The dissertation is devoted to solving the important scientific problem of developing conceptual positions, models, methods and approaches, that shape success within project teams by enhancing the level of emotional intelligence and successful application of transformational leadership, competencies, team values.
Scientific sources on the concept of «emotional intelligence» are analyzed and their own definition is introduced taking into account the specifics of project management. Emotional intelligence – the ability of the project manager to interpret their own emotions and emotions of other people, on their basis to organize effective interaction in the business community with all stakeholders for the successful implementation of the project and program.
The causes of the concept of emotional intelligence have been investigated and the corresponding models have been analyzed. The prerequisite for the emergence of the concept of emotional intelligence is the work of the American psychologist G. Gardner, who suggested the multiplicity of forms of expression of intelligence. These include: verbal, spatial, kinesthetic, logic-mathematical, musical, intrapersonal (directed at one's own emotions), and interpersonal (aimed at other people's emotions).
Emotional intelligence assessment techniques have been established: measuring emotional intelligence based on self-report (questionnaires) and measuring emotional intelligence by problem-solving method (objective tests). The problems of evaluation of emotional intelligence are considered and the technique is improved.
Common features between transformational leadership and emotional intelligence are analyzed. The concepts of «emotional competence» and «emotional intelligence» are explored.
The components of the emotional intellectual team are identified: motivation and dedication; attitude to conflicts; team climate; self-management; relationship management; open communication; tolerance for differences. A new set of values has been developed. Several different types of teams and their different needs for emotional intelligence have been explored.
Approaches to determining the success of projects have varied - from the traditional triple restriction to multi-criteria and multi-factor models. The key factors for achieving the effective result of the project are identified and a conceptual model of success of the project of the organization is constructed. Such a model is shown to include components of emotional intelligence, transformational leadership, leadership competencies, and team values.
A formalized model of project and program success has been researched and built. The approaches of set theory to formalization are applied. This model identifies those elements that can and should be managed by a project manager.
Practical testing of the results of the study was carried out. The results of the work were implemented during the agile – transformation at the project management department of the Kyiv National University of Construction and Architecture and at the company «DAHSERVIS».
The company «DAHSERVICE» has been analyzed and identified which components are not enough for successful project implementation. Behavioral modeling highlights the competencies that a manager lacks in competencies. As the project manager develops, these competencies need to be addressed in terms of their development. At «DAHSERVICE» management was found to use a transactional management style. The situation approach, the lack of an action program can be very dangerous because the result of the organization's activities, in this case, is reduced to zero. The company is losing competitiveness. Therefore, «DAHSERVICE» is offered to use transformational leadership subsets to enhance the successful implementation of projects. It is established that the company does not have clearly spelled out command values and mission.
5 steps are suggested to help senior management support the agile transformation process. New value propositions are the basis of a new approach to the educational process: practical orientation, adaptability, flexibility, innovativeness are changing the classic values of the university - academic, sustainability, fundamental. Changes in the format of the university-student-employer interaction provide an acceleration of the "finished" product with a shift in focus of educational programs on the development of subject knowledge and memorization of information on the development of personal and meta-subject competences.
Keywords: emotional intelligence, project success, social intelligence, self-control, social responsiveness, interpersonal intelligence, interpersonal intelligence, self-awareness, emotional competence, relationship management, empathy, transformational leadership.
