ADDIS ABABA UNIVERSITY

COLLEGE OF BUSINESS AND ECONOMICS

SCHOOL OF COMMERCE

The Role of Leadership Attributes of Project

Managers for Project Success: The Case of Ethiopian Electric
Power

By: Elroi Birara

(ID No.: GSE/5607/11)

A Research project work submitted to Addis Ababa University School of Commerce in

partial fulfillment of the requirements for a Master’s of Arts Degree in Project
Management

Advisor: Bahren Asrat (PhD)

Addis Ababa, Ethiopia

June 2021
 ADDIS ABABA UNIVERSITY
COLLEGE OF BUSINESS AND ECONOMICS
SCHOOL OF COMMERCE

The Role of Leadership Attributes of Project

Managers for Project Success: The Case of Ethiopian Electric
Power

By: Elroi Birara

(ID No.: GSE/5607/11)

A research Project work submitted to Addis Ababa University School of Commerce in partial
fulfillment of the requirements for Master’s of Arts Degree in Project Management

Advisor: Bahren Asrat (PhD)

2
 STATEMENT OF DECLARATION

I, Elroi Birara, have carried out a research project on the role of leadership attributes of project
managers for project success: the case of Ethiopian electric power independently in partial
fulfillment of the requirement for the award of Master’s degree in project management with the
guidance and assistance of the research advisor, Bahren Asrat (PhD). This study has not been
presented for a degree in any other university and all sources of materials used for the study have
been duly acknowledged.

Elroi Birara: _______________________ _______________________

Signature Date

3
 LETTER OF CERTIFICATION

This is to certify that Elroi Birara has carried out his thesis work on the topic entitled “The Role
of Leadership Attributes of Project Managers for Project Success: The Case of Ethiopian Electric
Power” under my guidance and supervision. Accordingly, I here assure that his work is appropriate
and standard enough to be submitted for the award of Master of Arts Degree in Project
Management.

Bahren Asrat (PhD) __________________________ _______________________

Research advisor Signature Date.

4
 ADDIS ABABA UNIVERSITY
COLLEGE OF BUSINESS AND ECONOMICS
SCHOOL OF COMMERCE

The Role of Leadership Attributes of Project

Managers for Project Success: The Case of Ethiopian Electric
Power
By: Elroi Birara
(ID No.: GSE/5607/11)

A Project work submitted to Addis Ababa University School of Commerce in partial fulfillment
of the requirements for a Master’s of Arts Degree in Project Management

Signed by the Examination Committee:

Examiner: ________________ Signature: ____________ date: ___________________

Examiner: ______________ Signature: ____________ date: ___________________

Advisor: Bahran Asrat (Phd) Signature: ____________ date: ____________________

5
 ACKNOWLEDGMENT

First and foremost, I would like to express my gratitude to God, who has been present in my life

unconditionally, not just in this study or research, and then to my Advisor, Dr. Bahren Asrat, for

the constructive comments, commitment, and engagement throughout the entire process of this

study. Furthermore, I would like to thank my friends and colleagues at EEP, who have willingly

shared their precious time and filling out the questionnaire. I would like to thank my mother; you

have been supporting me throughout the entire process, both by keeping me motivated and helping

me put the pieces together.

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 Table of Content
STATEMENT OF DECLARATION ............................................................................................. 3
LETTER OF CERTIFICATION .................................................................................................... 4
ACKNOWLEDGMENT................................................................................................................. 6
List of tables ................................................................................................................................... 8
List of figures ................................................................................................................................. 9
CHAPTER ONE ............................................................................................................................. 12
INTRODUCTION........................................................................................................................... 12
1.1. Background of the Research ................................................................................................ 12
1.2. Background of the Organization ......................................................................................... 14
1.3. Problem Statement ................................................................................................................. 15
1.4. Research questions .............................................................................................................. 17
1.5. Research Objective ............................................................................................................... 17
1.5.1. General Objective of the Study ......................................................................................... 17
1.5.2. Specific Objective............................................................................................................... 18
1.6. Significance of the Study ...................................................................................................... 18
1.7. Scope of the Study ................................................................................................................ 19
1.8. Limitation of the Study ........................................................................................................ 19
1.9. Organization of the Study .................................................................................................... 20
1.10. Definition of Key Terms ..................................................................................................... 20
CHAPTER TWO ............................................................................................................................ 21
REVIEW OF RELATED LITERATURE ......................................................................................... 21
2.1. Leadership Theories ............................................................................................................ 21
2.2. Leadership and Project Management ................................................................................. 23
2.3. Leadership Attributes .......................................................................................................... 24
2.4. Project Success and Project Criteria ................................................................................... 29
2.5. Review of Empirical Studies ................................................................................................ 31
CHAPTER THREE......................................................................................................................... 34
RESEARCH METHODOLOGY....................................................................................................... 34
3.1. Research Design and Approach........................................................................................... 34
3.2. Description of study variables............................................................................................. 35
3.3. Target population ................................................................................................................. 35
3.4. Data collection ...................................................................................................................... 36
3.5. Data Analysis ........................................................................................................................ 36
3.6. Reliability and validity ......................................................................................................... 37

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3.7. Ethical Consideration ........................................................................................................... 38
CHAPTER FOUR ........................................................................................................................... 39
RESULT AND DISCUSSION .......................................................................................................... 39
4.1. Demographic Information of the Respondent ................................................................... 39
4.2. Descriptive Statistics for Study Variables .......................................................................... 41
4.3. Correlation Analysis ............................................................................................................. 50
4.3.1. Pearson Correlation Analysis ........................................................................................... 51
4.3.1.1. The relationship between dependent and independent variables ............................ 51
4.3.1.2 Relationship Between components of PM’s Leadership attributes and project
success .......................................................................................................................................... 52
4.4. Regression Analysis ............................................................................................................. 54
4.4.1. Diagnosis Tests .................................................................................................................. 54
4.4.2. Linear regression Analysis ............................................................................................... 58
4.4.2. Multiple Linear Regression Analysis ............................................................................... 60
CHAPTER FIVE............................................................................................................................. 62
SUMMERY OF FINDING, CONCLUSION AND RECOMMENDATIONS ....................................... 62
5.1 Summary of Findings .......................................................................................................... 62
5.2. Conclusion ............................................................................................................................. 63
5.3 Recommendation .............................................................................................................. 64
5.4 Suggested Further Research ................................................................................................ 65
Reference ..................................................................................................................................... 66
Annex I: Questionnaire ............................................................................................................... 70
Annex II: Interview Questions .................................................................................................... 77
Annex III- Projects background and project performance of EEP ............................................... 78
ANNEX- IV: Name lists of projects under EEP and research target population ......................... 81

List of tables
Table 2.1: The difference between leader and manager
Table 2.2: Leadership theory
Table 2.3: summary related literature on different soft skills
Table 3.1: Cronbach’s alpha test result
Table 3.2: Reliability statistics for dependent and independent variables
Table 4.1: Resource requirement for the study
Table 4.2: Provisional schedule to conduct the project work
Table 4.1: Frequency Table of Demographic Variables

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Table 4.2: Descriptive Statistics for personal leadership traits
Table 4.3: Descriptive Statistics for technical leadership skills
Table 4.4: Descriptive Statistics for soft leadership skills
Table 4.5: Descriptive Statistics for emotional intelligence
Table 4.6: Descriptive Statistics for transactional leadership style
Table 4.7: Descriptive Statistics for transactional leadership style
Table 4.8: Descriptive Statistics for Ethical value
Table 4.9: Descriptive Statistics for Project Success
Table 4.10: The correlation between PM’s leadership attributes and project success
Table 4.11: The correlation between components of PM’s leadership attributes and project success
Table 4.12: Model summery, PM’s leadership attributes as predictor of Project success in EEP
Table 4.13: ANOVA, PM’s leadership attributes as predictor of Project success in EEP
Table 4.14: Model summery, PM’s leadership attributes as predictor of Project success in EEP

List of figures

Figure 3.1: Conceptual framework of the study

Figure 4.1: Histograms

Figure 4.2: Normal distribution error

Figure 4.3: Linearity of PM’s leadership attributes and project success

Figure 4.4: Homoscedasticity

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 Acronyms

EEP - Ethiopian Electric Power

EEU - Ethiopian Electric Utility

PM(s) - Project Manager(s)

PMBOK - Project Management Body of Knowledge

PMI - Project Management Institute

GC - Generation Construction

TSC - Transmission and Substation Construction

SPSS - Statistical Package for Social Science.

EI - Emotional Intelligence

PPP - Public Private Partnership

MLQ - Multifactorial Leadership Questionnaire

S.D. - Standard Deviation

PS - Project Success

TS - Technical Skill

SS - Soft skill

EV - Ethical value

TRNF - Transformational Leadership Style

TRNS - Transactional Leadership Style

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 Abstract
The study has the intent to assess the significance of PM’s leadership attributes for successful
projects in EEP. By doing so, the study addresses the importance of the PM’s personal traits,
emotional intelligence, technical and soft skills, leadership style, and ethical value for the success
of the implementation of projects in EEP. The methodology used for the study is a mixed approach
using both quantitative and qualitative methods. Both primary and secondary data were collected
to achieve the intended research objectives using a self-administered questionnaire survey and
interview. Out of 50 questionnaires distributed to project managers, senior engineers, site mangers
and design mangers engaged on different projects in EEP, 42 questionnaires were fully filled and
returned. Descriptive and inferential statistics are used to analyze the PM’s leadership attributes,
project success, and their relationship. The study found a strong positive correlation between
transformational leadership and project success, but a very low correlation between transactional
leadership style and project success. Furthermore, the other 5 leadership attributes of the study,
namely: personal trait, technical skill, soft skill, emotional intelligence, and ethical value, have
strong association with project success in EEP.. The study concluded that leadership attributes of
PMs are deliberately important for the success of the project in EEP. The study findings imply that
EEP should be considerate of these leadership attributes in recruiting and empowering PMs and
leadership should not be isolated from the organization’s project management practice aiming at
maximizing project success and developing empowered project leaders in the energy sector.

Keywords: leadership attributes, PM, project success, EEP

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 CHAPTER ONE

INTRODUCTION

This study attempted to assess leadership attributes that affect the successful completion of projects
in the case of Ethiopian Electric Power. In this chapter, the background of the study and
organization, problem statement, study objectives, study questions, significance of research, and
scope of the research are presented.

1.1. Background of the Research

Leadership is regarded as a critical component of management that aids in maximizing

productivity and achieving organizational objectives. Even if organizations plan projects to
achieve certain strategic goals that cannot be adequately addressed within the organization's
functioning limits, project managers are typically supposed to have hard skills rather than to have
a combination of different leadership attributes. Organizations acknowledge the importance of
leadership attributes for all level managers of the functional structure, but when it comes to
projects, the impact of leadership attributes of the project manager on the success of the project
has been disregarded (Turner and Muller, 2005).

Given the importance of strategic projects, which consume a large financial outlay, they must be
completed within preset success criteria. Different arguments and perspectives come forward to
specify the criteria of successful projects. However, a project is commonly considered successful
when it is achieved it objective on schedule, within budget, and within the agreed quality, in
accordance with the specifications and to stakeholders’ satisfaction (Assaf and Al-Hejji, 2006).

Over the past twenty years, research shows that there has been a different perception of what makes
projects successful. In the 1980s, studies concentrated on the use of tools and methods. More
recently, they have focused on risk management and governance support the project receives from
the parent organization. Generally, research into project management has emphasized efficiency
rather than behavioral or interpersonal factors. Despite progress in project management practices,
lots of projects has been found to fail, with leadership being a major factor (Ellemers, DeGilder,
& Haslam, 2014, Nziva 2018). This indicates that in order to enhance the number of successful
projects, it is necessary to examine the factors that affect the project’s success.

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Gradually, there is an acknowledgment that leadership is basic to project performance (Adams,
2008). It is additionally affirmed that the role of the project manager is significant to project
success shown by various studies in the literature (Yang et al., 2011). However, the literature has
generally overlooked considering the project manager's leadership on project success as one of the
keys to the project success factors (Turner and Muller, 2005).

The leadership attributes of the PM can play a crucial role. Leadership attributes comprise
numerous constituents, traits, abilities, leadership types, and values. Although different leadership
styles exist, they all require certain attributes to be effective. In addition, the study conducted in
Kenya has identified leadership components, namely; leadership skills, leadership experience,
leadership quality, and leadership styles can lead to a change in project performance by 69.5%
(Momanyi N. Theophanus, 2020). Other studies (Mascia, 2012, Trivellasa and Drimoussisb, 2013,
Ahmed and Vittal, 2017) have revealed the link between the different dimensions of leadership
attributes of PM and project success.

The project managers should be equipped with the necessary leadership attributes to guide the
project team to work effectively in the limited resources, constraints, and ever-changing
environment. Therefore, there is an actual need to understand how the PM’s leadership
characteristic is linked to the project’s success.

On the other hand, much focus has not been given to competencies, making project management
results unsatisfactory, a challenge that is common in many industries across the globe (Ahmed and
Vittal, 2017). Varies studies have been conducted in the context of road and building construction,
IT, water & sanitary, NGO companies. When it comes to the energy sector, the project manager’s
profile in terms of educational background and working experience is considered as the focus area
for the researchers.

It is well acknowledged that electricity is central to the development of any economy. Energy in
the form of electrical power is vital for every aspect of organizational and individual sustainment.
Esso and Keho (2016) found an inseparable relationship between energy consumption and
economic growth in sub-Saharan Africa. The lack of electricity access is a key barrier towards
social and economic growth in sub-Saharan Africa; its availability and access can be advantageous
to alleviate poverty (Kulworawanichpong & Mwambeleko, 2015; Mentis et al., 2015).

13
Ethiopia has invested billions of dollars in power generation & transmission construction to
maximize the generation capacity and range of reliable transmission of electric power all over
Ethiopia. Currently, Ethiopia is generating less than 1% of its power generation capacity from
different natural resources and only 33% of the country has access to electric power supply from
the grid (EEP Magazine, 2019/2020).

By keeping the above-mentioned settings, investment, problems, and suggestions in mind, this
study attempted to assess the importance of six leadership attributes of project managers for
successful implementation of power generation, transmission, and substation project under
Ethiopian Electric Power.

1.2. Background of the Organization

Ethiopia Electric Power is the government development organization in charge of Electric power
generation, transmission, and wholesale electrical energy within the country as well as to nearby
nations. EEP's vision is to be the first-class provider of high-quality electric power for the country,
as well as a regionally interconnected competitive export industry (EEP magazine, 2019/2020).
To achieve its vision, EEP is running more than 20 power generation and transmission projects,
and 14 auxiliary projects.

However, the projects undergo from several snags that affect its budget, schedule quality and
scope. One of these problems is the observed lack of leadership attributes of project managers.
Even if the PM has the necessary educational background and years of experience, that’s why top
management tends to replace the project manager whenever they see such kind of low performance
of projects and complain from the PM’s immediate director and subordinates.

EEP has accumulated vast knowledge and technical capability for the last five decades, but the
question is how the leadership experience has been developed to fulfill this massive responsibility
given by the country? Why does EEP not achieve the performance as other government companies
that were established after EEP, such as Ethiopian Airlines?

Currently, EEP has realized its limitations in this regard; it has started to develop a competency
framework for each and every level of structure with the focus on attitude rather than knowledge

14
and skills. It was selected as a tool to implement the 2021-2025 strategy plans and translate the
company's vision.

According to this competency framework, every manager is expected to have the five leadership
competencies of performance, decision making, organizing, developing others, and change
management, and project managers will have an additional competency based on the type of
project because functional and project managers have different roles in the same way that
operations and projects do.

1.3. Problem Statement

Leadership is an effectual tool for the PM to use, and it has a adequate impact on project outcomes.
Otherwise, failures of projects are linked to a lack of leadership attributes directly (Nixon et al.,
2012). The PM's personal leadership attributes, which are considered intangible factors and their
influence on project success, are generally lacking (Shi & Chen, 2006). It implies that the
leadership attributes of project managers have been disregarded unintentionally.

Besides, PMs are currently more managers of people than they are managers of technology
(Kerzner, 2010). Such activities like building trust, respect, motivation, and effective
communications lie within the realms of the leadership domain. The research from South Africa
shows that ‘interpersonal factors’ were considered the most important category, followed by
‘application of theory’. (Colin G. & Michiel B., 2015). However, the importance of leadership
characteristics as PM needs has received less attention. Walker and Walker (2011), while disputing
the current method of project delivery, emphasized the need for a re-examination of the skills and
attributes required by project managers, particularly in the realms of soft skills, communication,
and relationship skills, as well as those skills related to emotional intelligence.

The other cause of poor project leadership is the leadership styles adopted, which sometimes may
not be consistent with the goals and visions of projects Oyaya (2017). Further, Aggarwal, Tanner
and, Castleberry (2004), support this claim by observing the leadership style is found to be the
main reason which has a direct impact on employees’ turnover intentions. "Employee leaves the
boss not the workplace". Besides, leadership requires an understanding of societal values and
norms. Without ethics, certain project leaders might have made serious errors that have hurt others,

15
tarnished their own reputations, and jeopardized the public-government bond of trust. As a result,
a good leader's inner core must be based on ethical reasoning and a solid moral anchor.

Despite the fact that interest in project management has increased, projects have kept up their
failure at large and their complexity and uncertainty remain to grow (Dias et al., 2014). Given the
significant investment made in the project itself, project management training, and other project
management systems and processes, there are projects that continue to fail when it comes to
meeting the predetermined success criteria.

Studies are usually conducted in road/building construction organizations, IT projects, and NGO
projects. Little literature has been addressed in this regard. The CCL study has indicated that the
top priorities for leadership development in the energy sector are to improve the ability to direct
employees, problem-solving skills, and coordinate teams. The derailment factors that were
problematic for energy leaders were difficulty building and leading a team, too narrow functional
orientation. It was suggested that energy organizations should help their current and upcoming
leadership pool to think strategically about developing the skills and viewpoints needed to grow
and succeed in the industry (E. Wayne, Jamie P., Cory L., and Jessica G., 2009)

Apart from the importance of energy sector projects to Ethiopia’s social-economic development,
the amount of resources invested, and the fact that the utility of these projects depends upon
successful completion, the performance of most projects in the energy sector has been poor with
the majority experiencing time and cost over-run.

The Strategic plan report shows that the Debt to EBITDA ratio, Debt to Equity ratio, and Debt
Service Coverage Ratio of EEP financial performance for 2019/2020 year is 58.26%, 65.07%, and
0.01% respectively, which implies the organization is in distress with too heavy loan load and with
lower loan reimbursing capability. Thus, the project has to start to be fully successful and return
the invested monetary value; otherwise, it results in extended loss to the country.

Despite the fact that half of the gaps/pains identified as an organization are directly related to lack
of leadership capability (strategic plan, 2020), any leadership-related factor is not identified as one
of the critical success factors of EEP's construction projects except the 'top management support'
factor. (Wudineh Y., 2017). This implies that even though the impact of leadership attributes of
the PM on project success is very significant in prior research and even through studies conducted
by EEP confirm that lack of leadership capability has an impact on the overall performance of the

16
organization, the project managers of EEP have not recognized the significance yet. In addition,
many generation and transmission projects in EEP suffer from prolonged delay, quality issues and
cost overrun and they attribute the cause problem for this lack of successful completion of the
project to factors other than leadership attributes, factors that are outside of the project team.

1.4. Research questions

 To what extent do leadership personal traits of project managers contribute to the success
of power generation & transmission construction projects?
 To what extent do technical and soft skills of project managers contribute to the success of
power generation & transmission construction projects?
 To what extent does emotional intelligence of project managers contribute to the success
of power generation & transmission construction projects?
 To what extent does leadership style of project managers contribute to the success of power
generation & transmission construction projects?
 To what extent does Ethical value of project managers contribute to the success of power
generation & transmission construction projects?

1.5. Research Objective

1.5.1. General Objective of the Study

The overall objective of this research is to assess the current leadership attributes of project
managers that have significate role for the success of power generation and transmission
construction projects under EEP.

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1.5.2. Specific Objective
 To assess the extent leadership qualities of project managers contribute to the success of
power generation & transmission construction projects
 To assess the extent soft and technical skills of project managers contribute to the success
of power generation & transmission construction projects
 To assess the extent emotional intelligence of project managers contribute to the success
of power generation & transmission construction projects
 To assess the extent of leadership style of project managers contribute to the success of
power generation & transmission projects
 To assess the importance of ethical value of project manager contribute to the success of
power generation & transmission projects

1.6. Significance of the Study

There are various beneficial outputs expected from this study. In particular, EEP can benefit from
research as it helps to recognize project success factors from a leadership perspective to identify
focus areas. It provides insight and input to consider leadership competency and attributes that
improve the recruitment and selection process and assist to identify PM’s development, to increase
the project team and PM’s productivity and effectiveness. Furthermore, the research can also help
decision-makers of EEP to reconsider policies and procedures intended to implement projects and
recruitment of PM.

Understanding the leadership attributes that are closely tied with project success is imperative and
can make a monumental contribution to the knowledge base about projects. In addition, generally,
as there is a shortage of literature related to leadership qualities of project managers and projects'
success criteria, particularly in the energy sector and in the EEP's context; this study, therefore,
contributes its piece to address this gap. This study also means to offer practical and theoretical
further research questions that can become a useful study bases for future researchers related to
the energy sectorial projects and the leadership attributes.

This study has implications for project managers and program directors so that they can understand
their strengths and weaknesses and develop such kinds of attributes to be competitive in the market.

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1.7. Scope of the Study

Leadership along with project management is a large subject to research. This final project is
limited to critical leadership attributes of PMs that contribute value to project success. It focused
on project leadership from the perspective of the project leader, rather than from the perspective
of the organization.

This study aims to assess the PM's leadership attributes, namely personal leadership trait, soft and
technical leadership skill, leadership style, emotional intelligence, leadership ethical value, and
their importance for the successful projects of EEP.

Power generation construction and transmission construction projects of EEP are dispersed all over
Ethiopia and one project has interconnection with neighboring countries Kenya. For all projects
under progress, there is a project management office situated at EEP headquarters and at Kotebe
training and development center. The study targeted executive officer, PMs, directors, senior
engineers and site mangers who are responsible for the implementation of those projects.

Explanatory research designs with descriptive tools are selected for assessing leadership attributes
of project managers of EEP. The researcher has implemented the census method for more reliable
results. Therefore, all 54 directors, site mangers, project managers and senior engineers are
targeted for this study.

Qualitative and Quantitative approaches are used to collect data using a questionnaire and
interview. A questionnaire survey is used to collect data because it has the benefit of providing
standard replies from a large number of respondents. The study has a cross-sectional nature. The
research tried to capture the perspective of PMs in a onetime recap rather than following a
longitudinal approach.

1.8. Limitation of the Study

The organization structure and staff plan was in the development process especially the
construction executive office has been restructured by rearranging many projects in one project
office and they assigned the many project managers to another commitment. Thus, identifying the
exact number of project managers and directors has been challenging since they have not
completed the restructuring process till the data gathering period.

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1.9. Organization of the Study
Introduction; literature review; research methodology; findings and discussion; and summary of
findings, conclusion, and implications are the five chapters of this study. The following are the
topics covered in each of these chapters:

The research's background is covered in Chapter 1, as well as the study's core themes, such as
leadership styles and project performance. The chapter also discusses EEP projects, the research
challenge, the research aims, and the rationale for the study.

Chapter 2 provides a review of literature that explains the key study variables and their relationship
from related prior studies. The chapter also contains a summary of empirical studies and theoretical
structure.

The research’s methodology, design, population and sample, data collection tools, measurement
instrument of reliability and validity, and data analysis procedures are all covered in Chapter 3.

Chapter 4 provides analysis, data presentation and discussion of the results of the study.

Chapter 5 includes summary of findings, conclusion of the research and recommendation.

1.10. Definition of Key Terms

Leadership: “the ability to influence a group toward the achievement of a vision or set of goals.”
(Robbins and Judge, 2015)

Project management: “the application of knowledge, skills, tools, and techniques to project
management undertaking with the goal of achieving the established objectives”. (PMI, 2008)
EI: is the ability to identify, use, understand, and manage emotions in positive ways to relieve
stress, communicate effectively, empathize with others, overcome challenges, and defuse conflict.
PMI, 2008

According to Hewitt (2008), soft skills are "non-technical, intangible, personality-specific skills"
which determine an individual's strength as "a leader, listener, and negotiator, or as a conflict
mediator".

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 CHAPTER TWO

REVIEW OF RELATED LITERATURE

Based on the research question, this section assesses several theories, notions, and researches that
exist on the subject. This chapter reviews the various theories, concepts, and studies that exist on
the topic based on the research question. Kinds of literature are obtained from a variety of
secondary sources including books, articles, government documents, and corporate reports, and
related websites. This literature resulted in establishing the core concept and theory of the study,
thereby creating a road map for the research.

2.1. Leadership Theories

In the field of project management, leadership and learning are mutually indispensable (Kennedy,
1963). Leadership qualities are acquired and accumulated over time; most people are not born with
all of the skills required to be effective leaders. Leadership Theory throughout the previous
century, scholars desired to describe the characteristics of leadership and, by extension, leadership
style. There are six main schools of leadership identified, as summarized in Table. 2.2.

Table 2.2.: Summary of leadership frameworks (condensed from Turner and Muller, 2005)

Trait These theories, which claimed that successful leaders shared characteristics such
theories as drive/ambition, desire to lead, integrity, self-confidence and technical
knowledge, remained famous until the 1940s and, supposed that leaders are born
not made. Kirkpatrick and Locke (1991); Turner (1999).

Behavioral From the 1940s to the 1960s, behavioral theories claimed that leaders could be
theories created by adopting particular behaviors such as concern for people, use of
authority, concern for production, team participation, and rule flexibility. It
includes Laissez-faire, democratic, and autocratic leadership styles (Hershey &
Blanchard, 1988; Slevin, 1989)

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Contingency These theories remained at the center of focus during the 1960s and 1970s and
theories suggested that the success of a leader was dependent on the situation. The
leadership should be selected according to the environment and subordinate
factors. Leadership styles include Directive leaders, Supportive leaders,
Participative leaders, Achievement-oriented (House, 1971)

Visionary or During the 1960s and 1970s, this visionary school of thought was famous and
charismatic The leadership styles are classified based on their approach to process and
theories relationships. Focus on the nature of the company and the relationships between
individuals. Different leadership styles have different effects on the obligation,
momentum, and stress levels of their followers. Leadership style: Transactional
and transformational leadership styles (Bass 1990)

Emotional These were well known in the late 1990s, and they indicated that emotional
intelligence intelligence, rather than intellectual abilities, had a greater impact on a leader's
theories personal success as well as that of his or her team. Visionary, Coaching,
Affiliate, Democratic, commanding, and Pacesetting leadership styles are
characterized by self-knowledge, self-control, social awareness, and relationship
management. Goleman (1995), Boyatzis (2002), and McKee (2002)

Competency These theories gained traction in the late 1990s, and these concentrated on the
theories competencies of effective leaders rather than their traits, implying that these
competencies could be learned and thus leaders could be made. It entails
intellectual, managerial skill, and emotional competence, as well as the
following leadership styles: commanding, engaging, involving, and goal-
oriented. If the right leadership style is chosen, different leadership styles may
boost project success (Dulewicz & Higgs, 2004)

22
2.2. Leadership and Project Management

The application of knowledge, skills, and techniques to project activities in order to meet the needs
of project requirements is known as project management (PMI, 2008). These undertakings
necessitate a PM who understands and assimilates the objectives and constraints of the project, as
well as the interest and influence of each stakeholder. PMs have the highest degree of
accountability for managing and executing the project and achieving desired outcomes. To
successfully manage a project, project managers must be able to apply behavioral, technical and
intellectual resources and leadership attributes effectively. Leadership is getting things done
through others (Gido and Clements 1999), which means the PM attains project deliverables
through the project team. In other words, inspiring, guiding, and directing people assigned to the
project work as a team to achieve the project objective.

Even if project management and leadership go hand-in-hand, it is important to differentiate the

concepts to clarify the character, effectiveness and, implications in the project context. Davis
(1967) differentiated project leadership as a part of management but not all of it. Management
includes tasks such as planning, coordinating, managing, and making decisions, among others. It
may be argued that good management is impossible without good leadership (Hyvari, 2006).
Currently, the leadership skill factor has crucial value in project management. The figure below
depicts the trend toward leadership in project management.
Figure1: Project management skills for success (Richman, 2006)

As the project proceeds, the project manager will both manage the project as well as lead the team.
PMs, according to Verma and Wideman (2000), are often called to be both managers and leaders.
That is to say, they are in charge of not only directing and coordinating human and material

23
resources, but also inspiring and motivating project team members in order to provide the best
environment for the project team to achieve optimum productivity through synergy.

Table 2.1: Difference in leaders and managers (Nahavandi, 2003. Van Zyl, E, 2009)

Leader Managers

Provides vision and strategies Implement that vision and strategies

Press for change, anticipated environmental Maintain the status quo, not taking the initiative
changes

Create a culture based on shared values Remain aloof to maintain objectivity

Establish an emotional link with followers

Empowering people Concerned with being empowered

Concerned with the dynamics of a situation, Concerned more with techniques, adapting to
concerned with setting or changing the the culture.
culture.

Understands personal strengths and

weaknesses, and is willing to learn from avoid risk for self-protection
mistakes and grow.

2.3. Leadership Attributes

By definition, a project climate is dynamic. Even if the project was planned with this changing
environment in mind, the project and the project team may benefit or suffer as a result of
unforeseen opportunity and threat from the changing environment. Project management is a
responsibility that necessitates the use of effective leadership skills and characteristics by those
tasked with it in order to ensure the project's overall success, both project teams and specialized
organizations gain from this.

Leadership is essential for ensuring that the projects succeed, from team management to project
governance. In order to direct a team, the project manager must show a variety of skills and
behavior. In project management, leadership is a necessary skill for bringing the project to a good
conclusion. Project leadership, like leadership in other fields of industry, is a tool to guide a team

24
for the effective completion of a project. Leadership attributes involve leadership traits, skills,
styles, and qualities. Previous studies, so far, have found that project leadership attributes are
positively linked to project success (Trivellasa and Drimoussisb, 2013 and Geoghegan et’al).
These related literatures are discussed in the following section.

A. Personal Trait

Competencies are personal characteristics that lead to higher performance. Experts (i.e knowledge,
skill, aptitude, personal, self-concept, value) sometimes refer to these characteristics as personal
traits. Personal traits may thus be described as the outward or obvious facets of a person's
characteristics. According to Kerzner (2010), the project manager's personal characteristics
account for a large portion of project efficiency. As an individual, and project manager has a unique
set of habits, attributes, interests, values, and abilities. Furthermore, the project could not be done
successfully until any of them were implemented (B. Bass, 1985).

Several researches (Bass (1990), Conger (1992), DuBrin (l998), McCall (1998), Phillips (1992),
Poole (1998)) come to an agreement upon particular characteristics that are important for project
success. Of the noted characteristics may be categorized as either an inborn or an acquired trait.
Farsightedness, easy access to team members, result-oriented, enthusiasm, persuasiveness, and
social adaptability are among these personal characteristics.

Other studies have looked into the links between PM personality qualities and project
management(Muller, Geraldi, & Turner, 2012). Result orientation, farsightedness, and
persuasiveness were found to be most determinants from the personal traits items of project
success.

B. Emotional Intelligence

Emotionally intelligent project managers, according to Clarke (2010), are well equipped to
empower fellow project teams, stimulate higher levels of motivation and dedication to progress,
and to overcome the unique challenges and issues that each new project brings. Since employees
will also mirror the behavior of their bosses, leaders must be self-aware of how their subordinates
view their behavior (Moment, 2007).

25
Emotional intelligence includes factors like the degree of personal (self-awareness, self-
management) and social (social awareness, relationship management) competencies of PMs
(Goleman, Boyatzis and McKee. 2002).

Self-awareness, self-management, social awareness, and relationship management of PMs are

included in emotional intelligence (Goleman, Boyatzis and McKee. 2002). Self-awareness, which
includes self-awareness, accurate self-awareness, and self-confidence, has a significant influence
on project success factors. The study conducted in Ghanaian further revealed that leadership
confidence constitutes the most important indicator of project success; whilst self-accuracy is
driven by schedule, compliance contributes the most to international development project success
(Emmanuel Dwamena Sasu, 2018). Thus, emotional intelligence for project managers entails
understanding and managing one’s own and others’ emotions in order to maximize project success.

C. Soft Skill

Based on the study findings, the most suitable project management skill to enhance project success
in the construction industry is leadership. Soft skills are the traits and abilities of attitude, and
behavior rather than of knowledge or technical aptitude (Tobin, 2006). Soft skills are not a
replacement for hard or technical skills; rather, they function as harmonizing skills that assist
people with good hard skills access the potential for highly successful success. Technical
knowledge and business expertise are not worth much if leaders lack the social skills to put it into
action.

PMBoK Guide (2004) classifies soft skills like interpersonal skills, communication, Motivation,
negotiation & conflict Management, and problem Solving is among the interpersonal skills listed.
Details of these abilities described as follow.

According to Mehta, (2012) PMs with communication skills facilitates communication between
the team leader and PM and the staff in the event of any issues on tasks that can be done rapidly
and efficiently. Interpersonal skill is also a critical component of achieving project performance
criteria; it includes the ability to deal with individuals from various cultures, and entails the ability
to form relationships with various types of people when necessary (Joni Keränen, 2018). It also
necessitates persuasion, motivation, and incentive abilities.

26
Brenton & Levin (2012) stated that coordination skill is an ability to build harmonized
relationships to meet project objectives. Disagreements can be discussed constructively and in turn
boost team motivation that expedites the project progress.

Also, Successful project leaders develop and grow their team. They build strong relationships with
and between team members, leading to positive social interactions (Prati et al., 2003). Leadership
can reinforce team bonding and enhance teamwork by exercise of soft leadership skills as it creates
synergy (Walker & Walker, 2011).

For a leader it is necessary to know how to distinguish the source of the problem, identify practical
solutions and how to solve a problem (Odusami, 2002). Gushgari et al. (1997), applying decision
making to project management, defines it as the “ability to take appropriate action under the
constraints of limited time, information, and resources”.

According to Thoms & Pinto (1999) Project management demands that individuals in PM
positions must have well-developed temporal skills, including time warping, creating a future
vision, chunking time, polychronicity, predicting, and recapturing the past by its nature.

D. Technical Skill

Project managers in the construction industry are required to have technical/theoretical knowledge
and test it in practical applications, or to support substantive experts. Goodwin (2006) described
technical expertise as important and valuable project management ability and elucidated why it is
worthwhile to investigate the degree to which technical skill is an criterion for the PM. Ives (2004)
listed technical capabilities as one of the project manager's performance attributes. The project
management skill areas that were studied in this research are: budgeting skills, planning and
schedule skills, quality management skills, risk management skills, stakeholder management
skills, and people management skills based on project management knowledge area as described
in the PMBOK Guide.

E. Leadership Style

Each manager/leader has their own leadership style; others are more transparent and participative,
while some are more assertive. When dealing with subordinates, a leader's leadership style is a
reasonably consistent pattern of behavior (Amirul, et al, 2012). Transactional, transformational,

27
authoritarian, democratic, participative and laissez-faire leadership styles are among them (Belout
& Gauvreau, 2004).

Transactional leadership has been the traditional style of leadership. It considers the relationship
between the leader and subordinate as one based upon exchanges, or "transactions". The theory
assumes that when the chain of command is clearly defined, the performance of followers is
maximized (Waller et al., 1989). The focus is on tactics such as followers receiving recognition if
they fulfill the directions of the leader and achieve objectives; they receive negative punishment
when performance falls short of expectations (Boseman, 2008). These studies have further shown
that Transactional leadership has also been seen to have a positive effect on the desire to achieve
goals and "get the job done," but it may also have a negative impact on employee productivity,
imagination, and enthusiasm due to a preoccupation with authority, status, and politics.

A transformational leader, on the other hand, "transforms" the workplace by empowering teams
and people to reach a high level of success by encouraging and improving others. Via a sense of
purpose and a universal mission and vision, transformational leadership facilitates the achievement
of high mutual values (Bass, 1990). In Leadership and Performance above Expectations, Bernard
Bass introduced Burns' philosophy of converting leadership into transformational leadership, in
which the leader transforms followers. According to Bass, the path of power is one-way, while
Burns sees it as a two-way mechanism. To win followers' confidence and support, transformational
leaders must still be role models and "walk the walk," even in the most difficult situations.
Intellectual stimulation, imagination, and inventiveness are also essential to the transformational
leader (Grossman & Valiga, 2009).

According to Anderson et al., transformational leadership has been proposed as the most effective
style of leadership (Dean & Bowen, 1994), and it is more linked with subordinate’s performance
and motivation (1995).

F. Ethical value

“Ethics leads to trust, which leads to leadership, which in turn leads to project success” Michel
Ombrophyte

Ethics is not about the policies or rules and the regulations; it is about the making the best possible
right decisions leaders need to take concerning the resources, and, the individuals. According to

28
PMI, project management ethics is an essential component while managing projects to come over
successful completion. Besides Honest, respect, Responsibility and fairness are values that drive
ethical conduct for the project management professionals.

The values-base that the leader advocates for the subordinates' goods is a reflection of the leader's
own ethical values (Daft, 1999). "Leadership by values" code of Confucius, the leader brings unity
and stability to their organization through leading by example and by the force of their values
(Fernandez, 2004). The research on Value Based Leadership and ethics in construction (Moylan,
2005) demonstrated a strong correlation between values-based leadership concepts, values, skills,
and sound ethical conduct as critical performance components in the astute managing of
constructed facilities projects.

Studies shown that poor leadership and corruption in the design, contracting, estimation and
implementation of projects have seen projects balloon in costs, rack up time overrun become too
costly for governments across Nigeria which have led to abandonment and failure (Sonuga et al.
2002). Furthermore, Project failure has been established to be ignited due to financial and
leadership-related challenges across Nigeria owing to corruption and financial issues (Eneh, 2011).

2.4. Project Success and Project Criteria

During the 1980s and 1990s, the quality of the planning and hand-over was identified as important.
Lists of Critical Success Factors (CSF), which also took into account organizational and
stakeholder perspectives, became popular. More recently, CSF frameworks were developed on the
basis that success is stakeholder-dependent and involves interaction between project supplier and
recipient. Additional dimensions taken into account were the project product and its utilization,
staff growth and development, the customer, benefits to the delivery organization, senior
management, and the environment.

Different arguments and perspectives come forward to specify the criteria of successful projects.
A project, on the other hand, is generally regarded as successful when it is accomplished on the
agreed-upon specification and constraints, in accordance with the requirements and to the
satisfaction of the stakeholders (Assaf and Al-Hejji, 2006). “The performance of the project should
be measured in terms of completing the project within the constraints of scope, time, quality,

29
resources and risk as agreed by the project managers and senior management,” according to the
PMBoK (2013).

The terms "project success" and "project management success" are not interchangeable. Project
success is estimated against the project's overall objectives, whereas project management success
is estimated against performance indicators such as meeting constraints. (Cooke-Davies, 2002)

According to Van der Merwe and Hauptfleisch (2012), the performance factors are divided into
four categories based on management principles: human management, process, organization, and
a contractual and technical category depend on the execution of a construction project. They
describe project performance as achieving the success criteria (“What to achieve”) through the
success factors (“How to achieve”).

Mertens et al. (2018) stated that project success is related to the goals and benefits that provided
in a project for the organization as a whole, dealing with the project's effectiveness, objectives,
and benefits, and project management success is related to the direct actions taken by a project
manager, using tools as determined by the scope, deadline, and cost of the project. Müller and
Turner (2007) also investigated the impact of project managers on project success criteria. The
study states, that having a certified project manager lead a project is not a guarantee of completion,
but it is important for success. Thus, the project manager and his or her leadership style and
expertise are rarely mentioned in the literature on project success factors.

Thomas D. (2011) did a research on the link between project management leadership and project
success. From the study, he concluded that project leadership competency and styles must become
a normal part of every activity carry out by PMs, resulting in considerable gains in project
performance and high levels of productivity in project contexts.

Regarding leadership as a factor of project success, Geoghegan and Dulewicz (2008) and Jiang
(2014)’s research showed that not only are leadership traits associated with successful project
managers but leadership traits are a contributing factor towards success in projects, of course
leading to successful project managers. According to these studies, project success can be
negatively affected if the wrong leadership style is selected and/or the project manager lacks
experience with the project type.

30
2.5. Review of Empirical Studies

This section focused on empirical evidence from local and foreign countries’ studies that illustrates
relationships among PM’s leadership traits and their impact on the successful completion of
projects.

Kaleb (2017) has studied the impact of PM leadership attributes on project success in the case of
Ethiopian Road Authority (ERA) and concluded that all leadership attributes were positively
correlated with project success. The most important factor among the PM's leadership attributes is
his or her personality trait, which is followed by emotional intelligence, soft leadership skills, and
technical leadership skills, in that order.

According to Tsion, (2019) soft leadership skills were identified as the most statistically significant
determinants of the successful completion of projects. The technical skill, personal trait and EI of
project leader have higher level in terms of their impact on project performance; besides, the
coordination skill of the project manager is the most critical soft skill for project success.

The study conducted in Kenya on the industry show that leadership components such as leadership
skills, leadership experience, leadership quality, and leadership styles will result in a 69.5 percent
improvement in project performance ( Momanyi N. Theophanus, 2020). To enhance project time
performance, project manager’s leadership style is critical and managers should strive to
intellectually inspire project team members. (James T., 2018). The study from Nigeria also
identified effective communication, accessibility, intelligence and competence among others as
the relevant leadership traits.

Colin Gewanlal & Michiel Bekker, (2015) findings revealed that the most important category was
‘interpersonal factors’ followed by ‘application of theory’. ‘Personal contribution’ and ‘personal
character’ were deemed the least important categories. Project manager attributes influencing
project success in the South African construction industry,

From other parts of the world, recent research conducted has provided empirical support that
project manager's leadership attributes on project success.

Arendse (2013) stated that leadership attributes like personal traits and soft skills were among the
causal factors of project success. Personal characteristics of project managers and project

31
management attitudes are highly significant for achieving project success (Blaskovics, 2016).
Thus, among the leadership traits listed, the leader's personal characteristic was found to contribute
the most. Emotional maturity was considered to be the second most important leadership trait.
Successful leaders, according to Herkenhoff (2004), are required to both the intellectual and
emotional capacities to motivate and identify with others are required to meet cognitive problems
in environments of strategic change.

Prior research (e.g., Byrd & Turner, 2001) identified the requirement of both technical and soft
skills as important factors of project success. while it appears that technical leadership was not as
momentous as other PM leadership attributes in predicting success, its importance in the literature
still draws to the assumption that a PM's technical skill will have a positive impact on the degree
of success he or she achieves.

Project managers with high emotional intelligence who bear the desired competencies and exhibit
transformational leadership behavior are effective leaders and ensure greater projects success than
their counterparts ensure. (Rashid M. Ye Sudong, nasir M.,Yahys R., 2017).

Personal characteristics such as result orientation/focus and persuasiveness of the PM were found
to have a strong correlation with project performance, according to the findings of Muller, Geraldi,
and Turner (2012). From the results of the study conducted by Tsion, (2019) it can be seen that
foreseeing has a great impact the successfulness of the project. Additionally, how easy the access
of the PM is to the team project is another major factor affecting its success.

The most important Soft skills found were like temporal skills, problem finding, analyzing,
solving, team building, and delegation and coordination skills were identified. The other set of
skills that have high impact on the success of projects were communication, coordination,
interpersonal relationships and teambuilding. (Geoghegan et’al )

While conducting an analysis of the effect of PM's soft leadership skills on project performance,
Manazar et'al discovered that the impact of communication skills, teamwork skills, and problem
solving and analyzing skills on the project success is high; followed by interpersonal skills and
team building skills. Similarly, Manazar et al discovered that the strongest relationship exists
between project performance and communication skills, teamwork skills, and problem-solving and
evaluating skills.

32
 Other studies like that of Trivellasa and Drimoussisb (2013) showed that self-awareness of the
PMs was high in successful projects. Other than this trait, these PMS were also equipped with a
high level of emotional intelligence and social awareness. But in a relative manner these PMs have
a lower level of relationship with the management.

When we come to leadership style in connection with project success, Jiang's (2014) research
found support for a link between a project manager's leadership style and the project manager's
influence, if not control, over project success factors (Jiang, 2014). A basic model was developed
in Jiang's research to show how a project manager's leadership influences teamwork, which in turn
influences project success.

2.6. Conceptual Framework of Study

The framework incorporates the findings of leadership theorists and project management scholars
within a contingency approach as described by Ika (2009) as well as project management scholars
within the competing value framework approach by Dulewicz & Higgs, (2004). The framework
shows the variables of the study as follow:
Figure 1: Study’s Conceptual framework

Independent\variables

PM's personal trait

Dependent variables

Emotional Intelligence
PM’s Leadership Attributes

Technical Skill
Project
Success
Soft Skill

Leadership Style

Ethical Value

33
 CHAPTER THREE

RESEARCH METHODOLOGY

The methodology used in the study is briefly described in this chapter. This chapter discusses the
research design, data sources, data collection techniques and study population.

3.1. Research Design and Approach

This research used explanatory research design with descriptive tool. The research used this design
as it explains the relationship between the leadership attributes with successful completion of
power generation & transmission projects.

A descriptive tool was adopted to address the research question because in descriptive design the
study uses correlation, linear regression analysis as well as multiple regressions. Researcher has
no control over the variables. It either explains the nature or matters as it currently exist, or he or
she will write on what has occurred or is currently occurring, and it is fact-finding in the moment
(Saiyadain, 2003). Aside from that, this method of study includes an integrated description of a
sensation in relation to its context, based on existing hypotheses and theories (Saunders, Lewis
and Thornhill 2009).

The study used both quantitative research and qualitative research approach in order to investigate
the problem by covering each method’s weaknesses with strengths from the other method (Mark
et al. 2009). Mixed research approach is suitable for establishing leadership attributes of project
managers of EEP in relation with project success. Analyses of specific variables that are related to
the success of projects were done in order to find answers to raised research questionnaire. For this
purpose the fore mentioned design was used. In conducting the study a questionnaire was adopted
from kaleb (2017) and Alem (2019). From this questionnaire a quantitative data was obtained.
And for the analysis of these data a qualitative approach was used. Deductive interview analysis
is adopted to analyze the qualitative data from interview. Besides secondary data analysis is used
to triangulate the result by giving context and evidence.

34
3.2. Description of study variables

The personal traits comprised of farsightedness, accessibility, result-oriented, enthusiasm,

persuasiveness, and social adaptability (Bass (1990), McCall (1998), Phillips (1992), Poole (1998).
The soft skills includes related to communication skills, interpersonal skills, coordination skills,
problem-solving skills, temporal skills, and Team building & delegation abilities (PMBoK Guide
(2004). The technical skills are based on the knowledge areas/project management processes that
were listed under the PMBOK Guide (PMBoK Guide (2004). Emotional intelligence includes two
competencies i.e. the personal (self-awareness, self-management) and social (social awareness,
relationship management) competencies of PMs (Goleman, Boyatzis and McKee. 2002).
Regarding leadership style, the study only focused on transformational and transactional
leadership styles. Transformational leadership comprises idealized influence (attributed and
behavioral), inspirational motivation, intellectual stimulation and individualized consideration
(Grossman & Valiga, 2009). Transactional leadership style includes contingent reward leadership,
management by exception (active) and management by exception (passive) Tejeda et al 2001;
Avolio & Howell, 1992; Yammarino & Bass, 1990. Ethical value also includes responsibility,
respect, honesty and integrity, and fairness (PMI, 2008).

Accordingly, the project success criteria considered in this research are time, cost, and
quality/specification and stakeholder satisfaction (PMBoK 2013).

3.3. Target population

According to the EPP report (2020), there are currently running 4-generation construction and 19
power transmission and substation projects, and other auxiliary projects EEP. EEP is the client of
these projects and it has a project management unit for projects undertaken. Thus, the study targets
EEP’s project managers and directors of the currently active power generation and transmission
projects. The researcher has implemented the census method because the total number of project
managers, site managers, senior engineer (Above D5 grade as per the company scale) and directors
at EEP is of manageable size (ANNEX-IV). Therefore, the fact that the researcher used the census
method enables her to get a reliable result from the study.

35
A census investigation is a complete enumeration of all the things in the 'population.' It is
reasonable to assume that since all of the elements are shielded, there is no factor of chance left,
and the highest accuracy is achieved (C.R. Kothari, 2004). Therefore, all 54 site managers, project
managers and directors (4) are targeted for this study.

3.4. Data collection

In order to extract data from the resources, primary and secondary data collection tools were used
in the research. In the primary data collection, questionnaires are prepared. These questionnaires
were self-administered to the EEP Project team's managers, site managers and, directors. This
method was selected because questionnaire survey allows to gather data from people who are in
different parts; geographically. In the meantime, large number of respondents can be addressed.

The questionnaire's elements were drawn from previous research (Kaleb T., 2017 & Alem S.
2019). The adopted elements have been subtly revised to be aligned to the setting of the study.
There are two parts in the questionnaire. In the first part of the questionnaire demographic data
was collected. In the next part data for evaluating factors is gathered. The second part is a five-
point Likert scale varying from "strongly disagree" to "strongly agree".

In addition, Interview was conducted in order to collect qualitative primary data so as to explain
the leadership qualities and behaviors in related with project success. The secondary data from
contract documents and different kinds of reports were interpreted to give the context and
subjective meaning of the study findings particularly the current performance of the project.

3.5. Data Analysis

The study analyzes the data from respondents through a questionnaire by using the SPSS version
20.0 software tool. The open-ended interview is examined by grouping the respondents' common
concepts into a generalized structure. The researcher used tables to show data gathered from
primary sources, which were provided in the form of mean and SD. The study employs descriptive
statistics, inferential analysis such as correlation, linear, and multiple regression analysis to
investigate the link between project success (dependent variable) and each of the seven identified
components (independent variables).

36
Data analysis, according to Kothari (2004), is the computation of particular indices or
measurements as well as the search for patterns of association between data sets. Analysis entails
estimating the values of unknown population characteristics, particularly in the case of survey
approach. As a result, descriptive and inferential analyses are two types of analysis.

In this study, descriptive analysis was used to describe the respondent's characteristics and to meet
the first research question (To what extent do PMs have leadership qualities in EEP?), Frequency
distribution (percent), central tendency (mean), and dispersion (standard deviation) were used to
answer the first research question. Accordingly, to determine the link between variables
(leadership attributes of PM and project success) Correlation analysis (Pearson’s Product Moment
Correlation Coefficient) was used.

To determine the extent PM's leadership characteristics contribute to the successful completion of
projects in EEP simple linear regression analysis and multiple regression analysis were used.
Accordingly, the linear regression model is; Y=a+bx; Where, Y=project success (PS), a=y-
intercept, b=the regression coefficient or beta weight of PM’s leadership attributes (LA), x = PM’s
leadership attributes (LA).

Multiple regression analysis was used. Accordingly, the regression model for this statistical
analysis is; Y=a+b1x1+b2x2+b3x3+b4x4+b5x5+b6x6+b7x7; Where, Y=PS, a=y-intercept,
b1=the regression coefficient or beta weight of TP, x1=TP, b2=the regression coefficient or beta
weight of TS, x2=TS, b3=the regression coefficient or beta weight of SS, x3=SS, b4=the regression
coefficient or beta weight of EI, x4=EI, b5=the regression coefficient or beta weight of TRNF,
x5=TRNF, b6=the regression coefficient or beta weight of TRNS, x6=TRNS, b7=the regression
coefficient or beta weight of EV, x7=EV.

3.6. Reliability and validity

In order for the instrument to genuinely measure what it aims to measure, the researcher tried to
adapt instruments from two similar literatures in accordance with the study's subject. The
researcher connects the questions to the study's goals before designing them. An effort has been
made to ensure that the data collection instrument's material validity is ensured. The study
addressed the survey instrument's quality validity by observing at previous research, describing
each attributes in clear terms to assist understand the terminology.

37
A typical way is to check for consistency or reliability, which is typically stated as the Cronbach
coefficient. Usually, anything between 0.7 and 0.8 is considered appropriate (Nunnally, 1978).
Thus the instrument found reliable for measuring leadership attributes of PM’s at EEP.

Table 3.1: Cronbach’s alpha test result

Reliability Statistics
Cronbach's Alpha N of Items
.965 52
Source: own survey, 2021

Table 3.2: Reliability statistics for dependent and independent variables

Reliability Statistics
Independent Variable Cronbach's N of Items
Alpha
Personal Trait(PT) .724 6
Technical Skill (TS) .830 6
Soft Skill(SS) .828 6
Emotional Intelligence (EI) .781 4
Transformational Leadership .927 15
style (TRNF)
Transactional leadership .687 5
Style (TRNS)
Ethical value (EV) .792 5
Dependent variable
Project Success (PS) .817 5

3.7. Ethical Consideration

This research was carried out with the approval of Ethiopian Electric Power and with the
agreement of Addis Ababa University School of Commerce. Various staff from various
departments of the corporation would be involved in gathering primary data. The researcher has
informed the participants of the research’s intent and invites them to participate based on their
willingness. The questionnaire contains general knowledge about the study's intent. Furthermore,
it specifies that respondents are not required to include their names in the questionnaire, ensuring
anonymity.

38
 CHAPTER FOUR

RESULT AND DISCUSSION

The main aim of the study is to assess the current leadership attributes of project manager that have
role for the success of power generation and transmission construction projects under EEP. In
order to achieve this objective, the researcher has gathered data through questionnaires, interviews,
and secondary data sources. This chapter provides the output of the research as data presentation,
analytic results, and discussion of findings derived from data gathered. The variables that indicate
PM leadership traits and project performance are provided in the form of a frequency distribution
table mean standard deviation, correlation, and regression analysis, followed by a discussion based
on the triangulation of primary and secondary data analysis results.

4.1. Demographic Information of the Respondent

The primary data was collected through a self-administered questionnaire and interview. The
interview in this research work was held with two program-managing directors and one executive
officer, which is a one to one interview technique. The interviewees are having a background of
engineering and they are well experienced (>13 years of experience in EEP) in the area of
construction of power transmission and substation practices. The interview was held in their office
(EEP headquarter office) and took a total of half hour for each.

Accordingly, 50 questionnaires were distributed to all project managers, site managers, and senior
project engineers at EEP, with 42 completed and returned, accounting for 84% of the total number
of questionnaire sent out.

As shown in the demographic data table (table 4.1), which shows that the majority of the
respondents were predominantly male. Regarding the age category, the highest numbers (71.4%)
of respondents fell under the age group of 29-39 years; 19.5% of respondents were in the age range
of 40-50 years; 5% were above 50 years old. The age distribution of the respondents revealed that
the majority of respondents are in the younger age group. Accordingly, 54.8% and 45.2% of
respondents have a BSc and an MA/MSc degree, respectively.

Table 4.1: Respondent’s demographic data of the

39
 Classification Rate of recurrence %
Sex
Female 4 9.5
Male 38 90.5
Total 42 100
Age
18-28
29-39 30 71.4
40-50 8 19
50+ 4 9.5
Total 42 100
Level of Education
Diploma 0 0
BA/BSc 23 54.8
MA/MSc 19 45.2
PhD - -
Others - -
Total 42 100
Experience in the Organization
< 1 year - -
1-2 years - -
2-5 Years 1 2.4

>5 years 41 97.6

Total 42 100
No. of projects participation within the last 3 years
<3 17 40.5
3-5 15 35.7
5-7 - -
>7 10 23.8
Total 42 100
Position in the Organization
Project managers/ 20 47.6
project coordinators
Senior Engineer 10 23.8
Site manager/ Site 7 16.7
Coordinator
Others (design 5 11.9
managers)
Total 42 100

Source: Own survey (2021)

The results indicate, almost all respondents are well-experienced (97.6%) workforce and people
with a good understanding of the working environment. When we look at the total number of
projects that respondents have been involved in over the last three years, 40.5% of respondents
have been involved in three projects; 35.7% of respondents have been involved in three to five

40
projects; and 10 respondents, representing 23.8% of total respondents, have been involved in seven
or more projects. This means more than half of the respondents have exposure to working on
different projects (> 3 projects) recently. Similarly, as reflected in the above table, 47.6% (20) of
the respondents were project managers, 23.8% (10) were project senior engineers, 16.7% (7) were
project site mangers and the remaining 11.9% (5) were project design mangers. This result implies
that all the respondents have been working on the projects under EEP.

Generally the demographic profile shows that the most of respondents are males, middle age
educated, and experienced in the sector. It imply the respondents in a position to provide reliable
data that shows the leadership attributes of project management from their experience and from
their practice of project management in the organization.

4.2. Descriptive Statistics for Study Variables

The respondents were requested to express their opinions on these parts of leadership traits of
project managers and project success in EEP. A five-point Likert scale was used to evaluate the
responses the following statements were provided to determine their level of agreement with the
statements for each dependent and independent variable. A summary of descriptive analysis for
each variable is presented as follows.

4.2.1. Personal Leadership Trait

There were six main features of personal traits that were assessed. As shown in the following table
(table 4.2), the respondent's opinion about personal traits of PMs an EEP is somewhere between
neutral and agreement. The result shows that the project team has easy access to the project
managers in EEP with the highest mean score, relatively. Almost all of the respondents agreed or
strongly agree with the statement that the project team has easy access to the project managers in
EEP.

41
Table 4.2: Descriptive Statistics for personal leadership trait
Descriptive Statistics
Mean S.D.

The project managers in EEP are farsighted 3.21 .72

The project team has easy access to the project managers in EEP. 4.09 .53
The project managers in EEP have focus on results. 3.59 .80
The project managers in EEP have enthusiasm. 3.45 .67
The project managers in EEP have persuasiveness 3.31 .75
The project managers in EEP have social behavior, social adaptability 3.55 .67
and extrovert nature.
Overall personal trait 3.54 0.45

Regarding the remaining personal leadership traits of PMs, the majority of respondents responded
as neutral. From the findings of the study, the personal trait factor that has the least mean score is
the farsightedness of the project manager.

The results from Muller, Geraldi, and Turner (2012) and Kaleb, ( 2017) supported that personal traits like
those that result in orientation/focus and persuasiveness of the PM were found to have a significant
association with project success. This was also supported by the response from the interview. On the other
the study conducted by Tsion, (2019) found out that the PM’s farsightedness and the project team having
easy access to the PM have very high importance for project success. In the remaining items in table 4.2
above, most respondents felt neutral about the statements related to personal leadership traits of PMs. From
the findings of the study, the personal trait factor that has the least mean score is the farsightedness of the
project manager. This result (SD<1) indicates that the participants in the study has similar insight.

The results from Muller, Geraldi, and Turner (2012) and Kaleb,( 2017) supported that personal traits like
those that result orientation/focus and persuasiveness of the PM were found to have a significant association
with project success, this also supported by the response from the interview. On the other hand, the study
conducted by Tsion, (2019) concluded that the first and the second components described in the above table
are more critical for the successful completion of projects. But the result indicated PMs in EEP doesn’t
have adequate personal trait such as farsightedness and persuasiveness.

42
4.2.2. Technical Leadership Skill
For technical skills, six key aspects were assessed as shown in the below table.

Table 4.3: Descriptive Statistics for technical leadership skill

Descriptive Statistics
Mean S.D.

The project managers in EEP have the budgeting skills. 3.52 .80
The project managers in EEP have planning and scheduling 3.33 .82
skills.
The project managers in EEP have quality management skill. 3.19 .77
The project managers in EEP have risk management skill. 2.93 .84
The project managers in EEP have stakeholder management skill. 3.31 .90
The project managers in EEP have people management skill. 3.29 .83
Overall technical skill
3.26 0.61

The overall technical leadership skill of PM, as a component of leadership attributes practice, is
slightly above neutral, as shown in the above table (table 4.3). It implies respondents don’t feel
confident that PM in EEP has the overall technical skills. The study also found that the respondents
agreed or strongly agreed with the statement ’The project managers in EEP have the budgeting
skills’. PM’s in EEP also have planning and scheduling skills and stakeholder management skills,
according to most respondents. According to a recent study, Project schedule management was the
technical leadership skills that were rated higher by successful PMs (Kaleb, 2017; Tsion, 2019).

PM’s people management skills and quality management skills are fourth and fifth ranked factors.
The only factor with a below average score is the risk management skill of the PM. Therefore, it
may be concluded that there is a gap in developing and practicing risk management skills by PM,
as it is evidenced by the respondents’ perception

43
4.2.3. Soft Leadership Skill
For soft skills, six key aspects were assessed as shown in the below table.
Table 4.4: Descriptive Statistics for soft leadership skill
Descriptive Statistics
Mean Std.
Deviation
The project managers in EEP have communication skills. 3.71 .74
The project managers in EEP have interpersonal skills. 3.67 .79
The project managers in EEP have coordination skills. 3.45 .89
The project managers in EEP have team building and delegation 2.93 .87
skills.
The project managers in EEP have problem finding, analyzing and 3.09 .90
solving skills.
The project managers in EEP have time management (Temporal) 3.02 .84
skills.

Overall soft skill 3.31 0.62

Source: own survey, 2021

The overall soft leadership skill of the PM, as a component of leadership attributes practice, scored
3.31. The study found out that the PM’s communication and interpersonal skills have the highest
mean score. It is also supported by the response from the interview. It implies most of the
respondents (47%) agree or strongly agree that PMs in EEP have communication skills. The third
highest mean score for soft skills is PM’s coordination skill. PMs' problem-solving skills and time
management skills are ranked fourth and fifth, respectively, and they are close to the average mean
score. The item with the least mean score is slightly below the average mean, which is team
building and delegation skill. Therefore, it implies that PMs in EEP may lack team building and
delegation skills. However, the study conducted by Yared (2018) found that soft skills, especially
team building skills, have influenced the most on project deliverability.

44
4.2.4. Emotional Intelligence (EI)
For emotional intelligence, four key aspects were assessed as shown in the below table.
Table 4.5: Descriptive Statistics for emotional intelligence
Descriptive Statistics
Mean Std.
Deviation
The project managers in EEP have self-awareness. 3.62 .79
The project managers in EEP have self-management. 3.64 .76
The project managers in EEP have social awareness of the working 3.59 .70
environment.
The project managers in EEP have a relationship management 3.33 .90
approach with various stakeholders.
Overall Emotional intelligence 3.55 0.61

Source: own survey, 2021

The above table shows that the overall emotional intelligence (EI) of PM scored is 3.55, which
is above the average. When we see the individual items of EI, the highest mean scores are PM’s
self-management and self-awareness. It implies most of the respondents (61.9%) agree or
strongly agree that PMs in EEP have self-awareness. Self-management and self-awareness are
followed by social awareness of the PM. A relationship management of PMs is the item with the
lowest mean score. Similarly, studies indicated that self-awareness and self-management were
the most important aspects of emotional intelligence that influenced project success, followed by
relationship management and social awareness (Trivellasa and Drimoussisb 2013).

4.2.5. Leadership Style

There were two main items that were assessed under leadership style, namely transformational and
transactional leadership style, which have fifteen and five sub items under each category
respectively.

45
Table 4.6: Descriptive Statistics for transactional leadership style
Descriptive Statistics
Main Mean Std.
Categories Deviation
The project managers in EEP do beyond their self- 3.05 .91
interest for the good of the project team.
The project managers in EEP have a way to instill 3.05 .79
Idealized pride and bring respect among project teams.
influence The project managers in EEP have extraordinary 2.67 .95
(attribute) talent of competence.
The project managers in EEP have a commitment 3.24 .90
to beliefs.
Idealized The project managers in EEP take a stand on 3.14 .90
influence difficult issues.
(behavior) The project managers in EEP talk and display 3.09 .82
conviction about their values & beliefs to project
teams.
The project managers in EEP talks envisioned 2.76 .82
exciting new possibilities.
The project managers in EEP talk enthusiastically 3.09 1.00
Inspirational about what need to be accompanied.
Motivation The project managers in EEP talk optimistically 3.19 .92
and expressed their confidence that goals will be
achieved.
The project managers in EEP re-examining the 3.09 .93
appropriateness of critical project assumptions.
The project managers in EEP see differing 3.21 .92
Intellectual perspectives when solving problems.
Stimulation The project managers in EEP made team members 3.33 .87
to look at issues or problems from many different
angels.
The project managers in EEP suggest new ways 3.40 .88
of looking at how to complete project activities
EEP project managers view project team members 3.21 .87
as individuals with distinct needs, abilities, and
Individual aspirations.
Consideration The project managers in EEP spent time teaching 2.67 .93
& coaching project team members to develop their
skills and strengths
Overall transformational leadership style
Source: own survey, 2021

46
As shown in the table above, the overall transformational leadership style (TRSM) practice of PM
fell on average, with a score of 3.08.When we look at the items, "The project managers in EEP
suggest new ways of looking at how to complete project activities", with a 40% level of agreement
with the statement. The item with the least mean score is "The project managers in EEP spent time
teaching & coaching project team members to develop their skills and strengths" a relationship
management of PMs with a mean score below average.

Therefore, it implies that PMs in EEP may not focus on project team skill development, rather the
project itself. The interviewee also confirm that there is no system that work or practices to train
project team for improve the success rate of projects or develop well equipped project managers.

The respondent also felt neutral and disagree with the statement “The project managers in EEP
have extraordinary talent of competence and they talks envisioned exciting new possibilities.”
Generally, there is a gap in PM’s idealized influence (attribute and behavior), inspirational
motivation, intellectual stimulation and individual consideration.

Table 4.7: Descriptive Statistics for transactional leadership style

Descriptive Statistics
Major categories Mean S.D
The project managers in EEP tell project team members 2.40 .91
what to do to be rewarded for effort
The project managers in EEP negotiate with team 2.64 .91
members on what each team member can expect to
Contingent
receive
Reward
EEP's project managers ensure that each project team 2.05 .58
receives rewards for meeting goals
The project managers in EEP focus on failures and 2.88 .92
dealing with mistakes, complaints and deviations from
Management by standards
exception The project managers in EEP search and keep track of 2.79 .81
mistakes before commenting on performance
Overall transactional leadership style
2.55 0.62

Source: own survey, 2021

As the above table depicts, the overall transactional leadership style (TRNS) practice of PM falls
below average, score mean and standard deviation of 2.55 and .62 respectively. When we look at

47
the items, the highest score is "The project managers in EEP focus on failures and dealing with
mistakes, complaints and deviations from standards" with a mean value of 2.88. The item
contingent reward and management by exception both have below-average means. It means that
while most EEP PMs are not transactional leaders, when it comes to item management by
exception, the mean is closer to average rather than disagree.
This result is supported with a study by Lidiya (2019). In the case of EEP, the researcher assessed
factors affecting leadership effectiveness from the perspective of employees. According to the
findings, the majority (53.6%) of employees are not motivated because motivation does not exist
as much as employees expect, and employee motivation is the most important aspect that impacts
a leader's effectiveness, as indicated by the majority's (30.2%) response.

As interview respondent illustrated, there is no official rewarding system and most project
managers uses mixed leadership style. On the other hand, employee with good performance has
been nominated for Factory acceptance test and training informally. Currently EEP has announced
a rule that state employee’s key performance indicator will be used for the purpose of promotion
and for other benefit such as bones and annual increment.

4.2.6. Ethical Value

There were five key aspects that were assessed under leadership ethical value, namely moral and
ethical decision, responsibility, fairness, respect and honesty and integrity of the PM.

As the below table illustrates the overall ethical value (EV) practice of PM score mean of 3.32, it
implies most respondents felt near neutral toward ethical leadership practice in EEP. The item ‘The
project manager in EEP has respect towards various stakeholders’ got agreement from most
respondent. PM’s taking full responsibility and fairness is second and third ranked factors. The
fourth one is PM’s honesty and integrity; this indicates that most of respondents responded agree
or is neutral to the statement that the project managers in EEP have honesty and integrity.
Furthermore, the respondents felt neutral toward the statement "The project managers in EEP
consider the moral and ethical consequences of decisions".

Table 4.8: Descriptive Statistics for Ethical value

48
 Descriptive Statistics
Mean S.D

The project managers in EEP consider the moral and ethical 3.09 .93
consequences of decisions
The project managers in EEP take full responsibility 3.36 .93
The project managers in EEP are fair to their subordinates 3.33 .82
The project manager in EEP have respect towards various 3.57 .77
stakeholders
The project managers in EEP have honesty and integrity 3.24 .76
Overall Ethical value 3.32 .62

Source: own survey, 2021

As the above table illustrates the overall ethical value (EV) practice of PM score mean of 3.32, it
implies most respondents felt near neutral toward ethical leadership practice in EEP. The item ‘The
project manager in EEP has respect towards various stakeholders’ got agreement from most
respondent. PM’s taking full responsibility and fairness are second and third ranked factors. The
fourth one is PM’s honesty and integrity, this imply that most of respondents respond either agree
or were neutral for the item that the project managers in EEP have honesty and integrity.
Furthermore, the respondents felt neutral toward the statement "The project managers in EEP
consider the moral and ethical consequences of decisions".

Interview response also support the result obtained in the above table 4.7, interviewees states that
there is policy and strategy along with directorate office that handle issues related with unethical
behavior, the policy and strategy is not clear and specific for project managers and practice is far
from the policy due to evidence gap, lack of constant follow up and monitoring, lack of awareness
and, unclear delegation of power (DoP)

4.2.7. Project Success

Under project success, five key aspects were evaluated: project objectives, completion within
budget, schedule, and quality; and stakeholder satisfaction.

49
Table 4.9: Descriptive Statistics for Project Success
Descriptive Statistics
Mean S.D.
The project in EEP meets its objectives 3.33 1.00
The projects in EEP were completed within budget 2.38 .88
The project was completed within schedule 1.88 .50
Project stakeholders were satisfied with project in EEP 2.83 .91
The overall quality of the project outcome was high 3.17 .93
Overall project success 2.72 .66

Source: own survey, 2021

As the above table illustrates the overall successful completion of projects at EPP is below average.
The item ‘The project in EEP meets its objectives’ got the highest score with a mean value of 3.33
but it is slightly above neutral. The second highest mean score for project success is ‘The overall
quality of the project outcome was high’ with a mean value of 3.17. Besides, the respondent felt
neutral about the project success that satisfies the stakeholders and almost all respondents disagree
with the statement “the project in EEP was completed within budget”. Most importantly the study
shows that the project in EEP was not completed within schedule.

Data from secondary data sources show that almost all projects which currently undertaken by
EEP has been behind the schedule and some of the projects have cost overrun. Besides,
Interviewees’ responses also affirm that projects in EEP were not completed under predetermined
constraints and fulfilled the stakeholder expectation. The respondent stated that schedule, budget
and quality are major criteria to identify the project successful. However, the quality issue cannot
be measured on one period since the plants are constructed for the longer period of time use. EEP
does not have Post project evaluation in order to measure this quality constraint and to evaluate
the project manger’s performance as well.

4.3. Correlation Analysis

The association between PM leadership traits and project success was shown and addressed in the
next section. The section covered the direction and magnitude of the relationship between the
overall leadership attributes of PM and project success as well as the components of leadership

50
attributes of PM and project success. Furthermore, the influence of leadership attributes of the PM
and their component on project success is examined in the following section.

A perfect positive relationship is defined by a correlation coefficient of +/-1, in which every change
of +/-1 in one variable is linked with a change of +/-1 in the other variable. A correlation of 0
indicates that no correlation. As a result, Pearson's Product Moment Correlation is used. The link
between the variables under research is examined using coefficients and linear regression, and the
strength of the correlation was evaluated using Evans' (1996) recommendation in the following
pattern:-
0.00 - 0.19 “Very weak”
0.20 - 0.39 “Weak”
0.40 - 0.59 “Moderate”
0.60 - 0.79 “Strong”
0.80 - 1.00 “Very strong”

4.3.1. Pearson Correlation Analysis

4.3.1.1. The relationship between dependent and independent variables

Table 4.10. The correlation between PM’s leadership attributes and project success
Correlations
PS Overall_Leadership_Att
PS Pearson Correlation 1 .812**
Sig. (2-tailed) .000
N 42 42
Overall_Leadership_Att Pearson Correlation .812** 1
Sig. (2-tailed) .000
N 42 42
**. Correlation is significant at the 0.01 level (2-tailed).

Source: own survey, 2021

As the above table illustrates, there is positive and significant association between the overall
leadership attributes of PM and project success in EEP (r= .812, p<.001).

51
4.3.1.2 Relationship Between components of PM’s Leadership attributes
and project success

The researcher also ran a Pearson correlation analysis to see the relationship of individual PM's
Leadership attributes (seven components of TM) with project success in order to investigate the
relationship of PM's Leadership attributes and project success in a more detailed manner, and
presented.

According to the below table, the correlation coefficient is very strong and represents a statistically
significant positive relationship between transformational leadership style (TRNF) and project
success (r =.858, p.001), followed by technical skill (r =.758, p.001), ethical value (r =.771, p.001),
and soft skill (r =.679, p.001).Emotional intelligence (r = .619, p < .001) and personal trait (r =
.599, p < .001) also have a strong and statistically significant positive relationship with project
success in EEP. A study by Muhammed & Sajid (2021) based on data collected from 170 Pakistani
PMs backs up this conclusion. Extraversion (social behavior), openness (ease of access), and
agreeableness were revealed to be direct positive predictors of project success in the study.

As per the below table, the correlation coefficient is very weak and represents a statistically
positive relationship between transactional leadership style (TRNS) and project success (r = .173,
p < .001). Moreover, the above table indicates that independent variables are statically significant.
This suggests, except for transactional leadership style, there is a significant association between
the independent variables (transformational leadership style, technical and soft skill, ethical value,
emotional intelligence, and personal trait) and project success.

52
Table 4.11: The correlation between components of PM’s leadership attributes and project success
Correlations
PT TS SS EI TRN TRNS EV PS
F
PT Pearson 1 .737* .618* .588* .749* .189 .606* .599*
* * * * * *
Correlation
Sig. (2-tailed) .000 .000 .000 .000 .232 .000 .000
N 42 42 42 42 42 42 42 42
* * * *
TS Pearson .737 1 .809 .723 .845 .151 .622 .758*
** * * * * *
Correlation
Sig. (2-tailed) .000 .000 .000 .000 .341 .000 .000
N 42 42 42 42 42 42 42 42
* * * *
SS Pearson .618 .809 1 .812 .809 .211 .659 .697*
** * * * * *
Correlation
Sig. (2-tailed) .000 .000 .000 .000 .181 .000 .000
N 42 42 42 42 42 42 42 42
* * * *
EI Pearson .588 .723 .812 1 .718 .178 .607 .619*
** * * * * *
Correlation
Sig. (2-tailed) .000 .000 .000 .000 .260 .000 .000
N 42 42 42 42 42 42 42 42
* * * *
TR Pearson .749 .845 .809 .718 1 .294 .750 .858*
** * * * * *
NF Correlation
Sig. (2-tailed) .000 .000 .000 .000 .059 .000 .000
N 42 42 42 42 42 42 42 42
TR Pearson .189 .151 .211 .178 .294 1 .250 .173
NS Correlation
Sig. (2-tailed) .232 .341 .181 .260 .059 .111 .272
N 42 42 42 42 42 42 42 42
* * * *
EV Pearson .606 .622 .659 .607 .750 .250 1 .771*
** * * * * *
Correlation
Sig. (2-tailed) .000 .000 .000 .000 .000 .111 .000
N 42 42 42 42 42 42 42 42
* * * * *
PS Pearson .599 .758 .697 .619 .858 .173 .771 1
** * * * * *
Correlation
Sig. (2-tailed) .000 .000 .000 .000 .000 .272 .000
N 42 42 42 42 42 42 42 42
**. Correlation is significant at the 0.01 level (2-tailed).

Source: own survey, 2021

53
4.4. Regression Analysis

4.4.1. Diagnosis Tests

According to Field (2009), in order to execute a basic linear regression, it is necessary to examine
crucial assumptions, which is useful in drawing conclusions about the population under
investigation. The normality of both predictor and predicted variables, as well as the linearity of
the said relationship, were examined in this respect. Besides, Key assumptions should be satisfied
while doing multiple regression analysis utilizing regression equation, as stated by Saunders, et al.
(2009). As a result, in order to run the regression analysis, When dealing with many independent
variables, the researchers must ensure that the variables are linearly related, that the data is
normally distributed, that the variances are homogeneous, and that there is no collinearity between
the variables (to determine the separate effect of individual leadership attributes). The results of
normality, linearity, multicollinearity and homogeneity of variances test presented as follows.

I. Normality

As a result, among the several approaches to verify the normality assumptions for basic linear
regression analysis, inspecting a distribution using a histogram and a P–P plot (probability–
probability plot) is recommended. As a result, in order to verify the validity of these assumptions,
the researcher uses a histogram and a P-P plot to check for normality.

54
Figure 4.1: Histograms

As Garson (2012) and Field (2009) pointed out, the form of a symmetric bell-shaped curve as
normal distribution. Accordingly, as can be seen in the figure 4.1, the histogram appears to have
normal distribution or bell-shaped curve and the distribution is normal. Also, the curve is
symmetrical and skewed. As a result, it can conclude that it is a good model for the data.

Figure 4.2: Normal distribution error

55
Deviations from normality are also visible in the normal probability plot. The dots in this figure
reflect the observed residuals, whereas the straight line indicates a normal distribution. As a result,
with a data set with precisely normal distribution, all points will lie on the line (Field, 2009).
Similarly, as seen in the preceding figure (figure 4.2), the dots are closely aligned to the straight-
line, indicating a minor or no deviation from normality. As a result, the basic linear regression
assumption has been fulfilled, and we may reasonably infer that the model is correct and can be
generalized to the entire population.
II. Linearity

As Garson (2012) pointed out, a simple study of scatterplots is a standard way for detecting
whether or not a connection is nonlinear. As a result, the researcher uses a basic scatterplot to
examine if the variables have a linear connection.

Figure 4.3: Linearity of PM’s leadership attributes and project success

The assumption of linearity implies that the mean values of the outcome variable for each
increment of the predictor lie along a straight line (Field 2009). However, the simulated
relationship is deemed to be roughly linear. As can be seen in the below figure (figure 4.3), the
dots are dispersed in the shape of a straight line. This could be due to several reasons such as the
impact of lower level of sample size. The dots also have an upward trend (positive slope),
indicating that there is a positive linear link between the two key variables (leadership attributes
and project success), as indicated by the correlation matrix

56
 III. Multi-collinearity

As the degree of correlation between the independent variables grows in multiple regression
analysis, the regression results become less credible. As a result, if there is a significant level of
correlation between independent variables, we have a situation known, as Multi-collinearity is a
problem that has to be addressed (Kothari, 2004). This may be accomplished by examining the
Pearson correlation coefficient between predictor variables. There is no significant connection
between predictor variables if the Pearson correlation coefficient (r) value is less than 0.9; hence,
there is no multi-collinearity problem (Field, 2006).

All of the Pearson correlation coefficients are provided in table 4.11 below. As a result, the
variables are not overlapping and there is no collinearity impact, which may limit the model's
capacity to forecast.

IV. Homoscedasticity

Homoscedasticity is used to determine whether the relationship under investigation is the same
across the entire range of the dependent variable, according to Garson (2012), and lack of
homoscedasticity is indicated by higher errors (residuals) for some portions of the range, as shown
on the scatterplot. If the assumption of homoscedasticity is met, the graphs of *ZRESID and
*ZPRED should look like a random arrangement of dots around zero, as shown by Field (2009).
Similarly, as seen in figure 4.4 below, the points are dispersed randomly and equally throughout
the plot, with no obvious outliers on this cloud of dots centered on zero. Thus, it can conclude that
the random errors and homoscedasticity assumption has been met.

57
Figure 4.4: Homoscedasticity

4.4.2. Linear regression Analysis

Table 4.12: Model summery, PM’s leadership attributes as predictor of Project success in EEP
b
Model Summary
Mod R R Adjusted R Std. Error of
el Square Square the Estimate
a
1 .812 .659 .650 .38844
a. Predictors: (Constant), Overall_Leadership_Att
b. Dependent Variable: PS

From the above table 4.12, it can be detected that R is .812 and R square is .659. This implies that
about 65.9% of the variance in project success (dependent variable) can be explained by PM’s
leadership attributes (independent variable). Other variables not included in this study account for
the remaining 44.1 percent of the variance.

As per the interviewee, PM’s leadership has great role for the success of the project in EEP.
However, the practice and the structure of the organization not allowed full delegation for the
project managers to exercise. There are other internal and external stakeholders that have impact
the project success such as Procurement Executive office and Engineering executive office
(internal consultant) and other government administrative office involved specially in right of way
issues.

58
Similarly, The study conducted in Kenya on the industry show that leadership components such
as leadership skills, leadership experience, leadership quality, and leadership styles will result in a
69.5 percent improvement in project performance ( Momanyi N. Theophanus, 2020).

Table 4.13: ANOVA, PM’s leadership attributes as predictor of Project success in EEP
ANOVAa
Model Sum of Df Mean F Sig.
Squares Square
1 Regressi 11.649 1 11.649 77.204 .000b
on
Residual 6.036 40 .151
Total 17.685 41
a. Dependent Variable: PS
b. Predictors: (Constant), Overall_Leadership_Att

Source: own survey (2021)

The F test result in this above ANOVA table is 77.204, with a significance of less than.001,
indicating that the odds of these occurrences occurring by random are less than .001. As a result,
the PM's leadership attributes influence a significant portion of project success, implying that the
independent variable (PM's leadership attributes) statistically and significantly predicts the
dependent variable (project success in EEP), and thus the overall regression model is significant
and is a good fit of the data, F(1, 40) = 77.204, p < .001, R2 = .659.

Furthermore, the reduced standard error of the estimate and larger F value demonstrated that the
dependency between the two variables, i.e. PM leadership traits and project performance, is strong
and substantial. As a result, it can be inferred that the PM's leadership traits have a considerable
impact on project success, where, p < .001.

59
Table 4.14: Model summery, PM’s leadership attributes as predictor of Project success in EEP
Coefficientsa
Model Unstandardized Standardize T Sig.
Coefficients d
Coefficient
s
B Std. Error Beta
1 (Constant) -.957 .423 -2.265 .029
Overall_Leadershi 1.138 .130 .812 8.787 .000
p_Att
a. Dependent Variable: PS

Source: own survey

Based on the above coefficient table (table 4.14), Beta-value of .812 indicates that there is a direct
relationship exists between PM’s leadership attributes and project success. Moreover, the B value
(1.138) in the unstandardized coefficient column, represent that, considering all other factors
constant at zero, for every one unit increase on leadership attributes (LA), we expect 1.138 unit
increase in project success in EEP. This implies that, as a project manager plays an effective
leadership role at the company, successful projects increase significantly. Thus the regression
equation, in this condition, will be:-
PS = -0.995 + 1.338LA.
This implies that, as leadership attributes is in place at the organization, project success rate in
EEP increases significantly. According to the above discussions in describing the influence of
leadership attributes on project success, project success is influenced by several factors other than
the role of the project manager; and this is supported by the regression result, which demonstrates
that other factors account for 44.1 percent of the variance in project performance., which may
include other government administration offices, other executive offices under CEO such as top
management support, contractors, internal consultant and procurement executive office’s
performance also has great impact on the project success as per the interview conducted.

4.4.2. Multiple Linear Regression Analysis

The standardized coefficients are utilized to measure the relative significance of the key predictors.
The result shows that the best predictor is Transformational leadership style which has the highest
standardized coefficient (.712) and the lowest significance (.001). It is roughly higher than the

60
other factors, it could be affected unbalanced number of question forwarded to the respondent
(52% of the question is regarding transformational leadership style) since the researcher adapt
MLQ standard questionnaire. But, his finding is in line with Alem (2019), who discovered that a
project's transformational leadership style has a favorable and significant impact on the project's
success.
Table 4.15: Summary of regression results for leadership attributes
a
Coefficients
Model Unstandardized Coefficients Standardized coefficients T Sig.

B Std. Error Beta

1 (Constant) .253 .471 .537 .594

PT .127 .179 .189 1.540 .133

TS .249 .182 .231 1.368 .180
SS .215 .178 .105 .630 .533
EI .182 .144 .033 .246 .807
TRSF .712 .195 .684 3.646 .001
TRNS -.098 .096 -.083 -1.019 .315
EV .356 .125 .338 2.849 .007
a. Dependent Variable: PS

Source; own survey

Followed by ethical value which has a standardized coefficient of .356 and significance of p=
0.007 it suggests that in EEP both transformational leadership style and ethical value have a
positive and significant impact on project success. However, results presented in the study showed
that transactional leadership style (B= -0.098) has a negative and insignificant effect on successful
completion of projects. The regression equation is:-
PS = 0.253+.127(PT) +.249(TS) +.215(SS) +.182(EI) +.712(TRNF)-.098(TRNS) +.356(EV).
From this influence exerted on PM’ LA, transformational leadership style and ethical value have
statistically unique contribution for the outcome. Therefore, it can be induced from the above result
that, transformational project leader with idealized influence (behavior & attributes), inspirational
motivation, intellectual stimulation, and individual consideration highly influence the success rate
of project in the organization significantly.

61
 CHAPTER FIVE

SUMMERY OF FINDING, CONCLUSION AND RECOMMENDATIONS

The findings of the study on the PM’s leadership attributes for project success in the case of
Ethiopian Electric Power are summarized in this section. It also includes conclusions and
recommendations based on the findings.

5.1 Summary of Findings

Six PM’s leadership attributes, including personal trait, technical and soft skill, emotional
intelligence, leadership style, and ethical value, were found to be crucial for project performance
at EEP, according to the study.

The findings in the study revealed that most of senior project staffs at the organization opinion is
close to agree regarding PM’s emotional intelligence (Mean=3.55). This result in the study showed
that most employees agree that PMs have self-awareness, self-management, social awareness and
relationship management. In addition, the respondents' opinions on the personal leadership quality
at EPP were mainly in agreement (Mean=3.54). The majority of employees feel that PMs may be
easily accessed, PM’s result orientation, social behavior, enthusiasm and persuasiveness but they
felt neutral about the PM’s farsightedness according to the study's findings. Similarly, the study
reviled that project senior staff’s opinion is close mostly to agreement and neutral for PM’s
technical skill (3.26), soft skill (3.31), ethical value (3.32) and transformational leadership style
(3.08). On the other hand, respondents were disagreed with the statement PM’s have transactional
leadership style. Similarly, this result reflects senior project staff has agreed (44%) that PMs have
overall leadership attributes at EPP.

The study also conducted correlation analysis to learn the relationship between the independent
variables (personal trait, technical skill, soft skill, emotional intelligence, leadership style and
ethical value) and project success at EPP. Its results revealed that all the independent variables
have a positive, strong and significant correlation with project success at EPP with the exception
of transactional leadership style. In addition, out of the independent variables, transformational
leadership style (rho=0.858) and ethical value (rho=0.771) have higher positive values in
correlation with the success of projects.

62
Also, the study undertakes regression analysis to uncover the influence of each components of
PM’s leadership attributes on the success of projects. The linear regression model suggests that
65% of the variance in project success is due to the variance in leadership attributes. Furthermore,
a positive relationship exists between each leadership attributes and project success. Even if there
are factors that are beyond the project manager’s role, the interview respondents have confirmed
that leadership attributes have a great role in the success of the project.

As per the regression analysis’s result, transformational leadership has the highest positive
(B=0.712) and significant effect on successful completion of projects. Ethical value also have a
positive (B=0.356) and significant effect on successful completion of projects. Similarly, technical
skill (B=.249), soft skill (B=0.215), emotional intelligence (B=0.182) and personal traits
(B=0.127). However, results presented in the study showed that transactional leadership style (B=-
0.098) has a negative and insignificant effect on successful completion of projects. This indicates
those PMs who adopt a transformational leadership style are more likely to have a positive impact
on the success of the project in EEP (B = 0.712). Moreover, PMs with a higher degree of ethical
leadership value are more likely to lead to success (B=0.356). In addition, temporal skills and
communication skills were the major soft skill leadership attributes that were associated with the
successful completion of projects in EEP. Similarly, schedule, cost, and quality management were
deemed to be the most important technical leadership skills that PMs should possess in order to be
better equipped to complete the project successfully.

According to the regression results, there was a negative (Beta =-0.098) but insignificant
relationship between transactional and project success. This also means that a transactional
leadership style is not that effective for the success of the project.

5.2. Conclusion

The main aim of the study was to assess the current leadership attributes of project managers that
have plays significant role for the success of power generation and transmission construction
projects under EEP.

According to the study’s finding, the PMs in EEP have all the leadership attributes included in this
study except for transactional leadership style. From the finding, it can be seen that the seven
leadership attribute variables of the study predict the successful completion of the project by 65%.
From this result, it can be concluded that there is a strong relationship between leadership attributes

63
and project success. This infers that EEP should give more emphasis to empowering the PMs'
leadership attributes in order to have a higher rate of project success.

Of the seven variables under leadership attributes, transformational leadership style has the highest
correlation with project success. This implies that project managers who apply the transformational
leadership style have a higher probability of completing the project within the specified
constraints. Therefore, there is a need for EEP PMs to adopt a transformational leadership style as
a way of enhancing project success rate.

5.3 Recommendation
As the findings of the study point out, transformational leadership, style and ethical leadership
value are the most determinants of leadership attributes that have a positive impact on project
success. Any project manager should be equipped with these leadership attributes to ensure project
success. In addition, the project-working environment should be tuned with leadership style,
ethical value and leadership qualities so that rules and regulations stated in the manuals can be
bridged with practice in order to maximize the success of the project.

It is recommended that establishing a system to evaluate and compare such attributes could provide
a massive contribution to the success of the project. Individuals should be recruited, selected, and
assigned to projects based on their leadership qualities, not only their expertise or
recommendations, in order to produce better results. Thus, it is suggested that criteria and job
description should incorporate these necessary skills, behaviors, personal traits and ethical values
in addition to education level and work experience.

Furthermore, training and coaching platforms should be arranged, so that inexperienced PMs can
be better equipped to deal with the complexities of projects. Since the project environment is
dynamic, the project managers need to be proactive, need to have problem solving skills,
communication skills, resource management skills and need to motivate their subordinates for the
success of the project. Training in areas of this and in project management in general can make a
vital contribution towards improving leadership attributes required of the PM.

64
A lesson learned and best practice Documents with post should be organized and distributed to all
PMs so that they can better deal with problems that have arisen in the past. In addition, the study
recommends that EEP should conduct post project evaluation to gauge the level of stakeholders’
satisfaction and the impact of the project against the intended goal.

5.4 Suggested Further Research

The main aim of this research was on the PM’s leadership attributes that have impact on project
successful completion in Ethiopian Electric Power (EPP). The study focused on success of projects
at EEP from the project management office’s management members (above D5 level) perspective,
where the respondents were targeted from one organization only. It is also suggested that this
subject area can be explored from the perspective of beneficiary and external consultants and
donors with the project stakeholders constituting the sample population.

65
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Annex I: Questionnaire
Addis Ababa University
School of Commerce
MASTER PROGRAMS IN PROJECT MANAGEMENT

Dear Sir/Madam

Good day! I am a graduate student in the postgraduate program of Project Management at Addis Ababa
University, School of Commerce. I am currently undertaking a research project on the topic “Leadership
attributes of project managers for project success; The Case Study of EEP” to fulfill the partial requirement
for the Master’s Degree program.

You are one of the respondents that have been selected to participate in this research. I would be grateful if
you kindly take few minutes of your time from your busy schedule to fill out this questionnaire by reflecting
on your personal experience with regard to the issues raised. Your willingness and cooperation in giving
genuine information is well appreciated and the information you provide will be used for academic purpose
only and will be kept in strict confidentiality.

If you would like to gain further information about this study or have a problem in completing this
questionnaire, please contact me via email elroiasn@gmail.com or on my cell phone 0913-66-49-64.

I would like to thank you in advance for your cooperation and taking the time to consider my request.

Yours Sincerely,

Elroi Birara

70
Section 1: General Information
Please mark √ the answer you have selected.

1. Sex
Female Male
2. Age
18-28 40-50 29-39 51 and above
3. Education level
Diploma Doctorate degree
Bachelor Degree Other: _______________
Master’s Degree
4. Work Experience
Less than a year 2 years to 5 years
1 year to 2 years Above 5 years
5. Total number of projects you have been involved in your Organization during the past three years?
<3 3-5 5-7 >7
6. Job position
Project Manager/ project coordinator
Senior Engineer
Site Manager/ site coordinator
Other: _______________

71
Section 2: Leadership Attribute and Project Success
Please respond according to your first reaction to each statement by putting X or √ mark to show the degree
to which you concur with the statement
Part 1: Leadership Attribute
Strongly Strongly
No. Personal Trait Disagree Disagree Neutral Agree Agree
The project managers in EEP are
1 farsighted.
The project team has easy access to the
2 project managers in EEP.
The project managers in EEP have focus
3 on results.

The project managers in EEP have

4 enthusiasm.
The project managers in EEP have
5 persuasiveness.
The project managers in EEP have social
6 behavior, social adaptability and extrovert
nature.

Source: Kaleb T. 2017

72
 Strongly Strongly
No. Soft Skill Disagree Disagree Neutral Agree Agree
The project managers in EEP have
1 communication skills.
2 The project managers in EEP have
interpersonal skills.
3 The project managers in EEP have
coordination skills.
4 The project managers in EEP have team
building and delegation skills.
5 The project managers in EEP have
problem finding, analyzing and solving
skills.
6 The project managers in EEP have time
management (temporal) skills.

Source: kaleb T., 2017

Strongly Strongly
No. Emotional Intelligence Disagree Disagree Neutral Agree Agree
The project managers in EEP have self-
1 awareness.
The project managers in EEP have self-
2 management.
The project managers in EEP have social
3 awareness of the working environment.
The project managers in EEP have a
4 relationship management approach with
various stakeholders.

Source: Kaleb T, 2017

No. Strongly Strongly

Ethical value Disagree Disagree Neutral Agree Agree
The project managers in EEP consider the
1 moral and ethical consequences of
decisions

73
 The project managers in EEP take full
2 responsibility
The project managers in EEP are fair to
3 their subordinates
The project manager in EEP have respect
4 towards various stakeholders
The project managers in EEP have honesty
5 and integrity

74
 Strongly Disagree Strongly
No Idealized Influence(Attributed) Disagree Neutral Agree Agree

The project managers in EEP do beyond their

1 self-interest for the good of the project team.
The project managers in EEP have a way to
2 instill pride and bring respect among project
teams.
The project managers in EEP have
3 extraordinary talent of competence.
Idealized Influence (Behavior)
The project managers in EEP have a
1 commitment to beliefs.
The project managers in EEP take a stand on
2 difficult issues.
The project managers in EEP talk and display
3 conviction about their values & beliefs to
project teams.
Inspiration Motivation
The project managers in EEP talks envisioned
1 exciting new possibilities.
The project managers in EEP talk
2 enthusiastically about what need to be
accompanied.
The project managers in EEP talk
3 optimistically and expressed their confidence
that goals will be achieved.
Intellectual Stimulation
The project managers in EEP re-examining
1 the appropriateness of critical project
assumptions.
The project managers in EEP see differing
2 perspectives when solving problems.

Source: Alem S. 2019

75
 Part 2: Project Success

Strongly Strongly
No. Disagree Disagree Neutral Agree Agree

1 The project in EEP meets its objectives

The projects in EEP were completed within

2 budget

3 The project was completed within schedule

Project stakeholders were satisfied with

4
project in EEP

The overall quality of the project outcome

5
was high

Source: Alem S. 2019

76
Annex II: Interview Questions

ADDIS ABABA UNIVERSITY

SCHOOL OF COMMERCE

MASTER PROGRAMS IN PROJECT MANAGEMENT

Interview Questions for Managing Directors and top management corresponding executive officers

Sir/Madame, good morning/afternoon I'd like to invite you to an interview that will take fifteen
minutes of your time. The interview is part of an academic study titled "The Role of Project
Manager Leadership Attributes for Project Success: The Case of EEP." I'm hoping you're
determined to explain why I'm here. The information will be kept private and used for research
purposes only. I'd want to express my gratitude in advance for your kind cooperation.

1. How long have you been serving EEP/EEPCO?

2. How do you describe the leadership role of the project managers for the success of EEP’s project?
3. What kind of criteria and consideration EEP use to select project managers and monitor their
leadership performance for the success of the project?
4. Is there any strategy or policy to avoid unethical behavior of project managers? Please discuss the
trend and challenges related with the application of the policy or the strategy?
5. What kind of method you or project managers under use to motivate/inspire the project team for
the success of the project? Is there any formal/informal rewarding system to linking effort and
reward? Do you/Project managers can be observed having convincing personality and influencing
by creating impression & motivation?
6. What are basic challenges in project leadership to have more successful projects in EEP?
7. What are the criteria for project success in EEP? How is this criteria related to project manager’s
leadership attributes (i.e. personal trait, emotional intelligence, soft and technical skill, leadership
style, and ethical value)?

77
Annex III- Projects background and project performance of EEP

N Name of projects 10 Commenceme Completion time Amount as per the Amount as per the
o month nt date as per original plan original plan revised plan
physical
work
progress
Power Generation Project
1. GERD project 79.89 Dec. 30, 2010 June 30, 2017 ETB 23,560,481,908 & ETB 57,719,720,580
Euro 1,641,873,069
Euro 2,289,733,622
& USD 408,597,014
2. Koyisha project 44.39 28 Mar. 2016 15 June 2022 1,635,472,701 Euro
20,937,019,779 ETB

3. Iyisha-II wind farm 74.87 25 Feb 2017 26 Mar. 2021 USD 257,285,160 from -
loan and USD
project
38,592,774 from own
source
4. Aluto Geothermal project 29 June 2014 June 30, 2020 ETB 246,120,000.00
Power Transmission Project
(PTP)
5. Ethio-Kenya Power 98.65 25 Dec 2015 & 25 Feb 2018 USD 69,181,837.50 -
System Inter-Connection 2016 Euro 122,904,689.50
Project Chinese yuan
706,859,190.2
ETB 937,837,902
6. Beles Sugar Factory PTP 100 Mar. 04, 2015 2016 ETB116,224,971.05 -
USD11,409,740.86
7. Semera-Afdera PTP 85.75 27 Feb. 2019 Aug, 2021 ETB 159,465,392.00 -
USD 51,005,002.28
8. Mekele–Daloel PTP 81.09 30 Nov 2018 May 2020 -
9 A.A Transmission and 84.58 Oct 2019 May 2021 ETB 25,699,803.38 -
USD 17,080,245.40
substation Rehabilitation
and Upgrading Project
10 Bahirdar-Weldiya- 85.04 Jan 2017 & Oct. 06 2019 & USD 190,911,863.48 -
May 2017 June 2019 ETB 999,221,064.63
Kombolcha PTP
11 Azezo_Chilga-Fincha- 68.30 June 2019 Jan 2020 USD 32,008,255.61 ETB 45,202,857.62
Shanbu-Metu-Mash PTP ETB 12,527,305.11 USD 30,583,163.13
12 Adama II PTP 76.66 Jan 2019 Jan. 2020 USD 13,871,382.93 -
ETB 137,481,796.07
13 Akaki-Koyae-Kilinto- 99.61 Jan. 2018 ETB 346,020,395.73 -
BoleLemi PTP USD 81,401,534.2
14 GibeIII PTP 82.05 Feb. 2017 Feb. 2020 USD 9,022,659.71 -
ETB 584,892,164.55
15 Dejen-DebreMarkos- 54.92 Feb. 2019 May 2021 ETB 917,128,797.65 -
Shegoda- Desse_Hormat
PTP
16 Akaki-Dukem- 99.81 Feb. 2016 Feb. 2018 ETB 468,064,138.14 -
Debrezeit- Modjo- USD 38,008,938.00
Euro 9.238.039.41
Ginchi PTP

79
17 Genale Dawa III- 98.69 April 2018 Dec. 2019 USD 259,004,072.34 -
Yirgalem - Wolayita ETB 1,052,107,742.77
Sodo PTP
18 Gimbi-Tulu-Kapi PTP 35.45 Oct 2020 Nov. 2021 ETB 121,296,895.13 -
USD 5,641,280.39
19 Head office building 23 Jan 2016 Oct. 2019 ETB 2,450,411,835 -
construction extended to Feb
2022

80
ANNEX- IV: Name lists of projects under EEP and research target population
No. Name of projects No. targeted employee
1. GERD project
2. Koyisha project 4 managers and 7 site managers
3. Iyisha-II wind farm project and 4 senior engineers
4. Aluto Geothermal project
5. Ethio-Kenya Power System Inter-Connection Project

6. Beles suger factory PTP

7. Semera Afdera PTP
8. Mekele–Dalol PTP
9. Akaki-Koyae-Kilinto-Bole Lemi PTP
10 Akaki-Dukem- Debrezeit- Modjo- Ginchi PTP
11 Azezo_Chilga-Fincha-Shanbu-Metu-Mash PTP
3 directors, 7 PMs, 7 site
12 Dejen-DebreMarkos-Desse_Hormat PTP
mangers, 6 senior engineers and
13 Adama II PTP
from consultancy office there
14 Awash-Weldiya PTP
are 4 PMs & 3 design mangers
15 Bahirdar-Weldiya-Kombolcha PTP
16 Genale Dawa III-Yirgalem-Wolayita Sodo PTP
17 Gimbi-Tulu-Kapi PTP
18 GibeIII PTP
19 Southern District Transmission & Substation
Rehabilitation Project
20 A.A Transmission & substation Rehabilitation and
Upgrading Project
Auxiliary projects
Head Office Construction, New National Load 5 PM, 2 program manager and
21 Dispatch Center Construction, Smart Metering project 1 director
IFRS implementation Company competency, ERP,
and Quality assurance projects
Total 54