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Positive
How project managers can emotions in
encourage and develop positive project teams
emotions in project teams
Morten Emil Berg and Jan Terje Karlsen 449
BI Norwegian Business School, Oslo, Norway
Abstract
Purpose This study provides insight into how project managers can use leadership tools to
encourage and develop positive emotions among the project team members toward greater overall
project success. The purpose of this paper is to provide the engineering industry with a closer look at
how positive emotions can create good team member relations, reduce stress, develop clearer roles,
creativity and joy at the workplace.
Design/methodology/approach The empirical data were obtained using in-depth interviews
of three experienced project managers.
Findings The empirical data give insight as to how project managers can use their signature
strengths. Additionally, the data also show how they can evolve and draw on positive meaning,
positive emotions and positive relations. Various examples of positive meaning, positive emotions,
positive relations and signature strengths have been identified and discussed.
Research limitations/implications Future research should apply a more comprehensive
research design, for example a survey using a larger sample, so that these findings may be generalized.
Practical implications The paper contributes to portray and analyze positive psychology in a
project management setting. Additionally, the paper assists understanding the connections among
positive meaning, positive emotions, positive relations and signature strengths by presenting and
discussing a model.
Originality/value This research extends current understanding of how project managers use their
signature strengths to encourage and develop positive emotions in project teams.
Keywords Case study, Project manager, Positive emotions, Project leadership
Paper type Research paper
1. Introduction
During the last decade, we have experienced an engineering industry where more
and more companies organize their work as project tasks. For instance, information
technology management and construction work are largely a project driven exercise.
Throughout the industry, projects are under enormous pressure to complete complex
and uncertain tasks in the shortest amount of time without sacrificing the cost and
quality criteria or leaving the customers and users dissatisfied. To get the job done,
resources must be identified and allocated, and activities must be properly organized
and structured in accordance with business and technical requirements. The project
management approach to solving these challenges and opportunities involves both
leaders and team members, in addition to defining activities, plans, milestones and
responsibilities. In the project, the project manager and his/her team are important
players in making the most of the potentials of the project (Larson and Gray, 2011).
But what makes the teams performance a success or a failure? There must be some International Journal of Managing
factors within the project structure that either contribute to or inhibit the team process? Projects in Business
Vol. 7 No. 3, 2014
One such factor is emotions. According to Peslak (2005), the effect that emotions have pp. 449-472
r Emerald Group Publishing Limited
on team performance has been studied by past researchers, though there has been little 1753-8378
consensus on the exact role that emotions play in the success or failure of projects. DOI 10.1108/IJMPB-01-2013-0003
IJMPB He also argues that there has been much less research done on how emotions change
7,3 through the duration of a project.
Hence, the purpose of this paper is to study how project managers can encourage
and develop positive emotions among the project team members. More specifically, this
paper focusses on how project managers can use leadership tools such as positive
meaning, positive emotions, positive relations, signature strengths to create positive
450 results. It is also the aim of this paper to address how these leadership tools can be
related. Researchers such as Peslak (2005), Glinow et al. (2004) and Sy et al. (2005)
have shown that emotions among team members can play a significant role in project
success. For example, Turner and Lloyd-Walker (2008) find that the results of case
study and survey indicate that developing skills in emotional intelligence contributes
to greater success in project management. In another study Turner et al. (2009)
examines the differences between leadership styles used by project management and
leadership style used by functional management. Results show that solid training
in emotional competencies must be present to achieve success as a project manager and
as a functional manager. Emotional competence is closely associated with emotional
intelligence (Turner et al., 2009).
For the purpose of this paper, we endorse the position of Gallwey (2000) that
behavior can be changed and adapted, while traits are relatively stable during lifetime
(Mattews et al., 2009). Dainty et al. (2004) identifies 12 core behavioral competencies
that underpin effective project management performance. One of these is composure.
The composed manager restrains from negative actions when tempted, even
when faced with opposition or hostility from others or when working under stressful
conditions. Dainty et al. (2004) believes this term is closely related to emotional
intelligence. According to Clarke and Howell (2009) emotional intelligence can also
contribute to develop project managers to better manage relationships within the
project team.
Emotional intelligence will also be of importance to our approach in this paper.
However, we will consider emotional intelligence as a signature strength, representing
an ingredient of positive psychology (Seligman, 2002a). Positive psychology puts more
weight on positive emotions than emotional intelligence does. By strengthening the
emphasis on positive psychology and reducing the focus on emotional intelligence as a
construct, we might gain a broader comprehension of positive emotions.
Another theory that is considered to be of importance to this study is transformational
leadership. Transformational leadership involves the use of positive emotions (Sosik and
Jung, 2010). However, in this paper transformational leadership is considered as a part
of positive leadership which in turn forms part of positive psychology (Walumbwa et al.,
2008). As a result, in this paper transformational leadership will be included in a
framework that may prove to be useful in project management, particularly with regard
to how positive emotions can be developed in the project team.
The paper draws on several case histories from interviews with engineering and
construction project managers based on qualitative data. Our aim is to provide the
engineering industry, practitioners and researchers with a closer look at how positive
emotions can create good team member relations, reduce stress, develop clearer roles,
creativity and joy at the workplace. Often team members work under high pressure,
unclear roles, conflicting expectations from the project and the line, and vague
goals, situations causing stress, burnout, personal conflicts and high turnover.
The study includes theories from positive psychology (Seligman, 2002b; Seligman and
Csikszentmihalyi, 2000). It is our view that this is an interesting and important
research focus since Peslak (2005) argues that an understanding of how positive Positive
emotions evolve can be important to both researchers and practitioners alike, with a emotions in
goal toward greater overall project success. This is also underlined by Brink and
Kohler (2011) who argue that little empirical research has been conducted on positive project teams
psychology in project management.
2.1 POB
POB implies an approach focussing on improving employee performance and the
competitive advantage of the organizations by concentrating on the strengths and
psychological capacities that are both developable and performance related (Linley
et al., 2010). Thus the idea of strength and performance is underscored in this
approach. The assumption is that by developing positive psychological strengths, one
may enhance performance. This is reflected in the definition of POB as: the study
and application of positively oriented human resource strengths and psychological
capacities which can be measured, developed and effectively managed for performance
improvement in todays workplace (Luthans, 2002, p. 59).
2.2 PsyCap
The concept of PsyCap describes the core POB resources that impacts behavior (Avolio
et al., 2010). These resources include confidence (self-efficacy), optimism, resilience and
hope. According to Luthans et al. (2008), all of these capacities are trait-like, thus
implying that they can be developed by training. For example optimism implies a certain
cognitive pattern leading to hope for the future (Seligman, 1998). Further, hope entails a
will to succeed and the ability to find ways to actually achieve a goal (Snyder, 2000).
Studies of Luthans et al. (2006) indicate that leaders high on PsyCap promote higher
commitment and satisfaction. PsyCap is also associated with higher job performance
(Luthans et al., 2005), reduced absenteeism (Avey et al., 2006), higher engagement and
reduced cynicism and deviance (Avey et al., 2008). PsyCap is also found to be associated
with fewer stress symptoms and fewer intentions to quit work (West et al., 2009).
2.3 POP
The overarching umbrella of POP, encompasses all the above approaches of POB,
PsyCap and POS, as well as other lines of studies focussing on positive psychology
IJMPB applied in the contexts of work and organization (Ko and Donaldson, 2011). POP is
7,3 described as the scientific study of positive subjective experiences and traits in the
workplace and positive organizations, and its application to improve the effectiveness
and quality of life in organizations (Donaldson and Ko, 2010, p. 178).
2.4 POS
452 POS may also serve as an umbrella term providing a macro level frame for current and
future research on positive states, outcomes and generative mechanisms in individuals,
dyads, groups and societies (Cameron et al., 2003). According to Roberts et al. (2005),
the main assumption is that understanding the drivers or mechanisms of positive
behavior at work will help organizations realize higher levels of achievement. POS
thus depicts the dynamics in organizations that lead to the development of human
strengths, foster resiliency in individual, make possible healing and restoration and
cultivate extraordinary individual and organizational performance (Cameron et al.,
2003). Such organizations are characterized by strengths such as appreciation,
collaboration, virtuousness, vitality and meaningfulness where creating an abundance
of human well-being are key indicators of success (Bernstein, 2003, p. 267). Key
ingredients of POS include positive meaning, positive emotions and positive relations.
Positive meaning. According to Steger and Dik (2010), there seems to be a
correlation between positive meaning and leadership. For example ownership of the
vision will increase the perceived importance of reaching the goal. Leaders influence
the atmosphere in their organization; they set goals and visions, and inspire employees
to contribute along the way. Positive meaning at work can be derived from knowing
one-self and how work is carried out in a specific organizational context, and at the
same time knowing what one can accomplish in the organization (Steger and Dik,
2010). Further, Seligman (2002a) argues that positive meaning may also stem from
using your signature strengths.
On the organizational level, studies of Wrzesniewski et al. (1997) and Wrzesniewski
(2003) indicate that perceived work meaning lead to higher commitment to the
organization, and more time spent at work, in addition to more faith in management
and better teamwork. Lockes (1996) investigations on goals resulted in four findings:
(1) goals should be clear and challenging to promote the best implementation;
(2) the more challenging the goal, the higher satisfaction when reaching the goal;
(3) highest commitment to the goal is gained when people are convinced that the
goal is important and that it is achievable; and
(4) goals are most effective when feedback points to progress.
Very often the goals will unconsciously strengthen the effort, focus and commitment of
the individual and lead to more persistence and better implementation strategies
(Latham and Locke, 2007). Goals increase the work motivation because they are
infused with positive meaning (Grant Halvorson, 2010).
Positive emotions. Positive emotions create positive development spirals that extend
and increase our thought and action repertoires, including intellectual, physical, social
and psychological resources (Fredrickson, 2001). Examples of positive emotions are joy,
optimism, gratitude and self-efficacy. Positive emotions are associated with superior
job achievement as well as flourishing social climate (George, 1998). According to
Fredrickson (2001) experiences that evoke positive emotions, also diminish negative
emotions. In addition happy people are more persevering with tasks that are unpleasant.
Furthermore, happy people are also better at doing several things simultaneously Positive
(multi-tasking) and are also more systematic and attentive (Diener, 2001). Positive emotions in
emotions are correlated with performance-enhancing variables such as creativity, less
negative stress, better health, holistic thinking and emotional resilience (Fredrickson, project teams
2001). The broadening and building effect may spiral outward beyond the individual
level to affect group and organizations (Fredrickson, 2003).
Positive relations. According to Goffee and Jones (2006), leadership is performed 453
through relations. Several researchers suggest that a leaders ability to communicate a
clear vision, ensure the realization of visions by use of, e.g. transformational
leadership, is positively associated with performance, well-being and meaning in the
work context (Arnold et al., 2007; Kirkpatrick and Locke, 1996; Piccolo and Colquitt,
2006). Richardson and West (2010) offer a model for positive teamwork based
on a positive input-process-output model. The inputs are inspiring team task, team
diversity, clear and evolving team roles, positive team relations and team attachment.
The driving processes are optimism, collective self-efficacy, sharing of learning,
trust, supportive leadership and social support. These processes may produce better
team performance, better team member well-being as well as better inter-team
collaboration.
3. Research methodology
The focus of this research is on the encouragement and development of positive
emotions among project team members and how this can stimulate the performance of
engineering and construction projects. We seek to understand subjective experiences
and meanings among project managers. For this purpose a phenomenological
investigation was chosen, which seeks to describe the meaning of lived experience
about a concept or phenomenon (Creswell, 2007). This method is a qualitative approach
and the method included use of in-depth, semi-structured interviews as well as a
content analysis of data (Smith and Eatough, 2007). It is a method that emphasizes
sense making by both the participants (managers) and the researcher. This is a
particularly suitable approach when the research is seeking to throw light on how
managers perceive a specific situation they are facing, how they act and the effect
of this behavior on the teams and projects performance.
We selected cases from three project-oriented organizations for our study using
information-oriented (purposeful) sampling (Flyvbjerg, 2006; Patton, 2002). These
three organizations represent three different industries: oil and gas, construction and
information systems. The empirical data were obtained from three project managers,
one from each organization. The three respondents were selected as a result of an oral
evaluation of several potential candidates. The evaluation focussed on the project
managers experience, reputation and leadership qualities, in addition to their expected
capacity for knowledge about effective project team development. It was also a goal to
choose cases that had a good chance to replicate each other and thus extend theory Positive
(Eisenhardt, 1989; Yin, 2009). emotions in
We have applied a semi-structured interview guide which was built on Seidmans
(2006) three-stage interview process with the following purposes: setting the context project teams
and background; providing details of the experience; and reflecting on meanings.
Furthermore, Seidman (2006) argues that collecting personal experiences, opinions
and meanings from those intimately involved is the only way of getting near the 455
truth. Additionally, the semi-structured interviews were chosen because of the
methods flexibility (Drever, 1995), while it also allows for a degree of standardization
(Gilham, 2000).
Three persons were interviewed in this study. To gain full cooperation of the
interviewees, they were promised that their names and the names of companies would
not be disclosed. The duration of each interview was about two to three hours.
The same two researchers conducted all the interviews to assure consistency in
interview processes. The interviews were conducted face-to-face on site, and, when
necessary, follow-up telephone interviews were scheduled to discuss unclear data.
Examples of interview questions asked were such as: What characterizes a project
team that is successful?, What are the most important leadership tools you use to
lead your project team successfully?, How do you encourage and develop positive
meaning in your project team?, How do you encourage and develop positive emotions
in your project team?, How do you encourage and develop positive relations in your
project team? and How will you describe your signature strengths? Most of the
questions included in the interview guide were open-ended, in other words, the questions
were structured to require rich and context-heavy responses. As a result, follow-on
questions were often asked, as well as questions to clarify responses provided by the
respondents. We tried to avoid asking leading and multiple questions, and at the end
of the interview the respondent got a chance to make comments on subjects that may not
have been covered in the interview. The recorded interview was transcribed after each
meeting. For evaluation purposes, the researchers asked the respondents to read the
transcribed interviews to guarantee a correct understanding of the data.
For the purpose of this study, we used a content-analysis approach since data
needed to be analyzed and interpreted (Patton, 2002). The analysis of the data involved
a highly iterative process of within-case analysis and cross-case comparison
(Eisenhardt, 1989). In the analysis, we looked for differences, nuances, patterns and
similarities in the responses. The data were analyzed as an interplay between empirical
findings and theoretical concepts, where critical questions were asked and new
conclusions made. For example, answers which we perceived as particularly clarifying
in relation to the research focus have been quoted in the paper. The rationale for
selecting these quotes was that they represent the participants view, they support and
highlight findings, and they make the discussion richer and more interesting.
When you cry or laugh together, it creates a strong bond with others. I decided that we should
have a lot of humor as a redemptive mechanism and bring it into the project culture.
These quotes show that it is important to Ann that the project team has fun.
When they laugh together they form a foundation to build on. According to Ann, she
has experienced this development several times:
The result is a stronger team, where we care about each other. We know each other and the
role of each one. We utilize and help each other. As a consequence we have avoided negative
internal competitions in the team.
Ann believes that humor is a great way to create optimism. The mood that occurs
when one laughs also helps to create self-efficacy:
If you trust the team, then the self-efficacy will increase further. The team feeling is
important. The collective self-esteem will then get stronger.
Furthermore, Ann has experienced that this way to lead the team has resulted in several
positive consequences:
. A positive mindset in the team: we have no problems. We only have challenges
that can be solved by creative solutions.
. Everybody had their specific milestones to achieve. however, all contributed
when it was burning somewhere in the project.
IJMPB . It created a very positive atmosphere: This project will be a great success!
7,3 . Participants in the team were highly motivated. Several members finished the
project with higher motivation than when they started.
. Many team members went to new, exciting jobs after the project.
According to Ann, this leadership style requires much energy and attention. However,
458 she argues that she has also received a lot of energy back from the team. An interesting
observation is that this use of humor has created two different reactions from other
colleagues in the organization. One was that the team was perceived as exclusionary;
Who do they think they are? The second was inclusive; I wish to work with you!:
Having gentle, positive colleagues affects others, about 80% will experience a positive spill
over effect in the organization. The remaining 20% of the employees will not experience
any positive spill over effect. That people have different reactions is something we have
to live with.
Findings from the interviews show that Bill makes active use of praise and feedback in
the relationship with his employees:
One must always give more praise than criticism. It must be allowed to make mistakes.
It is better that five things are done right and one thing wrong, than nothing is done due to
fear of failure. If one has the courage to present ideas, one must also be allowed to come up
with something stupid. Constructive criticism is given in private, not when others are present.
Praise may be given when several are present.
According to Fredrickson and Losada (2005), the optimal ratio for positive vs negative
emotions is 3:1, e.g. when giving feedback one should give at least three positive
comments to every negative comment.
Bill emphasizes that the project manager must understand his/her team members
and why they react as they do. The project manager must be able to read and interpret
the situation. This requires emotional intelligence (Goleman, 1998). Data analysis also
indicates that Bill is aware of the emotional aspects of conflicts, and he states:
One should not be personally angry. Sometimes you must accept that you lose. Let the
opponent feel that he/she has won.
Data results show that Cate is conscious about creating positive emotions in the
project team:
We shall have a good time during the project. It is important to me that we are happy
together. There must be a good tone and atmosphere in the team.
Her use of we in the quote indicates that this is something that cannot be created by
the project manager alone, but everybody in the team. She seems to underline
cooperation and community. Positive emotions occur when people get to know each
other, which will also have a positive impact on the result (Fredrickson, 2001). Analysis
of data shows that Cate is particularly interested in three positive emotions; commitment,
job-satisfaction and flow.
Cate is involved in project tasks and her co-workers. By using participation and
empowerment she creates interest and engagement. In other words, Cate develops
commitment by giving responsibility, trust and freedom:
When I show confidence to team-workers, they get more room for maneuver. I show
confidence and give responsibility. Team-members are given control over their own work.
The result is high commitment and self-management.
High commitment and self-management may be indicative of intrinsic motivation Positive
derived from feelings of freedom, competence and relatedness. Ryan and Deci (2000) emotions in
posit that when those three needs are met, motivation and well-being will be
enhanced. project teams
According to Cate, building a well-functioning team is critical to getting the job
done. Then, once the team has done a good job, it is important that they get
recognition: 459
My colleagues receive a lot of praise from me. I am quick to say that something is good.
She also mentions that the team should use appropriate occasions, e.g. accomplishment
of milestones, to celebrate. It is important to have a good time during the project.
Findings from the interview indicate that Cate is often in a flow situation, where she
experiences a balance between the challenges she faces and her expertise/skills.
Often she uses her intuition to find solutions, so that the project can proceed. An
explanation to this is that she has been through a lot, both privately, in associations,
and at the workplace. Cate is not negative in advance, but shows courage and optimism.
Bill is fully present when meeting with his employees. The above quote reflects his
mindfulness, a capacity deemed necessary for organizations facing constant change
and pressure to perform (Marianetti and Passmore, 2010).
Bill uses a template of questions to help carry out appraisals. This makes it easier to
raise more sensitive issues. Topics addressed are: Are you satisfied with the collaboration?
To what extent do you enjoy working in the project? How can the project manager help
you to do a better job? He uses primarily open-ended questions to get their opinions and Positive
ideas open-ended questions being an important characteristic of coaching (Berg, 2006): emotions in
The leader must try to help, primarily by asking questions and suggesting ways to reach project teams
the goal.
Data analysis indicates that Cate creates positive relationships with her team members
by emphasizing coaching, problem solving, collaboration and feedback.
Cate states that she tries to apply a coaching leadership style by asking questions
461
when things are unclear in the project. This way of working shows that she invites
comments and new ideas for her drafts and proposals basically because she knows
that things can always be better. This approach has two effects: tt helps her in solving
problems and involving employees:
When colleagues come with their problems, I put everything aside, listen and ask questions.
I try to be service-minded and focused on their problem. I wish to be a contributor to my team.
Experience has taught me that a coaching leadership style has a significant effect.
Cate also reveals that sometimes she experiences issues that seem completely stuck.
Then she often suggests: Lets go and have a quiet talk. In such a meeting, she says
that they first have to acknowledge that they have a problem. Just the fact that
someone begins to talk about it, may lead to considering the problem from new angles.
Then, a brainstorming session may bring up new ideas and solutions. During such
a problem-solving process, the team members can experience involvement and thus
gain ownership.
Cate believes that a project manager is nothing without collaboration with the team.
No one is sovereign alone. She underlines that the best way to exercise her leadership
role is in partnership with the team members. This is an example of transformative
cooperation created by processes that are beneficial for all participants (Sekerka and
Fredrickson, 2010):
We need interaction and collaboration in the project team. People shall challenge each other.
For example, when a solution is suggested, it is discussed thoroughly in the team. It is
important to me that everyone contributes and helps to improve the solution.
It is also Cates experience that employees must be followed-up. She argues that the
whole project is dependent on each individual employee does a good job. A leader
cannot just be kind. A project manager must also be critical when it is necessary.
Feedback to team members is important because even small errors in quality can have
serious consequences:
I am interested in quality and know that I can be easily seen as critical. However, sometimes
you have to withhold negative feedback. People cannot handle such information. Much
depends on how you say it.
3. 2.
Positive Positive
relations emotions
Strength
based
leadership
Figure 1. 4. 1.
Development of Positive Positive
positive results results meaning
results are presented and discussed. First, the paper contributes to portray and analyze Positive
positive psychology in a project management setting. Positive psychology represents emotions in
an interesting focus since it provides useful knowledge to improve the understanding
and practice of project management. Second, the empirical data give insight as to how project teams
project managers can use their signature strengths. Additionally, the data also show
how they can evolve and draw on positive meaning, positive emotions and positive
relations. Various examples of positive meaning, positive emotions, positive relations 467
and signature strengths have been identified and discussed. Additionally, the paper
assists understanding the connections among positive meaning, positive emotions,
positive relations and signature strengths by presenting and discussing a model.
Several proposals for future research are suggested based on the concerns and
limitations of the current study. First, we suggest that the model presented in Figure 1
should be studied further to determine whether there may be correlations among
positive emotions, positive relationships and positive results in the project. A step further
would be to examine whether positive emotions can lead to positive relationships, which
then lead to positive results. Second, we suggest more research into how positive
emotions can be developed and what the specific characteristics of these projects are.
One assumption is that positive meaning can lead to positive emotions. It should be
investigated whether there is a relationship between the experience of positive meaning
and positive emotions in project. It should be investigated, especially for project
managers, whether using their signature strengths can influence positive opinions of the
team members in the project. Third, it may be interesting to get more insight into how a
project can help team members identify and develop their own signature strengths.
Additionally, determining if there are gender differences in how the managers use their
specific signature strengths looks interesting.
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7,3 Dutton, J.E. and Heapy, E.D. (2003), The power of high quality connections, in Cameron, K.S.,
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Spreitzer, G.M. (1995), Psychological empowerment in the workplace: dimensions, measurements
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Corresponding author
Professor Jan Terje Karlsen can be contacted at: jan.terje.karlsen@bi.no