In this paper, we examined managers' leadership behavior when working on a simulated team project regarding task-oriented versus relationship-oriented leadership behavior to effectively achieve successful project completion. Managers attending an advanced project management development program responded to the Fielder Leadership Behavior Style Self-Assessment, which is a useful framework to determine task-oriented versus relationship-oriented leadership behavioral styles. The degree of task-oriented versus relationshiporiented leadership behavior styles was assessed to determine the approach taken by the managers for achieving successful project completion. A Pearson's chi-square test was conducted to determine whether the observed values were significantly different from an expected value of five. The findings can contribute to better understanding the leadership styles, which characterize project management accomplishment. stakeholders' expectations. To accomplish project completion success, project managers must have a good understanding of how to apply the tools and techniques of quality project management (Anderson, 1992; PmBOK, 2017). However, project management is more than applying the technical skills of doing the project work by using specific knowledge, methods, and techniques, such as planning, scheduling, budgeting, and computing, and working with numbers, templates, charts, and graphs. Crucially, project managers, project managers must lead the project team members, interact efficiently, and influence other stakeholders (Hardy-Vallee, 2012; Kumar, 2009). Therefore, there is a wide range of interpersonal skills that a project manager must develop and learn to use at the appropriate time; these skills include leadership, communication, organization, team-building, coping, risk management, conflict, planning, administration, resource allocation, and change management skills

The present study explored the applicable situational leadership styles of experienced military managers attending an advanced leadership educational program. While attending this program, these managers were requested to reveal the results of their situational leadership self-assessment in which they participated.  A total of 620 managers agreed to reveal their results, and descriptive statistics were conducted to determine the findings of their situational leadership self-assessments. The study research results revealed two situational leadership styles were predominating: (Telling and Participating). The findings of research study have significant implications for managers when leading individuals and teams for organizational success. These findings also may contribute to better understanding of the situational leadership styles which characterize managers when leading people and team members. Additionally, the findings of this study also have implications for teaching situational leadership skills in a variety of settings to include educational leadership programs such as the one reported here.

The present study explored the applicable motivation factors that contribute to job satisfaction in terms of job motivators and maintenance factors when working on projects. The researchers asked students enrolled in a university advanced project management leadership course to respond to a job motivators and maintenance factors factor self- assessment. This tool is useful in determining the factors that contribute to motivation when working on projects (Lusser & Achua, 2016). The researchers then conducted a chi-square test to determine whether the observed values were significantly different from an expected value of 18, which is the midpoint. The chi-square goodness of fit test led to the rejection of H10 and the acceptance of H1a. with a p<.001. Additionally, the chi-square goodness of fit test led to the acceptance of H20 and the rejection of H2a. with a p=.994. The self-assessment revealed that the students tended to exhibit higher motivator scores and lower maintenance scores. The findings of this study have significant implications for leadership behavior when leading project teams. These findings can also contribute to a better understanding of the motivation factors that characterize team members for the completion of successful projects.

The purpose of this study was to ascertain if there is a specific style of teaching which is better suited for the distance learning (virtual) environment, as opposed to the traditional classroom environment. Numerous studies have shown that individuals have different delivery styles in the classroom. The study utilized instructor delivery styles and faculty perceptions of distance learning programs to develop an instrument which identifies the style that would be more successful in the distance learning environment. The study employed an author developed instrument, which included a derivative of the Kolb Learning Style Inventory (LSI) instrument, to determine the teaching style of the instructor. Results of the study concluded that while there will always be exceptions, the instrument developed in the study will provide an indication of which instructors are better suited for the virtual environment.