UNIVERSITY OF NAIROBI

UNIVERSITY OF NAIROBI SCHOOL OF THE BUILT ENVIRONMENT DEPARTMENT OF REAL ESTATE AND CONSTRUCTION MANAGEMENT A STUDY INTO TRAINING OF CONSTRUCTION PROJECT MANAGERS ON THE USE OF PROJECT MANAGEMENT SOFTWARES CASE STUDY OF NAIROBI AREA BY JUMA GIVONS OGOMA B66/3865/2009 A RESEARCH PROJECT SUBMITTED IN PARTIAL FULFILMENT FOR THE AWARD OF THE DEGREE OF BACHELOR OF QUANTITY SURVEYING (BQS) MAY, 2013 THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page i

DECLARATION I, GIVONS OGOMA JUMA, do hereby declare that this project is my original work and has not been presented for a degree award in any other University. Signed: Date:.. GIVONS OGOMA JUMA (STUDENT) This project report has been submitted for examination with my approval as a University Supervisor. Signed: Date:. Arch. J. Odwalo (SUPERVISOR) THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page ii

ACKNOWLEDGEMENT This research project report and the entire course would not have been made possible without the grace of God, The Almighty. I am greatly indebted to my supervisor, Arch. J. Odwalo. His supervision and kind guidance in terms of the contributory comments and constructive criticism which he generously undertook enabled the research to materialize and to be completed successfully. We get rich by sacrificing for others, thank you. I wish him a full life of God s blessings in all his endeavours. Special thanks to all members of staff in the Department of Real Estate and Construction Management for their invaluable contribution, not only in this research project but also in my academic development and maturity as a scholar. To all the respondents who took time to complete the questionnaires, I am very grateful. I thank all the Construction Project Managers who proved to be quite resourceful in divulging the information that was timely required for the research. I acknowledge Eng. Henry Odhiambo Odedeh for his benevolence in providing me with the needed financial support which literally made the entire process be a success. Loads of gratitude to all my fellow colleagues in the Bachelor of Quantity Surveying class of 2013 for their advice, encouragement and assistance in the entire course of my studies. Finally, I am grateful to the Lord God Almighty, through whom and by whom everything came into being. He has bestowed unto me both the mental and the physical strength to wade through the hard times in my quest for intellectual gratification. All glory and honour be to your Name. THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page iii

DEDICATION This work is dedicated to the members of my family for their tireless support throughout the period that I have been undertaking my studies. My parents Joseph and Esther, and my siblings; Caro, Irene, Dorice, Lindar, Dacons, the late Pinto and Erwin for their unconditional love and the many sacrifices they have made, especially for me. Your support always inspired me, thank you. We have shared many things in life; joy and sorrows in equal measure, but through your love, I always get rejuvenated each new day THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page iv

TABLE OF CONTENTS Title page.i Declaration..ii Acknowledgement..iii Dedication...iv Table of Contents.v List of Figures...xi List of Tables.xii List of Plates..xii List of Abbreviations...xiii Appendices...xiii Abstract.xiv CHAPTER ONE: INTRODUCTION 1.0 Background to the Problem...1 1.1 Problem Statement...3 1.2 Research Questions...5 1.3 Objectives of the Study...5 1.4 Hypothesis...6 1.5 Justification and Significance of the Study...6 1.6 The Scope of the Study...7 1.7 Research Design and Methodology...7 1.7.1 Data Collection...8 1.7.2 Data Analysis...8 THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page v

1.7.3 Presentation of Data...9 1.7.4 Organisation of the Study...9 1.7.5 Conclusion...9 CHAPTER TWO: LITERATURE REVIEW 2.0 Introduction...10 2.1 Planning and Scheduling...10 2.1.1 What is a project?...10 2.1.2 Are projects unique?...10 2.1.3 Scheduling...11 2.2 Project Control...11 2.2.1 Reasons for Scheduling of Projects...12 2.2.1.1 Why Contractors need Project Scheduling...12 2.2.1.1.1 Calculation of the Project Completion Date...12 2.2.1.1.2 Calculating the Start or End of a Specific Activity...12 2.2.1.1.3 Coordinate, Expose and Adjust Conflicts...12 2.2.1.1.4 Predicting and Calculating the Cash Flow...13 2.2.1.1.5 Improve Work Efficiency...13 2.2.1.1.6 Serve as an Effective Project Control tool...13 2.2.1.1.7 Evaluate the Effect of Changes...13 2.2.1.1.8 Prove Delay Claims...13 2.2.1.2 Why the Project Employers need Project Scheduling...14 2.2.1.2.1 Get an Idea on Project s Expected Finish Date...14 2.2.1.2.2 Ensure Contractor s Proper Planning for Timely Finish...14 2.2.1.2.3 Predict and Calculate the Cash Flow...14 THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page vi

2.2.1.2.4 Serve as an Effective Project Monitoring tool...14 2.2.1.2.5 Evaluate the Effect of Changes...14 2.2.1.2.6 Verify Delay Claims...15 2.3 The Scheduler...15 2.3.1 Tripod of a Good Scheduling System...16 2.4 History and Development of Project Management Softwares...16 2.4.1 Approaches to Project Management...16 2.4.2 Desktop...16 2.4.3 Web-Based...16 2.4.4 Personal...16 2.4.5 Single user...17 2.4.6 Collaborative...17 2.4.7 Integrated...17 2.4.8 Non-Specialized tools...18 2.5.0 Project Management Softwares in the Construction Industry...18 2.5.1 Primavera Software...18 2.5.2 Recent Product Developments...19 2.5.3 Microsoft Project Software...19 2.5.4 New Features in Microsoft Project 2010...19 2.6.0 Understanding Project Management Software...26 2.7.0 Software Features Offered...27 2.7.1 Planning, Tracking and Monitoring...27 2.7.2 Reports...27 2.7.3 Project Calendar...28 2.7.4 What-If Analysis...28 THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page vii

2.7.5 Multi-Project Analysis...28 2.8.0 Software Classification...28 2.9.0 Implementation Problems...30 2.10.0 Meaning of Training...33 2.11.0 Significance of Training...34 2.11.1 Differentiating Between Training and Competence...35 2.12.0 Methods of Training...36 2.12.1 Instruction Based Learning...36 2.12.2 Exploration Learning...36 2.12.3 The Behaviour Modelling Method...36 2.12.4 Internet Training...37 2.12.5 Formal Training...37 2.12.6 On job Training Experience...38 2.12.7 Continual Employee Evaluation...38 2.12.8 Simulation...38 2.13 Training Requirements/Needs...38 2.13.1 General Training Considerations...40 2.14 Evaluation of Training...41 2.14.1 Responsibility for Validation of Training...41 2.14.1.1 Senior Management...41 2.14.1.2 The Trainer...41 2.14.1.3 Line Manager...42 2.14.1.4 The Training Manager...42 2.14.1.5 The Trainee Training Evaluation Responsibilities...43 2.14.2.0 Training Evaluation and Validation Options...43 THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page viii

2.14.2.1 Do Nothing...43 2.14.2.2 Minimal Action...44 2.14.2.3 Minimal Desirable Action Leading to Evaluation...45 2.14.2.4 Total Evaluation Process...45 2.15 Challenges Affecting Software use Training...46 2.15.1Planning and implementing Effective Training Activities...48 CHAPTER THREE: RESEARCH METHODOLOGY 3.0 Introduction...50 3.1 Research Design...50 3.2 Nature and Source of Data...51 3.3 The Population and Sampling Technique...52 3.3.1 The Target Population...52 3.3.2 The Sample and Sampling Technique...52 3.3.3 Sample Size...53 3.4 Data Collection Instruments and Procedures...54 3.4.1 Questionnaires...54 3.4.2 Interviews...55 3.5 Data Analysis and Presentation...55 3.5.1 Classification...55 3.5.2 Data Analysis...55 3.5.3 Data Presentation...56 3.6 Final Research Report...56 THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page ix

CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS 4.0 Introduction...57 4.1 Data Collection Review...57 4.2 The Respondent s first Career...59 4.3 Duration as a Construction Project Manager...60 4.4 First Contact with Construction Project Management Softwares...61 4.4.1 The Software that the Respondent s first used...62 4.5 Level of CPM Software training attained...63 4.6 Duration for Training...64 4.7 Possibility of Offering Re-training Programmes...65 4.7.1 The Period it takes to re-train CPM Software users...66 4.8 Methods Employed to Source for Training staff and other necessities...67 4.8.1 Rating of the Cost incurred when in-house method is adopted...68 4.9 Cost rate for full training on the CPM Software use...69 4.10 Duration for Re-training the staff to use new/upgraded software...69 4.11 Payment of the Training Levy to the Government...70 4.11.1 Benefits of Training Levy Fund...72 4.12 Losses Due to Incompetence of a Staff Member...72 4.13 Qualifications considered prior to hiring a Construction Project Manager on the use of software...74 4.14 Rating of the CPM Software Training Received...74 4.15 Potential Clients Preference...75 4.16 Problems Encountered in Data Collection...77 THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page x

CHAPTER FIVE: FINDINGS, CONCLUSIONS AND FINDINGS 5.0 Introduction...78 5.1 Summary and Discussion of the Findings...78 5.1.1 Popularity of the Current Forms of Training on CPM Software use...78 5.1.2 Construction Project Management Software users experience...79 5.1.3 Challenges Facing the Training of CPM Software users...80 5.2 Testing of the Hypothesis...81 5.3 Recommendations...82 5.4 Areas for Further Research...83 REFERENCES...84 APPENDICES...87 LIST OF FIGURES Figure 4.0 First Contact with CPM Softwares...61 Figure 4.1 The Type of Software the Respondent first interacted with...62 Figure 4.2 Time Taken to complete a particular Training Programme...64 Figure 4.3 Possibility of offering Re-training programmes after recruiting an employee...65 Figure 4.4 Duration for Re-training......66 Figure 4.5 Modes of Sourcing for the CPM softwares training personnel and equipment...67 Figure 4.6 Payment of Training Levy to the Government...71 Figure 4.7 Losses as a result of an employee incompetence during training...73 Figure 4.8 Potential Clients Preference...76 THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page xi

LIST OF TABLES Table 4.0 Respondents Response Rate...58 Table 4.1 The Respondents First Career...59 Table 4.2 Time spent so far Practising CPM...60 Table 4.3 Level of CPM Software training attained...63 Table 4.4 Possibility of Offering Re-training Programmes...65 Table 4.5 Rating of the Cost incurred when in-house method is adopted...68 Table 4.6 Cost rate of training one on the use of softwares...69 Table 4.7 Period taken to re-train the staff on the use of new or upgraded softwares...70 Table 4.8 Payment of Training Levy to the Government...71 Table 4.9 Benefits of the Training Levy Fund...72 Table 4.10 Qualifications as a CPM Software user...74 Table 4.11 Rating of the Training received by the Respondents...75 Table 4.12 Clients Preference...76 LIST OF PLATES Plate 2.0 Example of Project Overview report...22 Plate 2.1 Office 365 Project site populated with data from Project Professional 2013...23 Plate 2.2 Illustration of a Microsoft-owned Office online resource...24 Plate 2.3 Timeline View on Microsoft Project Professional 2013...25 THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page xii

LIST OF ABBREVIATIONS CPM: Construction Project Management / Construction Project Managers PERT: Program Evaluation and Review Technique ICT: Information and Communications Technology IT: Information Technology PM: Project Management SPSS: Statistical Product and Service Solutions ICPMK: Institute of Construction Project Management of Kenya AAK: Architectural Association of Kenya NVQs: National Vocational Qualifications APPENDICES APPENDIX A: INTRODUCTORY LETTER 1...87 APPENDIX B: INTRODUCTORY LETTER 2...88 APPENDIX C: QUESTIONNAIRE...89 THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page xiii

ABSTRACT With the advent of the ICT in the Kenyan construction industry, different sectors in the industry embraced it. From the inception of the proposed structure to the handing over of the finished product, the entire construction process has gone digital, thanks to the introduction of the computer softwares. However, not every player in the industry has embraced the introduction of the softwares. This phenomenon has evidently been manifested by the low number of those utilizing Construction Project Management (CPM) softwares in the Kenyan construction industry. This study was therefore carried out in order to study the training of construction project managers on the use of project management softwares. The objectives of the research aimed at establishing the popularity level of the current forms of training offered to construction project managers on the use of softwares, assess the level of experience that project managers using any of the recommended softwares have on the construction project management, challenges faced in training construction project managers on how to use softwares and to find out whether the kind of training received by the respondents affects the supply and demand of their construction project management services into the Kenyan Construction Project Management industry. To achieve the objectives stated, questionnaires were administered to construction project managers working in the Ministry of Public Works, those working in private firms and those working with construction contractors. Interviews were also conducted to seek clarity on some matters whenever the respondents had some extra minutes to spare. Presentation of data has been done in the form of tables and figures for ease of analysis and understandability by the reader. The findings of the study show that majority of those using CPM softwares to execute their work have attained certificate level with formal methods of training being the most popular, i.e. attending training institutions. Moreover, those utilizing the softwares have less experience in the industry. The training affects the demand and supply of construction project managers as being able to use CPM software is used as one of the qualification requirements. A myriad of challenges also affect the training of construction project managers as it is an expensive investment and the course programme is lengthy. Besides, upgrading of software or introduction of a new software program with more powerful features rendering the previously utilized THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page xiv

softwares obsolete, discourages some potential software users from embracing CPM software use. It was concluded that there was need for the government, together with other stakeholders in the Kenyan Construction project management industry; to consolidate their efforts in encouraging more project managers to embrace use of softwares by lowering the fees charged in the training institutions; reviewing the training curriculum making it possible for those employed to be able to enrol and increase their skills; the government also to ensure that those who pay training levy, enjoy maximum benefits and enhance aggressive awareness campaigns on the benefits of proper training of construction project managers on CPM software use. This improvement as put forward by the researcher in accordance with the study would serve to better the training process of construction project managers on the use of CPM softwares. THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page xv

CHAPTER ONE INTRODUCTION This introduction deals with the background to the problem, problem statement, research questions, the research objectives, hypothesis, justification and scope of the study and data methodology. This chapter outlines, in summary, the core steps that had to be addressed during the research so as to be able to come up with a conclusively concluded conclusion. 1.0 BACKGROUND TO THE PROBLEM Sound planning is prudent and a major tool for efficiency in construction project management. This has been boosted even more by the emergence of softwares in the construction industry. However, Owelle (2010) 28 discovered that despite the improvements that software use has brought in the construction industry, its acknowledgement by all the participants in the industry is still far from being fully accepted. He realised a number of challenges which hindered total embracement of software use, one of them being inadequate training of the construction project managers on software use. Efficient project management requires more than just good planning. It requires that relevant information be obtained, analyzed and reviewed in a timely manner. This can provide early warning of pending problems and impact assessments on other activities, which can lead to alternate plans and management actions. Today, Project Managers have a large array of softwares available to help in the difficult task of tracking and controlling projects. While it is clear that even the most sophisticated software is not a substitute for competent project leadership and by itself does not identify or correct any task related problem- it can be a terrific aid to the project manager in tracking the many interrelated variables and tasks that come into play in a project (Kerzner et al, 1997) 18. The absence of competent leadership is to be blamed on inadequate training offered to potential project managers in the established training institutions. The future market for project management software in the construction industry looks promising on paper. During the global recession, industrial countries around the world devoted billions in Economic Stimulus funds for infrastructure and other projects. This created a considerable demand for project management softwares because of the magnitude and complexity of the THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 1

works that were to be carried out and in extension led to a sudden demand of qualified, well trained construction project managers to expedite the works at hand. In fact, the acceptance and incorporation of project management softwares like Primavera, Microsoft Project, and Pertmaster among others totals to around 1.3 billion users around the world, according to Forrester Research done in 2009. Companies and government agencies that are serious about project management have recognized for years that they cannot manage larger projects and programs effectively without appropriate software support. The companies are faced with the challenge of recruiting the best candidates from potential project managers. Different companies have different provisions for hiring their staff and some even go ahead to provide them with continuous development courses as softwares keep on being upgraded, improved or even removed from the market completely. Indeed, project management software helps analyze, optimize and manage projects, and this lets construction and building firms determine the right mix of projects and resources to accomplish their strategic goals. Without project management software, organizations within the construction industry find it difficult to track individual projects, the resources allocated to them and the costs associated with them. Similarly, without project portfolio management software, it is nearly impossible to manage portfolios of projects and the dependencies among them, (Goff, A.S. et al, 2010) 16. Construction project management softwares can be employed to improve organization and control of construction of projects. The construction industry has so far witnessed the introduction of a number of softwares which can help plan and manage schedules, budgets, and documents. The adoption and use of these softwares was to make use of project planning techniques, for instance, Critical Path Method/Programme Evaluation and Review Technique (CPM/PERT) is less cumbersome and more efficient, according to Waihenya (2010) 36. Previous research done by Waihenya (2010) 36, investigated why a particular planning method, CPM/PERT, were created to solve time and cost overruns, were or were not having the desired effect which was to present a plausible solution to the time and cost overrun problem. The researcher only focused on the techniques themselves and not the extent as to which the techniques have been incorporated into the project management softwares and their successes and failures. Waihenya was for the adoption of the softwares into project management as a way of mitigating some of the problems experienced in the use of CPM/PERT project planning THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 2

technique. The researcher went further and identified some of the challenges experienced in the use of the softwares which were even captured by Owelle (2010) 28 more clearly and suggested measures to be taken to overcome the difficulties faced. Owelle (2010) 28, in one of his recommendations, suggests that proper training of construction project managers on the use of softwares will see a rise in number of project management software users. The idea is good; however, the training has got its own challenges which the researcher in this study investigated. It is worth noting that, Waihenya (2010) 36 discovered that there was a generational gap on those using construction project softwares to accomplish their work. These challenges determine the demand and supply of Project managers competent in software use in the Kenyan Construction industry. 1.1 PROBLEM STATEMENT The use of Information and Communication Technology (ICT) based project management tools is advantageous to project managers as it significantly contributes to improvements in effectiveness and efficiency in planning and scheduling project activities. The benefits obtained by anyone utilizing any of the project management softwares were to include increased productivity, timelier decision making, reduction in project delays, cost and time overruns. However, benefits of ICT as established by Owelle (2010) 28, comes at a cost since the complexity of the work, the administrative needs, proportion of new operations and the cost of doing business have all increased. Owelle discovered that the use of computer softwares brought along with it some challenges like financial implications by setting aside money for upgrading, training of the staff, purchasing more software, loss of data through hacking among others. He came up with some mitigation measures which he recommended that they be incorporated into the project management software use sector. Training is still a challenge thus this study sought to establish popularity level of the different forms and methods of training that are currently used to equip the project managers with the necessary ICT skills, more specifically on the software use. According to Waihenya (2010) 36, he realised that CPM/PERT helps in completing a project on time and within the cost budgets. The study established that CPM/PERT optimally minimized time and cost overrun leading to realization of savings whilst those who did not use it, THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 3

experienced heavy time and cost overruns. However, due to insufficient time, Waihenya only mentioned the different project management softwares in the market and recommended measurement of the intensity of the use of particular project planning softwares and established which method had been utilized in that software system. Softwares were meant to reduce problems experienced during scheduling but this has led to new challenges as it has rendered some people redundant for lack of or having inadequate computer skills. Despite the availability of various reports done on the challenges facing software users in different professional departments like architects with Archicad, engineers with AutoCAD and recommendations given, there was still evidence that the recommendations were either inadequate or were being ignored altogether because the same bottlenecks were experienced when training project managers. This study strove to find out the level of experience that the construction project managers using project management softwares had in the Kenyan Construction industry. Furthermore, this study investigated the challenges affecting effective training of project management software users. Some school of thought believed that those who entered the project management sector earlier before the advent of software use, were reluctant to acknowledge their inefficiencies while the new entrants were more than willing to embrace ICT (Daily Nation, May 2012) 12. Therefore, this research sought to find out what influences this generational gap and came up with recommendations on how to bridge the gap. Besides, it was unclear which qualifications the client or the construction project management sector considered before accepting to work or recruiting construction project managers in Kenyan construction industry. Some believed that with the advent of IT, productivity, efficiency and reliability was boosted with the use of softwares to manage projects. On the contrary, the other school of thought believed that as long as the client was satisfied, it did not matter whether one used software or not. This study sought to clearly identify how the level of training of construction project managers on the use of softwares to manage construction projects has affected the supply and demand of project managers in the Kenyan construction industry. THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 4

1.2 RESEARCH QUESTIONS: This study sought to answer the following questions: 1. How are the potential construction project managers trained on the use of softwares to carry out their work? 2. Which generation of construction project managers appreciates more the use softwares to execute their work? 3. Why is it that not all construction project managers are willing to embrace the use of softwares in the carrying out of their work? 4. Is there anything that can be done so as to ensure that all the generations of construction project managers appreciate the incorporation of the usage softwares to execute their work? 1.3 OBJECTIVES OF THE STUDY This investigative study sought to enhance our knowledge and understanding on the training of project managers when it comes to the use of softwares to enhance efficiency in their work. The objectives of the study were: a) To establish the popularity of the current forms of training offered to Construction Project managers on the use of the Construction Project Management software applications. b) To assess the level of experience that Project managers using any project management software have on the Construction Project Management in the Kenyan construction industry. c) To identify challenges facing the training of Project managers on the use of softwares. d) To establish to what extent the training of construction project managers on software application use affects the supply and demand of their services in the Kenyan construction industry. THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 5

1.4 HYPOTHESIS The training process of the construction project managers on the use of softwares directly affects construction project managers experience, the demand and supply levels of construction project managers to construction project management firms and construction project management training institutions respectively. 1.5 JUSTIFICATION AND SIGNIFICANCE OF THE STUDY As the old sage goes, Only one thing is constant in this life, that s change itself by Napoleon Hill, and so is the construction industry where project management plays a crucial role to ensure timely delivery of the work at a considerable cost. With the industry being dynamic and with increase in project s complexity and uncertainity, various scheduling techniques such as Gantt chart, Line of balance, CPM/PERT, Work Breakdown Structure and Precedence diagramming were introduced to aid in planning projects. However, this was not enough because the speed and accuracy of the techniques were still wanting thus the stakeholders in the industry resolved to embrace ICT whereby the techniques were to be incorporated into various software systems. This study acknowledges the existence of training of construction project managers on the software use as an added advantage that improves their service delivery. It is a factor affecting the demand and supply of construction project managers into the Kenyan construction industry since it would aid in identifying the appropriate training practices for construction project managers. Knowledge on the training of construction project managers on the use of softwares is the requisite human element for better performance; thus the need to appreciate the training of project managers by institutions accredited by the government through the Ministry of Higher Education is paramount. The government through the institutions of higher learning offering courses in construction project management would therefore be compelled to provide basic training on software use. Firms in need of project managers, be it a private practising firm, a contracting firm or the Ministry of Public Works, would ensure that they employ those well equipped with the necessary IT skills in terms of software management. Training increases the multiplier effect which centres on the good performance of project managers in any construction THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 6

firm. Waihenya (2010) 36 found out that CPM/PERT was the most popular project planning technique used by most Project Managers in Kenya. This research would assist people make informed decisions as they employ the Project Management (P.M) softwares in their projects. Findings on the challenges experienced in the use and application of the softwares will make the creators of the software applications aware of the problems faced by the users of their products. The makers now have the opportunity to modify or upgrade or make necessary adjustments into their systems to reduce/eliminate the problems. Furthermore, this study also pinpoints the areas of training administration of the construction project managers on software usage and the problems associated therewith. Appropriate recommendations and solutions to improve the software usage training of construction project managers within the constraints and limitations are provided. This study offers a rich literature for future scholars with an interest in the application of construction project management softwares. 1.6 THE SCOPE OF THE STUDY The area of study was the Nairobi County region. This is because time and financial constraints geographically restricted the researcher within it. Project managers with firms within Nairobi were the main respondents. The researcher sought to find out the respondent s previous profession before taking up project management bearing in mind that the course was introduced just recently into the Kenyan Higher Education curriculum. Project managers working with contractors and the Ministry of Public Works were also involved in this research. The researcher confined himself on studying project management softwares used by the project managers and did put more emphasis on softwares that have incorporated CPM/PERT technique within their systems. 1.7 RESEARCH DESIGN AND METHODOLOGY Research design and methodology refers to the major processes involved in conducting this study. These processes include: subject of study, literature review, data collection, data analysis and conclusion and recommendations. THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 7

1.7.1 Data collection Data collection is a process that involves obtaining the relevant information needed in order to fulfill the research objectives. The data collected was both qualitative and quantitative because the methods had some biasness, thus utilizing them together aided in avoiding bias in that, the methods checked each other. For qualitative method, the researcher also used the interview technique thus he prepared interview schedules because much of the information that the study was to realize was not recorded. Two qualitative methods were used; Random sampling because Nairobi region is large with limited time to cover the whole area. Also, questionnaires came in handy as they were administered to firms (Project Managers and Contractors and the Ministry of Public Works) that the researcher was not able to secure sufficient time for a full interview. The researcher obtained two types of data namely primary and secondary data. The primary data, which was collected from the field study, involved the use of questionnaires which were distributed to the contractors in class A-D that the researcher had identified from a sample in order to get the relevant data is explicitly explained in Chapter three of this research report. Interviews as a source of primary data were also conducted. The interviews and questionnaires were employed and administered respectively because data required could only be realised from project managers. Secondary data was obtained from books, journals and the internet. Observation, that is reading, is also part of secondary method of data collection. It was used in writing the literature review. 1.7.2 Data analysis The data collected through the questionnaires and interviews was analyzed using SPSS so as to make it easier to interpret the report, measure it with the stated objectives and determine whether the hypothesis stood or not. Computer software, Statistical Product and Service Solutions (SPSS) was employed in the analysis of the findings. From the findings, the researcher was able to make informed conclusions about the study. THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 8

1.7.3 Presentation of Data After the analysis of the findings, the results were put in an easy read and understand format. The data was presented in the form of tables and figures. 1.7.4 Organization of the study This study is organised into 5 chapters. Chapter one mainly involves the background on the training of project managers on the use of softwares and brief summary of some of the studies done on these softwares. It sets out the objectives of the study, the research questions, the hypothesis, justification and significance of the study, scope of the study and research design and methodology. Chapter two reviews the literature concerned with researches already done on construction project management softwares and how construction project managers are trained. It discusses literature review and the theoretical framework, which would act as the basis of the study and evaluation of the primary data to make research questions. Chapter three involves the research methodology used in this research report. It rationalizes the relevance of the methodology employed in conducting the study. Research design, target population, sampling used to identify the project managers who were engaged as respondents, data requirements and collection procedures, collection tools, measurement criteria, the variables and data analysis procedures and methods employed. Chapter four comprises the data analysis, presentation and discussion on findings. It gives the findings and analysis related to the study objectives. Chapter five covers elaborate discussions, recommendations and conclusions based on the findings of the study. If necessary, areas for further research on project management softwares and the general guidelines on what gaps and forms such undertakings would need. 1.7.5 Conclusion From the conclusions arrived at, recommendations are suggested. THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 9

CHAPTER TWO LITERATURE REVIEW 2.0 INTRODUCTION This chapter reviews the literature concerned with researches already done on construction project management softwares. The need for software applications in the project management, reasons for scheduling of projects, history and development of project management softwares, the available softwares in the market and the new features introduced into them to improve their function, the different forms of training on software use currently offered in Kenya, requirements for the training and some of the challenges hindering effective and proper training. 2.1 PLANNING AND SCHEDULING Planning and scheduling are two terms that are often thought of as synonymous. However, they are not. Scheduling is just one part of the planning effort. The term planning is used in many ways and different contexts. However, for the purpose of this project, the term planning is restricted to meaning project planning, with an emphasis on construction projects. 2.1.1 What is a project? The Project Management Institute (PMI 2008) 29 defines a project as a temporary endeavour undertaken to create a unique product, service, or result. Any project must have a starting point and an ending point, and must have a deliverable product or service that is unique. A project should be distinctly differentiated from a program. A program encompasses several projects within it. In PMBOK (2008) 29, program is defined as a group of related projects and /or services intended to meet a common objective and usually managed by one entity. It is a group of related projects managed in coordinated way to obtain benefits and control not available from managing them individually. Programs may include elements of related work outside of the scope of the discrete projects in the program. 2.1.2 Are projects unique? In project management, we may have similar projects, but every project is unique. Differences come from a difference in location (soil type, weather conditions, labour market, building codes, unforeseen conditions, etc.), in management type and experience, or in other circumstances. THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 10

Project planning has been defined as the process of choosing the one method and order of work to be adopted for a project from all the various ways and sequences in which it could be done. The PMI defined the planning process in the PMBOK (4 th Edition, 2008) 29 as those processes performed to establish the total scope of the effort, define and refine the objectives, and develop the course of action required to attain those objectives. Project planning serves as a foundation for several related functions such as cost estimating, scheduling, project control, quality control, safety management and others. 2.1.3 Scheduling Scheduling is the determination of the timing and sequence of operations in the project and their assembly to give the overall completion time. Furthermore, PMI defines project management plan as a formal, approved document that defines how the project is executed, monitored and controlled. It may be summary or detailed and may be composed of one or more subsidiary management plans and other planning documents. The objective of a project management plan is to define the approach to be used by the project team to deliver the intended project management scope of the project. Project manager creates the project management plan following input from the project team and key stakeholders. The plan should be agreed on and approved by at least the project team and its stakeholders. It is a good practice, used by professional project management and consulting firms, to have a formal project management plan approved in the early stages of the project and applied throughout the project. Many clients require the contractor to submit a project management plan and have it approved as part of the contract documents. 2.2 PROJECT CONTROL Once a project starts, certain aspects can easily deviate or go astray. This deviation can be overspending, a schedule slippage, a departure from the objective/scope, or something else. It is of utmost importance to know where you stand at all times in relation to where you planned to be (baseline). If one finds himself or herself behind schedule or over budget, you must know why and then take corrective action to get back on track or, at least, minimize the deviation. If the deviation is positive (i.e., the project is ahead of schedule or under budget), actual performance THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 11

was probably better than that expected in the baseline plan. This process exemplifies project control. 2.2.1 Reasons for scheduling of projects There are several participants with variant interests in any project. They all need and benefit from project scheduling but from different perspectives. Contractors need project scheduling to perform a number of functions and duties. 2.2.1.1 Why Contractors need project scheduling They need it for the functions discussed below. 2.2.1.1.1 Calculation of the project completion date In most construction projects, the Main or General contractor, including subcontractors and other team members is obligated to finish the project by a certain date specified in the contract. The contractor has to make sure that his or her schedule meets this date. Some contracts contain clauses for penalties for finishing the project later than contractually required and/or incentives (financial or other) for finishing earlier. Schedule may also show the stage of substantial completion, when the owner may start occupying and using the facility while the contractor is still doing some final touches. 2.2.1.1.2 Calculating the start or end of a specific activity Specific activities may require special attention, such as ordering and delivering materials or equipment. For example, the project manager may want special and expensive equipment to be delivered just in time for installation. Long lead items may have to be ordered several months in advance. Delivery of very large items may need coordination or a special permit from the city so that such delivery does not disrupt traffic during rush hour. The schedule must show such important dates. 2.2.1.1.3 Coordinate among trades and subcontractors, and expose and adjust conflicts In today s construction, the Main Contractor s role is mostly to coordinate among different subcontractors. The responsibility of the Main Contractor may include, to allocate time of use of a tower crane among subcontractors or just to ensure that adequate work space is available for all subcontractors. THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 12

2.2.1.1.4 Predicting and calculating the cash flow The timing of an activity has an impact on the cash flow, which may be an important factor for the contractor / owner to consider. The contractor must know his/ her total spending in any month or time period. He or she may delay the start of certain activities within the available float to make sure that the cash flow does not exceed a certain cap. 2.2.1.1.5 Improve work efficiency By properly distributing workers and equipment and having efficient materials management, the Main Contractor can save time and money. 2.2.1.1.6 Serve as an effective project control tool Project control must have a solid and sound base with which current performance can be compared. Project control is achieved by comparing the actual schedule and budget with the baseline schedule and budget. 2.2.1.1.7 Evaluate the effect of changes Change orders are almost inevitable, but well-planned projects may have few or minor change orders. Change orders may come in the form of directive, that is, an order to the contractor to make the change, or request for evaluation before authorization. This change may be an addition, a deletion or a substitution. Change orders may have an impact on the budget, schedule, or both. Cost estimators estimate the cost of change orders (including the impact on the overhead cost as a result of the schedule change), but schedulers calculate the impact of the change on the project schedule. It is the contractor s responsibility to inform the owner on such impact and obtain his/her approval on the change to the budget and/or schedule. 2.2.1.1.8 Prove delay claims Construction delay claims are common. Contractors must be able to accurately prove their claims against owners (or other parties) using project schedules. In most cases, only a critical path method (CPM) schedule can prove or disprove a delay claim which can be a multimillion dollar one. THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 13

2.2.1.2 Why the Project Employers need Project Scheduling Project owners and developers need project scheduling to: 2.2.1.2.1 Get an idea on project s expected finish date Before the client demands that the Main Contractor complete the project by a certain date, he/she needs to make sure that this is a feasible and reasonable date. This date is calculated by a CPM schedule prepared either by the owner or by the designer or other consultant hired by the client. This date is also important to the owner, even before selecting a contractor, to conduct feasibility studies and financial planning. 2.2.1.2.2 Ensure contractor s proper planning for timely finish Owners may demand a project schedule from the prospective or bidding contractor; however, it is very important for the owner to review such schedule and make sure that it is reasonably accurate and realistic. Owner s approval of contractor s prepared schedule may imply a liability on the owner s side. 2.2.1.2.3 Predict and calculate the cash flow The owner is obligated to make timely progress payments to the contractor and other parties along the life of the project. Failure to do so not only may delay the project and/ or incur additional cost but it also may at some point- be deemed a breach of contract. 2.2.1.2.4 Serve as an effective project monitoring tool Both owner and contractor must monitor progress of work and compare actual progress (schedule and cost) with the baseline (as planned) schedule and budget. The contractor uses this process to detect and correct any deviation and also to prepare progress payments. The owner uses this process to verify actual work progress and contractor s payment requests. 2.2.1.2.5 Evaluate the effect of changes Owners may desire or require change orders. In many instances, owners don t expect or fully appreciate the impact these change orders may have on the schedule and/or budget. It is a wise idea for an owner to find out this impact before making a decision regarding such change order. THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 14

It is also recommended that owners analyze the contractor s assessment of the change order to make sure that it is fair and reasonable. 2.2.1.2.6 Verify delay claims Owners use CPM schedules to analyze, verify, and/ or dispute contractors delay claims. Although most delay claims are initiated by contractors against owners, it is possible to reverse roles and have an owner s claim against the contractor, and/or have other parties involved. In either case, a CPM schedule is vital for the owner to prove his/her case. Other parties involved in the project may also need a CPM schedule, such as the designer, project management consultant and financial lending institution for building and construction purposes. The need for a CPM schedule varies with several factors. For example, it increases with the increase in size and complexity of the project. 2.3 THE SCHEDULER The scheduler can be a civil engineer, an architect or project manager. Computer software packages cover the entire spectrum of all industries, including some generic types of software. There are three types of knowledge that a scheduler must have. They are the knowledge of computer software and, to some extent, the hardware as well; the knowledge of the principles of scheduling and project control and the knowledge of the specific technical field, such as commercial building, industrial, transportation among others. To efficiently operate a scheduling and control program, such as Primavera Project Manager (P6), the scheduler must have the first two types of knowledge. The third type is a plus. Just because an individual knows computers and can surf the internet, does not mean that he or she can operate a scheduling and project control program. Even if the individual can operate it, he or she may not understand its language and may have problems relating to and interpreting the technical information. THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 15

2.3.1 Tripod of a good scheduling system It comprises of the human factor that must be a proficient scheduler or scheduling team that understands the concepts, definitions, and applications or project scheduling. Through proper utilization of the technology, it also incorporates a good scheduling computer system along with capable IT support. Besides, effective and efficient management must be one which is dynamic, responsive and supportive and believes in the use of scheduling as part of the management effort. 2.4 HISTORY AND DEVELOPMENT OF PROJECT MANAGEMENT SOFTWARES Moreover, today, numerous PC based project management software package exist, and they are finding their way into almost every type of business. In the earlier days, however, project management software ran on big mainframe computers and was used only in the large projects. These early systems were limited in their capabilities and, by today s standards, were hard to use. 2.4.1 Approaches to project management software 2.4.2 Desktop: Project management software has been implemented as a program that runs on the desktop of each user. Project management tools that are implemented as desktop software are typically single user applications used by project manager or another subject matter expert such as a scheduler, as discussed above, or risk manager. 2.4.3 Web-based: Project Management software has been implemented as a web application to be assessed using a web browser. 2.4.4 Personal: A personal project management application is one used at home, typically to manage lifestyle and home projects. There is considerable overlap with single user systems, although personal project management software typically involves simpler interfaces. THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 16

2.4.5 Single user: A single user system is programmed with the assumption that only one person will ever need to edit the project plan at once. This may be used in small companies or ones where only a few people are involved in top-down project planning. Desktop applications generally fall into this category. A personal project management application is one based at home, typically to manage lifestyle or home projects. There is considerable overlap with single user systems, although personal project management software typically involves simpler interfaces. 2.4.6 Collaborative: A collaborative system is designed to support multiple users modifying different sections of the plan at once; for instance, updating the areas they personally are responsible for such that those estimates get integrated into the overall plan. Webs based tools, including extranets, generally fall into this category, but have their limitation that they can only be used when the user has live internet access. To address this limitation, some software tools using client-servant architecture provide a rich client that runs on user s desktop computer and replicate project and task information to other project team members through a central server when users connect periodically to the network. Some tools allow team members to check out their schedule to work on them while not on the network. When re-connecting to the database, all changes are synchronized with the other schedules. 2.4.7 Integrated: An integrated system combines project management or project planning with many aspects of company life. For example, projects can have bug tracking issues assigned to each project, the list of project customers becomes a customer relationship management module, and each person on the project plan has their own task lists, calendars and messaging functionality associated with their projects. Similarly, specialized tools like Sourceforge integrate project management software with source control software (CVS) and bug tracking software, so that each piece of information can be integrated into the same system. THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 17

2.4.8 Non-specialized tools While specialized software is common, software that is not project management specific is often used in the management of projects. In particular, office productivity tools are used by most project managers. 2.5 PROJECT MANAGEMENT SOFTWARES IN THE CONSTRUCTION INDUSTRY 2.5.1 Primavera Software Primavera system is a brand name under which a range of software packages that collectively forms a comprehensive enterprise project portfolio management (EPPM) solution are marketed. Primavera was launched in 1983 by Primavera Systems Inc. and since its acquisition in 2008, has been published by Oracle Corporation. The focus of Primavera EPPM software is to allow organizations to effectively manage their programs and projects, regardless of complexity. The software provides end to end, real time visibility of all corporate information to inform portfolio management decisions, determine the correct resources and ensure individual project teams have the appropriate skills to complete any given project. Primavera software includes, project management, collaboration and control capabilities and integrates with other enterprise software such as Oracle systems. As of 2012 Primavera enterprise project portfolio management software products included: 1. Primavera P6 Enterprise Project Portfolio Management 2. Primavera P6 Professional Project Management 3. Primavera P6 Analytics 4. Primavera Portfolio Management 5. Primavera Contract Management, Business Intelligence Publisher Edition 6. Primavera Risk Analysis 7. Primavera Inspire for SAP 8. Primavera Earned Value Management 9. Primavera Contractor THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 18

2.5.2 Recent product developments The core product, Primavera P6 EPPM, has undergone a major upgrade in Release 8.2 to offer new capabilities for governance, project team participation and project visibility. Mobile PPM was recently introduced through Primavera s P6 Team Member for iphone and Team Member Web Interface, to streamline communications between project team members in the field and in the office. In addition, Primavera P6 Analytics Release 2.0 has gained new enterprise reporting tools and dashboards for monitoring and analyzing performance data, including geospatial analysis. Organizations can also investigate comparative trends and cause effect in multiple projects with Primavera Contract Management Release 14 as it now includes the report- writing capabilities. 2.5.3 Microsoft Project Software It is a project management software program, developed and sold by Microsoft, which is designed to assist a project manager in developing a plan, assigning resources to tasks, tracking progress, managing the budget and analyzing workloads. While part of the Microsoft Office family, it has never been included in any of the office suites. It is available currently in two editions, Standard and Professional. Microsoft Project s propriety file format is.mpp Microsoft Project and Microsoft Project Server are the cornerstones of the Microsoft Office Enterprise Project Management (EPM) product. 2.5.4 New features in Microsoft Project 2010 Interoperability Microsoft Project s capabilities were extended with the introduction of Microsoft Office Project Server and Microsoft Project Web Access. Project server stores Project data in a central SQLbased database, allowing multiple, independent projects to access a shared resource pool. Web access allows authorized users to access a Project server database across the internet, and includes timesheets, graphical analysis of resources workloads, and administrative tools. THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 19

User controlled scheduling User controlled scheduling offers flexible choices for developing and managing projects. Select either Auto or Manually scheduled; manual scheduled tasks let you set values in Start, Finish, and Duration fields, leave them blank, or insert notes for future reference. Ribbons Ribbons found their way into Project 2010. Timeline The timeline view allows the user to build a basic Visio-style graphical overview of the Project Schedule. The view can be copied and pasted into PowerPoint, Word or any other application. SharePoint 2010 list synchronization SharePoint Foundation and Project Professional project task status updates may be synchronized for team members. Inactive tasks Inactive tasks help so that you can easily experiment with your project plan and perform what- if analysis. The Team Planner View The new Team Planner shows resources and work over time, and helps spot problems and resolve issues. Due to some of the setbacks that Microsoft Project 2010 has faced in the construction industry, Microsoft Project Professional 2013 is due to be launched alongside Microsoft Office 2013 sometime later this year. The improvements due in this upcoming release should do a lot to help project managers and their teams centralize project information, collaborate better, and present that information to managers, stakeholders, and partners. Some of the new features in Project 2013 include: THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 20

1. Improved reporting tools Reporting tools are becoming an even more important feature in project management applications, as many companies drill down further into the details of even well- run projects to see how their budgets are being spent. Accountability is huge right now, and improved reporting tools can give you the best views of project information and help you communicate it to management, the customer and the rest of your team. Project Professional 2013 offers improved reporting tools that maintain the Office- like experience, making it easier for users of all levels to see and publish project information in a view that works for them. These tools offer dashboard- like reporting options. Plate 2.0: is an example of the Project Overview report. While this is not necessarily a feature for advanced Microsoft Project users, it does provide a better opportunity for experienced users to open up the application to other team members to create these reports within a couple of clicks. Easier to use Microsoft Project reporting tools can go far in dispelling Microsoft Project s history of being difficult to use and for project managers only. 2. Office 365 integration A lack of integration with other Microsoft Office applications, SharePoint, and Office 365 has been hampering Microsoft Project for some time. Project management information has a vibrant life outside of Gantt charts, but Microsoft Project has a notorious reputation in some organizations. Microsoft made a much-needed step to get project data to the cloud through Office 365 and SharePoint. This integration is especially important to remote workers, because it enables the sharing of project data through a dedicated project team site. It also links task list synchronization between Project Professional 2013 and Office 365. While this is a wonderful first step, some project teams may have to change the way they work to get the full benefits of Microsoft Project 2013/Office 365 integration. Plate 2.1 is an Office 365 project site populated with data from Project Professional 2013. THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 21

Plate 2.0 Source: http://office.microsoft.com 40 Viewed March, 2013 THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 22

Plate 2.1 Source: http://office.microsoft.com 40 Viewed January, 2013 3. New Project templates Some compliance programs and special projects may have their own particular schedule requirements, so templates can still come in handy. Microsoft Project Professional 2013 includes an ever-growing library of Project templates on Office.com, a Microsoft-owned Office online resource (Plate 2.2). The missing piece here is a tutorial or other bit of user assistance (no, not an online video) to guide novice users through breaking down a Project template and repurposing it for their own project scheduling needs. THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 23

Plate 2.2 Source: http://office.microsoft.com 40 Viewed January, 2013 4. Better presentation tools While Project 2010 offered a better way for getting scheduling data out of Project and into Microsoft Word documents and PowerPoint slide decks than previous versions of Project, there was still room for improvement. Microsoft has done just that in Project Professional 2013 with the Timeline view (Plate 2.3), which offers better visualization tools and better options for designing and printing reports. THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 24

Plate 2.3 Source: http://office.microsoft.com 40 Viewed January, 2013 5. Task Path The new Task Path feature might be helpful for project managers handling large, complex schedules, because it enables seeing the path for a specific task including: Predecessors, Driving Predecessors, Successors, and Driven Successors. 6. Extend Microsoft Project 2013 using the Office Store Office 2013 is getting its own online application store called the Office Store that promises both Microsoft and third-party add-ins for Project 2013. There is very little information about the Office Store at the time of this writing. THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 25

7. Project on Demand Usually, Microsoft Project is part of a corporate Windows PC foundation, installed as part of a software push or through sneaker net. Now Microsoft is also planning to offer Project Pro for Office 365, with the same features as Project Professional 2013, but allowing users to install Project on multiple PCs in the office or at home. Changing how users can install Microsoft Project 2013 may go well in some organizations and even foster broader acceptance of Microsoft Project; however, organizations with locked down desktops are not going to be able to escape the help desk ticket and visit from the IT pro to install the software. Project on Demand s potential is appealing, but it makes a Project 2013 mobile client application seem conspicuously absent. After all, Microsoft is offering more flexibility where a user installs Project, but mobile support is still nowhere to be found. 2.6 UNDERSTANDING PROJECT MANAGEMENT SOFTWARE According to PMBOK Guide 4 th Edition, Kerzner (1997) 18 identified that efficient project management requires more than good planning, it requires that relevant information be obtained, analyzed, and reviewed in a timely manner. This can provide early warning of pending problems and impact assessments on other activities, which can lead to alternate plans and management actions. Today, project managers have a large array of software available to help in the difficult task of tracking and controlling projects. While it is clear that even the most sophisticated software package is not a substitute for competent project leadership- and by itself does not identify or correct any task related problems - it can be a terrific aid to the project manager in tracking the many interrelated variables and tasks that come into play with a project. Specific examples of these capabilities are: Project data summary which focuses on the expenditure, timing and activity; Project management and business graphics capabilities; Data management and reporting capabilities; Critical path analysis; Customized and standard reporting formats; Multi- project tracking; Sub networking; Impact analysis (what if ); Early warning systems; On-line analysis of recovering alternatives; Graphical presentation of cost, time and activity data; Resource planning and analysis; Cost analysis and variance analysis; Multiple calendars and Resource leveling. THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 26

Furthermore, many of the much sophisticated software packages are now available for personal computers and use mainly precedence networks. This offers large and small companies many advantages ranging from true user interaction, to ready access and availability, to simpler and more user friendly interfaces, to considerably lower software cost. 2.7 SOFTWARE FEATURES OFFERED Project management software capabilities and features vary a great deal. However, the variation is more in the depth and sophistication of the features, such as storage, display, analysis, interoperability, and user friendliness, rather than in the type of features offered, which are very similar for most software programs. Most project management software packages offer the following features: 2.7.1 Planning, tracking and monitoring These features provide for planning and tracking the projects tasks, resources, and costs. The data format for describing the project to the computer is usually based on standard network typologies such as the Critical Path Method (CPM), Program Evaluation and Review Technique (PERT), or Precedence Diagram Method (PDM). Task elements, with their estimated start and finish times, their assigned resources, and actual cost data, can be entered and updated as the project progresses. The software provides an analysis of the data and documents the technical and financial status of the project against its schedule and original plan. Usually, the software also provides impact assessments of plan deviations, resource and schedule projections. Many systems also provide resource leveling, a feature that averages out available resources to determine task duration and generates a leveled schedule for comparison 2.7.2 Reports Project reporting is usually achieved via a menu- driven report writer system that allows the user to request several standard reports in a standard format. The user can also modify these reports or create new ones. Depending on the sophistication of the system and its peripheral hardware, these reports are supported by a full range of Gantt charts, network diagrams, tabular summaries, and business graphics. Reporting capabilities as in Kerzner et al (1997) 18 comprises of budgeted cost for work scheduled (BCWS) or planned value of work (PV), budgeted cost for work performed (BCWP) or earned value of work (EV), actual versus planned expenditure, earned THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 27

value analysis, cost and schedule performance indices, cash- flow, critical path analysis, change order and standard government reports (DoD, DoE, NASA) which are formatted for the performance and monitoring system (PMS). In addition, many software packages feature a user oriented, free format report writer for styled project reporting. 2.7.3 Project calendar This feature allows the user to establish work weeks based on actual workdays. Hence the user can specify non-work periods such as weekends, holidays and vacations. The project calendar can be printed out in detail or in a summary format and is automatically the basis for all computer assisted resource scheduling. 2.7.4 What- if analysis Some software is designed to make what- if analyses easy. A separate, duplicate project database is established and the desired changes are entered. Then the software performs a comparative analysis and displays the new against the old project plan in tabular or graphical form for fast and easy management review and analysis. 2.7.5 Multi-project analysis Some of the more sophisticated software packages feature a single, comprehensive database that facilitates cross- project analysis and reporting. Cost and schedule modules share common files that allow integration among projects and minimize problems of data inconsistencies and redundancies. (PMBOK Guide, 4th Edition: Cost Control Tools and Techniques, 2008) 18. 2.8 SOFTWARE CLASSIFICATION For purposes of easy classification, project management software products have been divided into three categories based on the type of functions and features they provide. Level I software: Designed for single- project planning, these software packages are simple, easy to use, and their outputs are easy to understand. They do provide, however, only a limited analysis of the data. They do not provide automatic rescheduling based on specific changes. THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 28

Therefore, deviations from the original project plan require complete replanning of the project and a complete new data input to the computer. Level II software: Designed for single project management, these software packages aid project leaders in the planning, tracking and reporting of projects. They provide a comprehensive analysis of the project, progress reports, and plan revisions, based on actual performance. This type of software is designed for managing projects beyond the planning stage, and for providing semi-automatic project control. Level III software: These packages feature multi-project planning, monitoring and control by utilizing a common database and sophisticated cross- project monitoring and reporting software. Most software packages at levels II and III have the extensive capabilities for project monitoring and control. They include System capacity which encompasses the number of activities and/or number of subnetworks that may be used; the Network schemes whereby the network schemes are activity diagram (AD) and/or precedence relationship (PRE); Calendar dates which emphasizes on an internal calendar which is available to schedule the project s activities where the variations and options of the different calendar algorithms are numerous. Moreover some of the capabilities are expressed in Gantt or bar charts which give a graphic display of the output on a time scale that is readily available if desired. Also, it is a flexible report generator which allows the user to specify within defined guidelines the format of the output. Through updating, the program will accept revised time estimates and completion dates and recomputed the revised schedule. Furthermore, so as be able to offer cost control services, the program accepts budgeted cost figures for each activity and then the actual cost incurred, and summarizes the budgeted and actual figures on each updating run. The primary objective is to help management produce a realistic cost plan before the project is started and to assist in the control of the project expenditures as the work progresses. Level II and III have the capabilities of also scheduling dates where a date is specified for the completion of any of the activities for purposes of planning and control. The calculations are performed with these dates as constraints. THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 29

Besides, through the two levels sorting feature, the program lists the activities in a sequence specified by the user while its resource allocation capability enables the program to allocate resources optimally using one of the many heuristic algorithms. The availability of the Plotter facilitates the program to plot the network diagram. The Levels II and III also have machine requirements which form the minimum hardware memory requirement for the program in units or bytes while the Cost feature indicates whether the program is solid and/or leased and the purchase price and/or lease price (where available). 2.9 IMPLEMENTATION PROBLEMS Generally speaking, mainframe software packages are more difficult to implement than smaller packages, because everyone is requested to use the same package, perhaps even the same way. The following are some of the common difficulties experienced during implementation. First, is that the upper- level management may not like the reality of the output. The output usually shows top management that more time and resources are needed than originally anticipated. This can be a positive note for the project manager, who is forced to deal with severe resource constraints. Upper- level management may not use the packages for planning, budgeting and decision making. Upper level personnel generally prefer the more traditional methods, or simply refuse to look at reality because of politics. As a result, the plans they submit to the board are based on an eye- pleasing approach for quick acceptance, rather than reality. Day-to-day project planners may not use the packages for their own projects. Project managers often rely on other planning methods and tools from previous assignments. They rely heavily on instinct and trial and error. Besides, Upper- level management may not demonstrate support and commitment to training. Ongoing customized training is mandatory for successful implementation, even though each project may vary. Also, Use of mainframe software requires strong internal communication lines for support thus compelling managers who share resources to talk to one another continually which is rather tiring and uninteresting. Lack of clear, concise reports leads to large mainframe packages generating volumes of data, even if the package has a report writer package. Besides, mainframe THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 30

packages do not always provide for immediate turnabout of information which is often the result of not understanding of how to utilize the new systems. The business entity may not have any project management standards in place prior to implementation. This relates to a lack of Work Breakdown Structure numbering schemes, no life-cycle phases, and a poor understanding of task dependencies. Implementation may highlight middle managements inexperience in project planning and organizational skills. Fear of its use is a key factor in not obtaining proper support. The business environment and organizational structure may not be appropriate to meet project management/planning needs. If extensive sharing of resources exists, then the organizational structure should be a formal or informal matrix. If the organization is deeply entrenched in a traditional structure, then organization mismatch exists and the software system may not be accepted. Sufficient/extensive resources (staff, equipment,) are required. Large mainframe packages consume a significant amount of resources in the implementation phase. This is also coupled with the fact that software implementation is less likely to succeed if the organization does not have sufficient training in project management principles. This barrier is perhaps the underlying problem for all of the other barriers. The system may be viewed as a substitute for the extensive interpersonal skills required by the project manager. Software systems do not replace the need for project managers with strong communication and negotiation skills. However, the business entity must determine the extent of, and appropriate use of, the systems within the organization. Should it be used by all organizations? Should it be used only in high-priority projects? Moreover, Owelle (2010) 28 in his literature review, captured the below challenges experienced in the use of project management software. The challenges apply in general, or to specific products, or to some specific functions within products. His first challenge was that, they may not be derived from a sound project management method. For example, displaying the Gantt chart view by default encourages users to focus on timed task scheduling too early, rather than identifying objectives, deliverables and the imposed logical THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 31

progress of events (dig the trench first to put in the drain pipe). Moreover, they may be inconsistent with the type of project management method. For example, traditional (e.g. Waterfall) vs. Agile (e.g. Scrum) He went further to claim that it focuses primarily on the planning phase and does not offer enough functionality for project tracking, control and in particular plan-adjustment. There may be excessive dependency on the first paper print- out of a project plan, which is simply a snapshot at one moment in time. The plan is dynamic; as the project progresses, the plan must change to accommodate tasks that are completed early, late, rescheduled, etc. Good management software should not only facilitate this, but assist with impact assessment and communication of plan changes. It does not make a clear distinction between the planning phase and post planning phase. This leads to user confusion and frustration when the software does not behave as expected. For example, it is likened to shortening the duration of a task when an additional human resource is assigned to it while the project is still being planned. Owelle (2010) 28 also established that they offer complicated features to meet the needs of project management or project scheduling professionals, which must be understood in order to effectively use the product. Additional features may be so complicated as to be of no use to anyone. Complex task prioritization and resource leveling algorithms, for example, can produce results that make no intuitive sense, and over allocation is often more simply resolved manually. Some people may achieve better results using simpler technique, (e.g. pen and paper), yet feel pressured into using project management software by company policy. Besides, similar to PowerPoint, project management software might shield the manager from important interpersonal contract. New types of software are challenging the traditional definition of project management. Frequently, users of project management software are not actually managing a discrete project. For instance, managing the ongoing marketing for an already-released product is not a project in the traditional sense of the term; it does not involve management of discrete resources working on something with a discrete beginning or end. Groupware applications now add project management: features that directly support this type of workflow-oriented project THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 32

management. Classically- trained Project Managers may argue whether this is sound project management. However, the end-users of such tools will refer to it as such, and the de-facto definition of the term Project Management may change. Last but not least, Owelle (2010) 28 realised that when there are multiple larger projects, project management software can be very useful. Nevertheless, one should probably not use management software if only a single small project is involved, as management software incurs a large time-overhead than is worthwhile. 2.10 MEANING OF TRAINING Training refers to the methods used to give new or present manpower skills that learners need to perform their job. It is the process of teaching new employees or existing employees, skills they need to perform their job. Training is a hallmark of good management that a task manager ignores at their own peril. Having high potential employees do not guarantee they will succeed. Instead, managers must know what they want them to do and how they want them to do it. If they do not, the employees will do the jobs their way, not companies. Therefore, good training is vital (Dessler, (2005) 13 as cited in Omondi, (2012) 26. Training concerns building of the human capital of a nation and therefore has an importance far beyond the needs of the individual organization. Furthermore, it is not a discrete process because it relates to the associated issues of education and career development (Lavender, 1996) 22. Education, training and development have a common concern for building human capital, but there are differences in that Education is primarily for the benefit of the recipient and gives a range of broad knowledge and skills which will be of use in life and work generally, while Training is more specific to a given job, and is therefore of more direct benefit to the employer and Development combines education and training; it is not so much about a specific job to be done now, but looks to the future of the individual and the employer. The above three processes do not take place in isolation, and there is much debate about the boundaries. In considering further and higher education, for example, some courses are clearly non- vocational and therefore regarded as pure education. Others, such as craft courses, contain a substantial element of specific job training. There is also a grey area in deciding, for example, how to classify degree courses in the construction disciplines. These have a vocational element, THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 33

but there is sometimes disagreement on the extent to which they should concentrate on specific skills required by employers, rather than giving students a broad adaptable base which is more beneficial to them in the long term. Argyris (1960) 1 contends that an organisation s effectiveness is dependent upon its ability to accomplish the objectives such as achieving its goal, maintaining itself internally and adapting to its environment. There are three basic types of training inputs as namely; skills, attitude and knowledge. The primary purpose of training is to establish a sound relationship between a worker and his job. Such a relationship is at its best when the workers attitude to the job is right, when the worker s knowledge of the job is adequate and he has developed the necessary skills. Training of construction project managers on the use of project management softwares is therefore aimed at making desired modifications of skills, attitudes and knowledge of project managers so that they perform their jobs most efficiently and effectively. According to Marchington and Wilkinson (2006) 24, extensive training, learning and development is crucial to ensure high commitment Human Resource Management and performance in the organization. Having recruited outstanding human talent, employers need to ensure that these people remain at the forefront of their field, not only in terms of professional expertise and product knowledge but also through working in teams or interpersonal relations. Training is an element in organizational process which is ideal that employers aim to synergize the contribution of talented and exceptional employees (Boxall, 1996) 7. 2.11 SIGNIFICANCE OF TRAINING Armstrong (2000) 2 cited by Omondi (2012) 26 envisaged that the content of manpower training program is determined entirely by the learning and training needs analysis and assessment of what needs to be done to achieve the training objectives. They include: increased productivity whereby training programs help the manpower to increase their level of performance on the assignment given leading to an increase in operational productivity while increased quality makes informed workers less likely to make mistakes. This quality increases the firm s productivity. THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 34

Notwithstanding the other factors, through job satisfaction, the training and development gives the employee confidence in handling jobs assigned to them facilitating an employee to acquire skills through training to boost their morale and self confidence. It makes one better user of resources- with properly trained employees; the organization will apply physical, financial and human resource in a better and economical way hence increasing the organisation profit margins. For management section, the organisation will administer training properly so that it can meet its projected management s return on investment. 2.11.1 Differentiating between training and competence According to Edwards et al (2003) 14 cited by Omondi (2012) 26, it is crucial to understand the differences between training and competence and the potential legal consequences. Ownership of a project manager s software training license does not automatically mean that the project manager is competent and safe. Rather, project manager software use certification ensures that a base standard of training has been received. This general approach of training achievement, as a precursor to competence acquirement, has been broadly adopted because of the inherent difficulties associated with the myriad of bespoke operational environments and software types that could be encountered. For example, the Pertmaster may be available in a wide range of formats, each with various operational attachments and unique operational and maintenance requirements. The initial and relatively safe training environment will only partly prepare the project manager for job application. Training provides familiarization with core features and the level of the software s user friendliness and other essential job knowledge issues. Nevertheless, it would be unreasonable to expect the newly trained project management software user to be fully proficient without having acquired substantial on job experience as well. Edwards (2003) 14 further argue that bridging the gap between training and competence, professional associations, in Kenyan scenario, Institute of Construction Project Management of Kenya (ICPMK) and Architectural Association of Kenya (AAK) the Construction Project Management Chapter in conjunction with the government, require developing competency based vocational qualifications for software operation just as it has been done in the United Kingdom. THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 35

In this case, the researcher also agrees with Edwards (2003) 14 as cited in Omondi (2012) 26 that there is a difference between training and competence. This would enable the researcher understand the need for project management software users experience since it is one of the study objectives, and thus enables him to achieve the correct findings. 2.12 METHODS OF TRAINING They include: 2.12.1 Instruction based learning It has been characterized as the situation when the entire content of what is to be learned is presented to the learner in formal form (Ausubel, 1963) 3. This method offers a traditional approach that is widely accepted and understood. It is appropriate for almost all training needs and can be very dynamic, since the instructor is present to deal with any questions or problems that may arise and give individual attention as needed (Wehr, 1988) 38. 2.12.2 Exploration learning This has been characterized as a matter of rearranging or transforming evidence in such a way that one is enabled to go beyond the evidence so reassembled to additional new sights (Bruner, 1966) 10. Glaser (1966) 15 describes exploration learning as a process by which individuals are granted the freedom to impose their own structures on learning. It may also involve an inductive process through which an individual learns general concepts by starting with specific tasks or examples (Taba, 1963) 34 and has been credited as the best way to learn personal computing (Brynda, 1992) 9.Exploration based training is operationalized as an independent study format utilizing self- paced manuals. 2.12.3 The behaviour modelling method The method, developed in the 1970s for building an individual s skills is a combination of the exploration and instruction methods that concentrates on the idea of observing and doing while following a role model. The theoretical constructs of behaviour modelling are sound and well established (Bandura, 1969) 4 (Goldstein & Sorcher, 1974) 17. Trainees then imitate the role model s behaviour in practice. The technique emphasizes learning points in the instruction mode and modelling, practice and feedback in the exploration or hands on mode. THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 36

2.12.4 Internet training Internet or Web- based training is an online self paced training which allows end users to complete interactive lessons that walk them through the processes of performing common tasks, and the softwares tests them on their performance and understanding (Shinder,2006) 31. Internet based training has received little academic study. In terms of setting, internet as an educational tool can potentially be used individually or by multiple persons especially in a fully equipped electronic classroom. However, internet still requires computer and telecommunication support. Internet allows multiple combinations of methods which may require that it be considered a new delivery method in its own right. Use of internet and intranet technologies enables the potential for an organization to develop a learning community. 2.12.5 Formal training It includes company induction, theoretical training, practical training and testing the knowledge retained (Edwards, 2003 14, as cited in Omondi, 2012 26 ). This essentially aims to provide project managers with instructions regarding good industrial procedures and practice and will be tested to ensure that required standards are achieved. The theoretical training instills project managers with relevant information that will ensure effective software management. Students are therefore forewarned of any potential hazardous situations, their potential consequences and how to avoid them. The requirements for theoretical training include source material (wide range of written materials that are used in theoretical training, for instance software manual and safety precautions, code of practice among others). These documents must be read and understood by the students and tutors as part of the process and prior to commencing training on the software use itself. Methods of delivery of the formal training need not to involve lecture halls and class rooms only. Visual and audio aids can also be incorporated in the training. This involves a situation where an instructor walks each user individually through the process of performing common tasks and answers questions. Individual hands on instructor mode of training is said to be the most expensive although it is potentially the most effective method. THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 37

Seminar style group demonstration method of training is where an instructor shows users how the software works and how to perform common tasks in live demonstration. Groups of 20 to 50 are often effective (Shinder, 2006) 31. Upon completion of the initial training programme, the training provider must finally evaluate the trainee. The student is tested on the knowledge retained and ability acquired. 2.12.6 On- job training experience This commences the process of practical skill knowledge and operational ability acquisition. It introduces the trainee to the work environment (Edwards, 2003) 14. The training after completion of training, is allowed a probation period under strict monitoring. Then he/she is to fill a certificate of training record which entails his/her core details. 2.12.7 Continual employee evaluation or Continuous Professional Development programmes These programmes ensure that operators retain core skills and attain new ones thus maintaining competency skills. 2.12.8 Simulation This is a method that enables the learner to understand the interrelationships among components of a system or process by providing a reproduction of that system or process (Tracey, 1971) 35. Simulations differ from games in that simulation test or use a model that depicts or mirrors some aspect of reality in form, if not necessarily in content. Learning occurs by studying the effects of change on one or more factors of the model. Simulations are commonly used to test hypotheses about what happens in a system often referred to as what if? analysis or to examine best case/worst case scenarios (Broad et al, (2005) 8. 2.13 TRAINING REQUIREMENTS/NEEDS Training is costly and is a matter of public policy, thus the question arises; whose responsibility it should be, and in particular, who should pay for it the individual, the employer, or the state. Training is an investment just as much as expenditure on fixed assets, but whereas the firm owns the latter, this is not completely the case with investment in training. Contractual provisions may THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 38

place some restrictions on an employee taking his/her skills elsewhere, but it cannot guarantee performance for the firm making the investment. Having outlined some of the underlying factors affecting the training environment, the fact remains that a successful firm/project manager as an individual need to have or adhere respectively to a training policy in place and this is an important personnel function. Lavender (1989) 21 therefore, suggests that the construction firm, in this case, a project management firm needs to decide on: what type of training is required; who is to provide it; where is to take place and who is to pay for it. Type of training: Within a firm, a wide range of people should be employed with different training requirements. The skills required by a particular type of worker may not remain constant, and could become greater or lesser. In the construction industry, traditional apprenticeships have all but disappeared with training now based on National Vocational Qualifications (NVQs). These concentrate on the competences required for doing specific tasks rather than the ability to plan and execute a range of tasks. This may necessarily be detrimental if it reflects the changing technological requirements of the production process. Providers of training: This entails the traditional way of learning by working alongside somebody already qualified in construction project management software use. This can easily be informal, unstructured and generally adhoc. And of course, the results can be extremely variable. While there is a place for informality, training tends to be more formal with the greater involvement of professional trainers, inside or outside the firm. Given the overlap with education that has been referred to previously, some public provision might also be expected. The training organization which is retained in- house depends on the size of the firm, its range of training requirements, and company policy. For example, it might be decided as a matter of policy, to carry few overheads and to use external consultants on an adhoc basis, especially if most training requirements are of an occasional, specialized nature. Place of training: Informal training often occur at the workplace i.e. on job training. Even if this is not the recognized training method, it is quite likely that most employees learn a good deal this way, and therefore it should be encouraged. Much training may also occur away from workplace. THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 39

This could be within the firm, registered training institutions or at external locations such as colleges and training centres. Payment for training: Payment may be made by the individual, the employer or the state or a combination of all three. There have been changes in recent years. In accordance with market forces, especially human capital theory, the government now encourages individuals to invest in their own education and training to a large extent. Similarly, employers seem less inclined to support staff on day release courses. Frequently, students are expected to pay their own fees and study time must come out of annual holiday or the time must be made up by working longer hours on work days. No doubt these trends have something to do with the condition of the labour market. Whether this will give the country the investment in human capital its needs remain debatable. 2.13.1 General Training Considerations Before considering specific training techniques including some of those earlier mentioned, one should ask himself or herself the following questions: 1) What are your training goals for this session? a. New skills b. New techniques for old skills c. Better workplace behavior d. A safer workplace e. A fair and equal workplace free of discrimination and harassment 2) Who is being trained? a. New employees b. Seasoned employees c. Upper management 3) What is your training budget? 4) How much time has been allocated for training within your organization? 5) What training resources and materials do you have at your disposal? Your answers to above questions narrow one spectrum of the choices to make regarding the training method to employ or go for. THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 40

2.14 EVALUATION OF TRAINING There are two principal factors which need to be resolved for one to be guaranteed of a proper and effective evaluation of a given training method. They are: who is responsible for the validation and evaluation processes and what resources of time, people and money are available for validation or evaluation purposes. 2.14.1 Responsibility for validation of training Traditionally in the main, any evaluation or other assessment has been left to the trainers because that is their job (Rae et al, 2002) 30. Rae (2002) 30 argues on the basis of the Training Evaluation Quintet which states that each member of the Quintet has roles and responsibilities in the whole process. The Training Evaluation Quintet advocated for in Rae et al (2002) 30 management; the trainer; the line management; the training manager and the trainee. consists of: Senior 2.14.1.1 Senior management Its training evaluation responsibilities include finding out the degree of awareness of the need and value of training to the organization coupled with the need and desire to establish the necessity of involving the Training Manager in senior management meetings where decisions are made about future changes when training will be essential. Furthermore, they have to possess the knowledge of and support of training plans through active participation in the training events. This team has to submit its summary report so that policy and strategic decisions can be made based on the outcome of the training and Return on Investment data 2.14.1.2 The Trainer The trainer s responsibilities are underlined to include provision of any necessary preprogramme work and programme planning together with identification at the start of the programme of the knowledge and skills level of the trainees/learners. THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 41

The trainer is also mandated with the provision of training and learning resources to enable the learners to learn within the objectives of the programme and the learners' own objectives. This can only be achieved if proper and keen monitoring of the learning as the programme progresses is done. At the end of the programme, the trainer is also bestowed with the duty of assessing and receipt of reports from the learners of the learning levels achieved so as to enable him/her gauge the production levels of the learner s action plan. Depending on the outcome of the assessment, the team in charge of training will know either to reinforce, practice or continue implementing the learning programme as it used to be before. 2.14.1.3 Line manager The line manager is expected to establish work-needs and perform people identification depending on their rate of understanding ability. He/she is to be fully involved in the training programme and evaluation development. The line manager is also expected to offer support of pre-event preparation and holding briefing meetings with the learner together with giving ongoing, and practical, support to the training programme without forgetting his/her task of holding a debriefing meeting with the learner on their return to work to discuss, agree or help to modify and agree action for their action plan. Moreover, the line manager has to review the progress of learning implementation so as to assess how successful or not the implementation is on the return on investment. 2.14.1.4 The training manager The training manager is responsible for management of the training department and agreeing the training needs and the programme application together with maintenance of interest and support in the planning and implementation of the programmes, including a practical involvement where required. The manager is also in charge of the introduction and maintenance of evaluation systems, and production of regular reports for senior management. He/she is to ensure frequent, relevant THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 42

contact with senior management so as to maintain liaison with the learners' line managers and arrangement of learning implementation responsibility coupled with learning programmes for the managers. 2.14.1.5 The trainee or learner training evaluation responsibilities The trainee s responsibilities include being involved in the planning and design of the training programme where possible and also being involved in the planning and design of the evaluation process where possible. The trainee is obliged to take interest and an active part in the training programme or activity. This will spur him or her to complete a personal action plan during and at the end of the training for implementation on return to work, and to put this into practice, with support from the line manager. The trainee is also expected, although not mandatory, to take interest and support the evaluation processes. N.B: Although the principal role of the trainee in the programme is to learn, the learner must be involved in the evaluation process. This is essential, since without their comments much of the evaluation could not occur. Neither would the new knowledge and skills be implemented. For trainees to neglect either responsibility the business wastes its investment in training. Trainees will assist more readily if the process avoids the look and feel of a paper-chase or numbercrunching exercise. Instead, make sure trainees understand the importance of their input - exactly what and why they are being asked to do. 2.14.2 Training evaluation and validation options As suggested earlier what you are able to do, rather than what you would like to do or what should be done, will depend on the various resources and culture support available. The following summarizes a spectrum of possibilities within these dependencies. 2.14.2.1 Do nothing Doing nothing to measure the effectiveness and result of any business activity is never a good option, but it is perhaps justifiable in the training area under the following circumstances. THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 43

If the organization, even when prompted, displays no interest in the evaluation and validation of the training and learning - from the line manager up to the board of directors; if you, as the trainer, have a solid process for planning training to meet organizational and people-development needs; if you have a reasonable level of assurance or evidence that the training being delivered is fit for purpose, gets results, and that the organization (notably the line managers and the board, the potential source of criticism and complaint) is happy with the training provision; and you have far better things to do than carry out training evaluation, particularly if evaluation is difficult and cooperation is sparse. However, even in these circumstances, there may come a time when having kept a basic system of evaluation will prove to be helpful, for example: You receive a sudden unexpected demand for a justification of a part or all of the training activity. (These demands can spring up, for example with a change in management, or policy, or a new initiative).moreover, when you seek to change job and need evidence of the effectiveness of your past training activities. Doing nothing is always the least desirable option. 2.14.2.2 Minimal action The absolutely basic action for a start of some form of evaluation is as follows: At the end of every training programme, give the learners sufficient time and support in the form of programme information, and have the learners complete an action plan based on what they have learned on the programme and what they intend to implement on their return to work. This action plan should not only include a description of the action intended but comments on how they intend to implement it, a timescale for starting and completing it, and any resources required, among other things. A fully detailed action plan always helps the learners to consolidate their thoughts. The action plan will have a secondary use in demonstrating to the trainers, and anyone else interested, the types and levels of learning that have been achieved. The learners should also be encouraged to show and discuss their action plans with their line managers on return to work, whether or not this type of follow-up has been initiated by the manager. THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 44

2.14.2.3 Minimal desirable action leading to evaluation When returning to work to implement the action plan the learner should ideally be supported by their line manager, rather than have the onus for implementation rest entirely on the learner. The line manager should hold a debriefing meeting with the learner soon after their return to work, covering a number of questions, basically discussing and agreeing the action plan and arranging support for the learner in its implementation. As described earlier, this is a clear responsibility of the line manager, which demonstrates to senior management, the training department and, certainly not least, the learner that a positive attitude is being taken to the training. Contrast this with, as often happens, a member of staff being sent on a training course, after which all thoughts of management follow-up are forgotten. The initial line manager debriefing meeting is not the end of the learning relationship between the learner and the line manager. At the initial meeting, objectives and support must be agreed, and then arrangements made for interim reviews of implementation progress. After this when appropriate, a final review meeting needs to consider future action. This process requires minimal action by the line manager - it involves no more than the sort of observations being made as would be normal for a line manager monitoring the actions of his or her staff. This process of review meetings requires little extra effort and time from the manager, but does much to demonstrate at the very least to the staff that their manager takes training seriously. 2.14.2.4 Total evaluation process This process involves the: training needs identification and setting of objectives by the organization; planning, design and preparation of the training programmes against the objectives; Pre-course identification of people with needs and completion of the preparation required by the training programme; Provision of the agreed training programmes; Pre-course briefing meeting between learner and line manager; Pre-course or start of programme identification of learners' existing knowledge, skills and attitudes; Interim validation as programme proceeds; assessment of terminal knowledge, skills, etc., and completion of perceptions/change assessment; THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 45

Completion of end-of-programme reactionnaire ; Completion of end-of-programme Learning Questionnaire or Key Objectives Learning Questionnaire; Completion of Action Plan; Postcourse debriefing meeting between learner and line manager; Line manager observation of implementation progress; Review meetings to discuss progress of implementation; Final implementation review meeting and assessment of Return on Investment Whatever you do, do something. The processes described above allow considerable latitude depending on resources and culture environment, so there is always the opportunity to do something - obviously the more tools used and the wider the approach, the more valuable and effective the evaluation will be. However be pragmatic. Large expensive critical programmes will always justify more evaluation and scrutiny than small, one-off, non-critical training activities. Where there's a heavy investment and expectation, so the evaluation should be sufficiently detailed and complete. Training managers particularly should clarify measurement and evaluation expectations with senior management prior to embarking on substantial new training activities, so that appropriate evaluation processes can be established when the programme itself is designed. Where large and potentially critical programmes are planned, training managers should err on the side of caution - ensure adequate evaluation processes are in place. As with any investment, a senior executive is always likely to ask, "What did we get for our investment?", and when he asks, the training manager needs to be able to provide a fully detailed response. 2.15 CHALLENGES FACING TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Despite the undoubted importance of training, most project management firms do not engage in effective corporate learning. Indeed, in an industry such as construction, there exists many challenges in training, both real and perceived, to even the most basic training and development activities. Loosemore (2003) 23 cited by Omondi (2012) 26 discusses challenges facing training as below. The costs of training delivery of training activities are more often than not assumed to be expensive in terms of both the cost and time. Therefore training programmes are often amongst the first expenditure items to be dropped in times of recession. THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 46

Clashes with production objectives as there is a widely held view that the majority of formal training activities require key project based staff to be removed temporarily from their operational responsibilities. In an increasingly lean construction industry, this can cause additional pressure for the already overstretched teams. Existing legislative requirements like minimum training standards that are protected by statute in most countries. This means that companies must provide minimum standards of training on issues such as health and safety. Additional training can be seen as an unnecessary add-on or a luxury within many construction organisations. Moreover, high staff turnover raises concern because providing employees with training and development support makes them more attractive to other companies and construction is a highly predatory and transitory industry with a strong culture of nomadism. It is highly likely, in the common absence of retention strategies, that trained employees will take their skills elsewhere. Conversely, it is possible to attract trained employees from other companies through the use of remunerative incentives, negating the needs for one s own training strategy. The overall effect is a training stalemate. Notwithstanding above dispositions, construction industry is a macho environment. The construction industry has a highly masculine culture, with a tradition of physical activities and an emphasis on production that cannot be learnt effectively in a classroom environment. Many employees have been failed by the traditional classroom based educational system and perceive learning as a non- productive, feminine activity and associate it with failure. This is a major cultural barrier to training, and also permeates management positions in the construction industry. A lean on the job culture which has a historical attitude towards developing a career in the industry has valued experience as the primary learning mechanism rather than formal training or education. The relative strengths and weaknesses of on the job and off the job learning are to be considered. The above disposition indicates a short- term and negative view of training which is both shared by many modern construction clients. They are increasingly demanding that construction firms THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 47

demonstrate the competence of the team that will be working on a project through their training and development activities. To assist in satisfying and exceeding these growing market requirements, Loosemore (2003) 23 cited by Omondi (2012) 26 further proposes the following as essential elements of an effective training programme. 2.15.1 Planning and implementing effective training activities Training can be delivered either in a reactive, fragmented and unstructured way in response to immediate needs, or through a planned programme of interconnected activities. Whilst adhoc training provision can be valuable in terms providing for immediate skills needed, getting value for money from a training programme requires more careful management of the function. Omondi (2012) 26 cites Loosemore (2003) 23 who puts forward a simple framework when discussing training in the context of project management which comprises the below five steps. Step one requires one to define a training policy which involves defining clear links between organizational objectives and training provision. It also identifies a hierarchy of skills and knowledge requirements for the organisation that allows it to prioritize its training resources. This is done through taking into account the changing priorities brought by new market opportunities, legislative changes, social expectations and fluctuations in the economy, all of which place new demands on staff and their skill requirements. Step two involves identifying staff training needs which is expressed in terms of both organizational and individual needs. The skills required by a job role are achieved through a job analysis a formal assessment of required competencies for particular functions both now and in the future. The analysis of the skills needs of individual employees is based on achieving planned organizational objectives, and include interviews with staff to identify their aspirations and needs, inspection of company training records and an examination of performance appraisals, which are then used to develop a profile of an employee s skills and abilities which can be systematically compared to the requirements of their role. Step three requires thorough and proper preparation of a training programme which should be a carefully planned sequence of training activities. Identify the skills needs and objectives of the THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 48

programme in the short, medium and long term, and highlight the types of training that individual employees will need. Then define appropriate timescales for the development of these skills depending on the nature of the skills to be learnt and the level of attainment required. In step four, one is required to make a decision on the methods for delivery which could include formal or informal approaches to training, including courses, training videos, job rotation or special assignments. This should be developed with training programme in mind, in order to relate particular training delivery mechanisms to available timescales. Finally in step five, one is expected to evaluate to review whether the training provision had the desired impact on the performance of the organisation. Besides, it is argued that it is necessary to engender a motivational climate which ensures an appreciation of the importance of training and allows all those involved to understand its value in terms of improving organizational performance. Taking each of these steps in turn, an elaborate detailed strategic approach to training which overcomes many of these challenges identified above is clearly defined. THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 49

CHAPTER THREE RESEARCH METHODOLOGY 3.0 INTRODUCTION Research methodology as defined by Soy (1996) 33 refers to what the activity of research is, how to proceed, how to measure progress, and what constitutes success. In Watson (1927) 37, he stated that, research by its nature seeks to reveal something, not just new to researchers but absolutely new to most and brings forth something the author believes is a right to be known by all. This chapter describes the procedures that the researcher adopted in conducting the study. It discusses the study area, target population, sampling techniques and data collection methods used by the researcher. Data analysis was used to test the hypothesis as well as to fulfil the objectives of the study. 3.1 RESEARCH DESIGN Research design is the arrangement of conditions for collection and analysis of data, in a manner that aims to combine the pertinence of the research purpose with the economy in procedure (Selitz, 1962) 32. Oso et al. (2005) 27, describes the nature of the pattern the research intends to follow as it further describes the plan or strategy for conducting the research. Research design can also be defined otherwise, as a means of creating an empirical test which will approve or disapprove a knowledge claim is true of the particular situation that the study has chosen to observe. The second part is to test whether the knowledge claim is likely to hold true in other situations which is done through data analysis (Gall and Borg, 1989) 6. Research design can be classified into two broad categories: observation and communication. Observation includes the full range of monitoring behavioral and non- behavioral activities and activities. These include: reading, visual data collection, smelling, listening and touching. The researcher does not ask for any information from the respondent, they simply observe (Kothari, 2004) 20. The communication approach on the other hand, involves surveying people and recording their responses for analysis. It is the most reliable method of learning about people s opinions, motivations, expectations, attitudes and intentions. Questionnaires can effectively harness these attributes since it is the most effective instrument for collecting survey data. The communication approach is also an effective method for eliciting issues that are exclusively THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 50

personal to the respondent, as the most qualified person to provide such information (Cooper and Schindler, 2003) 11. The research uses two approaches: quantitative and descriptive. Quantitative analysis was used in the analysis of data which could be expressed mathematically. This includes analyzing the popularity level of the different forms of training the construction project managers on the use of software applications and identifies the generation that has greatly embraced the use of softwares to assist them in executing their tasks. This study was conducted through survey, while employing the quantitative strategy. The survey research design generally entails investigating populations by selecting samples for analysis and discovery of new developments. The survey enabled in depth analysis of the chosen samples hence an understanding of the large population. It was also suitable given the extensive nature of this research; the survey design structured the research and showed how all the major parts of the research project worked together, to address the central research questions. 3.2 NATURE AND SOURCE OF DATA Data is either primary or secondary in nature. Primary data is sourced from stakeholders in the construction industry in Nairobi, Kenya. These were specifically project managers working with contractors, working with the Ministry of Public works and those in private practice. The data was obtained through the administration of questionnaires, interviews and observation. Also in use in the study is the secondary data obtained from literature review on relevant publications and information sourced from various libraries in Kenya, newspapers journals, magazines and the internet. The secondary data obtained was utilized in order to establish the criteria and theories against which the empirical research of the primary data was to be measured. The secondary data therefore acted as a guideline in developing the research methodology and informing the analysis. THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 51

3.3 THE POPULATION AND SAMPLING TECHNIQUE 3.3.1 The Target Population The accessible population in this study mainly involved project managers working independently; working for contractors and those in the Ministry of Public Works. This study was conducted in Nairobi. Time and resource constraints restricted the researcher within Nairobi. 3.3.2 The Sample and Sampling Technique A sample is a collection of observations representing only a portion of the population. It is adopted where time and resources do not allow the researcher to undertake her research using the target population (Mugenda and Mugenda, 1999) 25. It is also assumed that by selecting some of the elements in a population, we may draw conclusions about the entire population. This study employed the convenience and snowball sampling techniques to identify construction project managers that were involved in the study. These techniques were used to take advantage of the consultants who were identified in the course of the field work, and also because of lack of an all inclusive and reliable register of firms offering project management services. This is justified even further by the fact that the Institute of Construction Project Managers of Kenya (ICPMK) mandated with keeping the registry of all project managers working in Kenya and regulating them, was established just recently. This applied to independent project management firms that exclusively offer construction project management services. Convenience was also employed when identifying project managers to be included in the sample through social networks and websites within construction industry since it was difficult to identify the number and distribution of construction project managers in Kenya. The sampling process involved consulting some practising professionals in the construction industry, who willingly offered assistance in locating the firms, i.e. firms which also offer construction project management services. Moreover, the researcher also got assistance from students who had previously been attached to firms offering project management services. Emphasis was on students pursuing degree course in Bachelor of Construction Management in the University of Nairobi. Their input saved the researcher time and resources on physically locating the construction project management firms. Moreover, the researcher was able to THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 52

establish if the firms the students were attached to have a staff training policy on software use and whether or not they encountered any challenges in the process in enforcing the policy. 3.3.3 Sample size The below formula was used to come up with the sample size from the list of construction project managers in the Ministry of Public Works and those working with contractors. n= () Source: Chiara and Nachmias (1996) cited by Omondi (2012) 26 Where: N= size of the population n= sample size p= sample proportion estimated to have characteristics being measured (Researcher intends to assume 95% confidence level of the target population) q= 1-p e= acceptable error, e=0.005 since the estimated should be with 5% of the true value z= the standard normal deviate at the required confidence level, i.e. 1.96 Thus, n=...(). (...) n=62 number of registered Project Managers with the Ministry of Public Works The researcher used this figure as the sampling frame. The size of the population was established to contain 398 people practising as registered construction project managers. This might not reflect the true representation the Project Managers as of 2013 because with the unveiling of the National Construction Authority (NCA), there has been an ongoing new registration of the contractors based in Kenya which also affects the registry at the Ministry of Public Works. 62 is still a large number and due to time and cost constraints, the figure had to be scaled down. The researcher thus incorporated systematic random sampling to arrive at a figure of 25. THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 53

The figure is further distributed as below: i. Project Managers working in the Ministry of Public Works- 15 ii. Project Managers working with Contractors 10 The researcher allocated a larger number of respondents to those working in the Ministry of Public Works because he expected some difficult time getting response from them. The researcher s fears are proved right as he got the largest percentage of questionnaires not returned from the Ministry as is clearly demonstrated in Chapter Four (table 4.0). To get the number of Project Managers in private practice, the researcher employed the systematic random sampling method because, most project managers in private practice are people who come from other professions and after starting their own firms, may have found it prudent to enrol for a post-graduate degree course in Construction Project Management. A figure of 10 Construction Project Managers was found to suffice as the researcher engaged some of the final year students undertaking the Bachelor of Construction Management degree at the University of Nairobi due to their knowledge of private practising firms after spending their internship period in some of the firms. Moreover, the firms are not evenly distributed all over Nairobi thus systematic sampling would have given a wrong impression of the data collected. Besides, a visit made to Architectural Association of Kenya (AAK) Construction Project Management Chapter offices gave the researcher insight into the details and address of some Construction Project Managers. 3.4 DATA COLLECTION INSTRUMENTS AND PROCEDURES Data collection is considered a very important stage in gathering all the required information fundamental to achieving the objectives of the study. Primary data was collected by use of the following instruments: 3.4.1 Questionnaires This was the main method of data collection that was used. The questionnaires were selfadministered to project managers in the various sectors relevant to the scope of this study. The questionnaires were both open-ended, selective based and closed format. Selective based questions required the respondents to tick in the appropriate box or boxes. They basically sought THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 54

to enhance the understanding of the training of construction project managers on the use of project management softwares. 3.4.2 Interviews Interviews were conducted so as to clarify some of the answers that had been given in the questionnaire or to answer a meticulous question that required lots of explanation. This was applied to answers that the researcher perceived to be ambiguous depending on the respondent s interpretation of the question at hand.. 3.5 Data analysis and presentation The research constituted a fact finding exercise with the data collected being analyzed using simple statistical tools like Statistical Product and Service Solutions (SPSS) to investigate the training of construction project managers on the use of softwares to execute their tasks and relating them to the scholarly data obtained from the literatures reviewed. To aid the researcher in doing the analysis, the following phases were created: 3.5.1 Classification This involved setting standards for grouping responses, tabulation, graphs and pie charts so as to simplify the analysis of the data collected. The primary data collected was first summarized, organized and presented in form of tabulations and charts. 3.5.2 Data analysis The data collected was analyzed quantitatively and qualitatively. The qualitative data obtained by way of the open ended (unstructured) questions were analyzed by way of discussions. Quantitative data collected with the aid of the close-ended (structured) questions were analyzed using descriptive statistics in the form of the frequency distribution tables and charts (King oria, 2004) 19. THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 55

3.5.3 Data presentation Graphical presentation of the analyzed data was then undertaken by way of bar charts, pie charts and graphs to facilitate ease of interpretation to the researcher as well as to enable the reader to understand the information presented. 3.6 FINAL RESEARCH REPORT The final report incorporates a discussion of the main findings obtained from the data analyzed which elaborated more on the training of construction project managers on the use of construction project softwares, and assisted the researcher in preparation of the final report by drawing of recommendations, and giving areas for further studies. The recommendations were practical and achievable in the form that when followed to the latter, they would help in proper, effective and efficient training of construction project managers on the use of construction project softwares; while areas for further studies emphasized on the questions in the study that remains unanswered and therefore should be explored further. THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 56

CHAPTER FOUR DATA PRESENTATION AND ANALYSIS 4.0 INTRODUCTION In the previous chapter, the researcher discussed the methods employed in the data collection. These were mainly through the use of interviews and questionnaires for primary data and literature review for the secondary data. The researcher describes the operations of analysis employed in the research and how he deduced the results. This chapter contains a detailed description of the results obtained and analysis of the results. This study was aimed at finding out how Construction Project Managers are currently being trained on how to use project management softwares in the execution of their projects. This was in light of the construction project management software use being affected by a number of challenges that the researcher was to research on. His work was to fulfill the below objectives: a) To establish the popularity of the current forms of training offered to Construction Project managers on the use of the softwares. b) To assess the level of experience that Project managers using any project management software have on the Construction Project Management in the Kenyan construction industry. c) To identify challenges facing the training of Project managers on the use of softwares. d) To establish to what extent the training of construction project managers on software use affects the supply and demand of their services in the Kenyan construction industry. 4.1 DATA COLLECTION REVIEW During a field survey, the following ratings were given by Mugenda and Mugenda (1999) 25 with regards to response received from the respondents: i. 50% - adequate for analysis and reporting ii. 60% - good response iii. 70% - a very good response THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 57

The researcher administered one uniform questionnaire to the three sampled groups of respondents and computed the response received from the field and presented the response rate in the table 4.0 below. Table 4.0 Response Rate Respondents No. of Questionnaires Administered Project Managers working in Contractors office Response Received Response Rate in (%) 10 8 80 Project Managers working with the Ministry of Public Works Project Managers working in a private Consultant s office 15 11 73.33 10 10 100 TOTAL 35 29 84.44 (Source: Field Survey, April 2013) From table 4.0 above, a total number of 35 questionnaires were administered to the sampled respondents. 10 questionnaires were administered to project managers working in Contractors office, 15 questionnaires were administered to project managers working with the Ministry of Public Works and 10 were administered to Project Managers working in a private Consultant s office. From the total number of 35 questionnaires administered, only 29 respondents returned the completed questionnaires with the 8 responses attaining 80% from project managers working in Contractors office, 11 responses attaining 73.33% from project managers working with the Ministry of Public Works and 10 responses attaining 100% from project managers working in a private Consultant s office. The 29 responses received were considered valid thus the field survey of 84.44% (very good for study) response rate which was adequate for analysis and reporting. THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 58

The researcher encountered a few challenges in that some of the respondents were uncooperative and reluctant especially those working with the Ministry of Public Works. Some expressed that they were too busy to complete the questionnaires thus the researcher had to make a number of follow up trips so as to persuade them to fill the questionnaires. 4.2 The respondent s first career The researcher was interested in establishing the career that the respondents first studied before venturing into Construction Project Management bearing in mind that Construction Project Management is generally a new, young field in the Kenyan Construction industry. The responses obtained from the respondents who completed their questionnaires were as in the table 4.1 below. Table 4.1 The respondent s first career What is your first profession? Frequency Percent Valid Percent Cumulative Percent Valid Missing 6 17.1 17.1 17.1 Quantity Surveyor 8 22.9 22.9 40.0 Construction Manager 4 11.4 11.4 51.4 Architect 7 20.0 20.0 71.4 Engineer 6 17.1 17.1 88.6 Other(Specify) 4 11.4 11.4 100.0 Total 35 100.0 100.0 (Source: field survey, April 2013) From table 4.1, the frequency distribution table revealed that a higher number of quantity surveyors (22.9%) had undertaken to venture into construction project management. The Quantity surveyors were closely followed by Architects at 20%, Engineers at 17.1% while those who started as Construction managers and other professionals, tied at 11.4%. Of the four under others specify, 2 were graduates from overseas Universities in United Kingdom where they studied Software Engineering as a whole but opted to specialize in construction project management softwares. THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 59

4.3 Duration as a Construction Project Manager The researcher sought to find out how long the respondents have been practising CPM thus enable him realise their level of experience. The results were computed in SPSS and the researcher summarized them in the table 4.2 below: Table 4.2: Time spent so far practising CPM Time spent practising up to date Number of Respondents Percentage Response (%) Less than 5 years 14 48.28% 5-10 years 13 44.82% 10-15 years 1 3.45% More than 15 years 1 3.45% TOTAL 29 100% (Source: Field study, April 2013) From table 4.2 above, 48.28% of the respondents have been practising CPM for less than 5 years. 44.82% have been practising for between 5-10 years while an equal percentage of 3.45 have been practising for 10-15 years or more. These findings prove what the researcher had earlier gathered in literature review that majority of construction project managers in the Kenyan construction industry have not been in that construction project management sector for long. Almost half of the respondents have been in the industry for less than 5 years. THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 60

4.4 First Contact with Construction Project Management Softwares. The researcher sought to find out the first time the respondent came across CPM softwares. The responses obtained were as shown in the figure 4.0 below. Figure 4.0: First contact with CPM Softwares (Source: field study, April 2013 after analysis of data in IBM SPSS 15) From figure 4.0 above, out of the 29 respondents who completed the questionnaires, 15 first got into contact with CPM softwares while in college. They said that it was part of the course programme, at least the basics of how to use the particular software available. The researcher also realised that 5 respondents got to know of the softwares by reading online, 4 of them came into contact with the softwares after joining the job market while the remaining 5 respondents also got to know of softwares from their colleagues. The first bar represents those who did not THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 61

return the forms. These findings imply that majority of the construction project managers first interacted with CPM softwares while in college; it being part of their curriculum. 4.4.1 The Software that the Respondents first used The researcher sought to establish which software type the respondents interacted with during their first contact. The results were as shown in the figure 4.1 below: Figure 4.1: The type of software the respondent first interacted with (Source: field study, April 2013 after analysis of data in IBM SPSS 15) From figure 4.1 above, 90% of the respondents first interacted with Microsoft Project software with a paltry 5% each being first introduced to Primavera and Pertmaster. This indicates that majority of the respondents are well acquainted with Microsoft Project software basics as compared to the rest of the available softwares. THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 62

4.5 Level of CPM Software training attained The researcher sought to find out the different levels of training on software use that the respondents had attained so as to be able to relate the levels attained to some of the successes and failures experienced by construction project managers while using these softwares. The responses received are as shown in the table 4.3 below. Table 4.3: Level of CPM Software training attained Which level of software training did you attain? Frequency Percent Valid Percent Cumulative Percent Valid Degree 2 6.9 6.9 6.9 Diploma 6 20.7 20.7 27.6 Certificate 18 62.1 62.1 89.7 Others(specify) 3 10.3 10.3 100.0 Total 29 100.0 100.0 (Source: field study, April 2013 after analysis of data in IBM SPSS 15) From the table 4.3 above, 6.9 percent of the respondents attained degree level in the use of softwares. The two were Software Engineering students studying abroad and ventured into CPM softwares full time. 20.7 percent attained diploma level, 62.1 percent attained certificate level while the rest (10.3%) had not yet received any formal training by the time the research was being carried out. This clearly indicates that vast majority of CPM software users have only attained certificate level in terms of software training. This figure is small because, even though some of them would want to further their training, the researcher realised that they faced time constraints as their work was too demanding and only depended on Continuous Professional Development programmes so as to stay abreast with the demands of the modern society. THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 63

4.6 Duration for Training The researcher further sought to investigate the length of time the respondents had taken during their training on how to use CPM softwares. The responses received are as shown in figure 4.2 below. Figure 4.2: Time taken to complete a particular training programme (Source: field study, April 2013 after analysis of data in IBM SPSS 15) From figure 4.2 above, 1.00 which represents less than one month as indicated in the questionnaires had 7 respondents, 2.00 which represents 1-6 months had 19 respondents, 3.00 which represents Over one year had 2 respondents while 4.00 which represents other times whereby a respondent responded that he trains part time had only that solitary respondent. The researcher was able to realise that a large number of Construction Project Managers using CPM softwares spent between one to six months during their initial training. THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 64

4.7 Possibility of Offering Re-training Programmes The researcher also sought to establish whether the three institutions (Construction Project Managers in the Ministry of Public Works, in the Contractor s office and Private firms) sampled offered re-training progammes to their recruits. The results obtained are as shown in figure 4.3 below: Response No. of Respondents Percentage Yes 20 69 No 9 31 TOTAL 29 100 Table 4.4 (Source: Field Study, April 2013) Figure 4.3: Possibility of offering re-training programmes after recruiting an employee (Source: field study, April 2013 after analysis of data in IBM SPSS 15) From figure 4.3 above, 69% (20 out of 29) of the firms involved in the research do offer retraining programmes to their fresh recruits. Only 31 percent of the firms do not offer re-training THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 65

programmes to new recruits to sharpen their skills. This implies that more than half of the firms executing their Construction Project Management assignments using softwares do re-train or offer further training to their fresh recruits. 4.7.1 The Period it takes to re-train CPM software users The researcher, in addition to knowing if re-training was offered, he further sought to find out how long the retraining lasts and the results obtained are as indicated in figure 4.4 below. Figure 4.4: Duration for Re-training (Source: field study, April 2013 after analysis of data in IBM SPSS 15) From figure 4.4 above, 55% of the respondents firms offer retraining for less than one month. 28% offer retraining of the new recruits for between one to six months while 10% of the respondents offer between 6-12 months for retraining of the fresh recruits and 7% of the firms offer retraining to the recruits for more than one year. This implies that most firms involved in THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 66

this research offering retraining programmes to their new recruits, do it within one month for a number of various reasons as discovered by the researcher and discussed in Chapter Five. 4.8 Methods employed to source for training staff and other necessities The researcher sought to investigate whether the respondents preferred in-house source of the training personnel and equipment to hiring or vice-versa. The results are clearly demonstrated in figure 4.5 below. Figure 4.5: Modes of sourcing for the CPM softwares training personnel and equipment (Source: field study, April 2013 after analysis of data in IBM SPSS 15) From the figure 4.5 above, over 60% of the respondents preferred hiring of the training personnel to having them in- house. About 30% of the firms involved in this research have the capacity to THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 67

have in-house training personnel and the necessary tools to ensure that the training is successful and the trainee acquires the needed skills to independently execute their tasks. 4.8.1 Rating of the Cost incurred when in-house method is adopted The researcher sought to establish how the respondents considered the adoption of the in-house method of sourcing for the training personnel and equipment and the results obtained are indicated in table 4.5 below. Table 4.5 Rating of in-house process Respondents Percentage Response (%) Low 7 24.1 Moderate 3 10.3 High 6 20.7 Very high 13 44.8 Other specify 0 0.00 TOTAL 29 99.9 (Source: Field study, April 2013) From the table 4.5 above, 24.1% of the respondents consider in house process to be low in terms of the cost of paying the training staff and purchasing the required equipment. 10.3% of the respondents opined that the costs incurred were moderate, 20.7% viewed in house process to have high costs while 44.8% of the respondents affirmed that in-house method of sourcing for the training personnel and equipment was very high in terms of costs. This implies that majority of the CPM software users believe that having in-house training personnel and equipment is expensive as compared to hiring only when need arises. THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 68

4.9 Cost rate of the full training on the CPM Software use The researcher sought to find out the cost of the entire training of the Construction project manager on software use and realised the results in table 4.6. Table 4.6 Cost rate of training one on the use of softwares Cost rate of training a CPM Software user Respondents Percentage Response (%) Low 3 10.3 Moderate 6 20.7 High 12 41.4 Very High 8 27.6 TOTAL 29 100 (Source: Field survey, April 2013) From the table 4.6 above, the researcher found out that 10.3% believed that the full training course of a CPM software user was low, 20.7% thought that the training cost was moderate while 41.4 believed that it was high and 27.6% of the respondents had cost rate of training one on the use of CPM softwares, to be very high. This means that majority of the respondents in this research consider the cost of taking one through the entire CPM software training programme to involve high costs. The reasons for this trend are discussed in Chapter Five. 4.10 Duration for retraining the staff on the use of new/upgraded software The researcher sought to establish the duration taken to re-train or for the staff to get used to upgraded or newly introduced software and table 4.7 represents the results obtained from the field survey. THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 69

Table 4.7 Period taken to retrain the staff on the use of new or upgraded softwares Period taken to re-train staff on new or upgraded software Respondents Percentage response (%) Less than one month 16 55.2 1-6 months 8 27.6 6-12 months 3 10.3 Over a year 2 6.9 TOTAL 29 100 (Source: Field Survey, April 2013) From the table 4.7 above, 55.2% of the respondents indicated that the firms they work in or own take less than a month to retrain its staff on the use of new or upgraded software. 27.6% of the respondents affirmed that it takes 1-6 months to re-train or to get used to new or upgraded software while 10.3% are in firms that take 6-12 months and a mere 6.9% acknowledged that indeed their institution and firms take over one year to retrain the staff on the use of new or upgraded software. This implies that a large number of firms and CPM institutions that have incorporated software use in their systems take a very short time to retrain their staff on the use of a new or an upgraded CPM software. 4.11 Payment of the Training Levy to the Government The researcher sought to establish whether the private and Contractors firms dealing with Construction Project Management pay any training levy to the Government and the responses received are as shown in figure 4.6 and table 4.8. THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 70

Table 4.8: Payment of Training levy to the Government Payment of Training Levy Respondents Percentage Response (%) Yes 15 51.7 No 14 48.3 TOTAL 29 100 Figure 4.6: Payment of Training Levy to the Government (Source: field study, April 2013 after analysis of data in IBM SPSS 15) From figure 4.6 and table 4.8 above and from the previous page respectively, 51.7% of the respondents were in favour of YES while the remaining 48.3% were for NO. This implies that the majority of private and contracting firms that re-train their staff contribute the training levy to the Government with only a few not remitting the training levy fund to the Government. THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 71

4.11.1 Benefits of Training Levy Fund The researcher further sought to find out how the private and contracting firms benefit from the training levy fund that they contribute to the Government. The question was asked and the responses received are as shown in the table 4.9 below. Table 4.9: Benefits of Training Levy Fund Rate of Benefits of Training Levy funds to Private and Contractors firms Respondents Percentage Response (%) Greatly 3 20 Fairly 8 53.3 Barely 3 20 Not at all 1 6.7 TOTAL 15 100 (Source: Field Survey, April 2013) From table 4.9 above, out of the 15 respondents found to be paying training levy to the government, 20% greatly benefit from the training levy they contribute to the government, 53.3% fairly benefit from the training levy fund, another 20% barely benefit from the training levy they contribute to the government while a paltry 6.7% do not benefit at all from the training levy that they pay to the government. This means that most of the private and Contractors firms that contribute the CPM software training levy to the government fairly benefit from the fund. 4.12 Losses Due to Incompetence of a Staff Member This researcher sought to determine whether the firms faced any losses as a result of the incompetence on the part of the staff member being trained on the use of particular upgraded or newly introduced software. The responses received are as shown in figure 4.7 THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 72

Figure 4.7: Losses as a result of an Employee Incompetence during training (Source: field study, April 2013 after analysis of data in IBM SPSS 15) From figure 4.7 above, out of 100% respondents, 6.9% of the respondents did not suffer any losses as a result of the employees incompetence during training, 48.3% rarely suffered losses due to employees incompetence while being trained, 41.4% of the respondents often suffered losses due to the employees training during training while a paltry 3.4% of the respondents suffered losses more often. This means that majority of the firms rarely suffer losses as a result of an employee s incompetence during training on the use of a new or upgraded software. This can be attributed to the high quality of the training and the diligence of those being trained. THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 73

4.13: Qualifications considered before one is recruited into a firm or institution using softwares The researcher sought to establish whether the firms and the Ministry of Public Works sampled consider applicants who have an IT background or if IT does not matter that much as long as one is a qualified Construction Project Manger with the necessary skills and tools to execute his/duties efficiently. The results are as indicated in table 4.10 below. Table 4.10: Qualifications as a CPM software user Qualifications so as to be considered for recruitment as a CPM software user Respondents Response Percentage (%) Must have IT background 21 72.4 IT is not a major factor: basic, necessary CPM skills are key 8 27.6 TOTAL 29 100 (Source: Field Survey, April 2013) From the table 4.10 above, out of the 100% respondents, 21 which represent 72.4% affirmed that the firms or institutions they are working in or own consider applicants with IT background to have high chances of being absorbed into their job ranks while 8 respondents representing 27.6% stated that their firms do not regard Computer skills as one of the major requirements for one to be recruited in those firms. This implies that majority of the firms believe that having an IT background is an added advantage to their applicants. This can be attributed to the high cost of the full training of a CPM on the use of CPM software. 4.14 Rating of the CPM Software Training received The researcher sought to find out what the respondents felt about the kind of training on CPM software they undertook and the responses received are as indicated in table 4.11. THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 74

Table 4.11 Rating of the Training received by the Respondents Rating of the training received Respondents Percentage of response (%) Adequate 13 44.8 Inadequate 12 41.4 Very adequate 2 6.9 Low 2 6.9 Other specify 0 0 TOTAL 29 100 (Source: Field Study, April 2013) From the table 4.11 above, 13 out of the 29 respondents received adequate training which represents 44.8% of all the respondents. 12 representing 41.4% of the respondents received inadequate training, while 2 of the respondents representing 6.9% received very adequate training on CPM software use. The remaining 2 respondents, representing 6.9%, received low level of training and even dropped out of the training institutions. According to the researcher, the findings indicate that the percentage of those who received adequate training and those who received inadequate training are almost equal. For the purposes of this research, the researcher considered the difference to be negligible. 4.15 Potential Clients Preference The researcher sought to establish whether potential clients do inquire if their work is going to be executed with the use of CPM softwares or not. The responses received are as shown in figure 4.8 and table 4.12. THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 75

Table 4.12: Clients Preference Client Preference Respondents Percentage response (%) Yes 16 55.2 No 13 44.8 TOTAL 29 100 (Source: Field Survey, April 2013) Figure 4.8: Potential Clients Preference (Source: field study, April 2013 after analysis of data in IBM SPSS 15) From the figure 4.8 and table 4.12 above, 55.2% of the respondents have their potential clients ask them whether they are using any CPM softwares in the execution of their work or not while 44.8% affirmed that their respondents never inquire if the work will be done by use of a software or not. The high percentage of clients asking if CPM softwares will be employed to execute their work can be attributed to the increase in clients awareness and sophistication, complexity of THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 76

some designs and some of the clients software output easy to understand and flexible in case of any adjustments. 4.16 Problems encountered in Data Collection Several problems were encountered in the field while collecting the data. Those worth mentioning include: 1. Most of the respondents were too busy, but most were willing to answer the questionnaires. Thus only 60% of the questionnaires were answered within the agreeable time while the remaining 24.44% were responded to but at a later time thus causing the delay for data analysis. 2. Shortage of time was a major issue especially in the collection of data. Other major problems in the field included restricted entry into some of the commercial buildings housing some of the sampled firms. THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 77

CHAPTER FIVE FINDINGS, CONCLUSIONS AND RECOMMENDATIONS 5.0 Introduction The purpose of this research was to study the training of Construction Project Managers on the use of project management softwares. To realize the purpose of this study, the following four objectives were put forward as follows: i. To establish the popularity of the current forms of training offered to Construction Project managers on the use of the softwares. ii. To assess the level of experience that Construction Project managers using any project management software application have on the Construction Project Management in the Kenyan construction industry. iii. To identify challenges facing the training of Construction Project managers on the use of softwares. iv. To establish to what extent the training of construction project managers on the use of software applications affects the supply and demand of their services in the Kenyan construction industry. To meet the above objectives, research tools such as questionnaires, interviews and literature review were employed. Based on the observations made in the literature review and data collected, analyzed and presented, the following information summarizes the findings and gives recommendations. 5.1 Summary and discussion of the Findings 5.1.1 Popularity of the current forms of training offered to CPM software users Majority of the CPM software users had their first experience with the softwares while in college (Fig. 4.0). A few got to know of the softwares after joining the job market or from reading online or from sharing with a colleague. This is attributed to elaborate and well planned programmes in colleges where formal education and training are offered. A large number of those trained on how to use softwares in colleges have expressed their appreciation by incorporating them in the execution of their work. THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 78

Most of the CPM software users in Kenyan Construction industry first interacted with Microsoft Project software (Fig. 4.1). This is because of the availability, user-friendliness and being readily affordable. MS Project is a product of MS Windows. Its popularity has also been boosted by the firm as one can request MS Windows service providers to install the software into his/her laptop at a favourable price. Moreover, majority of the CPM software users have attained certificate level, in terms of their software training (Table 4.3). This is as a result of the less number of institutions offering CPM software applications training in Kenya. Being a young profession in the country, efforts should be made to make the public aware of Construction Project Management and the software applications it can utilize. Awareness campaigns in the CPM industry should be encouraged. Also, some of the respondents interviewed by the researcher claimed that they feel comfortable after completing their certificate course on software use. Furthering their level of training is never an option to some because they lack the incentive to do that, while others give inadequacy of disposable income and being very busy as excuses for their stagnation in one level. CPM software users take very short time, between 1-6 months to complete their training. This period is not enough for the software trainee to grasp a substantial amount of the basics required to enable one execute his/her task successfully. This duration, as established by the researcher, is too short for the software trainers and the trainees to cover the stipulated syllabus. This has led to half baked CPM users joining the industry. More than 60% of the respondents affirmed to offering re-training programmes for their recruits (Fig. 4.3). This is a way of orienting the recruits to the firm and gives them a chance to adapt to the new environment. Re-training enables the employer to discover the strengths and weaknesses of the recruit thus adjust the individual s re-training programme accordingly. This re-training programme takes less than a month (Figure 4.4). This short duration can be attributed to the firms desire to cut costs and being a course to refresh a recruit s mind, it is not economical and effective when it takes long. 5.1.2 Construction Project Management Software users experience Most of the CPM software users have been in the industry for a short time; less than 5 years. This is clearly illustrated in table 4.2. This can be attributed to the fact that softwares have been THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 79

introduced into the Kenyan Construction Project Management industry not so long ago. Many of the software users are those who recently joined the industry after finishing their studies thus are less experienced. Moreover, not everyone in the CPM industry was ready to embrace this new technology. It faced resistance thus the low number and low experience levels for those utilising the CPM softwares in executing their tasks (projects). From the foregoing analysis, most private and contracting firms involved in construction project management hire applicants who have an IT background. This is clearly depicted in table 4.10. Hiring a recruit with IT background reduces time and money that will be spent in training the recruit from scratch. It saves resources which can be channeled to other sectors in the firm like expanding it or employing more construction project managers. 5.1.3 Challenges Facing the Training of CPM Software users The private firms and contractors firms involved in construction project management retrain their recruits for less than one month. This is clearly indicated in figure 4.4. This short duration can be subjected to inadequacy of resources, especially in terms of funds and time. Most of the firms operate on slim budgets and the owners rely entirely on them thus find it difficult to set aside funds and time to re-train their staff for more than a month. Besides, many firms, as shown in figure 4.5, prefer in house sourcing of software training personnel and other materials. This is because of the convenience and flexibility whereby the firms can decide to undertake the retraining whenever the need arises without major problems. However, from the foregoing analysis, table 4.5 clearly shows that many of the firms that source for their training personnel and equipment consider it to incur very high costs. This is a challenge to the firms because despite the benefit of being convenient, in house process is very expensive. The firms have struck a compromise whereby they are ready to spend more in order to maintain high quality of their output. Moreover, the cost of taking a construction project manager through an entire CPM software training course is high. Table 4.6 clearly shows this. This high cost discourages a large number of prospective CPM software users from enrolling to be trained on software use. THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 80

In retraining of the staff on how to operate newly introduced or upgraded CPM software, majority of the firms take less than one month to undertake the training process and procedures. This is clearly shown in table 4.7. This short duration is inadequate because some construction project management software applications are very complex and one needs more time so as to be able to understand how they function properly. Furthermore, many firms pay training levy to the government but fairly benefit from it (table 4.9). This makes the firms lose hope and desire to pay the training levy to the government and even disregard the software training process as a whole. Majority of those who underwent trained, rated their training as inadequate. This is indicated in table 4.11. This can be attributed to the lack of completion of the prepared syllabus. Some of the respondents attributed this low rating to the syllabus being too shallow to challenge the trainees and impart them with the necessary required skills, the trainers not being qualified to teach and lack of any legislation to control and regulate institutions offering CPM software training services. 5.2 Testing of the Hypothesis The research results did concur with the hypothesis that was put forward as follows: The training process of the construction project managers on the use of softwares has challenges which directly affect construction project managers experience together with the demand and supply of construction project management services by construction project management firms and construction project management training institutions respectively. This was supported by the results and can be justified by the percentage number of the respondents (44.8%) who pointed out that they had received adequate CPM software training while the remaining receiving inadequate and low level of training. Majority of the respondents affirmed that the full cost of training was very high thus discouraging some from enrolling for the course. Constant upgrading of softwares within a short time proved to be a challenge to most of the firms with little capital. With the increase of the clients awareness and sophistication, some of them inquired if a firm was using software. Some respondents lost jobs because they did not have softwares to execute THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 81

their work on short notice. This has affected the supply of their CPM services into the construction industry while their demand has also dropped significantly with the advent of technology. 5.3 Recommendations Below are some of the recommendations the researcher came up with: 1. Construction Project Managers should be encouraged to embrace the use of technology. This can be achieved by providing and improving the training offered at the moment. Quality training of CPM software users would ensure supply of adequate number of proficient software use construction project managers that can meet the current market demand. 2. The government through the Ministry of Public Works, in conjunction with the various legal associations like AAK and ICPMK and institutions offering training courses for construction project managers should review the syllabus so as to include software use training. Structures should be put in place to vet the tutors so that only the qualified are allowed to train the potential construction project managers on the use of CPM softwares. 3. The government should offer subsidies which act as incentives such as lowering or removing stamp duty on training tools and equipment like new software. This will encourage many firms to start using softwares to execute their work as the softwares will become cheap, affordable and readily available. 4. The government should also increase the allocation of the training levy fund given to the construction project firms and training institutions, monitor and assess how the funds are used. This will benefit the country tremendously in terms of training of the construction project managers on software use. THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 82

5.4 Areas for Further Research The researcher is aware that this research is by no means conclusive on the subject of training of Construction Project Managers on software use and recommends the following as the areas for further studies: 1. Effects of inadequate training of Construction Project Managers on the use of Construction Project Management software applications in relation to the overall construction costs. 2. An investigative study into the challenges facing institutions offering training on the use of Construction Project Management software applications in the Kenyan construction industry. 3. An investigative study into the factors favoring the popular adoption of Construction Project Management softwares as a means of executing projects. THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 83

REFERENCES 1. Argyris C. (1960), Understanding Organisational Behaviour, IL, Dorsen Press. 2. Armstrong, M., (2005), A Handbook of Employee Reward Management & Practice, London, Kogan page. 3. Ausubel, D. P. (1963), The Psychology of Meaningful Verbal Learning, New York: Grune and Stratton. 4. Bandura, A., (1969), Principles of Behaviour Modification, New York: Holt, Rinehart and Winston. 5. Billows, D. (2009), Managing Healthcare Projects, 3 rd Edition, Lakehead University, Ontario, Canada. 6. Borg, W.R and Gall, M.D (1989) Educational Research: An Introduction, New York: Longman. 7. Boxall, P. (1996), Oxford Handbook of Human Resource Management, 2 nd Edition, Oxford, Blackwell Publishers. 8. Broad, M.L., (2005), Beyond Transfer of Training: Engaging Systems to Improve Performance, Pfeiffer Publishers, San Francisco, U.S.A. 9. Brynda, J., (1992), End-User training: Lend me your ear, I ll teach you a PC package, Computing Canada, 18(1), 48. 10. Bruner, J., (1966), Toward a Theory of Instruction. New York: W.W. Norton. 11. Cooper, D.R. and Schindler, P. S. (2003), Business Research Methods, 8 th Edition. Boston: McGraw Hill. 12. Daily Nation, (2012) Editorial, 21/05/2012:25 13. Dessler, G. (2005), Human Resource Management, 10 th Edition, New York: Pearson Publishers. 14. Edwards, D. J., Harris, F. C., and McCaffer (2003), Management of Off-highway Plant and Equipment, London and New York, Spon Press. 15. Glaser, R. (1966), Variables in discovery learning. In L.S. Shulman, and E. R. Keslar, (Eds.), Learning by discovery: A critical appraisal (pp. 13-26). Chicago. 16. Goff, A.S. (2010), The Future of IT Project Management Software, In Goff, A.S., (ed), Project Management Circa, Project Management Institute, London: John: 66-79 THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 84

17. Goldstein, A. P. and Sorcher, M. A. (1974), Changing Supervisor Behaviour, New York, Pergamon Publishers. 18. Kerzner, H., (1997), Project Management: A Systems approach to Planning, Scheduling, and Controlling, 4 th Edition, John Wiley & Sons, Inc. 19. King oriah, G. K. (2004), Fundamentals of Applied Statistics, Jomo Kenyatta Foundation, Nairobi. 20. Kothari, C.R. (2004) Research Methodology: Methods and Techniques, 2 nd Edition, New Delhi, New Age International Publishers. 21. Lavender, S. (1989), Management for the Construction Industry, 1 st Edition, Essex, Long man. 22. Lavender, D.S., (1996), Management for the Construction Industry, Addison-Wesley Longman. 23. Loosemore, M., Andrew D. & Lingard, H. (2003), Human Resource Management in Construction Projects, London, Spon Press. 24. Marchington, M. and Wilkinson, A. (2006), People Management and Development: Human Resource Management at Work, 3 rd Edition, Chartered Institute of Personnel. 25. Mugenda, O.M., and Mugenda, A.G., (1999). Research Methods, Nairobi Acts Press. 26. Omondi, B. (2012), An Investigation into the Training of Construction Plant and Equipment Operators in the Kenyan Construction Industry, Bachelors in Quantity Surveying, Research Projects, University of Nairobi. 27. Oso, W.Y. and Onen, D. (2005), A General Guide to Writing Research Proposal and Report: A handbook for Beginning Researchers, Kisumu, Kenya: Option Press and Publishers. 28. Owelle, S.A, (2010), Need for ICT in Project Management in Planning and Scheduling of Construction Projects in Kenya. B.A in Building Economics, Research Projects, University of Nairobi. 29. Project Management Institute, (2008) Project Management Body of Knowledge Guide, Fourth Edition, Management Training & Development Centre, Warszawa. 30. Rae, L., (2002), Assessing the Value of your Training: The Evaluation Process from Training needs to the Report to the board, Gower Publishing Limited. THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 85

31. Shinder, D.L. & Shinder, W. T. (2006), How to cheat at Configuring ISA Server 2004, Syngress Publishing. 32. Selitz (1962), Research Methods in social relations, Revised Edition, New York, Holt. 33. Soy, S.K. (1996), The Case Study as a Research Method. Retrieved December 1, 2001, from University of Texas, Graduate School of Library & Information Science Web. Site: http//www.gslis.utexas.edu/~ssoy/useusers/1391dlb.htm 34. Taba, H., (1963), Learning by discovery: Psychological and educational rationale. The Elementary School Journal, 63(6), 308-316. 35. Tracey, W.R. (1971), Designing Training and Development Systems, New York, American Management Association, Inc. 36. Waihenya, M.W., (2010), The use of CPM/PERT as a planning technique in the control of time and cost overruns in construction projects. Focus on Nairobi area. B.A in Building Economics, Research Projects, University of Nairobi. 37. Watson, J.B. (1927), Behaviorism (Revised Edition), University of Chicago Press. 38. Wehr, J. (1988), Instructor-led or Computer-based: Which will work best for you? Training and Development Journal, 42(6), 18-21. 39. www.blr.com 40. www.office.microsoft.com 41. www.projectsmart.co.uk 42. www.managementjournals.org/2/ijems-11-1212 THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 86

APPENDIX A INTRODUCTORY LETTER 1 JUMA GIVONS OGOMA, SCHOOL OF THE BUILT ENVIRONMENT, DEPARTMENT OF REAL ESTATE AND CONSTRUCTION MANAGEMENT, UNIVERSITY OF NAIROBI, P.O BOX 30197-00100, NAIROBI, KENYA. Dear Sir/Madam, RE: A study into the training of construction project managers on the use of construction project management softwares I am a fourth year student at the University of Nairobi carrying out a research on the above named topic in partial fulfilment for the award of a degree in Bachelor of Quantity Surveying (BQS). I hereby write to kindly request you to offer assistance by providing research information as well as your views concerning this subject matter. The information collected as well as your identity shall be treated as confidential and shall be used for research purposes only. Attached herewith please find a questionnaire for expressing your views. Your assistance in the completion of the questionnaire will be highly appreciated. Thanks in advance for your time and cooperation. Yours sincerely, JUMA G.O. (RESEARCHER) THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 87

APPENDIX B: INTRODUCTORY LETTER 2 THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 88

APPENDIX C: QUESTIONNAIRE Questionnaire to Construction Project Managers working: 1. In a Contractor s Office 2. In the Ministry of Public Works 3. In a Private Consultant s Office This questionnaire is to be used to collect data for research on the current popularity level of the different forms of training construction managers on the use of project management softwares, assess the level of experience that those using the softwares have in the construction project management, identify the challenges faced during the training of project managers on the use of softwares and establish how the training affects the supply and demand of construction project management services in the construction industry. This information will aid in fulfilling the objectives of this study. DECLARATION: The information given under this study shall be treated with utmost confidentiality and used only for this research and not for any other purposes. INSTRUCTIONS: 1. Kindly complete the questionnaire honestly and to the best of your knowledge. 2. Select an option or choice by the use of tick ( ) or a cross (X). KEY: P.M refers to Project Management C.P.M refers to Construction Project Manager/Management IT refers to Information Technology Your cooperation will be highly appreciated and your response will be treated with utmost confidentiality and respect. (Research conducted by Juma Givons Ogoma, a student at the University of Nairobi pursuing a degree in the Bachelor of Quantity Surveying) THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 89

(Please fill in the blank spaces where applicable and tick in the appropriate box where choices are given) 1. Name of the institution (if contractor s firm or private practice CPM firm): 2. Year of establishment of the firm: 3. What is your first profession? a) Quantity Surveyor b) Construction Manager c) Architect d) Engineer e) Other (specify) 4. For how long have you been in practice as a Construction Project Manager in the Kenyan construction industry? a) Less than 5 years b) 5-10 years c) 10-15 years d) More than 15 years 5. When did you first come into contact with project management softwares? a) While training in college b) Read on a website online c) After joining job market d) From a colleague e) Any other means i) Which software was that? a) Microsoft Project b) Primavera c) Pertmaster d) Any other software 6. During training, which level did you reach in the available software training courses offered? a) Degree b) Diploma c) Certificate d) Other specify THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 90

7. How long did you take to complete your course? a) Less than one month b) 1-6 months c) Over a year d) Other specify 8. Once you have recruited a project manager, do you offer further training e.g. via Continuous Development Programmes on software use, to construction project managers who are self trained? a) Yes b) No If yes, how long does it take your firm or the Ministry to retrain them? a) Less than one month b) 1-6 months c) 6-12 months d) Over a year e) Other specify 9. How do you source for the software programmes used for the training of the project managers on the use of softwares and get the training staff? a) They are sourced in- house b) Hire both the staff and softwares only when need arises If everything is done in- house, how do you consider the initial cost of acquiring software and paying the staff? a) Low b) Moderate c) High d) Very high e) Other specify 10. How can you rate the total cost of full training of a project manager on the use of particular construction project management software? a) Low b) Moderate c) High d) Very high e) Other specify THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 91

11. How long does it take you to re- train your staff on the newly introduced or upgraded softwares? a) Less than one month b) 1-6 months c) 6-12 months d) Over a year e) Other specify 12. Do you as a firm, pay any training levy to the government or institutions such as Architectural Association of Kenya (AAK) and recently established Institute of Construction Project Managers of Kenya (ICPMK)? a) Yes b) No If yes, how do you benefit from this fund by when the training of your staff is taken up by the government? a) Greatly b) Fairly c) Barely d) Not at all e) Other specify 13. As a firm, do you face any losses as a result of your staff s incompetence in operating the newly introduced or upgraded softwares? a) Never b) Rarely c) Often d) Most often e) Other specify 14. Your firm prefer recruits with : a) IT background b) IT background is not a factor as long as he/she is trained as a construction project manager 15. How do you rate the training you received in the institution you attended to gain your construction project management software use skills? a) Adequate b) Inadequate c) Very adequate d) Very low THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 92

e) Other specify In connection to your above choice, which considerations made you rate the training you received that way? a) It is easily affordable b) The trainers are friendly c) The trainers were harsh d) The training was not thorough because you had fewer practicals e) Others (specify) 16. Do your potential clients inquire if you are using the softwares to execute your work? Yes No If yes, which reasons do they give? a) Work done using softwares is easy to understand. b) Work is presentable and executed within a short time. c) Makes work flexible thus changes can be effected easily. d) Other specify 17. In your own opinion, what do you think should be done to increase number and quality of project managers using softwares in the construction industry? Thank you. THE TRAINING OF CONSTRUCTION PROJECT MANAGERS ON SOFTWARE USE Page 93