PPME Chapters 5 and 6

5
Building a Project Team

5.1. Choosing Team Members
 There are a variety of objective or

technical criteria to use in choosing the
team members:
 perceived technical ability,
 project management skills,
 experience as a task leader on other
projects, and
 attitude toward this project and toward
projects in general.
5.1. Choosing Team Members
 Often it is the subjective or personal

attributes that are critical:
 prior experience with the subject matter,
 information from fellow project managers,
or
 an opinion based on casual contact with the
individual.
5.2. Tools to Document Team Member
Commitment
 In order to obtain commitment from

team members, it is important to define
and document their contributions to the
team.
 Two tools can help here: the skills inventory
matrix and the responsibility matrix.
Commitment
Skills Inventory Matrix

 Every project requires a variety of skills that
will need to be matched to the appropriate

tasks.
 In the beginning of the project, it is important
that you appropriately match people, skills, and
tasks.
 As the project progresses, it may be necessary to
split assignments or add staff to existing
assignments.
 In
order to have this flexibility, you need to know
which people on the project team possess which skills.
Commitment
 Adapting the skills inventory matrix to the situation at

hand is necessary:
 Set up a simple matrix form with the skills or areas of
expertise depicted along the x-axis and the resources
(people) along the y-axis.
 Then place a checkmark in the box indicating which skill(s)
each team member possesses.
 Inthis way, you create a useful overview of team members and
skills from which to assign tasks.
Skills inventory matrix
TM// TM1 TM2 TM3 TM4 TM TM6

Skill/expertise 5
SK/EX1
SK/EX2
SK/EX3
SK/EX4
SK/EX5 (Training and facilitation) X
SK/EX6 (IT and Computer) X
SK/EX7 (Social worker) X
SK/EX8 (Accountant) X
SK/EX9 (Secretary + Cahier) X
SK/EX10 (driver + Mechanic) X
Commitment
Responsibility Matrix
 Who on the project team is most qualified
to perform each task? In order to do this,

develop a responsibility matrix.
 This matrix is the documentation of a
performance contract among the project
manager, the project team members, and
their supervisors.
 It is an important mechanism for obtaining
individual commitment, or buy-in, and for
graphically depicting that responsibility.
Commitment
The process:
 To develop the matrix, list the tasks on the left axis
and the names or job titles of the project team

members along the top.
 Then match the tasks to the members by indicating
the person with prime responsibility (P) and those
having support responsibility (S).
 Each task requires one and only one prime; several
supporting team members may be assigned.
 The team member with prime responsibility is accountable
for ensuring that the task comes in on time, within budget,
and at the expected level of quality.
 Those in a support capacity are chosen because they have
skills needed on that task.
Commitment
 Rules of thumb for preparing a

responsibility matrix:
 1. Assign staff because they have the
correct skills, not because they have time
available.
 2. Do not assign too many people to one
task.
 3. Obtain buy-in from team members: “ask,”
don’t “tell.”
Commitment
 Rules of thumb……
 4. Consider who is good at what, who wants to do what,
who can or cannot work together, and who likes to create
versus maintain.
 5. From the perspective of the project, consider what skills
are needed, what skills are available, and, if someone left a
task, whether his or her work could be redistributed.
Responsibility matrix
TM/TASK TM1 TM2 TM3 TM4 TM TM

5 6
TASK1 P
TASK2 P
TASK3 P
TASK4 P
TASK5 P
TASK6 P
TASK7
TASK8
TASK9
TASK10
5.3. Team Building/development: Any
Difference?
Team
2
Team
1
5.3.Team Building/development: A Definition
A team:
 is an energetic group of
people (two or more) who are
committed to achieving
common goals, who work well
together and enjoy doing so,
and who produce high quality
results.
Team Building:
 The process of gathering the
right people and getting them
to work together for the
benefit of a project.
5.3. Team Building/development: Key Questions
 Who are the team members and

team leaders?
 What is the reason this team
exists?
 What is the common vision, what
are the goals and targets?
 What are the norms that will
guide how the team will work
together?
 What results are expected for
this team?
 What are the outputs expected
from the team and by when?
 To whom should they be given?
5.3. Team Building/development: Key Questions
 What is their agreed-upon strategy?

 What are the team roles and who
will play them?
 Who is the responsible for these
roles?
 What are the norms and
methodologies about: decision-
making; problem-solving process;
conflict resolution; communication,
cooperation and responsibility; task
management; meetings; rewards
 What are the resources available to
support the teamwork?
 Who will support the team if
needed?
5.4.Characteristics of Effective Teams
1. Clear vision/purpose:
 A vision appeals to people’s
motivations and captures
their imaginations.
2. Shared commitment:
 If each member is motivated to
work for the vision, each works
to his/her full potential to see
that the group achieves
success.
 In so doing, the work becomes
its own reward.
5.4. Characteristics of Effective Teams…
3. Clear roles and

responsibilities:
 Each team member knows
what s/he is to do and knows
the roles of other members
and how they all interact to
form the whole.
4. Trust:
 With high trust, members are
more willing to face
challenges and support one
another through ups and
downs.
5. Mutual accountability:
 The collective responsibility of the
team toward generating results and
achieving success, in addition to the
individual obligations in specific roles.
 This creates a supportive
environment within the team, and
improved performance
6. Celebrate individual and team
success:
 Keep the whole in view, and work to
support each other.
 Team success is valued in theory and
in practice.
7. Concern for group tasks and

process:
 Team members are skilled at
raising both specific task issues
and issues that explore how the
team itself is functioning.
 Not everybody pays attention to
both functions at all times, but both
functions are always present.
8. Address challenges with
creativity:
 The team strives to maintain a
sense of openness and to solve
problems creatively.
9. Inclusive decision making:

 Effective teams allow an
appropriate level of group
participation in decision making
 not too much so decisions are
agonizingly slow, and
 not too little to result in
insufficient team input and
commitment to agreements.
10. Regular communication
and feedback:
 Team members give and
receive feedback effectively.
The Art of Giving and Receiving

Feedback
 We naturally give feedback to other
people, sometimes making a positive

comment and sometimes criticizing what
they have done.
 Both positive and negative feedback are
important to effective communication and
group work, but they are only effective if
the feedback is given and received in a
constructive manner.
5.5. Ingredients of a Good Team
1. A complimentary blend of
skills and talent that allows
the team to work
cooperatively together,
building interdependence
among the members.
2. A high degree of tolerance,
mutual respect, trust and
support which allows
individuals to take risks and
challenge their abilities.
5.5. Ingredients of a Good Team
3. An efficient and flexible

structure and leadership
which allows the team to
work toward achieving results
without confusion of roles and
responsibilities
4. The enjoyment of working
together based on team
spirit, pride and symbols
5.6. Phases of a Team's Development
 A team is a living and dynamic entity. It could progress

from an early to a mature phase, independent of the
nature of the team or the task it must perform.
 Five phases have often been proposed in team
development
5.6. Phases of a Team's Development…
Phase I: Forming
 This is the initial orientation period.
 The team is unsure about what it is supposed to do
 Members do not know each other well or are not yet
familiar with the way the team leader and the other
members function.
 This stage is complete when the members begin to see
themselves as a part of the team

Phase II: Storming

 This is a sorting out period where members begin to find
their place as team members
 The team members now feel more comfortable giving their
opinion and challenging the team leader's authority and

recommendations
 Some members may become dissatisfied and challenge not
only the tasks of the team and how these will be carried
out, but also the leader's role and style of leadership.
 This is the start of intragroup conflicts
Phase III: Norming

 Team members begin to use their past experiences to solve
their problems and pull together as a cohesive group
 This process should result in the team establishing
procedures for handling conflicts, decisions, and methods to

accomplish the team projects
Phase IV: Performing

 In this phase the team has achieved harmony, defined its
tasks, worked out its relationships, and has started
producing results.
 Leadership is provided by the team members best suited
for the task at hand.

 Members have learned how to work together, manage
conflict and contribute their resources to meet the team's

purposes.
Phase V: Dissolving or Reorienting

 The team dissolves when the team has completed the
project
 It may be reoriented to continue on a next phase of the
project
5.7. Techniques for Team Development
1. Build a broad-based team (choose the

best people available to play on your team)
 Choose people who bring a diverse set of
skills, experience, and personalities to your
project; and people who are known to get the
job done and are team players.
 Familiarize yourself with their strengths and
weaknesses, both technical and emotional, by
observing and listening and by asking their
boss, other project managers who have
worked with them, and others with whom they
have worked in the past about their abilities.
2. Establish a formal leader.

 As project manager, you must be the only
person running the project.
 Formalmeans that you have been officially
delegated the job of leader with the
responsibility and authority that comes with it.
 Make sure that everyone on the team
understands your role, who assigned you this
role, why it is necessary to have a single
point of control, and how you plan to exercise
your authority.
 Hypocrisy doesn’t help!
3. Build and maintain team spirit (if you

become apathetic, your team will become
apathetic too).
 You don’t have to share negative developments
with the team. If it does not affect a team member’s
ability to perform the job successfully, keep the
downside to yourself. That is part of your leadership
role.
 Also, if you are not a ‘rah-rah leader’, don’t
pretend. You can still impart a sense of
professionalism and urgency without it.
 However, you might want to find someone on the
team to be the cheerleader for you
4. Keep team members informed

(nothing is more frustrating to project
team members than changing the game
plan without their knowledge).
 As project manager, you need the respect of
the team. You can build this respect in part
by establishing communication.
5.8. Building a Team Communication Plan
The following are important guidelines for developing

effective team communication:
 Involve key members of the project team in developing a
communication plan.
 Work with each team member to define how and when the
communication will take place and how you’ll work together
to solve problems that might arise on the project.
5.8. Building a Team Communication Plan
 Guidelines for developing effective team

communication….
 Begin developing your communication plan as
soon as you take on a new project, and update it

as needed.
 Players often change in the project universe.
Develop new communication strategies when this

happens.
 Newcomers or replacement project team members
are often left out in the cold and cannot fully

contribute unless you take time to involve them.
5.9.Listening as a Communication
Tool
 Listening as a communication tool leads

to several important outcomes for the
project:
 increased productivity and quality of work,
 improved job satisfaction, and
 a clearer sense of roles and expectations.
5.9.Listening as a Communication Tool
 Key verbal and nonverbal behaviors for active listening.

 Ask questions to clarify or to gather information on the
topic.
 Make your questions more than just closed-ended ones.
 Make them probing and constructive.
 Don’tbe too embarrassed to say, “I didn’t understand you. Would
you please say that in another way so that I can understand.”
 Paraphrase what the speaker has said. If

something is said to you in unfamiliar
jargon, paraphrase the information in words
that are meaningful to you.
 Summarize at certain intervals what the
speaker has said.
 Periodically
confirm that you have understood
and are on the same wavelength with the
speaker by restating (concisely) what you have
heard up to this point.
5.9. Listening as a Communication
Tool
 Make eye contact with the speaker.
 Tosome people, eye contact indicates honesty,
straightforwardness, and openness.
 If you are unwilling to look someone straight
in the eye when talking, you are not
creating the attention, connection, or
personal bond that is necessary and
meaningful for good communication.
 But in some cultures prolonged eye

contact (with seniors) is perceived as
rudeness.
 Listen for the intent of what the speaker

is trying to communicate.
 The message is not only what the person is
saying but how it is being said.
 Remember “read between the lines”? We
must be willing to listen between the words.
Summary
 Listening is probably the best communication
skill.
 Pay attention, don’t interrupt, don’t change the
subject, and don’t takeover.

 Make every person with whom you interact feel
that what he or she is saying is the most

important thing in your life at that moment and
that it will influence the outcome of the project.
 Remember that each communication may have
a significant impact on some aspect of your

project. Don’t miss that vital message.
5.10. The Project Manager’s Authority
 One of the biggest concerns of most project managers

is their high degree of responsibility coupled with a
limited authority to manage team members and other
resources.
 As a project manager, how can you acquire authority?
 The following section addresses this question by
distinguishing between informal and formal authority.
 Informal authority flows from any of the

following sources:
 Experience/knowledge authority: This refers
to knowing more about a specific subject
than anyone else.
 Authority by association: This is the power
of who you know.
 Butit lasts only as long as the “who you know”
status is intact and the association with this
person is perceived as strong.
 Personality-based authority: Well-placed prior

favors or accommodations may be returned
when they provide the most results.
 Team members don’t forget that time when you
were flexible on a deadline or when you made other
concessions they needed.
 Credibility authority: This type of authority

differs from experience, knowledge, and
technical qualifications.
 Itis gained by the manner in which you conduct
yourself: being honest, fair, and responsible to the
organization, to the team, and to yourself.
Sources of formal authority:
 Direct line authority: You are the person to whom

the people on the team report directly.
 You may have hired them and may have the ability to
fire, and in all cases you determine their raises, their
promotions, and their future growth within the
organization.
 Job title or position within the organizational

hierarchy: Job title and/or position do not in and of
themselves guarantee authority, but they certainly
do position one to command the attention of others.
5.10. The Project Manager’s
Authority
 Pecuniary authority: This is power over the
purse strings — probably the most effective
control that a project manager can have.
 If you have control over the budget, then you
have control over the project.
 This is particularly true if you have the option
to employ internal staff, recruit new staff, or
use outside contractors.
 You may also be given the authority to provide
financial incentives to your most productive
team members.
 Mandated authority: A senior executive

mandates that everyone will cooperate
with the project manager.
 This delegated power, however, is only as
strong as the executive who issues the
mandate.
 It is also only as strong as the consistent
backing that this sponsor provides to the
project manager.
 The sponsor may give the greatest kick-off speech
in the world, but without his or her continued
support, this power erodes very quickly.
 Performance appraisal review authority: With this type

of authority, you have input into team members’
performance appraisals.
 This power is only as effective as the degree of influence
that this information has on team members’ raises and
promotions.
Part III
Project Implementation in Practice

6
Writing a Project Proposal

(Attributes of a Good Proposal)
6.1.Sections
 A project proposal should contain the following

sections:
 Title Page
 Table of Contents
 Summary
6.2.An Outline
1. Introduction
2. Project Context or Justification
3. Problem Statement
4. Objectives
5. Anticipated Outcomes or Results
6. Implementation Plan
7. Project Monitoring and Evaluation
8. Project Budget
9. Project Sustainability
10. Appendices, including timetable for activities.
Note: There are variations of this outline, and some

donors require projects to follow their guidelines.
6.2.1. Title Page
 The title should be short and evoke the donor's

attention.
 Titles can tell the donor what kind of project it is and
sometimes who the target group will be.
 Title pages need to be well laid out.
 Put the date of submittal in one of the corners at the
bottom of the title page.
6.2.2. Table of Contents
 A table of contents can be helpful to

donors in reviewing a project.
 It should be kept to one page.
6.2.3. Summary
 Since donor personnel have many proposals to review, a

summary is helpful in telling them what the project is about
quickly. If properly presented, it can lead them to study the
proposal closer. A summary also makes the proposal appear
more professional.
 In the summary, one should include the following:
 Organization or group making the request: address, telephone,
fax, e-mail.
 Description of your organization in one paragraph.
 Project manager(s).
 Problem statement.
6.2.3. Summary
 Content of the summary…

 Goal and objectives.
 Amount requested. We find that it is not necessary to
include the full budget. The total amount and one or two
lines of what the money will be used for suffices.
 You might add a paragraph on the partner organization:
name, address, telephone, two-line description.
 The Summary section should be short, preferably one page,
but never longer than two pages. You might find it easier to
write the summary last.
6.2.4. Main Part of the Application Form
Introduction:
 Normally, we repeat the project title at the top of this
page. The Introduction should describe in more detail

your organization, and set the stage for linking the
project to your organization's mission and program
goals/strategies.
 It should be no longer than half a page.
Project Context :
 This section identifies the conditions surrounding the
problem.
 It should not be too long. Keep it to two pages.
 If necessary, documentation or other material can be
annexed.
Project Context …….:

 The following outline could be helpful:
 Describe history of area and people.

 Describe social, economic, health and other pertinent
conditions.
 What has been your organization's involvement in this
region: what achievements?
 What is the government doing to address these problems?
Private sector groups and churches? What plans do these
have to address these problems?
Problem Statement:
 Gives a short and concise descriptive statement of the
problem(s) and need(s) to be addressed, how the

problem impacts the lives of the people who are the
project's target group.
 It is suggested to always state why this problem has
priority over other problems, and why your organization

has a particular role in addressing this problem.
Project Goal(s) and Objectives:

 Try to present a simple one sentence goal statement.
For example, "the project will improve the health of

children under 5 years of age in Hosanna Town".
 It lets the donor know what your organization intends to do
to address the problem.
 Objectives can be separated, if there are multiple ones,
into primary or major, and secondary objectives.
Project Goal(s) and Objectives…….:

 Objectives should state in measurable terms who will benefit, the
time frame needed to achieve it, and the development units or

outputs.
 Example: To construct 10 water systems in one year to benefit 10 villages
with about 5,000 people.
 Objectives should be SMART: specific, measurable, attainable,
realistic and timed.
Note: This is one of the most important sections of any proposal.

The work scope or implementation plan that follows later will be
designed in order to achieve these objectives.
Anticipated Results and Assumptions:

 This section enables us to take a closer look at our
objectives and allows us to analyze them in terms of

tangible and intangible results.
 Tangible results are those results that are measurable and
found in the objectives.
 Intangible results, on the other hand, cannot easily be
measured, and may not be contained in the objectives.
Anticipated Results and Assumptions………:

 In the case of a water project:
 Tangible results would be:

 10 wells in 10 villages by the end of one year,
 number of household taps,
 number of community water tanks,
 amount of water flow,
 amount of water available to the community or home daily, or for irrigation and home
gardens,
 formation of a water committee,
 collection of water fees, etc.
 Intangible results would be:
 improved health and hygiene,
 savings from carrying water,
 reduced parasite infection, etc.
Anticipated Results and Assumptions………:

 A statement might be made concerning the
environmental impact of the project.

 For a water project, for instance:
 would the water table be lowered to the point that it will

effect other water supplies?
 One should also look carefully at a project in regard to soil
erosion and deforestation.
 While the project may bring a benefit to the people,
would it later cause environmental problems.
Work Plan (Implementation):

 It can be presented in a step by step fashion of activities.
Some points to consider are:

 Was the local population involved in planning the project, and
how will they participate in its implementation? Describe this
role along with their inputs.
 The number and kind of personnel needed to carry out the
project.
 Providetheir qualifications, whether they are available locally, and
how they would be recruited.
 Mention who they would be responsible to, or report to.
Work Plan (Implementation)….:

 Describe the relationship for this project between the applicant
and the implementing or field agency.
 What administrative and supervisory responsibilities does each have?
 Describe your action plan or methods -how you will implement
the project.
 Howlong will this start up phase take? Try to present your project in
phases or stages.
 Describe how and why you selected your target group, target
villages, and so on. Selection criteria should be presented.
Work Plan (Implementation)….:

 Describe at each step what resources are needed.
 Try to stay away from mentioning funds, which is better kept for the
Budget section.
 We describe resources in terms of pipe, pumps, vehicles, seeds,
training manuals, space or locale for courses, tools, and other items.
 Always try to quantify resource needs, i.e. 100 training manuals,
10 kilometres of plastic piping, etc.
 Technical assistance inputs should be described.
 Try to show what alternatives there are to your plan of action or
methods and why you did not choose them.
Monitoring and Evaluation:

 In a 2- or 3-year project, monitoring should take place at least
every six months. This section should include:

 Person(s) who will undertake the monitoring/evaluation.
 Time periods for the evaluation
 How data or information will be recorded, analysed, and presented.
 Criteria for evaluating outcomes or achievements, and progress made
toward achieving objectives.
 How and to whom evaluations will be presented.
 How evaluations will be used by the project, the community, the
implementing agency, and project holder (if different than
implementer).
Monitoring and Evaluation……:

 The evaluation section should also address problems,
how they were solved or what can be done to solve

them, recommended changes in outputs, resources,
and administration, modifications of objectives, and
other pertinent data.
 A simple statement can be made in the project proposal
that these points would be addressed.
Project Budget :
 Budgets must be realistic to cover project inputs or costs to achieve outputs.
Budgets should:
 Be expressed on a yearly basis. For a 3-year project, each year's budget can be
shown in separate columns, with a last column for totals.
 Show costs in dollars and local currency. The exchange rate used should be
indicated below the budget.
 Always show what local funds and other resources are available. Many donors like to
see a 20-50 percent local input.
 Always divide expenditures into major sections, such as personnel, travel,
equipment and materials, course costs, office costs, technical assistance, and so on.
 Allow for inflation or other currency fluctuations, and for unforeseen costs. We
sometimes add 5 to 10 percent to the cost of the project for these items
(Contingencies).
Project Budget: Tips

 When presenting salary costs, calculate the monthly salary x 12
months to arrive at one year’s salary
 Show fringe benefits in a separate line item from salaries.
 Separate travel costs. Show line items for: air travel, land travel,
vehicle maintenance, per diem or hotel and meals, other travel.
 Under office expenses: show separate line items for rent,
communication (postage, telephone, fax, internet), stationary,
office equipment, maintenance, and other.
 When showing the costs of materials, indicate the per unit cost.
Project Budget: Tips………

 Show local inputs.
 It can be calculated easily by determining the number of hours weekly or

monthly they will work on the project over the project's lifespan, times the
minimum established wage in the country or region of it.
 Use of vehicles and office space can be calculated as local inputs as well.
 Estimates can be made for donated local materials, such as the gravel,
wood, sand and hand tools donated by a village for a water project.
 Educational materials that have already been developed and will be used
for your project can also be given a value.
Note: The more local inputs/value one has, the more attractive the
budget and project itself becomes to the donor NGO.
Project Budget: Tips………

 When purchasing equipment such as a vehicle, computer,
vocational shop machinery, tractor, and similar items,

remember to depreciate them at 20 to 25 percent per year.
 You should also indicate how these would be maintained
and replaced, and if maintenance is available locally. It is a

good idea to set up an equipment replacement fund if your
project generates income.
 At the end of the budget section, one might add a
paragraph on cost/benefit ratios.

Project Sustainability:
 There are at least three kinds of sustainability:
 Financial Sustainability: the proposal should indicate how the project can
continue or be sustained after donor funds are expended, i.e. through the use
of locally generated funds, government funding, etc.
 Technical Sustainability: Indicate that the target group can provide technical
inputs to the project after donor funding ends, that they have the training,
skills and materials to continue to sustain the project.
 Managerial Sustainability: The proposal should show that the local target group
and/or applicant will continue to provide organizational or managerial inputs

after donor funding. Can the community or target group itself reach a level
where it can manage the project and organize for expanded or new activities?
What will local leadership and organization be like at the end of the project?
6.3. Appendices
 There should be very few appendices.

 If there are too many appendices, the document is unattractive
and turns away donors.
 Only pertinent and very important documents or information
be appended.
 One such appendix might be a time line of activities. This shows
by month or quarter year what activities will be undertaken.
 Others might be a map of the project region, letter from
responsible government official, information highlighting
problems to be addressed, letter of support from another donor,
staff credentials, etc.

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5

Building a Project Team

 There are a variety of objective or

 Often it is the subjective or personal

 In order to obtain commitment from

Skills Inventory Matrix

will need to be matched to the appropriate

 Adapting the skills inventory matrix to the situation at

TM// TM1 TM2 TM3 TM4 TM TM6

to perform each task? In order to do this,

and the names or job titles of the project team

 Rules of thumb for preparing a

TM/TASK TM1 TM2 TM3 TM4 TM TM

 Who are the team members and

 What is their agreed-upon strategy?

3. Clear roles and

7. Concern for group tasks and

9. Inclusive decision making:

The Art of Giving and Receiving

people, sometimes making a positive

3. An efficient and flexible

 A team is a living and dynamic entity. It could progress

 Members do not know each other well or are not yet

themselves as a part of the team

Phase II: Storming

opinion and challenging the team leader's authority and

Phase III: Norming

procedures for handling conflicts, decisions, and methods to

Phase IV: Performing

for the task at hand.

conflict and contribute their resources to meet the team's

Phase V: Dissolving or Reorienting

1. Build a broad-based team (choose the

2. Establish a formal leader.

3. Build and maintain team spirit (if you

4. Keep team members informed

The following are important guidelines for developing

 Guidelines for developing effective team

soon as you take on a new project, and update it

Develop new communication strategies when this

are often left out in the cold and cannot fully

 Listening as a communication tool leads

 Key verbal and nonverbal behaviors for active listening.

 Paraphrase what the speaker has said. If

 But in some cultures prolonged eye

 Listen for the intent of what the speaker

subject, and don’t takeover.

that what he or she is saying is the most

a significant impact on some aspect of your

 One of the biggest concerns of most project managers

 Informal authority flows from any of the

 Personality-based authority: Well-placed prior

 Credibility authority: This type of authority

Sources of formal authority:

 Direct line authority: You are the person to whom

 Job title or position within the organizational

 Mandated authority: A senior executive

 Performance appraisal review authority: With this type

Project Implementation in Practice

Writing a Project Proposal