exerting influence over others. Clearly though, leadership is an area of central concern to the study participants and elicited the strongest responses from them. The thesis will now proceed to reflect on the comments received from the question relating to prior project management training and development.
5.4 Project Management Training
D
uring the interview and from the tone of the expressions made by participants, it was quite clear to the researcher that they were not forthright or speaking openly about prior project training. Many had varied opinions, vis-à-vis the discussions and issues surrounding prior training related to „management and implementation of projects‟. Nevertheless, two 30-40 years old females, two 31-35 years old males and two 40- 49 years old males clearly spoke on the needs and benefits of education and training. Almost every participant (somewhat cautiously) agreed that “appropriate training and development is important”, in order for them to successfully implement projects. More so, three participants also recognised appropriate training as an essential catalyst that will enable them to competently carry out their set of responsibilities.5.4.1 Project Management Education
S
ixty-five percent of the participants believed that the selection criteria used to recruit management staff into NACS has been on individual merit, based on the basis of their qualifications, hence - the aspects of project training would have been an essential factor taken into account, prior to their recruitment. Twenty-two percent of the members of the project teams indicated that they had sat in lectures and tutorials on project management as part of their undergraduate coursework at universities, and therefore, claimed to already having sufficient knowledge of the theoretical underpinnings of the project management concept. Nevertheless, many participants comment that they would “like to attend further project management training”, in order to improve their skill level if they are given the opportunity to do so. On the contrary, five participants say a great deal of their knowledge of projectmanagement concept was acquired through years of „practice‟ and much of their „experiences‟ were acquired by actually doing project work. Yet, twenty participants (all except three) did strongly express the need for a planned approach to project management learning.
Some responses of participants, on the issues surrounding project management training are as follows:
“I am only a project team member and work under someone; it is my boss that needs that kind of training, so that he can manage our team well. With good project management training, he can assist us to increase our understanding of the reasons for change and provide us with knowledge and skills needed to adjust to situations and challenge” (20-30 years female).
“I am sure, I would like to attend one if given the opportunity. Although I did not have any formal training in project management; I am depending very much on my natural instinct and experience. I have not taken any approaches to improve my management skills” (41-50 year old male).
“No, I have had no formal training at all, although I am a university graduate, I majored in health statistics and project management was never part of the courses I did. I am only learning it (and doing my very best) in doing my job” (20-30 years old female).
“Staff working here are recruited through the „wantok system‟ that is very much embraced in this organisation. It does not matter whether they‟ve the right training or not, that is their business; so long as I am working and earning a salary to pay for my life basics” (31-40 year old male).
Such views held by these participants certainly encompasses a narrow perspective of what „proper‟ or skill enhancement training is all about, and what it can do, in addition to the benefits a person can gain from it. The view expressed by the project team may possibly reflect the „beliefs‟ and the „attitude‟ held by NACS‟ staff towards training and learning, and the degree of importance attached to it. However, it certainly shows that few participants clearly understand the correlations between a person‟s level of training and its value. This was indicated by the acknowledgements received from some participants:
“Since we are faced with the terrible effect of HIV/AIDS in this country, it would be nice to attend some training on „how to manage a project‟ so that we can carry out
our activities well. Training in project implementation is needed by all of us here” (20 –30 years old male).
“Project management training for project and programme staff is paramount, particularly for all supervisors and team leaders. This is necessary so that limited resources can be utilized well” (31-40 year old male).
“Oh yes, my word, I think project management or project implementation training is very very important for all of us here in NACS” (31-40 years old female).
The issue of project management education is quite obvious. Judging from the responses received from the participants, many participants favourably stated that project management training is necessary for the strengthening of performance at individual, a team or the corporate level. Such education provides insight, enhance and improve quality and uplift the intensity and level of services provided to clients. The level of understanding regarding this issue amongst the participants was clear. Many of them believe that skill training will make staffs of NACS become more aware of their roles, be open and willing to develop a positive culture in their approach towards work and their organisation.
5.4.2 Training in Project Implementation