization

Contribution due to leadership 40%

ability of manager

60%
Default contribution due to
need for a job, peer pressure, etc.
 The 2 dimensions of management
1. Economic or productivity-based
 “concern for production”
2. Employee condition and morale
 “concern for people”

These can also be thought of as:

1. Initiating structure (get it done)
2. Consideration (human condition)
 Styles of leadership

Benevolent Team
Leader Leader


(Y) (Z)

concern for
people

Laissez-faire Autocratic
Leader Leader
(L) (X)

1 concern for production  9

 Which style of leadership works best?

Team Leader (Z) has proven to be the most effective in general .

Requires a “balancing act” of getting things done and having a
genuine concern for people
Certain special situations may require other styles (i.e. making the
atom bomb)

Theory “L”: Laissez-faire leader

Uninvolved - “leave them alone”

Sees main role as passer of information
Lets others make decisions
Basically abdicates responsibility for team or unit
 Theory “X”: Autocratic leader

Lacks flexibility
Controlling and demanding
“carrot and stick” approach
Focused solely on productivity

Theory “Y”: Benevolent leader

Very people oriented; encouraging

Organizes around people
Can be paternalistic
“country club” atmosphere: non-competitive
 Theory “Z”: Team leader
Balances production and people issues
Builds a working team of employees
Team approach: involves subordinates
Organization is a vehicle for carrying out plans

Results of leadership styles

1. Theory L: “missing management”
 Very low productivity
2. Theory X: “my way or the highway”
 Job stress; low satisfaction; unions form
3. Theory Y: “country club”
 Low achievement; good people leave
4. Theory Z: “good manager”
 High productivity, cooperation, low turnover, employee
commitment
Team Work
Team Work
Team Work
Team Work
Team Work
 Developing the Project Team
The main goal of team development is to help people work together more
effectively to improve project performance
It takes teamwork to successfully complete most projects
Tuckman Model of Team Development
Forming
Storming
Norming
Performing
Adjourning
Training
Training can help people understand themselves, each other, and how to
work better in teams
Team building activities include
physical challenges
psychological preference indicator tools

59
Team Work
Team Work
 Social Styles

People on opposite
corners
(drivers and amiable,
analytical and
expressive)
may have difficulties
getting along

62
 DISC Profiles

Also uses a four-dimensional model of normal behavior

Dominance
Influence
Steadiness
Compliance
People in opposite quadrants can have problems understanding
each other

Reward and Recognition Systems

Team-based reward and recognition systems can promote teamwork

Focus on rewarding teams for achieving specific goals
Allow time for team members to mentor and help each other to meet
project goals and develop human resources
63
The DISC Profile

64
DISC Profiles
 Managing the Project Team
Project managers must lead their teams in performing various project
activities
After assessing team performance and related information, the project
manager must decide
if changes should be requested to the project
if corrective or preventive actions should be recommended
if updates are needed to the project management plan or organizational
process assets.

Tools and Techniques for Managing Project Teams

Observation and conversation
Project performance appraisals
Interpersonal skills
Conflict management

66
 Five Dysfunctions of a Team
Patrick Lencioni, author of several books on teams, says
that “Teamwork remains the one sustainable
competitive advantage that has been large untapped”*
The five dysfunctions of teams are
1. Absence of trust
2. Fear of conflict
3. Lack of commitment
4. Avoidance of accountability
5. Inattention to results

67
 General Advice on Teams
Be patient and kind with your team
Fix the problem instead of blaming people
Establish regular, effective meetings
Allow time for teams to go through the basic team-
building stages
Limit the size of work teams to three to seven members
Plan some social activities to help project team members
and other stakeholders get to know each other better
Stress team identity
Nurture team members and encourage them to help
each other
Take additional actions to work with virtual team
members
68
 Team Building Activities

Who are you?

What’s your name?
Where are-you from?
What are-you doing here?

Why Team Building?

We want to move from individual to collective accomplishment.
We want to provide a unique social dimension that enhanced work.
We want to have fun together (work, performance, parties, celebrations).
We want to motivate, challenge, reward and support individuals who
want to be part of something larger.
69
 Who

Whe
Wh
en
re
Team
Building
Five W’s

W
ha
t hy
W

70
 Why team work
Because we are facing a situation requiring the real-time combination of
multiple :
Skills
Experiences and
Judgments

We build a team by …
Focusing on performance and team basics as opposed to trying “to
become a team”.
Performance = any recognized accomplishment
Performance: The results of activities of an organization or
investment over a given period of time.
« An ounce of performance is worth pounds of promises. »

71
 what is a team?

A small number of people

With complementary skills
Who are committed to
a common purpose
Common performance goals
and common approach
For which they hold themselves mutually
accountable.

72
 A common purpose

“A joint creation that will exists only because of the team’s

collaborative effort.”
That they own and can translate into specific actionable goals.
That give identity, pride and responsibility.

Common performance goals

Specific and measurable goals

That will allow the team to achieve small and big wins as it
pursues its purpose.

73
 Complementary skills
Technical or functional expertise
Problem solving and decision making skills
Interpersonal skills

Common approach
How they will work together to accomplish their purpose:
Common approach
Economic aspects
Administrative aspects
Social aspects

74
 Who should be part of the team?
Selection of team members based on skills and skills potential.
People motivated by the common purpose.
People ready for hard work and good fun.
People who want to be part of something larger than themselves.
People who want to change the way they do things.
People who really do want to make a difference.

When team building is the thing?

When we are facing significant performance challenges.

We need multiple skills, judgments and experiences.
We have a clear mission:
Recommend things
To make or to do things
To run or manage things

75
 Where?
In the office
Out of the office
In the field
First meeting
Following meetings
Conflict management
Last meeting
Celebration

76
 And How?

Team Building: 8 common approaches

Team Building through Communication and Activities

1. Establish urgency and direction

2. Focus on skills and skills potential
3. Pay attention to first meetings and action
4. Set clear rules of behaviour
5. Set and seize upon a few immediate results
6. Challenge the team with fresh facts and info
7. Spend time together
8. Exploit the power of positive feedback, recognition
and collective rewards

77
 Quick Team Building activities for busy Coordinators

Step 1, Before: Start with a clear objective in mind. Some examples:

Communication: Getting to know each other.
Cooperation: Working together as a team.
Coping: Dealing with change and conflict.
Creativity: Solving problems together.
Team work: Appreciating and supporting each other.
Step 2, Before: Select an activity that’s good for your team.
Step 3, Before: Prepare the activity.
Step 4, During: Explain the activity, rules and expectations and check for
understanding before beginning.
Step 5, During: Run the activity.
Step 6, During: Debrief the activity.
Step 7, After: Reinforce the learning back on the job.

78
 Myers-Briggs Type Indicator GUIDELINES
A person’s psychological type should be regarded as a working
hypothesis.
Everyone uses every preference. We favor, however, one preference over
the other on each of the four scales.
MBTI scores should not be over interpreted. High scores do not indicate
greater skill, magnitude, or use of a preference. Scores indicate clarity of
choice.
Psychological type can explain some human behavior—not all.
Type should not be used as an excuse for doing or not doing something.
Avoid stereotyping someone on the basis of his or her type.
Type Theory
Based on the work of Carl Jung
Researched normal differences between healthy people
Jung concluded that differences in behavior result from inborn tendencies
to use your mind in different ways.
As we act on these tendencies, we develop patterns of behavior.
 Type helps us to understand…
Where you focus your attention and energy?
How you acquire or gather information?
How you make decisions or judgments?
How you relate to the outer world?

What are Preferences?

Sign your name on the line as you normally do.
Sign your name again, but this time use your other hand.
Everyone has a natural preference for one of the two opposites on each of
the four MBTI continuums.
When we use our preferred methods we are at our best and feel most
competent.
 How to interpret your results?
Your type consists of four letters that represent your four preferences.
The bars on the graph illustrate the clarity of your MBTI preferences.
The longer bar suggests you are quite sure that you prefer that pole.
The shorter bar suggests that you are less sure about your preference for
that pole.

EXTRAVERSION INTROVERSION

Direct energy outward toward Direct energy inward toward

people and things ideas and concepts
Orientation – after thinkers Orientation – fore thinkers
Work Environment Work Environment
Action-oriented Quiet and concentrated
Prefer to be around others Prefer to be alone
Many interests Interests have depth
SENSING INTUITION
Focus on five senses experience)
Details, practicality, reality
Work Environment
Prefer learned skills
Pay attention to details
Make few factual errors
THINKING
Focus – logic of a situation,
truth and principles
Work Environment – brief
and businesslike
Contributions – intellectual
criticism, solutions to
problems
Focus on the possibilities(sixth
sense)
Patterns and expectations
Work Environment
Prefer adding new skills
Looks at the big picture
Patient with complexity
FEELING
Focus – human values and
needs, people and harmony
Work Environment – friendly
and personal
Contributions – loyal support,
care and concern for others
JUDGING PERCEPTION
Attitude – decisive, planful, Attitude – curious,
self-regimented, purposeful spontaneous, flexible,
Work Environment – focus on adaptable, tolerant
completing tasks, makes Work Environment – focus on
decisions quickly starting tasks, postpones
decisions

Myers-Briggs Type Indicator

Helps you identify your unique gifts
Helps you understand yourself
Motivations
Natural strengths
Potential areas for growth
Helps you understand and appreciate people who differ from you
Helps you make the best of your college experience
Helps you begin the career exploration process
 Responsibility Assignment Matrix

Stakeholders
Stakeholders roles
roles in
in RAM
RAM

84
 Responsibility Assignment Matrix

Responsibility
ResponsibilityAssignment
Assignment Matrix
Matrix
AAresponsibility
responsibility assignment
assignment matrix
matrix (RAM)
(RAM) isis aa matrix
matrix that
that maps
maps the
the work
work
of
of the
the project,
project, as
as described
described inin the
the WBS,
WBS, toto the
the people
people responsible
responsible for
for
performing
performingthethework,
work,asasdescribed
describedininthe
theOBS.
OBS.
Can
Canbebecreated
createdinindifferent
differentways
waystotomeet
meetunique
uniqueproject
projectneeds
needs
Sample
SampleRAMRAM

85
 Responsibility Assignment Matrix

Organizational
Organizational chart
chart of
of large
large IT
IT project
project

86
 Responsibility Assignment Matrix

Work
Work Definition
Definition &
&Assignment
Assignment Process
Process

87
 Sample RACI Chart

R = responsibility
A = accountability, only one A per task
C = consultation
I = informed
Note that some people reverse the definitions of responsible and accountable.

88