1

Project Recruitment and Selection

 Big Five Model of Personality
 Openness to experience – The disposition to be
imaginative, nonconforming, unconventional, and
autonomous.
 Conscientiousness – Is comprised of two related facets:
achievement and dependability.

 Extraversion – The tendency to be sociable, assertive,

active, and to experience positive effects, such as energy
and zeal.
 Agreeableness – The tendency to be trusting, compliant,
caring, and gentle.
 Neuroticism – The tendency to exhibit poor emotional
adjustment and experience negative effects, such as
anxiety, insecurity, and hostility.
 PROJECT
TRAINING AND DEVELOPMENT
(T & D)
 Introduction to T & D
 Definition:
 Training: Short-term process focused on job-specific skills.
 Development: Long-term growth aimed at overall employee
progression and organizational needs.

 Importance:
 Helps employees acquire new skills.
 Enhances performance, motivation, and job satisfaction.
 Fosters innovation and competitive advantage.

 Link to Organizational Strategy:

 Training and development as part of strategic human resource
management.
 Aligning training with company goals for long-term success.
 The Training
 Training
 The process of up skilling employees skills they needed to perform
their jobs/tasks/work packages.

 Lecture Hall Trainings

 Web-based training

 Distance learning-based training

 Cross-cultural diversity training

 Leadership Trainings
 The strategic context of training
 Performance Management: The process employers use to make sure
employees are working toward organizational goals.
Planning Process
 Key Concept
 Training Needs Analysis (TNA):
 Methods for identifying training needs (e.g., performance gap
analysis, job/task analysis).
 Learning Theories in Training:
 Behaviorism: Learning through conditioning (rewards and
punishments).
 Cognitive Theory: Understanding how information is processed.
 Constructivism: Knowledge is constructed through experiences and
interactions.
 Competency Mapping:
 Is an essential HR tool that helps identify and define the key skills,
behaviors, and abilities (competencies) required for individuals to
perform effectively in their roles within an organization. It ensures that
the right people with the right skills are in the right jobs, leading to
improved performance, better role alignment, and enhanced personal
development.
 Planning Process
 Needs analysis
 Identify job performance skills needed, assess
prospective trainees skills, and develop objectives.
 Instructional design
 Produce the training program content, including
workbooks, exercises, and activities .
 Validation
 Presenting (trying out) the training to a small
representative audience (also called pilot testing)
 Implement the program
 Actually training the targeted employee group.
 Evaluation
 Assesses the program’s successes or failures.
Evaluating Training Effectiveness
 Kirkpatrick’s Four-Level Training Evaluation
Model:
 Reaction: Participants’ feelings about the
training.
 Learning: Increase in knowledge or skills.
 Behavior: Changes in behavior on the job.
 Results: Impact on organizational goals
(productivity, profits).

 ROI Measurement Techniques:

 Pre- and post-assessments.
 Key performance indicators (KPIs) and
productivity tracking.
 T & D for Project Teams
 Project Teams:
 Temporary teams formed to achieve specific project objectives.
 Cross-functional teams with diverse skills and expertise.

 Importance of Training for Project Teams:

 Rapid formation and dissolution of teams require swift up-
skilling.
 Ensures alignment with project goals and smooth collaboration.
 Reduces project risks by preparing teams for unforeseen
challenges.

 Key Challenges:
 Project time constraints leave limited room for extensive training.
 Diverse skills and backgrounds in the team necessitate tailored
training.
 Training Methods
 On-the-job training (OJT)
 Having a person learn a job by actually doing the job.
 Apprenticeship training
 A structured process by which people become skilled workers through
a combination of classroom instruction and on-the-job training.
 Informal learning
 The majority of what employees learn on the job they learn through
informal means of performing their jobs on a daily basis.
 Job Instruction Training (JIT)
 Listing each job’s basic tasks, along with key points, in order to
provide step-by-step training for employees.
 Audiovisual-based training
 To expose trainees to events not easily demonstrable in live lectures.
 To meet the need for organization-wide training and it is too costly to
move the trainers from place to place.
 Training Methods (cont’d)
 Simulated training (occasionally called vestibule training)

 Training employees on special off-the-job equipment so training

costs and hazards can be reduced.

 Computer-based training (CBT)

 Electronic Performance Support Systems (EPSS) – use of

computerized tools & displays to automate training.

 Learning portals – using online vendors who make training

material/lectures available via employer’s intranet portal.
Training Methods contd..
 Tele-training
 A trainer in a central location teaches groups of employees at
remote locations via TV hookups.

 Videoconferencing
 Interactively training employees who are geographically
separated from each other or from the trainer - via a combination
of audio and visual equipment.

 Training via Internet

 Using the Internet or proprietary internal intranets to facilitate
computer-based training.
Challenges in T & D
 Cost and Budget Constraints:
 Balancing budget with quality of training programs.
 Resistance to Change:
 Employees may resist training due to fear of new technologies or
methods.
 Cultural and Global Differences:
 Training must account for differences in learning styles and work
ethics globally.
 Measuring Return on Investment (ROI):
 Difficulty in quantifying training effectiveness, especially for soft
skills.
For Short Trainings
 Some Tips:
 Don’t start out on the wrong foot.
 Be alert to your audience.
 Maintain eye contact with the trainees.
 Make sure everyone in the room can hear.
 Control your body movements.
 Use signals to help listeners follow your ideas.
 Talk from notes rather than from a script.
 Effective use of audio/visual aids.
 Break a long talk into a series of short talks for comprehemsion.
 Keep your conclusions short.
Make the Learning
Meaningful
 At the start of training, provide a bird’s-eye view of the
material to be presented to facilitates learning.

 Use a variety of familiar examples.

 Organize the information so you can present it logically, and

in meaningful units.

 Use terms and concepts that are already familiar to trainees.

 Use as many visual aids as possible.

Make Skills Transfer Easy
 Maximize the similarity between the training situation
and the work situation.

 Provide adequate practice.

 Label or identify each feature of the machine and/ or step

in the process.

 Direct trainees’ attention to important aspects of the job.

 Provide “heads-up” preparatory information that lets

trainees know they might happen back on the job.
 Motivate the Learner
 People learn best by doing practically; so provide as much
realistic practice as possible.

 Trainees learn best when the trainers immediately reinforce

correct responses

 Trainees learn best at their own pace.

 Create a perceived training need in the trainees’ minds.

 The schedule is important too: The learning curve goes down
late in the day, less than full day training is most effective.
Orienting Employees
 Employee orientation
 A procedure for providing new employees with basic
background information about the firm.

 Orientation content
 Information on employee benefits
 Personnel (HR) policies
 The daily routine
 Company organization and operations
 Safety measures and regulations
 Facilities tour
Orienting Employees
(cont’d)
 A successful orientation should accomplish four things for
new employees:

 Make them feel welcome and at ease (homelike).

 Help them understand the organization in a broad sense.

 Make clear to them what is expected in terms of work and

behavior.

 Help them begin the process of becoming socialized into the

firm’s ways of acting and doing things (including prevailing
culture).
What is Management
Development?
 Management development
 Any attempt to improve current or future management
performance by imparting knowledge, changing attitudes, or
increasing skills.

 Succession planning
 A process through which senior-level openings are planned for
and eventually filled.

 Anticipate management needs

 Review firm’s management skills inventory
 Create replacement charts
 Begin management development
Managerial OJT
 Job rotation
 Moving a trainee from department to department to
broaden his or her experience and identify strong and
weak points.
 Coaching
 The trainee works directly with a senior manager or
with the person he or she is to replace; the latter is
responsible for the trainee’s coaching.
 Action learning
 Management trainees are allowed to work full-time
analyzing and solving problems in different/ other
departments.
Off-the-Job Management Training
and Development Techniques
 Case study method
 Managers are presented with a description of an organizational
problem to diagnose and solve.
 Management game
 Teams of managers compete by making computerized decisions
regarding realistic but simulated situations.
 Outside seminars
 Many companies offer web-based and traditional management
development seminars and conferences.
Off-the-Job Management Training
and Development Techniques
 Role playing
 Creating a realistic situation in which trainees assume the roles of
persons in that situation.

 Behavior modeling
 Modeling: showing trainees the right (or “model”) way of doing
something.
 Role playing: having trainees practice that way
 Social reinforcement: giving feedback on the trainees’ performance.
 Transfer of learning: encouraging trainees apply their skills on the job.
 Off-the-Job Management T & D
Techniques
 Corporate Trainings
 Corporate trainings is a strategic tool designed to assist its
parent organization in achieving its goals by conducting
activities that foster individual and organizational learning
and knowledge.

 Provides a means for conveniently coordinating all the

company’s training efforts and delivering Web-based
modules that cover topics from strategic management to
mentoring.

 In-house development centers

 A company-based method for exposing prospective
managers to realistic exercises to develop improved
management skills.
Off-the-Job Management T & D
Techniques
 Executive coaches
 An outside consultant who questions the executive’s boss, peers,
subordinates, and (sometimes) family in order to identify the
executive’s strengths and weaknesses.

 Counsels the executive so he or she can capitalize on those

strengths and overcome the weaknesses.
Thank You