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Presented To:
Dr. Shahid Nawaz
Presented By:
Azhar Sohail
Muhammad Sheraz
Muhammad Fahim
Sarfraz Fiaz
Zeashan Iqbal
Muhammad Usman
 When a project manager has successfully
recruited skilled people work on a project. He
must ensure that people can work together
as a team to achieve project goal.
 It takes team work to complete project
successfully.
 Main goal of team development is to help
people work together more effectively to
improve project performance.
 Initial project team
 Designated project
leader
 Core project team/
project steering
team
 Full project team
 Project advisor
 Project
stakeholders
 Project facilitators
 Clear objective of project
 Good decision making process
 Clear responsibilities and leadership
 Trust, co-operation and support
 Individual and mutual accountability for
performance results
 First stage in team development
 Involve the transition from individual to team
 Individual get acquainted
 Member have positive expectation
 Little work is actual achieved
 Project manager must provided direction and
structure.
 Individual do a lot of questioning
i. What is our purpose?
ii. Who are other team members?
iii. What are they like?
 Project constraint must be stated.
 Second stage in team development
 member start to work on their assign task
 Member begins to test the limit and flexibility
of the project manager
 Conflict and tension increase
 Motivation and morale are low
 Members express their individuality not team
allegiance
 Project manager should:
i. Be some what directive.
ii. Not become defensive or take issues
personally.
iii. Provide an understanding and supportive
environment.
 Third stage of team development
 Relationship become settle
 Interpersonal conflict has been resolved
 Cohesion become to develop.
 Project manager minimize directedness
 Work performance accelerate and productivity
increase
 Fourth stage of team development
 Team is highly committed to achieve the
team objective
 Level of work performances is high
 Communication is open
 Members collaborate and help each other
 Project manager:
i. Delegates responsibly and authority
ii. Concentrate on project performance
iii. Acts as a mentor
 Final stage of team development
i. It involves breakup of the team.
ii. After achieving the goals or completing of
work.
 Characteristics
i. Clear understanding of the project objective
ii. Clear expectations of each person role and
responsibilities
iii. A results orientation
iv. A high degree of cooperation and
collaboration
 Unclear goals
 Unclear roles and responsibility
 Lack of project structure
 Lack of commitment
 Poor communication
 Poor leadership
 Dysfunctional Behavior
 Team building is an ongoing process
 It is a responsibility of a project manager and
project team
 Socialization among team members supports
team building
 The project team can initiates social events to
celebrate project events
Training & Development
“An organization’s planned efforts to help
employees acquire job-related knowledge, skills,
abilities, and behaviors, with the goal of applying
these on the job.”
“Learning that goes beyond today’s job and has a
long term focus, so development is Strategic
Training”.
• Four Phases
1. Determine Training Needs
2. Design Training Program
3. Administer Training Program
4. Evaluate Training Program
• Organization Analysis
 An examination of the environment, strategies, and
resources of the organization to determine where
training emphasis should be placed.
• Task Analysis
 The process of determining what the content of a
training program should be on the basis of a study
of the tasks and duties involved in the job.
• Person Analysis
 A determination of the specific individuals who
need training.
• Instructional Objectives
 Represent the desired outcomes of a training program
– Performance-centered objectives
 Provide a basis for choosing methods
and materials and for selecting
the means for assessing
whether the instruction
will be successful.
Importance of training outcomes
Type of trainees
Choosing the instructional method
Nature of training
Organizational extent of
training
1. On-the-Job Training (OJT) (Coaching, Job rotation and lateral
transfers)
2. Apprenticeship Training (ombination of OJT with academic
instruction)
3. Internships, and Governmental Training (Sponsored by
colleges, universities, and other organizations)
4. Classroom Instruction (learning—lectures and demonstrations are
combined with films, DVDs, and videotapes or computer instruction.)
5. Programmed Instruction(Self-directed learning—use of books,
manuals)
6. Audiovisual Methods(Video recordings, CDs and DVDs
Teleconferencing)
7. Simulation Method (emphasizes realism in equipment and its
operation at minimum cost)
8. E-Learning web and computer-based training (CBT)
Criterion 4: Results assessment
Criterion 2: Extent of learning
Measuring program effectiveness
Criterion 1: Trainee reactions
Criterion 3: Learning transfer to job
• Participant Reactions
 The simplest and most common approach to training
evaluation is assessing trainees.
 Potential questions might include the following:
– What were your learning goals for this program?
– Did you achieve them?
– Did you like this program?
– Would you recommend it to others who have similar
learning goals?
– What suggestions do you have for improving the program?
– Should the organization continue to offer it?
• Checking to see whether they actually
learned anything.
 Testing knowledge and skills before beginning a
training program gives a baseline standard on
trainees that can be measured again after training
to determine improvement.
 However, in addition to testing trainees, test
employees who did not attend the training to
estimate the differential effect of the training.
• Transfer of Training
 Effective application of principles learned to what is
required on the job.
• Maximizing the Transfer of Training
1. Feature identical elements
2. Focus on general principles
3. Establish a climate for transfer.
4. Give employees transfer strategies
Calculating the benefits derived from training
• Return on Investment
 Viewing training in terms of the extent to which it provides
knowledge and skills that create a competitive advantage
and a culture that is ready for continuous change.
 ROI = Results/Training Costs
– If the ROI ratio is >1, the benefits of the training
exceed the cost of the program
– If the ROI ratio is <1, the costs of the training
exceed the benefits.
• On-the Job Experiences
• Seminars and Conferences
• Case Studies
• Management Games and Simulations
• Role-Playing
• Behavior Modeling
Project Team Delevopment

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Project Team Delevopment

  • 1.
  • 2. Presented To: Dr. Shahid Nawaz Presented By: Azhar Sohail Muhammad Sheraz Muhammad Fahim Sarfraz Fiaz Zeashan Iqbal Muhammad Usman
  • 3.  When a project manager has successfully recruited skilled people work on a project. He must ensure that people can work together as a team to achieve project goal.  It takes team work to complete project successfully.  Main goal of team development is to help people work together more effectively to improve project performance.
  • 4.  Initial project team  Designated project leader  Core project team/ project steering team  Full project team  Project advisor  Project stakeholders  Project facilitators
  • 5.  Clear objective of project  Good decision making process  Clear responsibilities and leadership  Trust, co-operation and support  Individual and mutual accountability for performance results
  • 6.  First stage in team development  Involve the transition from individual to team  Individual get acquainted  Member have positive expectation  Little work is actual achieved
  • 7.  Project manager must provided direction and structure.  Individual do a lot of questioning i. What is our purpose? ii. Who are other team members? iii. What are they like?  Project constraint must be stated.
  • 8.  Second stage in team development  member start to work on their assign task  Member begins to test the limit and flexibility of the project manager  Conflict and tension increase  Motivation and morale are low
  • 9.  Members express their individuality not team allegiance  Project manager should: i. Be some what directive. ii. Not become defensive or take issues personally. iii. Provide an understanding and supportive environment.
  • 10.  Third stage of team development  Relationship become settle  Interpersonal conflict has been resolved  Cohesion become to develop.  Project manager minimize directedness  Work performance accelerate and productivity increase
  • 11.  Fourth stage of team development  Team is highly committed to achieve the team objective  Level of work performances is high  Communication is open  Members collaborate and help each other
  • 12.  Project manager: i. Delegates responsibly and authority ii. Concentrate on project performance iii. Acts as a mentor
  • 13.  Final stage of team development i. It involves breakup of the team. ii. After achieving the goals or completing of work.
  • 14.  Characteristics i. Clear understanding of the project objective ii. Clear expectations of each person role and responsibilities iii. A results orientation iv. A high degree of cooperation and collaboration
  • 15.  Unclear goals  Unclear roles and responsibility  Lack of project structure  Lack of commitment  Poor communication  Poor leadership  Dysfunctional Behavior
  • 16.  Team building is an ongoing process  It is a responsibility of a project manager and project team  Socialization among team members supports team building  The project team can initiates social events to celebrate project events
  • 18. “An organization’s planned efforts to help employees acquire job-related knowledge, skills, abilities, and behaviors, with the goal of applying these on the job.”
  • 19. “Learning that goes beyond today’s job and has a long term focus, so development is Strategic Training”.
  • 20. • Four Phases 1. Determine Training Needs 2. Design Training Program 3. Administer Training Program 4. Evaluate Training Program
  • 21.
  • 22. • Organization Analysis  An examination of the environment, strategies, and resources of the organization to determine where training emphasis should be placed. • Task Analysis  The process of determining what the content of a training program should be on the basis of a study of the tasks and duties involved in the job. • Person Analysis  A determination of the specific individuals who need training.
  • 23. • Instructional Objectives  Represent the desired outcomes of a training program – Performance-centered objectives  Provide a basis for choosing methods and materials and for selecting the means for assessing whether the instruction will be successful.
  • 24. Importance of training outcomes Type of trainees Choosing the instructional method Nature of training Organizational extent of training
  • 25. 1. On-the-Job Training (OJT) (Coaching, Job rotation and lateral transfers) 2. Apprenticeship Training (ombination of OJT with academic instruction) 3. Internships, and Governmental Training (Sponsored by colleges, universities, and other organizations) 4. Classroom Instruction (learning—lectures and demonstrations are combined with films, DVDs, and videotapes or computer instruction.) 5. Programmed Instruction(Self-directed learning—use of books, manuals) 6. Audiovisual Methods(Video recordings, CDs and DVDs Teleconferencing)
  • 26. 7. Simulation Method (emphasizes realism in equipment and its operation at minimum cost) 8. E-Learning web and computer-based training (CBT)
  • 27. Criterion 4: Results assessment Criterion 2: Extent of learning Measuring program effectiveness Criterion 1: Trainee reactions Criterion 3: Learning transfer to job
  • 28.
  • 29. • Participant Reactions  The simplest and most common approach to training evaluation is assessing trainees.  Potential questions might include the following: – What were your learning goals for this program? – Did you achieve them? – Did you like this program? – Would you recommend it to others who have similar learning goals? – What suggestions do you have for improving the program? – Should the organization continue to offer it?
  • 30. • Checking to see whether they actually learned anything.  Testing knowledge and skills before beginning a training program gives a baseline standard on trainees that can be measured again after training to determine improvement.  However, in addition to testing trainees, test employees who did not attend the training to estimate the differential effect of the training.
  • 31. • Transfer of Training  Effective application of principles learned to what is required on the job. • Maximizing the Transfer of Training 1. Feature identical elements 2. Focus on general principles 3. Establish a climate for transfer. 4. Give employees transfer strategies
  • 32. Calculating the benefits derived from training • Return on Investment  Viewing training in terms of the extent to which it provides knowledge and skills that create a competitive advantage and a culture that is ready for continuous change.  ROI = Results/Training Costs – If the ROI ratio is >1, the benefits of the training exceed the cost of the program – If the ROI ratio is <1, the costs of the training exceed the benefits.
  • 33. • On-the Job Experiences • Seminars and Conferences • Case Studies • Management Games and Simulations • Role-Playing • Behavior Modeling