TRAINING NEEDS ANALYSIS OF PROFESSIONALS IN A …

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UNIVERSITY OF MORATUWA

TRAINING NEEDS ANALYSIS OF

PROFESSIONALS IN A CONSTRUCTION

ORGANISATION: A CASE STUDY

' " I V f i S ; v " X MORATUWA, M O R A T U W A

BY

CHANDANIE JAYATILAKE B. Sc. (Eng.)

SUPERVISED BY

V. D. GUNA WARD ANA

DEPARTMENT OF CIVIL ENGINEERING,

UNIVERSITY OF MORATUWA,

MORATUWA, SRI LANKA.

University of Moratuwa

Otf.

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87311

87311

TRAINING NEEDS ANALYSIS OF

PROFESSIONALS IN A CONSTRUCTION

ORGANISATION: A CASE STUDY

BY

CHAN DANTE JAYATILAKE B. Sc. (Eng.)

A DISSERTATION SUBMITTED IN PATIAL FULFILLMENT

OF

REQUIREMENT FOR THE DEGREE OF

MASTER OF SCIENCE

IN

CONSTRUCTION PROJECT MANAGEMENT

AT

THE FACULTY OF ENGINEERING

DEPARTMENT OF CIVIL ENGINEERING

SUPERVISED BY Dr. N. D. GUN AWARD AN A

We accept this report as confirming to the required standard.

UNIVERSITY OF MORATUWA.

DECEMBER 2004.

DECLARATION

This dissertation is a report on the research work earned out in the Department of

Civil Engineering, University of Moratuwa, Sri Lanka. This submission is original

and the work included in this report in part or whole has not been submitted for any

other academic qualification at any institution.

C. Jayatilake,

Department of Civil Engineering,

University ofMoratuwa,

Sri Lanka.

December 2004.

ABSTRACT

This dissertation describes a study carried out to identify the training needs of

professionals in a construction organisation. At first the company background was

studied. In this study the present categories of employees, present status of the

company, present method of providing training for the engineers were discussed.

The areas of training pertaining to the professionals were identified in the literature

review.

Data required for the study were collected through questionnaire surveys among

the company engineers and the senior managers. The data were analysed under the

following topics to study the behaviour of the training needs of the engineers and

the characteristics of the engineers.

These topics are: 1) Gender and married status 2) Age distribution 3) Distribution

of places of work 4) Experience of the engineers 5) Highest skill level of

engineers 6) Distribution of professional members 7) Relevance of each area to

present activities of the engineers 8) Preferred types of training courses by the

engineers 9) Preferred types of training periods by the engineers 10) Requirement

of training in different areas 11) Training needs of the company based on the

senior management.

Then it was discussed some training courses available in Sri Lanka for engineers.

Finally the results of the study were observed to make some conclusions and

recommendations.

ACKNOWLEDGEMENT

This research study on 'Training needs analysis of professionals in Construction

organisation: a case study' was carried out as a fulfillment of the Master of Science

in Construction Project Management in the Department of Civil Engineering at the

University of Moratuwa. •

First my special thanks to the supervisor Dr. N. D. Gunewardana, Senior Lecturer,

Construction Management division, Department of Civil Engineering, University

of Moratuwa, for the active, ready, and willing assistance and guidance given to

me to complete this study.

I duly appreciate Construction Management division of Department of civil

Engineering, University of Moratuwa for the support and facilities provided for the

completion of this project.

I am very much thankful to the staff in the Road Construction and Development

Company for helping me in various ways to carry out this research work

successfully.

I also extend my sincere thanks to the University of Moratuwa, Institution of

Engineers Sri Lanka, and Centre for Housing Planning and Building for helping

me to obtain the details of available training courses for engineers.

CONTENTS

DECLARATION

ABSTRACT

ACKNOWLEDGEMENT

CONTENTS

• LIST OF TABLES

LIST OF FIGURES

ABBREVIATIONS

Page No.

CHAPTER 1: INTRODUCTION

1.1 Background 1

1.2 Introduction to the Case Study 1

1.3 Introduction to the Selected Company 2

1.4 Objective of the Research 6

1.5 Research Methodology 6

1.6 Structure of the report 6

• CHAPTER 2: LITERATURE REVIEW

2.1 Introduction 9

2.2 The Need for Training in the Construction Industry 9

2.3 New Technologies and it's Effectiveness 10

2.4 The Engineer of Past, Today and the Future 11

2.5 Improving Performance 12

2.6 Importance of Improved Training 12

2.7 Improving Industry Performance 13

2.8 Development in Leadership Skills 13

' 2.9 Marketing the Engineering Services 14

2.10 Assessment of Training Needs 15

2.11 Training Issues on Adopting the New Technology 16

(Computer Packages)

2.12 Training and Implementation on Computer Systems 18

2.13 The Individual Learning Strategy 19

CONTENTS (Contd.)

2.14 The Organisational Learning 21

2.15 Development through Continuous Education 21

2.16 Providing and Evaluating Training to Employees 23

2.17 Training of Employees in Construction Industry 25

2.18 Singapore Government's Incentives and 27

Improvements

2.19 Role of Construction Industry in Singapore 27

2.20 Foreign Contractor's Role in Singapore 28

2.21 Results and Problems Observed in Singapore Study 26

2.22 Construction Employment and Training - U.K. 28

2.23 Areas to be Covered in the Training by 29

Professionals

2.24 Studies done in Sri Lanka 30

2.25 What is Done in Past 30

CHAPTER 3: QUESTIONNAIRE SURVEYS AND COLLECTION OF DATA

3.1 Introduction 40

3.2 Categories of Professionals Considered 40

3.3 The Characteristics of Engineers in Terms of 40

Gender, Age, Seniority etc.

3.4 Development of the Questionnaires 41

3.5 Questionnaire Surveys 42

CHAPTER 4: ANALYSIS OF DATA ON INTERPRITATION OF RESULTS

4.1 Introduction to Analysis of Data 48

4.2 Data Analysis under Different Topics 49

4.3 The Training Needs of the Company Based on the 79

Senior Management

4.4 Training Already Given in the Past 83

4.5 Training Courses Available for Engineers 85

CONTENTS (Contd.)

CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS

5.1 Introduction

5.2 Conclusions

5.3 Recommendations

95

95

100

REFERENCES 102

ANNEX 1

ANNEX 2

LIST OF TABLES

Table 2.1

Table 2.2

Table 2.3

Table 2.4

Table 2.5

Table 2.6

Table 2.7

Table 4.1

Table 4.2

Table 4.3

Table 4.4

Table 4.5

Table 4.6

Table 4.7

Table 4.8

Table 4.9

Table 4.10

The Areas of Training Needed and the Percentage of

Demand for Training for the Administrators, Managers

and Professionals

Specific Training Areas Needed by Different

Occupations (Administrators, Managers and

Professionals)

Mode of Training and Financial Sponsorship for

Administrators, Managers and Professionals

Type of Training for Administrators, Managers and

Professionals

Duration of Training for Administrators, Managers and

Professionals

Annual Retraining Requirement

Training Areas and Estimated Average Annual

Demand for Retraining (Administrators, Managers and

Professionals etc.)

Percentages of Designation / Married Status / Sex

Percentages of Married Status / Sex

Age Distribution of Engineers

Percentages of Engineers in Specified Age Limits

Districts or the Places of Work of Engineers

Experience of the Engineers

Percentages in Highest Skill Level, Designation, Male

/Female

Percentages of Highest Skill Level, Male /Female

Percentages in Professional Institutions

Percentages of Professional Membership in each

Designation

Page No.

32

33

34

34

35

37

38

50

51

52

53

54

55

58

59

61

61

LIST OF TABLES (Contd.)

Table 4.11

Table 4.12

Table 4.13

Table 4.14

Table 4.15

Table 4.16

Table 4.17

Table 4.18

Table 4.19

Table 4.20

Table 4.21

Table 4.22

Table 4.23

Table 4.24

Table 4.25

Professional Membership and Percentage of the

Engineers

Mean Value of the Weightage in Each Training Area

Preferred Types of Courses (for Total Sample of

Engineers)

Preferred Types of Courses in Training Requirement -

S.C.E./C.E./M.E.

Percentages of Preferred Types of Courses

Preference Order in Selecting a Course

Preferred Periods of Training

Percentages of Preference Arranged in the Descending

Order

Percentages of Preference for Different Time Periods

Requirement of Training Areas for Senior Civil

Engineers and Civil Engineers

Percentages of Engineers Required Training in

Different Areas (Civil Engineers Only)

Percentages of Senior Civil Engineers Required

Training in Different Areas

Percentage Requirement of Training Periods as

Assessed by Senior Managers

Percentage Requirement of Training Courses as

Assessed by Senior Managers

P.G. Diploma / M. Sc. or M. Eng. Courses in Which

RC & DC had Already Given Training to it's

Engineers

61

64

68

68

69

70

71

71

72

74

75

76

80

83

84

LIST OF FIGURES

Figure 4.1 : Age Distribution of Engineers

Figure 4.2 : Experience of the Engineers

Figure 4.3 : Highest Skill Level Distribution

ABBREVIATIONS

Bill of Quantities

Civil Engineer

Computer Aided Design

Deputy General Manager

Institution for Construction Training And Development

Institution of Engineers, Sri Lanka

Information Technology

Mechanical Engineer

Master of Science

Micro Soft

Post Graduate

Quarry Engineer

Quantity Surveyor

Road Construction and Development Company

Road Development Authority

Senior Civil Engineer

Senior Mechanical Engineer

Technician Engineer

C H A P T E R 1

INTRODUCTION

Chapter 1 - Introduction

1.1 Background

The literature reveals that so many researches have been carried out to find the

training needs of personnel engaged in different occupations. This research intended

to find out the training needs of a particular organisation engaged in the construction

industry. The selected organisation is the 'Road Construction and Development

Company (Pvt) Ltd.' This company is a major contractor in the construction of roads

and bridges in Sri Lanka. There are wide variety of occupation categories engaged in

this company. The selected category of occupation for this research work is engineers.

It is intended that this methodology could be used to find out the training needs of any

other category of occupation also. Similarly the research work intends that this could

be used to any other organisation as well.

1.2 Introduction to the Case Study

This case study was carried out to find out a methodology to identify the training

needs of the professionals in a Construction organisation.

First the relevant areas of training were identified through the literature review. The

major areas have already been identified by the previous studies. Institution of

Construction and Training and Development of Sri Lanka has done very important

studies in connection with this aspect. The author identified the sub areas by

reviewing further studies, through the literature review.

The data collection for the case study was done by the questionnaire surveys. Two

surveys were carried out, one to review the requirements of training to individuals and

the other survey to identify the training needs expected by the higher management.

The collected data was analysed using the MS Access to review the data in different

aspects. . _


1.3 Introduction to the Selected Company

The company 'Road Construction and Development Company (Pvt) Ltd.'(or

RC&DC) chosen for the case study, is mainly carrying out road construction work

island-wide. This company is the main contractor of the Road Development

Authority. It carries out the new construction work and maintenance work of all types

of roads and bridges.

This company was formed in year 1987. Before that the Road Development Authority

had a division called 'Works Division' to carry out the major construction works. In

year 1986 a Singaporean company called 'Eng-Seng Engineering Company' joined

with the Works Division of R.D.A. as a joint venture. After one year with the

termination of the 'Eng-Seng Engineering Company', the government formed the

RC&DC. Consequently, RC&DC became the main contractor of the R.D.A.

The staff attached to the Works Division was absorbed by the RC&DC on their

consents. So the RC&DC started with a well-experienced staff for road works. All the

regional workshops attached to R.D.A. were handed over to RC&DC, in year 1992.

So the RC&DC is fully equipped with all the road construction machinery and the

operative staff. The company has a design office recognized by IESL and it facilitates

the engineers to train in their charter designs and examinations within the company.

The production division of the company provides almost all the material requirement

of bituminous emulsion, asphalt concrete, aggregate and small pre-cast concrete items

for road works.

To carry out the maintenance works of the roads there are district managers for each

district throughout the country.

Road maintenance and construction project works carried out in a decentralized basis,

as southern zone, central zone and northern zone. Each zone headed by a D. G. M.

(Deputy General Manager).


The bridge construction division operates separately and all the major bridges

throughout the island under RC&DC are managed by one D.G.M.

There is a quality assurance division to assure the quality of the works and for the

internal auditing. There is a laboratory for testing the materials such as concrete, soil,

aggregate etc.

1.3.1 Categories of Employees Employed at R C & D C

As being this company serves throughout the island, a large number of employees in

different trades are employed in permanent basis and casual basis. Employees in the

casual basis are the labourers (skill A, skill B, semi skill, and un-skill). Now the

company is deviating from that system with casual workers and started to employ

labourers on contract basis. There are wide varieties of categories in the permanent

basis employees. These categories are given below.

Engineers-

Civil Engineer

Mechanical Engineer

Chemical Engineer

Mining Engineer

Electrical Engineer

Quarry Engineer

Administrative-

Personal / Administrative Manager

Attorney at Law

Auditor

3


Designs/Computer work-

System Analyst Programmer

Data Processing Manager

Surveyor

Draftsman

Technical Officers-

Civil Technical Officer

Mechanical Technical Officer

Chemical Technical Officer

MiningTechnical Officer

Electrical Technical Officer

Clerical-

Accountant

Supply Manager

Stores Liaison Officer

Storekeeper

Quantity Surveyor

Confidential Secretary

Personal / Administrative Assistant

Clerk

Steno Typist

Typist

Accounts Assistant

Stores Assistant

Trades-

Drivers / Operators

Helpers

Mechanics


Electricians

Upholsters

Masons

Carpenters, etc.

• 1.3.2 Present Situation of the Organisation

With all these facilities now it looks as if the company has come to an end. Almost all

the construction works of major projects have stopped as it is. Most of the engineers

are idling as well as employees of other trades. But it has no connection with the

training of employees. This problem is related with the financial situation and new

policies of the Road Development Authority, the main client of the RC&DC.

1.3.3 Method of Training for Engineers in the Selected Organisation (RC&DC)

There are about 150 engineers in this company. The company continuously provided

them with the training in different areas. There is no fixed budget for this purpose.

The amount spent and the number of persons sent for training is decided by the higher

management. And it varies from time to time.

1.3.4 Method of Selection for Training

When there is a training course for engineers, applications are called from engineers

with maximum two years service in the company. Those who wish to attend the

course can forward their applications. From these applications engineers for the

particular training are selected as required by the higher management.

5


1.4 Objective of the Research

The objectives of this research study are:

1. To identify the training needs of the professionals in the Construction

Organisation selected (Case Study)

2. To analyse the above training needs and to compare the results

3. To propose a methodology for identifying training needs of professionals in

Construction Organisations

1.5 Research Methodology

The methodology for this research is as given below.

1. Literature review on training needs assessment.

2. Identify different categories of professional employees.

3. A questionnaire survey was conducted to identify training needs of above

professionals.

4. Analysis of data to evaluate the training needs of the professionals and

characteristics of those with respect to gender, age, seniority etc.

5. Making conclusions and recommendations.

1.6 Structure of the Report

This report is a case study in the training needs of the engineers employed in

RC&DC. Their training needs are analysed in preferred types of areas, courses and

time periods. In this study, the requirements of training as considered by higher

managers, also have taken into consideration.

6


The structure of the report is as given below:

Chapter 1 :

This chapter gives a description about the selected organisation, the development of

the organisation and the personnel employed in the organisation. The objective of the

research and the research methodology are also described finally.

Chapter 2:

This chapter is the literature review. It is observed that there are some studies

undertaken previously in the area of training, in Sri Lanka as well as in other

countries. It describes the importance of the continuous training for the personnel

engaged in the construction industry. The literature shows why it is so important to

have continuous training in new skills. It is not only the organisations, but also the

governments are helping in the training of personnel engaged in this industry, and

how it has become essential in this global situation.

Chapter 3:

This chapter gives the details of the questionnaire surveys and collection of data. This

chapter also describes the following areas:

• Categories of professionals considered

• Their characteristics in terms of gender, age, seniority etc.

• Development of the questionnaires

• Questionnaire surveys

Chapter 4:

This chapter is the analysis of data and interpretation of results.

Data was analysed under different topics such as:

Q Major areas of training required • Detail areas of training required

7


• Preferred types of courses

• Preferred types of durations

• The needs of the company based on the senior management

• Training courses available for professionals

Chapter 5:

This chapter gives the conclusions and recommendations of this research study.

C H A P T E R 2

L I T E R A T U R E R E V I E W

Chapter 2- Literature Review

2.1 Introduction

In every field, the world is getting developed. So it is same for the construction

industry as well. In the sense of development, it is mainly the new technologies that

help to carry out the work efficiently and effectively with reduced cost and time. To

get this development, the people have to know these developed technologies. The

education at schools or the universities do not provide all these knowledge. Therefore

the employees at all levels in the industry have to update their knowledge through

training. The literature shows that different types of studies done on the training in the

construction industry. Still there is a need to carry out some research type activities to

find out the requirements in different aspects. There are different types of areas in

which people require training. There are different types of occupations. There are

different levels in the same occupation. There are different types of organisations in

different fields (contracting, consulting, etc.). To get the maximum benefits, it is

required to provide the correct training to the required personnel.

This review has find some studies done in the past in Sri Lanka and overseas. This

chapter reviews the following literature.

• The need for training of professionals (Continuous Professional

Development)

• Studies previously undertaken

• Areas to be covered under questionnaire survey

2.2 The Need for Training in the Construction Industry

Day by day the technologies are improving. To go with the other companies in this

competitive environment we engineers also have to update our knowledge by training.

An engineer is always a manager because he/she has to always manage the time and

cost effectively.

9


To be a good manager in an organisation one needs to have additional skills and

competencies other than pure engineering skills. One's ability to gain or develop these

skills will depend on many factors including his/her exposure, adaptability, training

and continuous education and so on. One will not gain these skills only by virtue.

There are different ways to get the training.

The skills needed for project-to-project is different because one project is always

different to another project. The technology changes and the construction industry

need the engineers also to be trained to complete the projects in time within the cost in

the competitive market in the industry.

The construction engineer must have the skill to convert the things on the drawings

into the reality without fail. The engineer is engaged in this process to complete the

project effectively (Gunewardena & Jayawardene, 2001).

2.3 New Technologies and it's Effectiveness

Skills in all areas are needed for efficient and effective management in the field of

construction. Construction projects are very diversified. Consequently, project of a

given nature would be repeated only rarely. Thus the workforce does not have the

opportunity to specialise. But this will not always be true in the case of Sri Lanka

(Rosenfield et. Al. 1998).

Hence, a worker's training in his/her mastering of new technologies directly affects

two aforementioned factors, ability and job perception. Training in new technologies

usually is perceived by workers as a reward. Thus positively affecting their

motivation. Through the implementation of new technologies employees acquire not

merely the new technologies, but general knowledge and a sense of self-growth as

well (Rosenfield et. Al. 1998).

10


An employee's innate talent cannot be changed by technological improvements.

However, it can help to overcome some of his/her limitations, especially if the

improvement reduces the labour intensity of the task. On the other hand some of the

technological innovations need higher skills, which must be taken into account when

considering a new technology. Effective technological improvements can be

introduced as a dynamic process. Training and adoption is also one major stage

(Rosenfield et. Al. 1998).

2.4 The Engineer of Past, Today and the Future

The practice of civil engineering is becoming more global each day. Today the civil

engineer's career is in an era of a change. John F. Kennady said, "Change is the law

of life." In looking to the past it seems that the engineer of yesterday is the

technologist of today. Yesterdays engineer created the design, applied and tested the

design and recorded the results. Those results were then placed on codes, standards

and regulations enabling others to use these codes, standards and regulations without

the need of experience-based judgment or intuitive ability. Hence the technologist has

replaced the engineer in many situations. This does not intend to denigrate the

technologist, but rather to point out the elevation of the position of engineer to a

higher level of art, science and technology to meet today's need for leadership in the

area of civil infrastructure system.

The engineering technologist has satisfied a great portion of the need for an engineer

in the workforce. Certainly there is still a need for the experienced and/or creative

engineer, but not to the same degree as in the past. And this new engineer of today

and the future must have much broader skills. He or she need not have the capability

to solve all of the problems related to a project, but must be able to recognise all areas

of concern and properly deal with the issues, i.e. legal, political, societal, aesthetic and

financial as well as technical, economical and environmental. Of particular

importance is the ability to work in a team environment and to articulate the rationale

behind recommendations and conclusions (Pennoni 1998).

11


2.5 Improving Performance

Kuitiaraswamy (1997) has given significant proportions of idling time or preparatory

work observed in some examples indicating the high potential for increasing the direct

working time. It also suggests that apart from motivating the workers (to increase

their effective time) and upgrading their knowledge and skills (to increase their

efficiency in such effective time). It is also necessary to increase the quality of the

management so as to improve the systems of working. For example providing the

right information, material and equipment at the right time and scheduling and

coordinating the work appropriately would reduce idling and preparatory time. It is

therefore evident that the knowledge skills and attitude of management must be

upgraded, in addition to that of the workers (Kumaraswamy 1997).

Knowledge is taken as the learning of the relevant theory and techniques, 'skills' as

the ability to perform these techniques efficiently, and 'attitude' as the motivation and

commitment to apply such knowledge and skills in general as well as in the given

situation.

Performance being both qualitative and quantitative, is linked to quality and output

rates. The latter relate directly to productivity (output/ input). It is thus evident that

appropriate training strategies and programmes will be useful in upgrading the

knowledge, skills and attitude of workers and managers so as to enhance

organisational performance in terms of both quality and productivity (Kumaraswamy

1997).

2.6 Importance of Improved Training

The top three factors reducing construction productivity are identified as 'ineffective

project planning', 'Constraints on a workers performance', and 'lack of experience

and training' (Kumaraswamy 1997). . • • ,.. ^


The need for improved training of both workers and managers has been noted by

many recent researchers and commentators on construction industries in many

countries.

2.7 Improving Industry Performance

Common problems in many construction industries are often manifested in cost and

time overruns and /or quality shortfalls. Other symptoms of generic problems include

avoidable rework, waste, idle resources, accidents, claims, disputes and even

bankruptcies. The problems themselves and their root causes have been attributed to

various factors, such as unrealistic estimates, poor planning, productivity shortfalls,

inadequate quality and safety management, the fragmented nature of the industry and

the adverse relationships inherent in most construction contracts.

In seeking solutions to core problems, productivity and enhancement can reduce both

cost and time overruns, through increased efficiencies. Effective quality management

can of course directly minimise quality short falls. Taken together, improved

productivity and quality levels could thus boost construction industry performance in

meeting it's cost, time and quality targets. Productivity and quality levels attained are

dependent on the performance of construction workers and managers at all levels.

Such performance must in turn be dependent on attributes that need to be identified

and developed further (Kumaraswamy 1997).

2.8 Development in Leadership Skills

Carr (1997) stressed that the engineers should bring engineering capabilities which

makes engineers stand above the other players to the construction industry. He says

that the engineering is problem solving. It is problem solving that distinguishes

engineers from others. On this the engineers should build their leadership. He has

given the following areas, as research and attracted that there is still much to do.

13


1. Methods of describing the construction process.

2. Constructing design - Providing the shop drawings in making the

architectural and engineering design into realisation on site.

3. Document quality - To evaluate and control the quality of drawings,

specifications and other contract documents and instructions.

4. Packaging documents for site work - To bundle all the information

(drawings, specifications, test results, consultant reports, engineer approvals,

change orders, etc.) on each work item.

5. Sequencing the construction activities.

6. Document the construction with photographs, daily project reports etc.

7. Construction worker knowledge - Keep aware of the worker with what is

required by him in each step of the construction, by providing him with training,

instructions etc.

8. Construction safety - With the objective of no lost-time due to accidents,

because it is an interruption of an orderly process.

9. Construction ergonomics - To design work so it can be performed in a cost

effective quality manner and in a manner that protects construction workers.

10. Construction impact control - Construction is always disruptive. It makes

change. To develop methods to estimate the impact or to select an acceptable level

of disruption.

11. Erection stresses - To complete the work in reasonable expected and

acceptable levels.

12. Sub Contractor problems.

2.9 Marketing the Engineering Services

Today more than ever, the public is demanding engineering services better, faster and

cheaper. The public is much more knowledgeable regarding technical issues and

engineering is no longer a 'mystery' to individual non-engineers. The public demands

explanations and openly challenges opinions and recommendations. It is no longer

14

Chapter 2 - Literature Review

acceptable to simply study the problem and recommend a solution. You must explain

and defend, if not debate, your recommended solution, usually in a public forum. In

addition, it does not suffice to address only the technical, economical and

environmental aspects of a project; you must also consider societal, political, legal,

aesthetic and financial implications. This doesn't mean that you must be proficient in

each of these areas. However you must recognise their impact on a project and be

prepared to deal with each, usually by expanding your project team to include the

appropriate expertise. Additionally if you are dealing in an international environment,

which is not unusual today, you must deal with issues of language, culture, and

geography (logistics) as well (Pennoni 1998).

In marketing the professional services, relationship - building is one of the most

important investments that you can make. Personal contact is required to conduct

business effectively in foreign countries. Take the time to get to know your hosts and

potential clients. In general we have found that next to technical competence,

relationship building may be the most important aspect in deciding whether or not you

will do the business (Seven and Lew 1994).

2.10 Assessment of Training Needs

Specific short term short falls and long and medium term needs should be assessed by

construction manpower surveys that address both quantitative and qualitative needs.

While the relative volatility of the construction industry and the uncertainty of

workloads in its organisations militate against accurate and reliable forecasting of

figures the broad patterns and specific weaknesses may be identified (Kumaraswamy

1997).

The needs assessments are always useful in upgrading current training programmes.

There are different organisations in different countries. One such organisation in Sri

Lanka is the Institute for Construction Training and Development (ICTAD). Similar

organisations in some other countries are Construction Industry Training Authority

15


(CITA) in Hong -Kong, Construction Industry Development Board in the United

Kingdom and the National Center for Construction Education and Research (NCCER)

in the United States (Kumaraswamy 1997).

2.11 Training Issues on Adopting the New Technology (Computer Packages)

The adoption of a new technology often requires firms to make decisions regarding

training so that the full potential of the technology can be realised. Individual

employees may require vastly different levels of understanding of the new system and

depending upon the particular training needs of these workers, a training programme

of some sort or another may need to be selected. The training literature refers to the

importance of implementing a formal need analysis, prior to the selection of a training

programme, through which a firm can establish necessary training objectives. This

analysis broken down into three types as given below.

1. Organisational - Where and when is training needed in an organisation, does

it fit with the strategic goals of the organisation.

2. Task - The nature of the tasks to be performed on the job and the knowledge,

skills and abilities required to perform these tasks.

3 . Person - Who should be trained and what type of training is needed by

different personnel.

Through a formal needs analysis firms can gain a better understanding of what is

required of training system, better allowing them to select the appropriate method or

methods to satisfy these demands (Goldstein 1980).

Once the objective of the training programme have been established, it is then

necessary to choose the appropriate type of training method for the selection of

workers. If a thorough need analysis has been undertaken, then the task is simplified

significantly. The choice of appropriate method "should take into account learning

objectives, trainee characteristics, current knowledge about the training process and

16


practical considerations such as constraints and costs in relation to benefits." It is

important that the method, which is chosen, provide a good fit between training

method strengths and trainee needs (Mc Dermott and Marucheck 1995).

The effective selection of appropriate training methods can reinforce the types of

skills, which are developed. Training programmes can be classified as formal (eg.

Classroom setting with lectures) or informal (eg. Tutoring, 'hands - on' learning).

Formal training has been shown to reinforce the development of implicit skills. With

respect to CAD studies performed by Betty (1986) have concluded that formal

training is the prevalent method used in CAD, environments. Informal training while

less common in CAD environments, encompasses all other types of CAD information

transfer, including apprenticeships, tutorials, and co-location of CAD knowledgeable

workers with less CAD knowledgeable workers in the same work area while informal

training tends to reinforce the development of tacit skills. It also has the benefit of

being unencumbered by many of the environmental barriers to learning. (Eg. Fear of

failure, boredom, and negative reinforcement for asking questions and lack of

application to the work situation) which tend to be associated with formal methods. In

relocating work from the professional worker to the non technical worker, tacit skills,

which largely result from experience tend to diminish in relative importance when

compared to implicit skills, which are generally acquired through formal engineering

education or a technical programme (Adler 1989).

Although the quality of design work has traditionally been based on the tract skills

possessed by the designers, the acquisition of these skills may be de-emphasised in

the training /education process.

Vendors of software packages often offer to provide training (usually formal) to firms

who purchase their software, above and beyond the technical support phone lines

commonly bundled with the software and thus play a significant role in many firms

training decisions. Firms often choose a software package and assume that the vender-

suggested formal training. (Mc Dermott and Marucheck 1995).

17


2.12 Training and Implementation on Computer Systems

Using computerised systems in the construction industry is a new technology. It is an

accurate and faster method in office work involved with construction work. Computer

Aided Designs are very useful in preparation of Designs as well as in working

drawings. Mc Dermott and Marucheck (1995). state that in the process of adopting a

• new technology, firms commonly find that they need to make decisions regarding

employee training so that the new skills required by the technology may be acquired

by the organisation in an effective manner. The adoption of new technology usually

implies that the firm invokes new training policies in order to assure successful

implementation. There is little research, which provides managerial guidelines to

indicate what types of training programs are appropriate for firm with differing needs

and expectations of the technology. One such technology acquisition occurring in

electronic/ telecommunications industries is the wide spread adoption of Computer

Aided Design (CAD) systems.

Given the design complexity incorporated in many products today, it would be

virtually impossible to produce and revise the requisite designs without the use of

CAD system. As the diffusion of CAD becomes more widespread across various

industries, and new applications of CAD are popularised, the firm, which uses CAD,

can no longer assume that it holds a competitive advantage merely by possessing the

technology. Instead the firm may find that all of its competitors also use CAD and are

reaping the benefits of time savings and improved quality in design work. Thus in

these industries, CAD use has been reduced to a qualifying requirement for sustained

competitiveness with respect to the design function. In contrast, however, varying

degrees of cost savings can be achieved through CAD use in different firms by the

development of a technology deployment plan which aims to enhance the value-added

aspects of design work. CAD may be considered a core technology, and the issue for

management is longer whether to use CAD or not, but rather how to maximise the full

potential of the CAD system through cost effective training programmes aimed at

improving worker skills, abilities, the new product development processes.

18

UNIVERSIT WiOBATUWA, SR! LAM'-'/ Chapter 2- Literature Review

Bertz and Thompsett (1992) state that, although it is estimated that US organisations

spend over $ 44 billions per year on employee training, "training methods are often

seen as fads. Training programme evaluation is rear, and rigorous evaluation is

virtually non existent". Thus a firms selection of proper training programme or

method may be regarded as a critical decision which can potentially lead to significant

cost savings when compared to other firms, that have made sub optimal choices with

respect to training. However firms rarely perform a postmortem audit of the training

process in order to determine how to improve the selection of training methods so that

future training programmes are more effective.

The paper of Mc Dermott and Marucheck (1995) examine the training methods

utilized in a sample of firms using CAD in the electronics/ telecommunications

industries. Although the firms differ in size and structure, they have all successfully

adopted CAD systems, and are attempting to restructure their design work in order to

off load some tasks to non-technical personnel. Empirical data from incentive case

studies are collected and presented to highlight several important and interesting

alternatives that managers appear to face in their choice of appropriate training

method. The finding of their study raise a number of research questions relating to the

development of CAD training programmes and the cost and benefits of CAD.

2.13 T h e Ind iv idua l L e a r n i n g S t ra tegy

King (2001) states that an individual learning strategy emphasizes the training and

education of individual. The focus is on the enhancement of the value of the

organizations human capital. This approach maximise the opportunities for both

formal and informal learning through the institution of cooperate universities,

managerial development programmes on the job training and apprenticeship

programmes as well as through the establishment of informal mentoring programmes.

The conceptual basis for the individual learning strategy is that whole explicit

knowledge can be transmitted formally. The maximisation of individual learning

87311 19


requires that tacit knowledge be communicated as well. Since the transfer of tacit

knowledge, particularly, that which exists in the minds of experts, "cannot be codified

and can be observed only through it's application and can be acquired only through

practice." This strategy usually involves both formal training and on-the- job training

that enables an individual to capture the knowledge of exports through observation,

limitation and practice.

Emphasis must also be placed on the approach to individual learning. Most of what is

known about individual learning techniques concerns approaches to learning in

elementary and secondary school. King (2001) calls such approaches to learning

'pedagogy', in recognition of the word's Greek based stem 'pada' meaning child.

Individual learning strategies appropriate in learning organisations must be geared

toward adults, and these adult-oriented strategies are referred to 'andragogy'. (The

word's stem "andra" has its root in the Greek word for adult). Because the emphasis

of research has been on individual learning techniques intended for children, it is

important to mark the distinction between pedagogy and andragogy.

Pedagogy and andragogy differ greatly in terms of the concept of the learner and the

role of the learner's experience, readiness, motivation and orientation. In general, the

implementation of an individual learning strategy that is based on andragogy assumes

more of the learner, places more responsibility for learning on the learner, and should

be more effective with adult organisational participants.

The focus and objective of the individual learning strategy is the creation of higher-

valued human capital through the transfer of both explicit and tacit knowledge. It's

processes and systems are the employment of a range of education and training

programmes that are specially designed to maximise adult learnings.

The firm that adopts the individual learning strategy in pursuit of a learning

organisation is 'betting on its people' - that is, that enhanced individual learning will

translate into improved organisational behaviours and performance (King 2001).


2.14 The Organisational Learning

Organisational learning sometimes called adoptive learning is related to individual

learning. Indeed some early views of organisational learning did not clearly

distinguish individual and group learning.

The learning activities that are the focus of an organisational learning strategy focus

on 'learning by social systems' that result in changes in shared knowledge, values,

normative standards, and behavioural patterns in an organisation in response to

perceived current or potential changes in it's environment. This strategy may be

thought of as pursuing the creation of'social capital'.

The conceptual basis of the organisational learning strategy is that social capital, in

the form of various group and organisational competencies and capacities, can be

developed, refined and enhanced to enable the organisation to adopt to changing

circumstances and demands. The objective of an organisational learning strategy is to

facilitate such learning through organisational process. The process that organisations

may use is diverse, including formal training and practice in effective teamwork. The

performance measures that are appropriate to an organisational learning strategy

include reduced cycle times and costs for product development, project completion

and order fulfillment, improved productivity, increased customer and employee

satisfaction, and improved quality. The culture that is conductive to the success of this

strategy is one in which change is treated as normal and even desirable, one that

minimises 'future shock ', and one that emphasises andragogy rather than pedagogy

as an approach to group learning (King 2001).

2.15 Development through Continuous Education

The article by Alter and Koontz (1996) explains how the National Association of

Plumbing - Heating - Cooling Contractors (NAPHCC) which has over three

thousand members taken a proactive approach to improve the knowledge and quality

21


of their industry. NAPHCC has a well-funded Education Foundation and a long-term

commitment to both their members and their industry. They say that they are

committed to industry education for the following reasons:

1. Education has a positive financial impact on the bottom line.

2. On the job training has its merits, but distractions and responsibilities limit the

ability of employees to learn new techniques in their everyday work

environment.

3 . Today's clients expect continuous employee education of all employees.

4. Long-term employee productivity is enhanced through education in spite of

short-term productivity losses incurred, during off-site educational

experiences.

5. If contractors don't train their employees, their competition will get lost.

6. Changing industry technology, business methods and customer demands mean

that contractors must consider continuous training as a part of doing business.

7. Managers of projects are responsible for most of the costs of a construction

project and will benefit most from effective training.

8. Training managers during slow times prepare both the employees and the

company for the inevitable upturn in the business cycle.

9. Training managers during busy times provides instant feed back on new

techniques learned during a training programme.

10. Not providing training for managers is too expensive in a construction climate

with thin profit margins, increased competition and reduced opportunities for

additional work. The cost of re-work on one job could easily amount to ten

times the cost of a field-training programme.

Construction skills and training needs have changed with the introduction of new

business processes, different forms of organising production and technical innovation.

In UK, training provision has failed to adapt fully to the needs of a modernising

industry. Formal training programmes have been inappropriate in content and

inadequate in quantity. Many of them are out of date. An assessment is provided of

the types of skills and training required to implement innovative approaches for


improving construction performance. It is based on analysis of work carried out

during a major national review of construction operative and supervisory skills

training in UK undertaken for Construction Industry Board.

It seeks to provide a framework for analysing skill needs in the context of modern

performance targets, together with policy recommendations for decision - makers in

firms, governments and training institutions. The conclusion that a new generic

training programme required is of general relevance to practitioners, trainers and

researchers in UK and in other countries (Gann and Senker 1998).

2.16 Providing and Evaluating Training to Employees

Employers provide training for their employees with the intention of making their

productivity more. And also training the staff is an essential investment in today's

changing and competitive environment. But just sending staff to attend training

programmes is not enough. So the investor must try to get the maximum benefit of his

investment. (Kaufman 1999).

Kaufman has stated some useful guidelines to follow to get the maximum output of

the training. These guidelines help the management and staff interaction 'before',

'during' and 'after' the training programme. There are ten guidelines as given below.

Before the training programme: -

1. Review with staff why they were selected for the programme and discuss

anticipated benefits for the organisation. This shifts their perspective from

purely personal, "I am going to attend a training, to personal and

organisational. The organisation is making an investment, so I can attend a

training. The purpose of this investment is to help me upgrade my skills so

that our organisation become even more competitive and productive".

23


2. Ask participants to talk about how they might benefit from the programme.

Where do they see opportunities for improvement in their own skills and/

or behaviour?

3. Discuss and obtain agreement from your staff on their punctuality,

attendance, and participation, in the training programme.

4. Redistribute participants' workload during their absence so they do not

return to a mountain of pending matters. This helps participants to keep

their minds focussed on the course.

5. If sending more than one participant, create a 'buddy system' before they

go. Buddy teams can ensure that both participants get maximum value and

understanding from the training.

During the training programme: -

1. If the course is more than one day long, have participants brief their

managers as the course progresses. This can take the form of short face-to-

face meetings, telephone calls at the end of the day, or a summary fax

written and sent overnight. Participants should identify what material was

covered during the day, what new learning occurred, and what value they

see in applying this learning back at work.

2. Discuss any ambiguities or uncertainties that arise. Help participants

identify examples of learning points in application on the job. Help

formulate clarifying questions for participants to bring back to the course

instructor on the following day.

3. If there are interim assignments to complete, engage others who are not

attending the course in discussions and deliberations. This brings the

24


learning experience back into the office, building an internal support

network during and after the training.

After the training program: -

1. Meet the course participants to review:

• What were the most valuable learnings from this programme?

• What will you do differently now at work? In which situations?

Q When will you begin or try this new approach?

• What suggestions do you have to improve or customize the course?

• Who else should attend this particular training programme?

2. Discuss organisational improvement based upon the participants' new

learning. Be willing to implement new suggestions on a trial basis with

participants involved in tracking and implementation.

2.17 Training of Employees in Construction Industry

Ofori and Swee (2001) have given the factors influencing development of

construction enterprises in Singapore. Further they reveal that the literature stresses

the importance of improvements in effectiveness and efficiency of contractors if the

construction industry is to fulfill its tasks in a cost effective, timely and safe manner.

Various factors are considered to be instrumental in the development of contractors.

The most influencing factors of the development of the construction industry can be

identified and then measures can be applied to upgrade the contractors.

The literature indicates that the process of contractor development should include

various incentives ranging from those relating to the enterprises themselves through

the resources and the rest of the construction industry to the contractors operating

environment.

25


The international labour office (ILO 1987) observed that developing contractors

means instituting a range of policies and programmes including (i) improving access

to work, (ii) improving the business environment and (iii) offering training and

advisory services.

The United Nations Center for Human Settlements (UNCHS, 1996) discusses

contractor development programmes, which have been implemented in various

countries. These include indirect approaches where contractors are encouraged to

adopt appropriate practice and procedure through the use of state-owned organisations

to schemes offering a range of support measures such as work opportunities, training,

finance and advisory services, all administered by a central organisation.

The contractors, other construction practitioners, professionals and trade organisations

and international agencies can play and effective role in developing the construction

firms.

Many authors and governments expected the transfer technology by foreign

companies to lead to the upgrading of local contractors. The United Nations Center

for Transnational Corporations (UNCTC, 1989) noted that Transnational

Corporations can help developing countries to improve their contracting capabilities

by transferring technology and helping to improve the skills of employees.

According to the model Moavenzadeh and Hagopian (1984), Singapore contractors

progressively enhance their capability and capacity by working with foreign

contractors, until eventually they become able to export their services. It is necessary

to improve the technical and managerial capabilities of contractors to ensure that they

can achieve high productivity, efficiency and quality. The model transfers technology

and knowledge from its research and practice to the industry. It has also instituted

measures to enhance site safety and promote the use of information technology by the

industry (Ofori and Lean 2001).

26


2.18 Singapore Government's Incentives and Improvements

In Singapore the Construction Industry Development Board (CIDB) was formed in

1984 to oversee the continuous development of the construction industry. It's current

activities include i) training and skills testing, ii) carrier promotion and manpower

policies, iii) quality assessment of buildings and ISO 9000 certification of enterprises,

iv) promotion of buildable designs to encourage labour-saving methods, v) promotion

of IT applications, vi) administration of incentive schemes for productivity, vii)

provision of awards to recognise the achievements of construction enterprises in

quality and productivity, viii) registration of contractors and suppliers, ix) processing

and dissemination of information on the industry, x) monitoring and management of

key construction resources and xi) assistance for export of construction services

(Ofori and Lean 2001).

The aim of the CIDB (1994) is to develop a core of large, world-class contractors.

Lam (1997) outlined it's future priorities as; i) raising skills of construction

personals; ii) improving the quality of work; iii) addressing cost factors that make

the industry competitive; iv) removing the barriers to competition by local

contractors and, v) harnessing technology and innovation (Ofori and Lean 2001).

2.19 Role of Industry in Singapore

The private sector contractors are now professionally managed, employed qualified

persons, and have introduced managerial systems of quality and safety.

In Singapore the Singapore Contractors Association Ltd., encourages all builders to

upgrade their operations, become more professional and to aim for a high standard of

quality in service. It organises technical and management training programmes for its

member personnel.

27


2.20 Foreign Contractors Role in Singapore

Further to that Ofori and Lean (2001) states that in Singapore many foreign - local

joint ventures were formed in early 1980's. Many local contractors have worked with

foreign contractors as sub contractors. Therefore there has been some technology

transfer. The governments open - door policy in allowing foreign companies to

compete freely for projects has led to improvement in local contractors' performance

(Ofori and Lean 2001). '

2.21 Results and Problems Observed in Singapore Study

Despite the contractor development efforts in Singapore and the relative success

achieved, contractors still face problems (Economic Committee, 1986; CIDB, 1993)

Labour productivity is low, site management is relatively poor, and wastage is high

(CIDB, 1993). Most firms are unable to offer a wide range of services, which would

make them competitive (CIDB, 1994). Construction enterprises have become

dependent on government assistance. Thus further action is necessary (Ofori and

Lean 2001).

2.22 Construction Employment and Training - U.K.

In UK it is found that a rapid growth in self employment (Evans and Hodkinson

1998).

The reasons are found to be:

• Shortage in skills

• Immigration of foreign workers

• Rising unemployment in industry

28


The companies require maximum labour flexibility and rising levels of labour

productivity. Due to self-employment it is seen that lower levels of training and

slower responses to innovations. In many European countries qualifications are linked

to wage rates. In that country higher skills receive better remunerations. There is a

strong incentive for operatives to train. It is revealed that there is a need for a common

broadly based training programme, which incorporates modern construction skills,

especially multy-skilling. Thus new training approach will need to encourage the

skilled craftspersons to expect change and to move towards a learning culture.

2.23 Areas to be Covered in the Training by Professionals

The Institute for Construction Training and Development has done a Management

Information System (MIS) on labour market for labour force in Sri Lanka (ICTAD,

1996).

In this information system six major areas have identified as required areas of training

for administrators, managers and professionals. These new areas of skills required to

meet the current requirements in the industry as identified by the organisation

surveyed in study. The six areas are:

1. Administration and management

2. Engineering and technology

3. Quantity surveying

4. Accountancy

5. Communication skills

6. Computer applications

In this MIS Administrators and Managers have considered as one category and all

other professionals sub divided as given below:

29


Professionals-

1. Civil Engineers

2. Electrical Engineers

3. Mechanical Engineers

4. Other Engineers

5. Architects

6. Quantity Surveyors

7. Accountants

8. Other Professionals

2.24 Studies Done in Sri Lanka

In Sri Lanka the Institution for Construction Training and Development has done

surveys to assess the training needs in the construction industry. This study was done

by the Construction Engineering and Management Division (CE&MD), of the

University of Moratuwa, on the request of ICTAD.

In this assessment it has considered a period of five years from year 2001 to year

2005. In this assessment the following trades are considered including the

professionals in which the engineers are included (ICTAD, 2001).

1. Administrative and Managerial

2. Professionals

3. Technicians, Supervisory and similar grades

4. Clerical and related

5. Sales and Service workers

6. Craft and related workers

7. Operators and Mechanics

8. Elementary occupations

9. Unclassified workers

30


Under the professionals again the following sub categories were further broken down:

a. Civil Engineer

b. Electrical Engineer

c. Mechanical Engineer

d. Project Engineer

e. Building Services Engineer

f. Quality Assurance Engineer

g. Information System Engineer

h. Fire Detection/ Protection Engineer

i. Architect

j . Quantity Surveyor

k. Accountant

1. Other Professionals

In this study Civil Engineers have participated at a higher rate than the other

categories of professionals. In this survey different areas of training were identified as

required by the different categories of employees.

31


Table 2.1 - The Areas of Training Needed and the Percentage of

Demand for Training for the Administrators, Managers and

Professionals (ICTAD, 2001)

Area of Training Percentage Demand

(%) Computer Applications/ Packages 46.82

Project Management 46.35

Financial Management 33.88

Contract Administration 32.24

Technical Skills 30.35

Computer Aided Drafting 29.41

Communication Skills 25.65

Human Resource Management 24.71

Costing 21.88

Quality Management 18.35

Industrial Safety and Fire Protection 7.53

Marketing and Selling Skills 4.94

32

Chapter 2 - Literature Review

Table 2.2 - Specific Training Areas Needed by Different Occupations

(Administrators, Managers and Professionals) (ICTAD, 2001)

Area of Training Percentage Demand for Different

Professionals (%) Area of Training (1 )* (2 )* (3 )* (4 )* (5 )* (6 )*

Computer Applications/

Packages 42.8 53.8 33.3 18.1 18.7 52.9

Project Management 45.7 51.1 52.3 45.4 56.2 25.4

Financial Management 28.5 36.0 28.5 30.3 18.7 37.2

Contract Administration 37.1 38.8 14.2 18.1 37.0 19.6

Technical Skills 22.8 32.4 42.8 36.3 43.7 25.4

Computer Aided Drafting - 31.9 28.5 39.3 37.5 29.4

Communication Skills 21.4 29.2 28.5 24.2 25.0 17.6

Human Resource Management 21.4 32.8 19.0 24.2 12.5 5.8

Costing 12.8 18.2 19.0 15.1 6.2 58.8

Quality Management 25.7 21.0 23.8 12.1 6.2 7.8

Industrial Safety & Fire

Protection 5.7 10.0 4.7 9.0 - 3.9

Marketing and Selling Skills 5.7 5.9 - 6.0 6.2 1.9

( 1 ) * - Administrative Managers ( 2 ) * - Civil Engineers ( 3 ) * - Electrical

Engineers ( 4 ) * - Mechanical Engineers ( 5 ) * - Architects ( 6 ) * - Quantity

Surveyors

33


Table 2.3 - Mode of Training and Financial Sponsorship for Administrators, Managers

and Professionals (ICTAD, 2001)

Occupation Category

Mode of Training Finance Source

Occupation Category Full Time (%)

Part Time (%)

Self Sponsored

Sponsored by Other

Party Administrators and Managers 7 93 9 91

Civil Engineers 11 89 10 90

Electrical Engineers 15 85 8 92

Mechanical Engineers 21 79 26 74

Architects 8 91 12 88

Quantity Surveyors 1 99 29 71

Table 2.4 - Type of Training for Administrators, Managers and Professionals (ICTAD,

2001)

Type of Training Programme

Occupation

Category

(%) Occupation

Category Masters or

Higher

Degree

Degree or

Equivalent Diploma

In-house

Short

Course

External

Short

Course

Seminars/

Workshops

Administrators &

Managers 8.37 2.46 13.30 28.08 30.05 16.26

Civil Engineers 17.00 5.29 16.25 20.40 28.97 12.09

Electrical Engineers 22.58 8.06 20.97 24.19 22.58 1.61

Mechanical

Engineers 11.96 - 20.65 36.96 25.00 5.43

Architects 2.33 - 11.63 32.56 25.58 27.91

Quantity Surveyors 13.01 6.16 19.86 26.71 27.40 3.42

All 14.75 4.62 17.02 24.14 28.25 11.23

34


Table 2.5 - Duration of Training for Administrators, Managers and Professionals

(1CTAD, 2001)

Duration of Training Programme

Occupation Category Less than 2 Weeks

Between 2 Weeks

to 2 Months

Between 2-6

Months

Between 6

Months and One

Year

Over One Year

Administrators & Managers 32.51 23.15 15.27 18.23 9.85

Civil Engineers 12.22 30.73 24.18 14.11 18.01

Electrical Engineers 3.23 24.19 17.74 35.48 19.35

Mechanical Engineers 15.22 18.48 39.13 17.39 9.78

Architects 16.28 30.23 32.56 13.95 6.98

Quantity Surveyors 6.16 12.33 43.15 27.40 6.16

All 14.29 26.08 26.01 17.66 14.73

In this study, Training needs of administrators, managers and professionals as

perceived by employees can be summarised as follows:

1. Employers perceive that Financial Management and Human Resource

Management as the two most important areas of training required by

administrators and managers which have also been identified by

administrators and managers themselves as somewhat important although

they are not in the first three areas identified by them. On the other hand

employers have given the least priority for some areas of training requested

by the employees with highest priority.

2. Computer applications/ packages have been requested by the employees as

one of the areas with highest priority by all occupations but it has not been

identified as important by employers.

35


3. Project Management has been identified by both the employees and

employers as an area needing further training for all professionals.

4. Further training on communication skills has been given higher priority by

employers than the employees themselves.

The information found in this study on the annual retraining requirement for

administrators and managers professionals and technician categories are very useful in

making policy decisions on Human Resource Development issues with respect to

training. The estimated average annual retraining requirements of these three

categories of employees are 270, 1375 and 1300 respectively. The details with respect

to sub-categories are given in the Table 2.6.

The report further states that as far as retraining of administrators, managers and

professionals are concerned, it is reasonable to assume that all employees in these

categories do have the educational capability to follow common retraining programes

in areas identified. Therefore demand for common training areas indicated in the

following table could be considered in planning training programes for employees in

these categories.

36


Table 2.6 - Annual Retraining Requirement (ICTAD, 2001)

Category of Occupations Estimated Annual Retraining

Requirement (Numbers)

Administrators and Managers 270

Professionals

Civil Engineer 820

Electrical Engineer 20

Mechanical Engineer 35

Architects 70

Quantity Surveyors 160

Technicians and similar

Civil 960

Electrical 65

Mechanical 75

Drafts person 200

37


Table 2.7 - Training Areas and Estimated Average Annual Demand for

Retraining. (Administrators, Managers and Professionals etc.) (ICTAD,

2001)

Area of Training Estimated Average Annual Demand

for Retraining (Numbers)

Computer applications/ packages 810

Project Management 800

Financial Management 580

Contract Administration 560

Technical Skills 520

Computer Aided Drafting 510

Communication Skills 440

Human Resource Management 430

Costing 380

Quality Management 320

Industrial Safety & Fire Protection 130

Marketing and Selling Skills 90


2.25 What is Done in Past

Identify the training requirements in the

construction industry

Identify the areas of training and

categories of employees

Surveys to estimate the percentage

requirements

Making conclusions

Recommendations for the future activities

39

C H A P T E R 3

Q U E S T I O N N A I R E S U R V E Y A N D

C O L L E C T I O N O F D A T A

Chapter 3 - Questionnaire Survey and Collection of Data

3.1 Introduction

The data required for this research project was collected through questionnaire

surveys. Two surveys were carried out as given below.

Survey 1 - This is to obtain the details and ideas regarding the required training needs

for employees. The participants are the engineers employed in RC&DC. And also the

relevance of each area, pertaining to each person was examined.

Survey 2 - This is to obtain the idea of employer (company heads) regarding the

training needs for their subordinate engineers. The participants for this survey were

the company top managers (Deputy General Managers and Senior Engineering

Managers).

3.2 Categories of Professionals Considered

In this research project only the engineering grade personnel were considered.

Engineers of different specialties were participated (i.e. civil, mechanical).

3.3 The Characteristics of Engineers in Terms of Gender, Age, Seniority etc.

The participants' personal characteristics were discussed in the part - I of survey - 1

(Annex 1).

Seniority is considered by the present designations given to them. Positions are not in

relation with the seniority.

40


3.4 Development of the Questionnaires

3.4.1 Questionnaire Survey - 1

This questionnaire is to get the individual ideas of the requirement of training and

their relevance to each area. This questionnaire consists of three parts.

Part - 1 of this questionnaire consists of the general and personal details such as age,

gender, experience, educational level etc.

Part - 2 discuss how far it is relevant each area to each person. This part was

developed to include the areas of training required for engineers.

The main areas were identified before and obtained from the report 'Executive

Summary - 2001' , by ICTAD. These main areas were identified, as the areas needed

training for administrators, managers and professionals. In this survey the category

involved are professionals, and hence, the same areas as in the ICTAD report were

suitable for this survey also. In the ICTAD report thirteen main areas were identified

as the areas required training, as these areas are relevant to RC & DC also.

These identified areas were taken as the basis for development of the part - 2 of the

Questionnaire. Those major areas were again sub-divided into sub areas. This section

of the questionnaire - 1 , it is to examine how far it is relevant each sub area to each

person in there present activities. The relevance was grouped in to five groups.

Those groups are:

1. extremely relevant

2. very relevant

3. somewhat relevant

4. less relevant

5. not relevant

41


At the end of each sub area, some rows were provided for any other areas to be

included by persons who answer, if required.

Part -3 of the questionnaire was intended to be answered by the engineers those who

require any more training. This part discussed about the needs of training for

individuals as a requirement of them. It surveyed what type of courses and what type

of periods required for each person in each main area.

Finally the details of training already obtained by each person also questioned.

3.4.2 Questionnaire Survey - 2

Questionnaire survey - 2 was prepared to get the idea of senior managers of the

company regarding the requirement of training for engineers in the company. It

questioned suitability of the type of time period and type of course in each area. The

same main areas as in the questionnaire -1 were considered.

3.5 Questionnaire Surveys

3.5.1 Survey for Professionals

The questionnaire was distributed randomly to the engineers employed in RC&DC by

hand and through post. About 85% of the completed questionnaires were received.

As mentioned in Section 3.4.1, this questionnaire has three parts.

Part 1 gives the personal details, employment details and skill levels (educational

qualifications and professional qualifications) pertaining to the individual.

Part 2 gives the relevance to individuals, in each sub area.

42


The main areas and the sub areas are given below:

1. Technical Skills

1.1 Handling survey instruments and setting out

1.2 Interpretation of construction drawings

1.3 Plant and equipment management including proper utilization of

machinery

1.4 The method of construction and the sequence of activities

1.5 Design of temporary works (coffer dams, sheet piles, etc.)

1.6 Construction equipment and methods

1.7 Construction technology 1.8 Understanding specifications

2. Financial Management

2.1 Purchasing material and equipment

2.2 Cost controlling and monitoring

2.3 Cost accounting (including stock control, pricing etc.)

2.4 Financial accounting

2.5 Evaluating financial performance

2.6 Working capital management

2.7 Financial planning

3. Costing

3.1 Unit rate analysis

3.2 Estimating

3.3 Cost accounting

3.4 Inventory control

3.5 Stock control

43


4. Human Resource Management

4.1 Time management

4.2 Delegation

4.3 Leadership

4.4 Managing personal stresses

4.5 Negotiations

# 4.6 Motivation

5. Communication Skills

5.1 Presentations

5.2 Conducting meetings

5.3 Written communication

5.4 Proficiency in English language

6. Project Management

6.1 Project planning techniques

6.2 Resource planning

6.3 Project team building

* 6.4 Quality management

6.5 Risk management

6.6 Cost control and monitoring

6.7 Project planning techniques

7. Contract Administration

7.1 Preparation of claims

7.2 Preparation of monthly valuation

7.3 Handling disputes

7.4 Contract documents

7.5 Contract law

7.6 Labour law

7.7 Contract procedure

7.8 Site records

44


8. Quality Control and Assurance

8.1 Required tests and inspection

8.2 Standards

8.3 Statistical methods in quality control

8.4 Site supervision

8.5 Quality control documentation (including forms, check lists)

8.6 Remedial and corrective action

8.7 ISO 9000 Quality Management System

8.8 5 - S Method

8.9 Continuous improvement

9. Marketing and Selling Skills

9.1 Relationship building with clients

9.2 Competitive bidding

9.3 Market analysis

9.4 Public relations

10. Industrial Safety and Fire Protection

10.1 Knowledge in safety equipment

10.2 Site safety

10.3 Dealing with accidents

10.4 Fire protection

10.5 Occupational health

11. Computer Packages

11.1 Excel

11.2 Word

11.3 Access

45


12. Computer Applications

12.1 In project planning

12.2 In costing

12.3 Estimating and tendering

12.4 Management information systems

• 13. Computer Aided Drafting

13.1 Auto CAD knowledge

Part 3 gives the requirement of training to each person. The requirement is discussed

in two sections. The first section gives the types of courses, each prefers to have in

each main area.

The type of courses are given below:

1. Masters or higher degree

2. Degree or equivalent

3. Diploma

4. Short course /Training programme (in house)

5. Short course /Training programme (out side the organisation)

6. Seminars /Conferences /Workshops

The type of time periods are given below:

1. Week ends

2. Less than two weeks

3. Between two weeks and two months

4. Between two months and six months

5. Between six months and nine months

6. Between nine months and one year

7. Over one year

46


The third section gives the details of the training already had in the main areas.

3.5.2 Survey for Managers

The questionnaire - 2 was distributed randomly to the senior managers and 100% of

them were completed and returned.

This survey provides the details of training requirements of the company. Senior

managers of the company expressed the training requirement for their subordinates.

The main areas are given below:

1. Technical Skills


3. Costing










First section gives the type of courses required in each main area. The type of courses

are the same as given in Section 3.5.1.

The second section gives the type of time periods required in each main area. The

type of time periods are the same as given in Section 3.5.1.

47

CHAPTER 4

ANALYSIS OF DATA ON

INTERPRETATION OF RESULTS

Chapter 4 - Analysis of Data on Interpretation of Results

4.1 Introduction to Analysis of Data

The data collected by the questionnaire surveys were processed mainly using the

computer. The packages used in this purpose are Access and Excel. The tables and the

results are given in Section 4.2.

The data required for the research was collected through questionnaire surveys. The

questionnaire -1 was distributed randomly to about 85 engineers employed in

RC&DC. For the engineers far away from Colombo, the questionnaire was sent by the

post, while the others were given by hand personally. The number of engineers

replied for the questionnaires were 69. The participants are of male and female both.

The number of male engineers is 49, and the number of female engineers is 20.

The categories of engineers answered in this survey are given below:

1. Civil engineers

2. Mechanical engineers

The types of work (responsibilities and duties) are different depending on the position

of each engineer. But the designations of the engineers depend on the seniority,

irrespective of the position. And there is no clear relationship between the designation

and the position. Therefore in this analysis the designation was considered in the

categorization, rather than the position.

Designations of the engineers answered in this survey are given below:

1. Senior Civil Engineers (S. C. E.)

2. Civil Engineers (C. E.)

3. Senior Mechanical Engineers (S. M. E.)

4. Mechanical Engineers (M. E.)

5. Quarry Engineers (Q. E.)

6. Technician Engineers (T. E.)

48


Total number of senior managers answered in the questionnaire survey -2 are six.

The categories of managers answered in this survey are given below:

1. Deputy General Manager

2. Senior Engineering Manager

4.2 Data Analysis Under Different Topics

4.2.2 Gender and Married Status

The percentage of male engineers and female engineers answered in this survey are

70% and 29% respectively. So the male percentage is very much higher than that of

the female. Table 4.1 shows that the male percentage is higher in both married and

single categories. But when considering the widower, it has changed and the female

widower percentage is higher. Table 4.2 shows that more than 90% of the sample is

married. The single status percentage is very low and there is an extremely low

percentage of widowers also.

49


Table 4.1 - Percentages of Designation /Married Status /Sex

Designation Married

Status % Total

%

Female % Male

Senior Civil Engineer Married

Single

Widower

43.5

2.9

1.4

13.0

1.4

1.4

30.4

1.4

0.0


Total % 47.8 15.9 31.9

Civil Engineer Married

Single

Widower

34.8

2.9

1.4

10.1

1.4

1.4

24.6

1.4

0.0

Civil Engineer

Total % 39.1 13.0 26.1

Senior Mechanical Eng. Married 2.9 0.0 2.9 Senior Mechanical Eng.

Total % 2.9 0.0 2.9

Mechanical Engineer Married 7.2 0.0 7.2 Mechanical Engineer

Total % 7.2 0.0 7.2

Quarry Engineer Married 1.4 0.0 1.4 Quarry Engineer

Total % 1.4 0.0 1.4

Technician Engineer Married 1.4 0.0 1.4 Technician Engineer

Total % 1.4 0.0 1.4

Total 29.0 71.0

50


Table 4.2 - Percentage of Married

Status /Sex

Married

Status Sex Percentage

Married Male 75%

Female 25%

(91%)

Single Male 50%

Female 50%

(6%)

Widower Male 0%

Female 100%

(3%)

4.2.2 Age Distribution of Engineers

Table 4.3 and Figure 4.1 shows that male engineers are distributed within the age

period from 30 years to 54 years. But female engineers distribution is only within the

age period of 35 years to 44 years. The age period to which the maximum engineers

belong is the age period 35 - 39 years. And also in which the maximum number of

male engineers as well. But the highest number of female engineers is within the age

period 40 - 44 years.

Table 4.4 shows that the percentage of male engineers is very much higher compared

to the female engineers. It also shows that the more percentage of female is over the

age 40 years.

When considering the percentage of male engineers, it shows a different behaviour.

The male engineers over 40 years of age are lesser than those below 40 years. That

51


shows a decrease in female engineers entering the road construction work in this

company.

When Considering the over all group of engineers, engineers below 40 years of age

are more than those whose age is over 40 years. That is the younger engineers are

more.

Table 4.3 - Age Distribution of Engineers

Age Period Male % Female % Total %

3 0 - 3 4 8.70 0.00 8.70

3 5 - 3 9 34.78 11.59 46.37

4 0 - 4 4 18.84 17.39 36.23

4 5 - 4 9 4.35 0.00 4.35

5 0 - 5 4 4.35 0.00 4.35

Total 71.02 28.98 100.00

30 T

25

20 a O) c 15

o 10

5

0 Ed

0 Female %

• Male%

30-34 35-39 40-44 45-49 Age period (years)

50-54

Figure 4.1 - Age Distribution of Engineers

52


Table 4.4 - Percentage of Engineers in Specified Age Limits

Male Female Total

Sample

% Below 40 years 6 1 % 40% 55%

% Over 40 years 39% 60% 45%

Total • 100% 100%

4.2.2 Distribution of Engineers in Districts (Place of Work)

Table 4.5 shows, the number and percentage of engineers work in each district. We

can observe a gathering of engineers all over the country. But a very high percentage

is from Colombo. And then in Kandy, Badulla, Gampaha, Kurunagala and

Anuradhapura, there are lesser percentages of engineers. And very low percentages

from the other districts. Number of districts from which the engineers participated in

this survey are 17 out of total 23 districts of Sri Lanka. That means the pecentage

districts from which the engineers participated is 74%.

53


Table 4.5 - Districts or the Places of Work oj Engineers

No District % of Engineers

1 Colombo 36%

2 Kandy 12%

3 Badulla 7%

4 Gampaha 7%

5 Kurunagala 7%

6 Anuradapura 6%

7 Kaluthara 4 %

8 Kegall 4 %

9 Gall 3 %

10 Matale 3 %

11 Ampara 1%

12 Hambantota 1%

13 Kataragama 1%

14 Polonnaruwa 1%

15 Ratnapura 1%

16 Trincomalee 1%

17 Vavuniya 1%

4.2.4 Experience of the Engineers

The selected sample of engineers has the experience in the following fields. Some of

them have gained experience in more than one field, as listed below.

1. Road construction

2. Bridge construction

3. Building construction

4. Road design

5. Bridge design

54


Figure 4.2 shows that the experience of this sample is ranging from 7 years to 30

years. About 70% of the engineers are with experience equal or below 15 years. There

are about 30% of engineers with experience more than 15 years. More percentage of

engineers are with lesser experience. From Figure 4.2, it is seen that the highest band

is for the experience limit of 14 years.

• Table 4.6 -Experience of the Engineers

Experience

(years) % of Engineers

7 9

8 17

9 4

10 10

11 4

12 0

13 4

14 20

15 9

16 7

17 4

18 1.5

19 1.5

20 1.5

21 1.5

22 1.5

30 3

55


<u

E 3

25

20

15

<1> c cn c

W

10

T- CO l O CT> r - CO IT) 1^- O CM CM CM CM CM

Experience (Years)

Figure 4.2 - Experience of the Engineers

4.2.5 Highest Skill Level

Table 4.7 shows the highest skill level distribution of the survey - 1. That is the

highest educational qualifications they have obtained. The skill levels they have had

are in the following order.

1. Diploma

2. IESL/Par t l l

3. Degree

4. PG Diploma

5. M. Sc.

In the analysis these levels are divided into three categories.

They are:

a) PG Diploma and above (PG Diploma and M. Sc.)

b) degree and equivalent (Degree and IESL / Part II)

c) below degree (Diploma)

Figure 4.3 shows the percentages calculated for each category.

56


In this selected sample a considerable percentage of engineers has obtained the skill

level of P.G. Diploma or above. More than 50% of the sample has obtained the skill

level of degree or equivalent skill and very small percentage of engineers has obtained

the skill level below the degree.

Figure 4.3 - Highest Skill Level Distribution

In both male and female engineers, Degree level engineers are more than the PG

Diploma and above level. Similarly in both male and female engineers, Degree level

engineers are more than the skill level below the degree level.

57


Table 4.7 - Percentage in Highest Skill Level, Designation /Male /Female

Skill Level Designation % Total % Female % Male

PG Diploma &

above

30.4%

Senior Civil Engineer 52 9.52 42.86 PG Diploma &

above

30.4%

Civil Engineer 43 14.29 28.57 PG Diploma &

above

30.4% Mechanical Engineer 5 0.00 4.76

PG Diploma &

above

30.4% Total 24.00 76.00

Degree & equivalent

55.10%

Senior Civil Engineer 45 21.05 23.68

Degree & equivalent

55.10%

Civil Engineer 37 13.16 23.68

Degree & equivalent

55.10%

Senior Mechanical

Engineer 5 0.00 5.26 Degree & equivalent

55.10% Mechanical Engineer 11 0.00 10.53

Degree & equivalent

55.10%

Quarry Engineer 3 0.00 2.63

Degree & equivalent

55.10%

Total 34.21 65.79

Below Degree

14.50%

Senior Civil Engineer 50 10.00 40.00

Below Degree

14.50%

Civil Engineer 40 10.00 30.00 Below Degree

14.50% Technician Engineer 10 0.00 10.00

Below Degree

14.50%

Total 20.00 80.00

Table 4.7 shows that the highest percentage of male and female engineers is in the

skill level of degree or equivalent. The percentage of both male and female engineers

in the skill level below degree is very small.

In the highest skill level PG diploma and above, the highest percentage is senior civil

engineers. The lowest percentage of this category is mechanical engineers. And also

there are a considerable percentage of civil engineers.

58


Here the highest skill level considered is the PG Diploma and above. The engineers

who have obtained this level as their highest skill level are of only three categories.

They are senior civil engineers, civil engineers and mechanical engineers.

But when considering the engineers who are of degree level and equal skills as their

highest skill level there are five categories of engineers, 1) senior civil engineers, 2)

civil engineers, 3) senior mechanical engineers, 4) mechanical engineers, 5) quarry

engineers. The lowest level of the skills considered here is below degree. This skill

level as their highest skill has obtained by only three categories, senior civil

engineers, civil engineers and technician engineers only.

There are senior civil engineers with different skill levels, PG diploma and above,

degree and equal, and below degree. Similarly civil engineers are also with different

skill levels, PG diploma and above, degree and equal, and below degree. There are no

senior mechanical engineers, mechanical engineers, or quarry engineers at the skill

level less than degree level.

Table 4.8 - Percentages of Highest Skill Level, Male /Female

Skill Level % of Total

Sample

% Male % Female

M. Sc. 3% 100% 0%

P.G. Diploma 28% 74% 26%

Degree 46% 69% 3 1 %

IESL 9% 50% 50%

Diploma 14% 80% 20%

M Sc. as the highest skill has obtained by the lowest percentage. The highest

percentage of engineers is at the skill level degree. Considerable percentage of

engineers has obtained higher skill level of PG Diploma.

59


4.2.6 Distribution of Professional Members

There are some professional bodies in which the engineers can obtain the

membership.

The engineers considered in this sample have obtained the membership in the

following institutions:

1. Institute of Engineers, Sri Lanka

2. Institute of Project Managers, Sri Lanka

3. American Society of Civil Engineers

4. Institute of Structural Engineers, UK

5. Institute of Civil Engineers, UK

6. Institute of Engineers, Australia

7. Institution of Incorporated Engineers, Sri Lanka

The types of memberships are as given below:

1. Corporate member

2. Member

3. Associate member

The analysis shows that, 56% of the total sample is having the membership in

professional institutions. Some of these engineers have got the membership in more

than one institution. 55% of the female engineers, and 57% of the male engineers

have obtained the membership in professional institutions.

Table 4.9 shows that other than the quarry engineers or the technician engineers, the

other categories of engineers have obtained the membership in professional

institutions.

60

• Chapter 4 - Analysis of Data on Interpretation of Results

Table 4.11 shows that, membership in IESL is very much higher than to any other

institution.

Table 4.9 - Percentages in Professional Institutions

Designation % Total % Male % Female

Senior Civil Engineer 54 67 33

Civil Engineer 36 71 29

Senior Mechanical Engineer 5 100 .0

Mechanical Engineer 5 100 0

Table 4.10 - Percentages of Professional Membership in Each Designation

Designation % of Professional Members

in Each Category

Senior Mechanical Engineer 100

Senior Civil Engineer 64

Civil Engineer 51

Mechanical Engineer 40

Total 56

Table 4.11 - Professional Membership and Percentage of Engineers

Membership % of engineers

Associate Member /IESL 56.41

Member /IESL 25.64

Other institutions 12.82

Corporate Member /IESL 7.69

61


4.2.7 Analysis of Relevance - Based on Mean Value

In the literature review, it is identified some major areas which are relevant to the

engineers. These major areas were sub-divided into sub-items. Different areas are

relevant to each engineer in a different way. In the survey this relevance was

measured by giving a number system (weightage). The extent of relevance is divided

into five parts. These parts are named as 1) not relevant at all, 2) less relevant, 3)

somewhat relevant, 4) very relevant, and 5) extremely relevant. To measure the

relevance, it is given values (weightages) 1, 2, 3, 4 and 5 to each relevant group

respectively. Then mean value of the relevance in each area to all engineers was

calculated. From this mean value of the weightage, we can see to what extent each

area is relevant for those engineers.

The Table 4.12 shows the following details.

• Technical Skills - All the sub items are very much relevant to all engineers.

Female engineers show a higher weightage for the sub-items in technical skills

than the male engineers. But in plant and equipment management male

engineers show more relevance than female engineers.

• Financial Management - All the sub-items show very or somewhat relevance

to all engineers other than the working capital management. Female engineers

have given more weightage for sub items than the male engineers.

• Costing - All the sub items are very relevant to all engineers. In this area also

female engineers have given more weightage in relevance than the male

engineers.

• Human Resource Development - All the sub items are very relevant to all

engineers. Female engineers show a higher weightage in relevance than male

engineers.

62


• Communication - All the sub-items show very or somewhat relevance to all

engineers. Here again female engineers show a higher weightage in relevance

than male engineers.

• Project Management - All the sub items show it is very relevant to all

engineers. Male Female both show an equal weightage on project

management.

• Contract Administration - This gives variations in weightage for different sub

items. Prepare valuations and site records have very relevance. Contract law

and arbitration has less relevance. Male and female both show an equal

weightage in each sub item.

• Quality Control - The sub-items show a variation in relevance. ISO-9000 and

5-S method is less relevant and tests, standards, site supervision,

documentation, corrective action, are very relevant. Statistical method is

somewhat relevant. Male and female both show an equal weightage in each

sub item.

• Marketing - When considering all engineers two sub items relationship

building and public relations are very relevant while two sub items bidding

and market analysis is less relevant. Male and female both show an equal


• Safety - All the engineers show very relevance to all the sub items other than

fire. For fire they show less relevance. Both male and female show an equal


• Computer Packages - This is somewhat relevant to all engineers. Female

engineers show more weightage than male engineers.

63


• Computer Applications - Similar to the computer packages this also shows

somewhat relevance when considering all engineers. In this also female

engineers show more weightage than male engineers.

q CAD - Very similar to the computer packages this is somewhat relevant or

less relevant when considering all the engineers. Female engineers show more

weightage than male engineers.

Table 4.12 - Mean Value of the Weightage in Each Training Area

Weightage Weightage Weightage

Area Sub Area Mean of

Total

Mean of

Female

Mean of

Male

1. Technical skills

1.1 Handling survey instruments and

setting out 3.4 3.8 3.2

1.2 Interpretation of drawings 3.6 3.95 3.5

• 1.3 Plant & equipment management

and proper use of machinery 4.2 4 4.3

1.4 Method of construction 4.0 4.2 3.9

1.5 Design temporary work 3.0 3.3 2.9

1.6 Construction equipment &

method 3.8 3.9 3.7

1.7 Construction technology 3.9 4.2 3.7

1.8 Understand specification 4.1 4.15 4.1

2. Financial Management 2.1 Purchase material & equipment 3.8 3.8 3.8 2.2 Cost control & monitoring 4.3 4.2 4.3 2.3 Cost accounting 3.7 3.9 3.6 2.4 Financial accounting 3.1 3.4 3.0 2.5 Evaluate financial performance 3.3 3.6 3.2 2.6 Working capital management 2.7 2.9 2.6 2.7 Financial planning 2.8 3.2 2.7

64


3. Costing

3.1 Unit rate analysis 4.1 4.0 4.1

3.2 Estimating 3.7 3.9 3.7

3.3 Cost accounting 3.8 4.0 3.7

3.4 Inventory control 3.6 3.6 3.5

3.5 Stock control 3.8 3.8 3.8

4. Human Resource Development

4.1 Time management 4.2 4.5 4.1

4.2 Delegation 3.9 4.0 3.9

4.3 Leadership 4.1 4.3 4.1

4.4 Managing personal stresses 3.9 4.0 3.8

4.5 Negotiations 3.6 3.4 3.6

4.6 Motivation 4.0 4.1 4.0

5. Communication

5.1 Presentations 3.3 3.4 3.2

5.2 Conducting meetings 3.0 3.2 3.0

5.3 Written communication 3.8 3.9 3.8

5.4 Proficiency in English language 3.8 3.9 3.8


6.1 Project planning techniques 3.9 3.9 3.9

6.2 Resource planning 3.9 3.8 3.9

6.3 Team building 3.8 3.7 3.8

6.4 Quality management 4.0 4.1 4.0

6.5 Risk management 3.5 3.5 3.5

6.6 Cost control & monitoring 4.0 4.2 4.0


7.1 Prepare claims 3.7 3.9 3.6

7.2 Prepare valuations 3.9 4.1 3.8

7.3 Handling disputes 3.4 3.5 3.4

7.4 Contract documents 2.9 3.0 2.9

7.5 Contract law 2.6 2.6 2.6

7.6 Labour law 3.2 3.0 3.3

7.7 Contract procedures 3.1 3.1 3.1

7.8 Site records 4.1 4.2 4.1

7.9 Arbitration 2.4 2.3 2.4

65



8.1 Testes and inspections 3.8 3.6 3.9

8.2 Standards 3.8 3.7 3.9

8.3 Statistical methods 3.1 3.2 3.1

8.4 Site supervision 4.1 4.1 4.2

8.5 Documentation 3.5 3.7 3.4

8.6 Remedial and corrective action 3.6 3.5 3.6

8.7 ISO - 9000 system 2.3 2.7 2.2

8.8 5 - S method 2.6 2.7 2.5

8.9 Continuous improvement 3.2 3.1 3.2


9.1 Relationship building with clients 3.7 3.8 3.7

9.2 Competitive Bidding 2.5 2.6 2.4

9.3 Market analysis 2.3 2.3 2.4

9.4 Public relations 3.5 3.5 3.6


10.1 Knowledge in safety equipment 3.5 3.5 3.5

10.2 Site safety 3.9 3.8 4.0

10.3 Dealing with accidents 3.5 3.4 3.6

10.4 Fire protection 2.5 2.3 2.6

10.5 Occupational health 3.3 3.2 3.4


11.1 Excel 3.0 3.5 2.9

11.2 Word 2.8 3.2 2.7

11.3 Access 2.5 2.7 2.4

12. Computer Application

12.1 In project planning 2.8 3.0 2.6

12.2 In costing 2.7 2.9 2.6

12.3 In estimating & tendering 2.5 2.7 2.4

12.4 Management Information

Systems 2.6 2.8 2.5

13. Computer Aided Drafting

13.1 Auto CAD knowledge 2.5 2.7 2.4

66


4.2.8 Analysis of the Preferred Types of Training Courses for Those Who

Require the Training

Part 3.1 of the questionnaire - Item 1 is to get the data of preferred types of courses in

which they require training. The areas selected are the same major areas identified

earlier. It is seen from the data that the engineers required to have different types of

courses for different types of areas. The types of courses available for engineers are as

follows:

A - Masters or higher degree

B - Degree or equivalent

C - Diploma

D - Short course / Training programme (in house)

E - Short course / Training programme (out side the organisation)

F - Seminars /Conferences /Workshops

Table 4.13 shows that most of the engineers like to undergo the type E (Short course /

Training programme (out side the organisation)). And almost the same (but lesser)

percentage of engineers preferred to undergo F-type (Seminars /Conferences

/Workshops) also. Preference for A-type (Masters or higher degree) course is also less

than C-type (Diploma). This table shows that these engineers least preferred type of

course is B-type (Degree or equivalent). It is seen that D-type (Short course / Training

programme (in house)) is not preferred very much.

When categorised these engineers by designation, as civil engineers and mechanical

engineers, it is seen from the Table 4.14, all the types of engineers least preferred type

of training course is B-type. It is noted that civil engineer and senior civil engineer

show different requirements. For an A-type course senior civil engineers are more

preferred than civil engineers. For C-type course civil engineers are more preferred

than senior civil engineers. For other types D, E or F both civil engineers and senior

civil engineers show similar preference.


And also we can see that civil engineers preference in following a training course is

more than that of senior civil engineers.

Table 4.13 - Preferred Types of Courses (for Total Sample of Engineers)

Type of Course % of Engineers

A - Masters or higher degree 36

B - Degree or equivalent 12

C - Diploma 43

D - Short course / Training programme (in house) 29

E - Short course / Training programme (out side the organisatoin) 57

F - Seminars /Conferences /Workshops 55

Table 4.14 - Preferred Types of Courses in Training Requirement - Senior Civil Engineer

/ Civil Engineer / Mechanical Engineer

% of Engineers for each Course

Designation

A-

Mas

ters

or

Hig

her

Deg

ree

B -

Deg

ree

or E

quiv

alen

t

C-

Dip

lom

a

D-

Shor

t cou

rse

/ Tra

inin

g Pr

ogra

mm

e (I

n H

ouse

)

E-

Shor

t cou

rse

/ Tra

inin

g Pr

ogra

mm

e (O

ut S

ide)

F-

Sem

inar

s/C

onfe

renc

es

/Wor

ksho

ps

Senior Civil

Engineer 45 6 33 30 61 48

Civil Engineer 25 18 57 29 50 57

Mechanical

Engineer 38 13 38 25 63 75

68


According to the Table 4.16, when we compare this analysis with the Training needs

assessment of the construction industry (2001 - 2005) by ICTAD, with this analysis,

we can see a similarity in the type of preferences of civil engineers in selecting the

training courses.

In both cases the highest percentage of civil engineers prefer to follow external short

courses. In both cases the lowest percentage like to follow the degree courses.

Other than two extremes the preference behaviour is completely different.

Table 4.15 - Percentages of Preferred Types of Courses

Designation Sex

A -

Mas

ters

or H

ighe

r D

egre

e

B -

Deg

ree

or E

quiv

alen

t

C -

Dip

lom

a

D -

Sho

rt co

urse

/ Tr

aini

ng

Prog

ram

me

(In

Hou

se)

E -

Shor

t cou

rse

/ Tra

inin

g Pr

ogra

mm

e (O

ut S

ide)

F -

Sem

inar

s/C

onfe

renc

es

/Wor

ksho

ps

Senior Civil Engineers

Male Female

55 27

5 9

32 36

36 18

68 45

50 45

Senior Mechanical Engineers Male 50 50 50 50 50 50

Civil Engineers Male Female

28 22

22 11

61 44

17 56

39 67

50 78

Mechanical Engineers Male 20 0 40 20 80 100

Quarry Engineers Male 100 0 0 0 0 0

Technician Engineers

Male 0 0 100 0 100 0

In RC&DC, preference behaviour is same for civil engineers and the mechanical

engineers as well (Table 4.14).

69


From this we can say that most of the engineers in this selected company prefer to

follow external short courses and seminars/ conferences/ workshops.

Table 4.16 - Preference Order in Selecting a Course

% High -> % low

RC&DC civil E F C A D B

(TN assessment, ICTAD) Civil E D A C F B

All engineers RC&DC E F C A D B

(TN assessment, ICTAD) All professional E D C A F B

A - Masters or higher degree, B - Degree or equivalent, C - Diploma, D - Short

course / Training programme (in house), E - Short course / Training programme (out

side), F - Seminars /Conferences /Workshops

TN - Training Needs

4.2.9 Requirement of Training - Preferred Type of Periods in Training

In selecting a training course different engineers select different time periods for

different areas. The time periods considered in this analysis are,

A- Week end

B- Less than 2 weeks

C- Between 2 weeks and 2 months

D- Between 2months and 6 months

E- Between 6 months and 9 months

F- Between 9 months and 1 year

G- Over 1 year

Table 4.17 shows number and percentage of engineers in preferred type of training

periods in different areas. Preference of time period is different for different areas.

70


Table 4.17 - Preferred Periods of Training

Designation

% of Engineers for Each Period

Designation A

- W

eek

end

B -

Les

s th

an 2

w

eeks

C -

Bet

wee

n 2

wee

ks a

nd 2

m

onth

s D

-B

etw

een

2 m

onth

s an

d 6

mon

ths

E -B

etw

een

6 m

onth

s an

d 9

mon

ths

F -B

etw

een

9 m

onth

s an

d 1

year

G -

Ove

r 1

year

Senior Civil Engineers 48 42 67 36 24 24 30

Civil Engineers 79 43 32 29 14 21 25

Mechanical Engineers 75 63 63 50 38 25 25

Total Engineers

64 45 52 35 22 23 28

Table 4.18 - Percentage of Preference Arranged in the Descending Order

All

Engineers

A

64%

C

52%

B

45%

D

35%

G

28%

F

23%

E

22%

Civil

Engineers

A

79%

B

43%

C

32%

D

29%

G

25%

F

2 1 %

E

14%

Senior Civil

Engineers

C

67%

A

48%

B

42%

D

36%

G

30%

F

24%

E

24%

Mechanical

Engineers

A

75%

B

63%

C

63%

D

50%

E

38%

F

25%

G

25%

A-Week end, B-Less than 2 weeks, C-Between 2 weeks & 2 months, D-

Between 2 months & 6 months, E-Between 6 months & 9 months, F-Between

9 months & 1 year, F-Between 9 months and 1 year, G-Over 1 year

71


From the Table 4.18 we can observe that the whole group of engineers most preferred

type of period is 'A- Week ends' and least preferred type of period is 'E- Between 6

months and 9 months'.

When we consider the group of senior civil engineers they show a different behaviour.

That is the most preferred type of period is 'C- Between 2 weeks and 2 months' and

the least preferred type remain same 'E- Between 6 months and 9 months.

Table 4.19 - Percentages of Preferences for Different Time Periods

A B C D E F G

Civil Engineer 79% 43% 32% 29% 14% 2 1 % 25%

Senior Civil

Engineer 48% 42% 67% 50% 24% 24% 30%

A-Week end, B-Less than 2 weeks, C-Between 2 weeks & 2 months, D-Between 2

months & 6 months, E-Between 6 months & 9 months, F-Between 9 months & 1 year,

F-Between 9 months and 1 year, G-Over 1 year

Table 4.19 shows that when we compare the civil engineers and senior civil

engineers, percentage preferred for each type of course is different.

For A type period and B type period the preferred percentage of civil engineers is

more than the S.C.E.s. But for the other types of periods preferred percentage of C E .

is less than S.C.E. It is observed that for long period courses S.C.E. percentage is

more than that of C E .

4.2.10 Required Areas of Training

Table 4.20 shows the requirement of training in different areas when considering both

S.C.E. and C E . It is observed that the maximum percentage requirement in training is

for the area computer applications and the minimum requirement is in the area of

marketing. Male engineers show a higher requirement in the areas such as technical

72


skills, human resource development, communication and project management.

Female engineers show a higher requirement of training than male engineers, in the

areas- financial management, costing, contract administration and marketing. There is

a very high percentage requirement for training from female engineers for the areas

computer applications, computer packages, and CAD.

Table 4.21 shows the requirement of training in different areas when considering C E .

only.

This Table shows that all the female engineers require the training in all the areas. But

male engineers show a lesser percentage in all the areas. For the male engineers

maximum percentage requirement is for the project management. Next to that is for

the quality control and assurance, technical skills and computer packages, computer

applications, and CAD. The minimum percentage requirement of male is for the area

marketing.

Table 4.22 shows the requirement of training in different areas when considering

S.C.E. only. In this category female engineers percentage requirement for training in

each area is lesser than for the male engineers requirement. For female engineers

maximum percentage requirement is for the computer packages, computer

applications and CAD. Male engineers show the maximum percentage requirement

for similar areas, computer packages, and computer applications. But there is not a

very high percentage requirement for CAD. The highest difference between male and

female percentage requirement is for human resource development and

communication. When considering the total sample the maximum percentage

requirement is for the computer packages, computer applications and CAD. Next

higher percentage requirement is for marketing.

When comparing female engineers of S. C. E. and C. E., S. C. E. 's percentage

requirement is lesser than the C.E.'s percentage requirement in all the areas.

73


Table 4.20 - Requirement of Training Areas for Senior Civil Engineers and Civil

Engineers

Area %

Total

%

Male

%

Female

% in

Difference

1 .Technical Skills 78 80 75 5

2.Financial Management' 78 78 80

3.Costing 75 73 80 -8

4.Human Resource Development 77 80 70 10

5.Communication 77 80 70 10

6.Project Management 83 88 75 13

7.Contract Administration 78 78 80 -3

8.Quality Control & Assurance 80 80 80 0

9.Marketing 63 60 70 -10

lO.Safety 85 75 80 -5

11 .Computer Packages 87 85 90 •5

12.Computer Applications 88 88 90 -3

13.CAD 82 78 90 -13


Table 4.21 - Percentages of Engineers Required Training in Different Areas (Civil Engineers Only)

Area %

Total

%

Male

%

Female

% in

Difference

1 .Technical Skills 85 78 100 -22

2.Financial Management 78 67 100 -33

3.Costing 74 61 100 -39

4.Human Resource Development 81 72 100 -28

5.Communication 81 72 100 -28

6.Project Management 89 83 100 -17

7.Contract Administration 81 72 100 -28

8.Quality Control & Assurance 85 78 100 -22

9.Marketing 67 50 100 -50

10. Safety 81 72 100 -28

11 .Computer Packages 85 78 100 ••22

12.Computer Applications 85 78 100 -22

13.CAD 85 78 100 -22

75


Table 4.22 - Percentages of Senior Civil Engineers Required Training in Different Areas

Area %

Total

%

Male

%

Female

% in

Difference

1 .Technical Skills 73 82 55 27

2.Financial Management 79 86 64 23

3.Costing 76 82 64 18

4.Human Resource Development 73 86 45 41

5.Communication 73 86 45 41

6.Project Management 79 91 55 36

7.Contract Administration 76 82 64 18

8.Quality Control & Assurance 76 82 64 18

9.Marketing 60 68 45 23

lO.Safety 73 77 64 14

11 .Computer Packages 88 91 82 9

12.Computer Applications 91 95 82 14

13.CAD 79 77 82 -5

The following findings were obtained from Table 4.22.

When considering the training requirement for each area for S.C.E. and C.E., it shows

differences in S.C.E. and C E . as well as differences in male - female also.

Lesser percentage of male engineers require training in all the areas.

But more percentage of male than female S.C.E.. require training in all areas other

than CAD.

The maximum percentage of C E . require training in Project Management. But the

maximum percentage of S.C.E. require training in computer application.

76


The minimum requirement of training is for the area marketing for both S.C.E. and

C E .

When considering S.C.E.s maximum percentage of male engineers require training in

computer applications. Maximum percentage of female engineers also requires

training in computer packages and CAD.

It is observed that a very big difference between male and female in the percentage

requirement in both the areas of human resource management and communication.

The percentage of male engineers is almost the double as in female engineers.

Another remarkable difference is observed in the area CAD where female percentage

is more than the male (Table 4.21).

Table 4.21 shows that all the female engineers require training in all the areas. But the

requirement of male engineers for different areas are different. The highest percentage

of male engineers requires training in project management and the least percentage of

male engineers require training in marketing. The highest difference in percentage

also is observed in marketing between male and female. The lowest difference

between male and female is for project management.

4.2.11 Other Areas of Training

When analysing the data of questionnaire - 1 , it was observed that some other areas

(sub-items) not identified in the development of questionnaire were given as relevant

to some of the engineers answered. The relevance mentioned here is as per the

answers given by these engineers (Extremely relevant, very relevant, somewhat

relevant, not relevant at all). It is observed that some of these areas are already given

in the questionnaire in some other form. So we can observe that there are some other

areas relevant to them and some of these areas are in macro level.

77


These other areas are given below:

Description of the Area

Quarry and crusher plant activities

(a) Production of road construction material

according to specification

(b) Rock drilling design

(c) Rock blasting

(d) Quarry operations

(e) Mining, Quarrying & other blasting operations

(f) Rock drilling

(g) Blasting method

(h) Mining

Relevance

Extremely relevant

Extremely relevant

Extremely relevant

Extremely relevant

Extremely relevant

Extremely relevant

Extremely relevant

Extremely relevant

2. Project management

(a) Production activities

(b) Preparation of programmes

(c) Production targets

(d) Maintenance management

Extremely relevant

Very relevant

Very relevant

Very relevant

Contract documents

(a) Awareness of Highway Schedule of Rates

(b) Subcontracting work

(c) Tendering work

Very relevant

Very relevant

Somewhat relevant

4. Technical knowledge in plant and equipment

(a) Mechanical design

(b) Repair & maintenance of plants

(c) Repair & maintenance of vehicles & equipments

Very relevant

Very relevant

Very relevant

5. Human resource development

(a) Personal management Extremely relevant

78


6. Safety

(a) Safety procedures at work

(b) Environmental protection

Extremely relevant

Very relevant

7. Computer applications/ packages

(a) MS project

(b) Computer field

(c) Lotus 1-2-3

Very relevant

Very relevant

Somewhat relevant

8 Communication skills

(a) English language

(b) Business communication

(c) Business English

Very relevant

Very relevant

Very relevant

These areas were not analysed any further.

4.3 T h e T r a i n i n g Needs of the C o m p a n y Based on the Sen io r M a n a g e m e n t

In this section, I have been analysed the details obtained from the questionnaire

survey - 2, that gives the idea of senior managers, in giving the training to their

subordinates.

4.3.1 R e q u i r e m e n t of T r a i n i n g Per iods for S u b o r d i n a t e E n g i n e e r s as Assessed

by Senior M a n a g e r s

When giving training to the engineers, the training periods considered are given

below (with the notations):

A - weekends

C - between 2 weeks and 2 months

B - less than 2 weeks

79


D- between 2 months and 6 months

E - between 6 months and 9 months

F- between 9 months and 1 year

G -over 1 year

H - none

Table 4.23 shows the recommendations of the senior managers.

Table 4.23 - Percentage Requirement of Training Periods as Assessed by Senior

Managers

% Requirement of Training Periods

Area

A -w

eek

ends

B -

less

tha

n 2

wee

ks

C -

bet

wee

n 2w

eeks

& 2

mon

ths

D -

bet

wee

n 2m

onth

s &

6m

onth

s

E -

betw

een

6mon

ths

& 9

mon

ths

F -

betw

een

9mon

ths

& 1

yea

r

G -

over

1 y

ear

H -

none

1. Technical skills 0 17 33 17 0 17 0 17

2. Financial management 0 33 17 33 0 17 0 0

3. Costing 0 33 33 17 0 17 0 0

4. Human resource development 17 17 0 33 17 17 0 0

5. Communication 17 33 0 17 17 17 0 0

6. Project management 0 0 17 33 17 17 17 0

7. Contract administration 17 17 17 33 0 17 0 0

8. Quality control & assurance 0 33 0 33 17 17 0 0

9. Marketing 0 50 0 17 17 0 0 17

10. Safety 17 50 0 17 0 17 0 0

11. Computer packages 0 17 0 83 0 0 0 0

12. Computer applications 0 17 17 67 0 0 0 0

13. CAD 0 17 0 67 17 0 0 0

14. Any other 0 17 0 0 0 0 0 83

80


The following findings were obtained from Table 4.23:

• For technical skills a training period less than 2 months is recommended.

• For financial management also training less than 2 months period is

recommended.

q For human resource development a training less than 6 months period is

recommended.

a For communication skills long-term training is not recommended and training

of short time periods are recommended.

• For project management short period training is not recommended and long-

term training is recommended.

q For contract administration a training of any time period less than one year is

recommended.

• For marketing a training period less than nine months is recommended.

• For computer packages and applications a higher respond is given compared

to the other areas. But long-term training is not recommended. Training less

than six months is recommended.

81


4.3.2 Requirement of Training Courses for Subordinate Engineers as Assessed

by Senior Managers

When giving training to the engineers, the training courses considered for them are as

follows:

A- Masters or higher degree

B- Degree or equivalent

C- Diploma

D- Short course / Training programme (in house)

E- Short course / Training programme (conducted out side the organisation)

F- Seminars / Conferences / Workshops

G- Non

Table 4.24 shows that non of the managers have recommended a degree or equivalent

training course for their subordinate engineers. A higher level of training is

recommended only for the project management area. For that area also only 17% of

higher managers have agreed for training. 100% of managers have agreed that some

type of training is required. According to their view that the training should not be at a

higher level. But a short course or seminars are preferable. Highest percentage is for

the project management area for a diploma course. Above 50% of the managers have

agreed that a diploma level training is suitable for the areas, financial management,

project management, computer packages and CAD. For the area safety 100%

managers agree that it is suitable to have seminars /conferences or workshops.

82


Table 4.24 - Percentage Requirement of Training Courses as Assessed by Senior

Managers

% Requirement of Training Courses

Area

A -M

aste

rs o

r hi

gher

deg

ree

B -

Deg

ree

or e

quiv

alen

t

C -

Dip

lom

a

D -

Sho

rt co

urse

/tra

inin

g pr

o,(in

ho

use)

E -

Shor

t cou

rse

/trai

ning

pro

,(out

si

de th

e or

gani

satio

n)

F -

Sem

inar

s/co

nfer

ence

s/w

ork

shop

s

H -

none

1. Technical skills 0 0 17 17 17 33 17

2. Financial management 0 0 67 17 17 0 0

3. Costing 0 0 17 67 17 0 0

4. Human resource development 0 0 33 17 50 0 0

5. Communication 0 0 33 17 50 0 0

6. Project management 17 0 83 0 0 0 0

7. Contract administration 0 0 17 17 33 33 0

8. Quality control & assurance 0 0 33 33 17 17 0

9. Marketing 0 0 0 0 50 33 17

10. Safety 0 0 0 0 0 100 0

11. Computer packages 0 0 50 17 33 0 0

12. Computer applications 0 0 33 17 50 0 0

13. CAD 0 0 50 33 17 0 0

14. Any other 0 0 0 0 0 17 83

4.4 Training Already Given in the Past

This organisation has provided training to the engineers in different types of courses.

These courses are, M.Sc. or M. Eng., P.G. Diploma, short courses, seminars etc.

83


Table 4.25 - P. G. Diploma /M. Sc. or M. Eng. Courses in Which RC & DC had

Already Given Training to the Engineers

Course Institution

Tota

l no

. of

En

gine

ers

1991

/199

2

1992

/199

3

1993

/199

4

1994

/199

5

1995

/199

6

1996

/199

7

1997

/199

8

1998

/199

9

PG Dip./M.Eng. in Highway & Traffic Engineering

University of Moratuwa 26 - - 3 - 7 9 - 7

PG Dip./M.Eng. in Structural Engineering Design

University of Moratuwa 1 1 -

PG Dip./M.Eng. in Structural Engineering Design

University of Peradeniya

3 - - - - 1 - 2

2

-

PG Dip./M.Sc. in Geotechnical Engineering

University of Peradeniya 2 - - - - -

- 2

2

-

PG Dip./M.Sc. in Construction Project Management

University of Moratuwa 23 3 3 1 4 4 - 4 4

PG Dip./M.Eng. in Environmental Engineering

University of Moratuwa 1 - - - 1 - - - -

Total 56 3 3 4 5 12 9 9 11

Table 4.25 shows that the details of the training provided to engineers in different

types of P. G. Diploma/ M. Sc. or M. Eng. Courses, during the period from year 1991

to year 1999. The company has given training in postgraduate diploma to about 10

engineers each year. The company has sent the maximum number of engineers in

training for the Highway and Traffic Engineering, Masters course at University of

Moratuwa. The next higher number of engineers were sent to the M.Sc. / PG Diploma

course in Construction Project Management at University of Moratuwa.

84


It is seen that during this 8 years period about 35% of engineers were sent for P.G.

training. The number of engineers sent is different in each year in each course. But

there were no records of the completion of the courses.

4.5 Training Courses Available for Engineers

In Sri Lanka there are some institutions that provide training courses (skill

development courses) to the practicing engineers in the construction industry. Some

of these institutions are:

1. University of Moratuwa

2. University of Peradeniya

3. Institution of Engineers, Sri Lanka

4. Center for Housing Planning and Building

5. Institution for Construction Training and Development

Types of courses conducted by these institutions and brief descriptions of the contents

of the courses are outlined in the following section:

4.5.1 University of Moratuwa

University of Moratuwa provides the engineers with different types of training

courses. There are a) M. Sc. or M. Eng. courses, b) P.G. diploma courses, etc., and

they have training courses for different fields also.

The natures of these courses are long-term courses or short-term courses.

Some of these courses are as given below:

a. Post Graduate Diploma / M. Sc. in Construction Project Management

b. Post Graduate Diploma / M. Eng. in Highway and Traffic Engineering

85


c. Post Graduate Diploma / M. Sc. in Transportation

d. Post Graduate Diploma / M. Eng. in Structural Engineering

e. Short courses for Auto CAD

f. Post Graduate Diploma / M. Sc. or M. Eng. in other fields (mechanical,

electrical etc.)

These courses are arranged to be held on Fridays and Saturdays. Duration for a P.G.

Diploma course is about 15 months and another one year to be continued for the

Masters degree.

4.5.2 University of Peradeniya

University of Peradeniya also provides the a) M. Sc. or M. Eng. courses, b) P.G.

diploma courses, etc. to the engineers.

4.5.3 Institution of Engineers, Sri Lanka

Institution of Engineers, Sri Lanka organises variety of continuous professional

development activities to the engineers. The nature of activities provided by it is given

below:

Lectures

Seminars

Courses and

Workshops

The lectures, seminars and workshops are normally varies from time to time. But

some of the courses are organised in a way to have periodically.

86


These courses are given below:

a. Course on Management Development for Engineers

b. Course on Preparing the Bidding Document

c. Course on Design of Electrical Installation

d. Course on Leadership and Managerial Skills Development

e. Course on Financial Literacy for Engineers

f. Course on Communication Skills

g. Course on Professional Etiquette

h. Computer Course on Auto CAD

i. Computer Courses

Brief descriptions of these courses are given in following section:

a. Course on Management Development for Engineers

All levels of engineers can participate in this course. The course duration is eighteen

consecutive Saturdays. That is almost five months part time course. Many areas of

management like quality, project, time, cost, safety, management fundamentals and

marketing are included in this course.

b. Course on Preparing the Bidding Document

This is a one-day course organised for senior and middle level engineers. It is

itemized as given below:

1. The rational for public procurement

2. Purpose of public tendering

3. Purpose of bidding document

4. Essential features of bidding document

5. Elements of bidding document

87


6. Invitation to bid

7. Instructions to bidders

8. Bid / Tender form

9. Conditions of contract

10. Terms of payment

11. Common problems arising during preparation of bidding document

c. Course on Design of Electrical Installation

This course is on eight consecutive Saturdays (two months) useful for electrical

engineers.

d. Course on Leadership and Managerial Skills Development

This course is on two Saturdays and programmed for senior and middle grade

engineers to develop the knowledge of leadership and managerial skills.

e. Course on Financial Literacy for Engineers

This is a two days course for engineers to develop the awareness of the financial

procedures.

f. Course on Communication Skills

This course is on eight evenings (one per week) for engineers.

88


g. Course on Professional Etiquette

This is a one-day course for engineers.

h. Computer Course on Auto CAD

This course is on nine Saturdays (1/2 days) for engineers.

i. Computer Courses

1. MS word

2. MS excel

3. MS project

4. MS access

5. MS power point

These computer courses are in evenings for engineers.

4.5.4 Center for Housing Planning and Building

Center for Housing Planning and Building (CHPB) also have different training

courses for different levels of officers engaged in the construction industry. At present

they have programmed to have the following courses.

Course Period

1. Construction management (part time) for managerial 3-5 months/

personnel in the construction industry Friday, Saturday

2. Training course in Construction management for small and 3 months/

medium level contractors (in Sinhala) Tuesday

89


3. Effective communication for Engineers

4. Quantity Surveying (Pre-contract phase) course

5. Quantity Surveying (Post-contract phase) course

6. Quantity Surveying (Bill of Quantities & Estimating)

course

7. Short course for Construction Management

8. Short courses for supervisors- Construction planning, Site

organising, Stores management

9. Short courses for supervisors- Building construction

10. Short courses for supervisors

11. Diploma in landscape design and horticulture - part 1

12. Diploma in landscape design and horticulture - part 2

13. Plant nursery management and commercial horticulture

14. Landscape supervision

15. Design appreciation detailing and draughting for Draught

men

16. Two day Module for contractors -Tendering

17. Two day Module for contractors - Site measurements and

preparation of bills

18. Two day Module for contractors - Construction planning

and stores management

19. Natural disaster mitigation

20. Community based disaster management

5 months/

Tuesday

7 months/ Friday

7 months/

Wednesday

4 months/

Monday

3 days/ full time

3 days/ full time

3 days/ full time

3 days/ full time

1 year/ Saturday

1 year/ Sunday

(& few

Saturdays)

2 days

3 months/ Friday

and Saturday

3 months/

Thursday

2 days

2 days

2 days

5 Vi days

6 Vi days

90


Out of all above, the courses suitable for this company are no-1, 3, 4, and 5 because

this is a contracting organisation for Road Works.

1. Construction management (part time) for managerial personnel in the

construction industry (3-5 months/ Friday, Saturday)

3. Effective communication for Engineers (5 months/ Tuesday)

4. Quantity Surveying (Pre-contract phase) course (7 months/ Friday)

5. Quantity Surveying (Post-contract phase) course (7 months/ Wednesday)

Brief descriptions of the above courses are given below:

1. Construction Management (Part Time) for Managerial Personnel in the

Construction Industry

The objective of this course is to improve the performance of managerial personnel in

the construction industry in Sri Lanka.

Subjects covered in this course is given below:

General -

1. Construction industry and national economy

2. Contract types and procedures

3. Tendering procedures

4. Insurance for the construction industry

5. Value engineering and construction economy

6. Safety and accident prevention at construction sites.

7. Computer applications in construction

8. Sub-contractor management

Management-

1. Management concepts and functions

2. Principles of work -study

91


3. Management of construction equipment

4. Economics of contract management

Personal Management-

1. Motivation and leadership

2. Labour productivity and personal management

Site Management-

1. Site office organisation

2. Physical site organisation

3. Stores management

Planning and Control -Planning Systems-

1. Construction planning

2. Network analysis

3. Line of balance techniques

4. Resource planning

5. Management information systems

6. Financial planning

Control Systems-

1. Progress control

2. Quality control

2. Effective Communication for Engineers

This course helps the participants to develop the communication skills to

communicate effectively and with grammatical accuracy in the English medium in

their day-to-day work.

4. Contract accounting

3. Cost control

92


The contents of the course is as given below:

1. Reading comprehension and speech

2. Grammar and language study

3. Communication techniques

4. Effective meetings

5. Public speaking

6. Report writing

7. Making presentations in the English medium

3. Quantity Surveying (Pre-Contract Phase)

The objective of this course is to train the participants to obtain the knowledge and

skills for the followings.

1. Assist senior officers / managers in preparing a reliable project estimate and

a cost plan for monitoring the cost of projects during pre-contract phase.

2. Prepare a bill of quantities for medium sized projects.

3. Price a Bill Of Quantities for the purpose of the engineer's estimates and

contractor's tender estimate.

4. Understand tendering procedure and contractual arrangements.

5. Assist senior officers in preparation of tender documents and in tender

evaluation.

4. Quantity Surveying (Post-Contract Phase)

The objective of this course is to train the participants in various aspects of post

contract quantity surveying work such as valuation of interim work and variations,

cost control, final accounts, arbitration, conditions of different types of contracts,

computer applications in quantity surveying, etc.

93


4.5.5 Institution of Construction Training and Development

At present ICTAD is not conducting any training courses. But they have a series of

publications, which can help in managing the projects in construction industry.

94

C H A P T E R 5

CONCLUSIONS AND

RECOMMENDATIONS

Chapter 5 - Conclusions and Recommendations

5.1 Introduction

This chapter concludes the research findings of the proceeding chapters, their

conclusions and results. It also presents recommendations for future research in

training needs for employees in the constriction industry.

Continuous training is an essential requirement for engineers. It is not only for

engineers, but also for the other professionals as well. On the other hand it is a

requirement for the ISO 9000 standards. Today the companies engaged in

construction industry also trying to acquire the ISO 9000 standards. In that case it is

required to have effective training programmes to improve the company requirements.

5.2 Conclusions

1. Civil Status / Sex:

The selected sample of engineers is of the categories civil and mechanical. The

percentage of male engineers is very much higher than the female engineers. There is

a very high percentage of engineers in married status and very less percentage in

single status and widower status.

2. Age Distribution:

The percentage of engineers in the group of age over 40 years is lesser than the group

of age below 40 years. Age distribution of female is limited within a shorter range

(between 35 and 44 years).

95


3. Working Places:

Working places of those engineers are distributed in 74% of the country. The highest

percentage of engineers is engaged in work in the Colombo district.

4. Work Experience:

Past experiences of those engineers are in different fields. The fields in which they

have got the experience are:

Road construction

Bridge construction

Building construction

Road design

Bridge design

The percentage of engineers in the higher experience limits is very less. The highest

percentage of engineers is in the limit of 14 years.

5. Level of Skills:

More than 50% of the engineers have obtained the level of degree or equivalent to a

degree. A considerable percentage of engineers have obtained the level of P.G.

diploma and above. There is a very low percentage in the level below degree. The

engineers who have obtained the level of P.G. diploma and above are in the

designations:


Civil Engineer

Mechanical Engineer

96


The engineers who have obtained the level of degree or equivalent are in the

designations:


Civil Engineer

Senior Mechanical Engineer

Mechanical Engineer

Quarry Engineer

The engineers who have obtained the level below degree are in the designations:


Civil Engineer

Technician Engineer

Proportions of the male and female engineers in each skill are nearly similar.

More than 50% of the engineers are members in professional institutions. Proportions

of the male and female engineers in obtaining the membership in professional

institutions are similar.

6. Relevance of Areas:

When considering the relevance of each area to their present activities, there is a very

high relevance in the following areas:

Costing

Human Resource Development

Project Management

Technical Skills

But there is less relevance to the computer applications and computer packages. All

the engineers like to gain the training in some kind of training course.

97


7. Preferred Types of Training Courses:

Senior engineers have a preference to follow Masters or higher degree course. Civil

engineers have a preference to follow a Diploma course. Percentage to follow short

courses conducted outside the organisation and seminars is very high for all

categories.

When considering Senior Civil Engineers, more percentage of male engineers prefer

to follow a training course. When considering the Civil Engineers, higher percentage

of female engineers prefers to follow a training course.

8. Type of Preferred Time Periods:

Most preferred type of training period for all the engineers is weekends. When

considering the Senior Civil Engineers, highest percentage of them preferred to the

period between 2 weeks and 2 months.

9. Preferred Areas of Training:

Highest percentage of engineers required to have training in the areas:

Computer applications

Computer packages

Next higher percentage of engineers required to have training in the area of project

management. The maximum percentage of engineers requires training in the area of

Marketing. 100% of the female engineers of the Civil engineers require training in all

areas, but the percentage of the females of the Senior Civil Engineers require training

is lesser.

98


10. Company Requirement in Providing Training:

Senior managers' requirement for giving training to their subordinates is at different

time periods for different areas. They prefer to give long-term training to Project

management. The highest percentage of senior managers required to give the training

in the area of Compute packages, and the allowed time period is between two months

and six months. Next higher percentage is in the areas of Computer applications,

CAD and the allowed time period is between two months and six months.

Senior managers required to give higher-level training courses only in the area of

Project management. Degree or equivalent courses are not required at all. The highest

percentage of Senior managers required to give training in the area of safety and the

type of course for it is Seminars / Conferences / Workshops.

Considering the above results of the case study, it is possible to prepare a training

programme for the engineers engaged in this organisation. In that programme it is

possible to consider, requirement of areas, to different categories in different types of

courses and different types of time periods.

According to the 'Training Needs Assessment of the construction industry (year 2001

- 2005)' by ICTAD, Computer applications and Computer packages have been

requested by the employees engaged in the construction industry as one of the areas

with highest priority by all occupations, but employers have not identified it as

important. In this organisation also, these two areas have been identified, as an area

required more training by engineers as well as senior managers. But it is seen that

these two areas are not so relevant to these engineers in their present activities.

Therefore these two areas can be identified as important to provide the training and

meanwhile there should be a way of gaining the benefits to the company by

improving the relevance to the present activities.

99


According to the 'Training Needs Assessment of the construction industry (year 2001

- 2005)' by ICTAD, Project management also has been identified by both the

employees and employers as an area needing further training. In this organisation also

both Engineers and Managers have identified this area as an area required training.

According to the results of this analysis it is seen that there is a need for training in all

the areas by the Engineers. With these results a training programme to suit their

requirements could be prepared. For different seniorities, different types of training

programmes could be given.

Project management is highly relevant to all the Engineers. According to the Senior

Managers, Engineers require long-term higher degree courses for this area.

5.3 Recommendations

1. The employees surveyed are from 74% of the country where their working

places and 100% of them require training. This shows the impact of training

requirement of the employees for their day-to-day activities. On the other hand

the company management also has shown the requirement of training for the

employees in the different areas.

In this research activity it is not discussed with any other out side parties

where these employees are involved in work, regarding the training

requirements for this company. Hence the individual needs must have become

the training needs in this survey. Therefore any other future activities may

include the involvement of outside parties also, to get more accurate picture.

2. For this organisation these results could be used to make a programme to give

the training to Engineers in future, considering the company requirements as

well as employees' relevance to each area, and preferences of the engineers to

the areas, courses and time periods (if the organisation does exists). The

100


results of this case study has some similarities with the results of the 'Training

Needs Assessment of the construction industry (year 2001-2005)' by ICTAD.

Hence this methodology can be used satisfactorily, for any other construction

organisation also to improve their training programmes.

3. Further to the areas quarried in this survey, some other areas such as Quarry

operations can be included to improve the questionnaire.

In future studies, further to this, the followings can be added as improvements:

• A preliminary survey to identify the areas

• Discuss about the sponsorship in the questionnaire

• Discuss about the job satisfaction in the questionnaire

4. To improve the training programmes continuously, the companies can request

a report from the participants, on the training after completing the training. A

questionnaire can be forwarded to the employees completing any training

programme to get their views on the training course, whether it is useful or not

in the future.

5. There is a preference of the employees to have short courses. It is shown in

comparing the 'Training Needs Assessment of the construction industry (year

2001-2005)' by ICTAD, with the RC & DC Engineers.

At present universities provide long-term training courses rather than short

courses. So the government can request the Universities also to arrange more

short-term courses to improve the capacity of providing the training to the

professionals.

1 0 1

REFERENCES

Adler P. S. (1989), 'CAD / CAM; Managerial Changes and Research Issues',

IEEE Transactions on Engineering Management, Vol. 36, 202 - 15

Alter Kick and Koontz John, (1996), 'Curriculum Development and Continuous

Education in Project Management for the Specialty Sub Contracting Industry',

Asc. Proceedings of the 32 n d Annual Conference, Texas, A & M University -

College station, Texas. 18 - 20

Beatty C. A. (1986), 'Tall Tales and Real Results: Implementing a New

Technology for Productivity', Buisiness Quart. Vol. 51, No. 3, 7 0 - 4

Bretz R. D. and Thomsett, (1992), 'Comparing Traditional and Integrative

Learning Methods in Organisational Training Programmes', Journal of Applied

Psychology. Vol. 77, No. 6, 941 - 51

Carr Robert I. Fellow, ASCE. (1997), 'Engineering and Construction

Management: Leadership and Opportunities', Journal of Engineering and

management

Evans K. and Hodkinson P., (1998), 'Special Issue on Construction Employment

and Training' Construction Management and Economics, Vol. 16, Number 5

Gann David and Senkar Peter (1998), 'Construction Skills Training for the Next

Millennium ', Construction Management and Economics 16, 569 - 80

Goldstern I. L., (1980), 'Training in Work Organisations', Annual Revision

Psychology, Vol. 3 1 , 2 2 9 - 9 2

9. Gunewardena N. D. and Jayawardena A. K. W., (2001), 'The Training Needs of

Construction Workers in Sri Lanka', 1ESL Transactions 2001., Vol. 1, Part B

10. ICTAD (1996), 'Final Report - Labour Market Information System for

Construction Labour Force in Sri Lanka', Vol. 1, ICTAD, Sri Lanka

11. ICTAD (2001), 'Executive Summary - Training Needs Assessment of the

Construction Industry (2001 - 2005)', Institute for Construction Training and

Development, Savsiripaya, No. 123, Wijerama Mawatha, Colombo-7.

12. Kaufman Ron (1999), '10 Ways to Maximise the Impact of Training',

www.trainersdirect.com

13. King William R. (2001), 'Strategiesfor Creating Learning Organizations', IEEE

Engineering Management Review First Quarter 2001

14. Kumaraswamy Mohan M. Member, ASCE. (1997), 'Improving Industry

Performance through Integrated Training Programmes', Journal of professional

issues in engineering education and practice.

15. Mc Dermott Christopher M. and Marucheck Ann, (1995), 'Training in CAD: An

Exploratory Study of Methods and Benefits', IEEE Transactions on Engineering

management, Vol. 42, 4 1 0 - 1 7

16. Ofori George and Lean Chan Swee, (2001), 'Factors Influencing Development of

Construction Enterprises in Singapore', Construction Management and

Economics A.S.C.E. (2001) 19, 145 -54

17. Pennoni C. R. (1998), 'Managing your Carrier in an Era of Change', Journal of

professional issues in engineering education and practice. 7 5 - 8

103

http://www.trainersdirect.com

18. Rosenfield Y., Member ASCE. Navon R. Member ASCE, and Cohen L. (1998),

'Methodology for Prioritising Cost Effective Construction Technologies', Journal

of construction and engineering management ASCE, Vol. 124, No. 3, 176 -8

19. Seven Shawn R. and Lew K. V., P. E., (1994), 'Marketing Professional Services

in Asia', Journal of management in engineering

lOi+

ANNEX 1

Questionnaire - 1

My no-Date - 10/12/2001

Survey on "Training Needs Analysis of Professionals in R.C.&D.C." as a part of the

MSc. research project by Mrs. C. Jayathilake.

Part-1

Organisation - RC & DC

Please tick applicable cage as shown.^

1.0. Personal Details 1.1. Age as on 31 s t Dec. 2001: years 1.2. Sex:

Q Male • Female

1.3. Marital status: • Single • Married • Other -

(separated/widower/widow) 1.4. Number of dependants: 1.5. Permanent residence (District/ Province):

2.0.Employment Details 2.1. Designation: 2.2. Position:

• Deputy General Manager • Senior Engineering

Manager • District Manager • Divisional Engineer • Project Manager • Project Engineer

• Site Engineer a Mechanical Engineer • Electrical Engineer • Quantity Surveyor • Office Engineer • Other-

2.3. Place of work (District): 2.4. Work experience in years as on 31 s t.Dec.2001:

2.5. Work experience in No. of Years

Road construction Bridge construction Building construction Designing

3.0 Present Level of Skills

3.1. The highest educational qualification (Tick for the relevant cage):

Diploma IESL Degree PG Diploma Masters Degree

3.2. Details of hi£ >her education:

Course Institution Specialised field

Year of completion

3.3. Professional qualifications:

Institution Type of membership Year obtained

Part-2 Please tick applicable cage, as it is relevant to you, in each area given below.

Area/Sub Area

Extr

emel

y R

elev

ant

Ver

y R

elev

ant

Som

ewha

t R

elev

ant

Les

s R

elev

ant

Not

Rel

evan

t at a

ll

1) Technical ski l ls-1.1 Handling survey instruments and Setting out 1.2 Interpretation of construction drawings 1.3 Plant and equipment management including proper

utilization of machinery

1.4 The method of construction and the sequence of activities

1.5 Design of temporary works (coffer dams, sheet pi les , etc.)

1.6 Construction equipment and methods

YJ Construction technology 1.8 Understanding specif ications 1.9 Other-

1.9.1 1 1.9.3 2 1.9.3 3

2) Financial Management-2.1 Purchasing material and equipment 2.2 Cost controll ing and monitoring 2.3 Cost accounting ( including stock control, pricing etc.) 2.4 Financial accounting 2.5 Evaluating financial performance 2.6 Working capital management 2.7 Financial planning 2.8 Other-

3) Costing-3.1 Unit rate analysis. 3.2 Estimating 3.3 Cost accounting 3.4 Inventory control 3.5 Stock control 3.6 Other-

Area / Sub Area c CO

c ca "c5

> <U

aL c CO

> u

ai C « c

_>> > re > CO

> u E

si $ CJ

V a. a.

E i/> o > o _J Z

4) Human Resource Management 4.1 Time management 4.2 Delegation 4.3 Leadership 4.4 Managing personal stresses 4.5 Negotiations 4.6 Motivation 4.7 Other-

4.7.1 1 4.7.2 2 4.7.3 3

5) Communication Skills 5.1 Presentations 5.2 Conducting meetings 5.3 Written communication 5.4 Proficiency in English language 5.5 Other-

6) Project Management 6.1 Project planning techniques 6.2 Resource planning 6.3 Project team building 6.4 Quality management 6.5 Risk management 6.6 Cost control and monitoring 6.7 Other-

7) Contract Administration 7.1 Preparation of claims 7.2 Preparation of monthly valuation 7.3 Handling disputes 7.4 Contract documents 7.5 Contract law 7.6 Labour law 7.7 Contract procedure 7.8 Site records 7.9 Arbitration

7.10 Other-

iv

Area / Sub Area

Extre

mel

y Re

leva

nt

Ver

y Re

leva

nt

Som

ewha

t Rel

evan

t

Less

Rel

evan

t

Not R

elev

ant a

t all

8) Quality Control and Assurance 8.1 Required tests and inspection 8.2 Standards 8.3 Statistical methods in quality control 8.4 Site supervision 8.5 Quality controle documentation (including forms,

check lists) 8.6 Remedial and corrective action 8.7 ISO 9000 Quality management system 8.8 5-S method 8.9 Continuous improvement

8.10 Other-8.10.1 1 8.10.2 2

9) Marketing and Selling Skills 9.1 Relationship building with clients 9.2 Competitive bidding 9.3 Market analysis 9.4 Public relations 9.5 Other-

10) Industrial Safety and Fire Protection 10.1 Knowledge in safety equipment 10.2 Site safety 10.3 Dealing with accidents 10.4 Fire protection 10.5 Occupational health 10.6 Other-

10.6.1 1 10.6.2 2 10.6.3 3

V

t

Area / Sub Area

Extre

mel

y Re

leva

nt

Very

Rel

evan

t

Som

ewha

t Rel

evan

t

Less

Rel

evan

t

Not R

elev

ant a

t all

11) Computer Packages 11.1 Excel 11.2 Word 11.3 Access 11.4 Other-

1 1.4.1 1 11.4.2 2 11.4.3 3

12) Computer Applications 12.1 In project planning 12.2 In costing 12.3 Estimating and tendering 12.4 Management information systems 12.5 Other-

12.5.1 1 12.5.2 2 12.5.3 3

13) Computer Aided Drafting 13.1 AutoCAD knowledge 13.2 Other Drafting Packages-

13.2.1 I 13.2.2 2 13.2.3 3

14) Any other training areas required 14.1 14.2

vi

Part-3

I) If you need training in any area specified above what type of course do you

prefer?



C - Diploma

D - Short course /Training program (in house)

E - Short course /Training program (out house)

F - Seminars / Conferences / Workshops

Please tick the relevant cage,

Area A B C D E F

1 .Technical Skills

2.Financial Management

3.Costing

4.Human Resource Management

5.Communication Skills

6.Project Management

7.Contract Administration

8.Quality Control and Assurance

9.Marketing and Selling Skills

10.Industrial Safety and Fire Protection

11 .Computer Packages

12.Computer Applications

13.Computer Aided Drafting

14. Any other training areas required:-

vii

2) What is the time period you can allow to follow the training?

A- Week ends

B- Less than two weeks

C- Between two weeks and two months

D- Between two months and six months

E- Between six months and nine months

F- Between nine months and one year

G- Over one year

Please tick the relevant cage,

Area A B C D E F G

1 .Technical Skills


3.Costing












3) Training already had in the past-

Area:

1. Technical Skills


3. Costing










13. Computer Aided Drafting

14. Any other training areas:

a

b

Areas Covered (Give the

Numbers from Above List)

Year Duration

Type of Training Areas Covered (Give the

Numbers from Above List)

Year Duration PG Diploma Diploma Certificate

Attended only (no

certificate)

ix

•

ANNEX 2

Questionnaire - 2

To be filled by the senior managers of the Road Construction and Development Company.

If your subordinates (engineers) need training in any area specified below,

9 1) What type of course would you prefer to allow?



C - Diploma

D - Short course / Training programme (in house)

E - Short course / Training programme (outside the organisation)

F - Seminars / Conferences / Workshops

Please tick the relevant cage.

Area Course Area A B C D E F 1 .Technical Skills


3.Costing












2) What type of period would you prefer to allow?

A - Week ends

B - Less than two weeks

C - Between two weeks and two months

D - Between two months and six months

E - Between six months and nine months

F - Between nine months and one year

G - Over one year

Please tick the relevant cage.

Area Period Area A B C D E F G 1 .Technical Skills


3.Costing








1 1 .Computer Packages




Sjf 0 9 MAR 2007 , \ & \ % UB.1AR" . f

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