HUMAN RESOURCE DEVELOPEMENT

1. INTRODUCTION
Since the project manager does not have a significant human resource (HR)
management mandate, brining in an HR administrative specialist to help him
is seen as a wasteful action.

Most organizations which are in the business of delivering project are

organized by departments to deliver projects, including typically a project
management group, marketing, engineering, material management,
production, etc.

2. THE NEED FOR A CULTURE OF LEARNING IN PROJECTS

Projects bring together people with diverse backgrounds and talents in the
belief that they will achieve the objectives that have been set. The central goal
of the project team is to transform objectives into concepts, define objects, and
deliverables. This goal and related objectives need a culture of learning and
systematic approach which adjusts performance.

3. APPLYING A CULTURE OF LEARNING THROUGH

MANAGEMENT BY OBJECTIVES PLUS (MBO+)
Management by Objectives (MBO) is a process in which managers and
employees set written objectives to be achieved in specified time frames and
they then monitor and assess results. They may also agree on indicators of
performance.

In MBO+, project team, comprising managers and professional staff,

regularly meet to discus project requirements and objectives, set plans of
work, review performance, and determine and implement corrective actions
as a team.

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The following main principles underlie MBO+:
 Managers treat their people as full partners and promptly recognize
and reward achievement.
 Each project team member acquires a strong appreciation of his
internal and external clients.
 Each project team member identifies his need for new tools and
methods to do his job.
 Managers and team members regularly report and evaluate their
individual and collective performance.
 Team members are continuously seeking improvements in the way
they work.

The scenario presented below illustrates how MBO+ might work.

3.1. The Project Manager Initiates MBO+

The project manager prepares a detailed presentation of the project
objectives, concepts, work plans, and of the proposed MBO+ implementation
process with the result anticipated.
Each section manager negotiates his section performance objectives with the
other managers. Figure 1 illustrates a sketch of this "top management
meeting" with its direct and indirect relations between members.

Project Manager

Section Manager

Section Manager Section Manager

Figure 1: A Sketch of Direct and Indirect Relation in "Top Management Meeting"

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 3.2. Section Manager Initiates "Section Sessions"
Each "section manager" briefs the people on the project and section
objectives, the project options and concepts, the work plan status, and on the
proposed MBO+ process.
Team members then proceed to negotiate their personal objectives and
their expectations, work out a section action plan, listing assumptions and
expectations as well as training requested them.
The project manager receives and studies the "section action plans" to
search for inconsistencies and omissions.

3.3. Work Implementation and Monitoring

In the following month, team members work to achieve their section
objectives, promptly reporting work completions. Team members instantly
record the obstacles to timely completion and proposed additional work.

3.4. Section Update Sessions (Usually Monthly)

Prior to the next month-end, each section manager orders his team to review
progress and to update work plans also discusses with them potential and
actual issues which need resolution. This group focus on problem-solving
becomes the symbol of effective "group learning". At the close of the section
meeting, the section manager reports updated section work plan.

3.5. Project Team Session (Monthly)

Studying the section reports, the project manager forms an opinion on
progress and areas of concern, using the master project schedule and the
project cost status report. Typical project team meeting (top management
meeting) durations will last from one hour to one-half of a day. After the
meeting, he posts progress notices on bulleting boards.
What can be done when project team members have difficulty in
understanding team issues? One tool, termed "Role Dynamics" involves a
facilitator helping stakeholders to asses their expectations of each others.

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 4. TRAINING; AS A TYPE OF LEARNING
The Oxford English Dictionary definition of training defines it as a practical
education in any profession, art or craft. Also, training and development is
defined as a process of developing work-related knowledge and skills in
employees. Managers and supervisors can have a significant constructive
impact on the transfer of knowledge and skills.
Training has to start with the recognition of training needs through job
analysis, performance assessment, and organizational analysis. The next step
is to organize training programs. Methods such as role-playing, simulation
exercises, and case studies can be used in the construction industry to create
learning situations.
The changing requirements of construction work necessitate the
formation of bespoke teams each time a new project is awarded. Two
significant methods of training construction workers are on-the-job and off-
the-job training.

4.1. On-The-Job Training

In the traditional on-the-job training (OJT), workers would typically receive a
pre-prepared course on the new regulations or processes, often at a different
location than their place of work, and be expected to apply this abstracted
knowledge later in their workplace. Construction organizations utilize a large
number of ‘‘skilled” bricklayers, carpenters, plumbers, welders, etc. therefore,
this training is mostly done under standards which are established by
governmental parts. Popular OJT methods include job rotation and
understudy assignments. Job rotation involves lateral transfers that enable
employees to work at different jobs. Both job rotation and understudy
assignments apply to the learning of technical skills.

4.2. Off-The-Job Training

There is a number of off-the-job training methods that managers may want to
make available to employees. The most popular methods are classroom
lectures, films, and simulation exercises. Classroom lectures are well suited
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for conveying specific information. They can be used effectively for
developing technical and problem-solving skills. Films can also be used to
explicitly demonstrate technical skills. Table 1 makes a comparison between
off- and on-the-job training.

Table 1: Off-the-Job Training Versus On-the-Job Training

Off-the-job training On-the-job training
Emphasis on: Basic facts and skills Getting the job done
Ultimate goal: ‘‘Knowing” Developing ‘‘best practices”

Knowledge: Static, general Dynamic, practice-oriented

Topics/problems: Given by curriculum Arise from work situation

Scope of learning: Primarily individual Individual, group, organization

5. HANDLING CONFLICTS IN PROJECT

It is useful to speculate for a moment on the nature of conflicts that can arise
in projects. Some of the actions that can be taken by the project manager to
limit the number and severity of conflicts on the project include the following:
 A rigorous attention should given to trends in the project from all
sources including the monitoring of the market, competitive and
regulatory environment of the project, and reporting of the project
schedules and costs.
 Frequent briefing and decision sessions with project team
members, as could be implemented through the MBO+ process,
previously discussed.
 Open door policy which gives immediate hearing to complaints.
 Fairly distribute workloads.
 Commitment and actions by management to resolve obstacles to
progress, including those originating from management itself.

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 To anticipate project conflicts the project objectives must first be
clarified. Project Objectives must be:
 Specific, not general
 Not overly complex
 Measurable, tangible, and verifiable
 Realistic and attainable
 Consistent with resources available
 Consistent with organizational plans, policies, and procedures

Some practitioners use the more simplistic approach of defining on

objective by saying that the project's objective must follow the "SMART" rule,
whereby:
 S = specific
 M = measurable
 A = attainable
 R = realistic
 T = tangible

In the project environment, conflicts are unavoidable, the most common

types of conflicts involve:
 Manpower resources
 Equipment and facilities
 Costs
 Technical opinions
 Priorities and trade-offs
 Scheduling
 Responsibilities
 Personality clashes

Each of these conflicts can vary in relative intensity over the life cycle of
a project. Project managers believe that the most frequent occurring conflicts

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are over the potentially damaging conflicts can occur over personality
clashes. Many companies have attempted to develop company-wide policies
and procedures for conflict resolution, but project managers prefer to resolve
conflicts in their own fashion.

Many conflicts can be either reduced or eliminated by constant

communication of the project objectives to the team members. This continual
repetition may prevent individuals from going too far in the wrong direction.

Once the conflict occurs, the project manager must:

 Study the problem and collect all available information
 Develop a situation approach or methodology
 Set the appropriate climate

If a confrontation meeting is necessary between conflicting parties,

then the project manager should be aware of the logical steps or sequence of
events that should be taken, including:
 Setting the climate: establishing a willingness
 Analyzing the images: how do you see your self and others, and how
they see you?
 Defining the problem
 Sharing the information: making the information available for all
 Building trust
 Listening to all involved parties

Thus the effective manger, in conflict problem-solving situations:

 Knows the organization
 Listens with understanding
 Clarifies the nature of the conflict
 Understands the feelings of others
 Facilitates the communications process

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  Seeks resolutions

CONFLICT RESOLUTION MODES

Confronting (or Collaborating)
With this approach the conflicting parties meet face-to-face and try to work
through their disagreements. This approach should focus more on solving the
problem.

Compromising
To compromise is to bargain or to search for solutions so both parties leave
with some degree of satisfaction. Compromising is often the result of
confrontation. Some people argue that compromise is a "give and take"
approach.

Smoothing (or Accommodating) ‫اﻟﺗﺳوﯾﺔ ﻣﻊ ﺗﺧﻔﯾف اﻟﻣوﻗف‬

This approach is an attempt to reduce the emotions in a conflict. This is
accomplished by emphasizing area of agreement and de-emphasizing area
of disagreement. An example of smoothing would be to tell someone, "we
have agreed on three of the five points and there is no reason why we cannot
agree on the last two points". Smoothing does not necessarily resolve a
conflict, but tries relief its intensity.

Forcing (or Competing, Being Uncooperative)

This is what happens when one party tries to impose the solution on the other
party. Forcing should be used:
 When you are right
 When a do-or-die situation exists
 When you are stronger (never start a battle you can't win)
 When a quick decision must be made

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