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Students learn and develop skills beginning in preschool that will enhance their work readiness. By clicking on the link, you can explore a wealth of information pulled together in an easy-to-follow format by Sally Chappel, who currently works for the Virginia Department of Education’s Training and Technical Assistance Center at James Madison University in Harrisonburg, Va. For many people, the prospect of standing up in front of a group of people, let alone speaking to them, is a daunting prospect.
On the 28th February and the 7th March 2014,  12 courageous individuals from various industry sectors, walked into a training room to Face their Fear!
Training FeedbackWe have partnered with Coursecheck which helps people find highly rated training courses; and it does this by providing companies that offer great training courses a place to publish all their feedback. About UsI will enable you to decide what changes you need to make and assist you with the motivation required to make those changes and provide you with practical techniques to help you develop and maintain those new skills.
Project launch: Leadership and Skills training of San and Underprivileged Youth in Ohangwena Region (10 September 2010, Eenhana Multi-Purpose Resource Centre)On 10 September, the Eenhana Multipurpose Youth Resource Centre will kick off the project Leadership and Skills Training for the San and Underprivileged Youth in Ohangwena Region funded by the Kingdom of The Netherlands. The United Nations Educational, Scientific and Cultural Organization (UNESCO) commissioned by the National Planning Commission (NPC) oversees the execution of the project which is implemented by the Ministry of Youth, National Service, Sports and Culture (MYNSSC), Directorate of Youth Development at Eenhana Multi-Purpose Youth Resource Centre.
Research in Ohangwena region has singled out the youth as a vulnerable group facing high levels of social and economic uncertainty (Participatory Poverty Assessment, Republic of Namibia, 2004). Against this background, the project aims to address the plight of the San and other underprivileged youth in the region by providing leadership and skills training with a view to stimulating self-employment and micro-enterprise development. Over a period of two years a total number of 60 underprivileged youth will be trained in the trades of their choice including tailoring, cooking, carpentry, bricklaying, plumbing and tiling.
Participants will be linked to existing support programmes, generally not accessible to underprivileged groups, such as the Namibia Youth Credit Scheme of the Ministry of Youth, National Services, Sports and Culture. The project pretends to address inequities in education and to expand educational opportunities to historically disadvantaged Namibians.
All brand names and trademarks mentioned in this site are the property of their respective owners. They are designed to be interactive and engaging, allowing attendees to get involved and experience the learning.
Our workshops are both visual and aural, ensuring that the key learning is both seen and heard.
The breadth of our approach opens the mind the new ways of thinking and concepts outside the day-to-day workplace. Our style can be adapted to any workshop meaning that we can take your internal training and deliver it for you.
They learn and develop skills beginning in preschool that will enhance their work readiness. The website describes the components of the Workplace Readiness Skills and provides activities that will assist students in your classroom from preschool to 12th grade. Great experience and pleased with the outputs” – Michael Hickey, Operations Director, ICE Renewables Ltd and the session Award Winner!
Marketable skills are rare and those wishing to enter the labour market hardly have a chance to find employment. Vocational and technical education will be accompanied by literacy courses and training in business, financial management, leadership and life skills. It builds on UNESCO?s capacity development and technical support to assist national efforts to achieve Education for All (EFA) goals. This ensures that our training appeals to all attendees and everyone leaves with a positive learning experience.
The workshops incorporate activities to involve delegates; we don't simply stand at the front and talk at those attending. Once we have gained a full understanding of the training we will deliver it with energy and enthusiasm, ensuring consistency in the messages delivered and a positive learning experience for all attending. Among the youth, the San stand out as an extremely vulnerable group due to their low educational levels and lack of formal vocational skills. In addition, exchange visits to successful sites and participation in regional and national Youth Expos will expose the youth to success stories and will increase their knowledge of employment opportunities.
Reproduced from Project Management Plan Template, Naval Space & Warfare Center, San Diego, CA. Prudent managers conduct HSE risk assessments before undertaking major projects that involve potentially hazardous activities or situations so that the risks can be identified, evaluated, and controlled.


Marginalized groups have few or not access at all to opportunities to develop skills what will, in turn, deepened social and economical disparities. This process involves a multi-disciplinary team review of the hazards associated with key phases of the project or job, their consequences, and the controls in place or required to prevent or mitigate the risks.
2010, Volume 5, Issue 2 ARTICLE How Do Managers Control Technology-Intensive Work?
It provides for residual risk acceptance and authorization, risk communication between workplace parties, and confirmation of completion of the corrective actions. Bradshaw identified owner commitment, Project Manager trust, and staffing as critical elements for project success.
His 6-stage Pyramid Model depicts people as the common denominator for project execution, with Stage 6 reserved exclusively for celebrating accomplishments upon project completion. They are better educated than their counterparts in the past, and function well in self-directed, high performance teams.
It facilitates the functioning of self-directed teams and improves the quality of member relationships and satisfaction (Wageman, 2001). Decision-making authority, responsibilities, and accountabilities of team members should be clearly defined in order to eliminate role ambiguity and inter-departmental conflicts (Possner, Randolph, 1979; Bradshaw, 2008). Involving teams in the early stages of project planning promotes integrated team building (Thomas et al , 2008), buy-in and project ownership. As an essential function of management, 'control' may be accomplished through a PM Plan, a project-matrix organization, competent and motivated people, and appropriate management tools and techniques.
A PM Plan conforming to the Project Management Body of Knowledge (PMBOK) framework incorporates controls for the key PM elements and, implemented properly, can assure project success.
Mentoring, empowerment, and motivation are powerful, albeit indirect controls of project success as they bring out the best in individual and project team performance (Wageman, 2001; Pryor et al , 2007). Mentoring fosters social break-in, strengthens organizational commitment, and reduces turnover (Payne, Huffman, 2005). Empowerment vests authority for decision-making in individuals and self-directed teams, and it can be a powerful tool for project success. Motivation is a key influencer of behavior and it helps maintain a high level of commitment to project goals. Motivators, such as performance recognition and reward, opportunities for training and professional development, comfortable work environment, challenging work, workplace policies, involvement in decision-making, and so forth, represent useful controls to the Project Manager (Brenner, 2007; Pryor et al , 2007). Managers in technology-intensive organizations use controls to accomplish strategic goals and objectives amid rapidly changing technology, globalization, scarcity of resources, end-date driven schedules, increasing regulations, disruption, and risk (Drucker, 2000; Thamhain, 1994). Managers also shoulder responsibility for orchestrating and optimizing the use of technology, human and financial resources, systems, and the environment in which the work will be performed. Project Managers create and control such work environments by understanding the strengths and limitations of their employees and providing them with work assignments that encourage creativity and innovation. Performance is measured against project standards, job descriptions, team deliverables, project schedules, cost schedules, and so forth (Bradshaw, 2008; PMI, 2008). Due to the vast body of literature on PM, managerial control is discussed in the context of a PM framework, people, organizational design, and PM tools and techniques. Inexpensive, skilled labor in developing nations provides incentives to corporations to conduct part or entire projects abroad.
For example, the construction of an oil and gas production platform may involve fabrication of the hull in Abu Dhabi, topside in Italy, engineering design in India, and final assembly in the U.S.
The accountability of owners and company directors to regulators, investors, and other stakeholders further influence the strength of internal management controls (Bradshaw, 2008). These jobs are distinct components (or sub-projects) of the project and may be executed by multiple contractors that are managed and controlled by the project proponent. Senior management therefore has a special interest in ensuring that projects are managed in a manner such that potential liability from damage or loss of reputation is minimized. The challenges of managing spatially and temporally dispersed business units underline the importance of organizational design as a managerial control. A globally-accepted model PM framework is the Project Management Institute's (PMI) Project Management Body of Knowledge (PMBOK). The PMBOK Guide (2008) includes 42 management processes under nine knowledge areas which logically correlate to five project phases.
The knowledge areas are: project integration management, project scope management, project time management, project quality management, project human resource (HR) management, project communications management, project risk management, and project procurement management.


The relationship between these knowledge areas is such that changes in one element produce a corresponding change in at least one other element.
When that happens, control must be exercised to counteract the deviation to keep the project on track. Cooperation between team members is improved significantly when the goals are clear, project team rules and procedures are defined, and the work is performed in physical proximity (Pinto et al , 1993). For example, if project costs escalate, changes may be needed to the scope (for example, changes to product design) and procurement process (for example, change in suppliers or strengthening of contractual terms). These factors are controllable by the Project Manager and indirectly, but positively, influence task perception and psychosocial outcomes (Pinto et al , 1993).
The five project phases represent: initiation, planning, executing, management and control, and closing (PMI, 2008). These overlap to some extent and the monitoring and control process cuts across all phases.
As a managerial control, it: a) enables top down and lateral communications by interconnecting people, activities, and support functions, b) facilitates concurrent engineering and integrated product development, c) reduces decision making and response time, d) allows disengagement of team members and their redeployment to other projects, e) provides employees opportunities for self-development through cross-functional exposure, thereby increasing motivation and job satisfaction, f) maximizes the use of human resources by tapping into the organizational knowledge base, g) reduces time to market, and, h) promotes innovation and technical excellence (Ford, Randolph, 1992). HR controls are accomplished through personnel selection, teaming, motivation, and performance appraisal.
Figure 1 illustrates a practical application of PMBOK by the Naval Space and Warfare Center, CA. The level of control was basic, but considered adequate for centralized, functional-style organizations operating in static, production-oriented environments. Today's work environment is more complex and contemporary management practices dictate that PM techniques and tools be capable of solving complex problems, facilitating effective control of work deliverables, and contributing to continuous improvement (Pryor et al , 2007). Furthermore, PM tools should not only fulfill their intended purpose, but also be user friendly, compatible with organizational culture, and in alignment with business processes. The discussion that follows correlates popular PM techniques with the 'monitoring and control' aspect of PMBOK for each project knowledge area, and as depicted in Table 2. This is not an exhaustive list, by any means, as several tools and techniques are available for the Project Manager to choose from. PM software utilization is greater when: the need for information quality is high, the project is more complicated, and the software provides greater functionality (Ali et al , 2008). Software should be user-friendly, compatible with current and future planned upgrades of the organization's Information Technology (IT) system, backed by round-the-clock customer support, and protected against data corruption and unauthorized access. The project team should be trained on the software to increase their familiarity and use of the same. Popular PM software applications include Microsoft Project, Primavera, Open Plan, Artemis, and Project Workbench (Ali et al , 2008). Benchmarking helps organizations know their strengths and weaknesses compared to the competition and 'best in class' standards. Benchmarks are an important tool for independently verifying estimates and schedules (Bradshaw, 2008), for example, when bids are received for major projects. Benchmarks are selected prudently in order to be relevant (apples compared to apples) and produce real improvement. It requires, as inputs, a) a task list, b) scheduled start and end dates for each tasks, c) anticipated labor hours for each task, d) actual costs incurred on each task, and e) percentage completed for each task in the task list. As outputs, EVA produces: a) the actual cost of work performed, b) the budgeted cost of work performed, c) budgeted cost of work scheduled, d) the schedule variance, and e) the cost variance (Cesarone, 2007). EVA provides an early warning of potential problems and is used to improve the forecast of estimate of completion (Bradshaw, 2008). It is a facilitated approach that helps in determining the critical characteristics of new product development, and it works by collecting, sorting and prioritizing customer needs and setting goals to achieve them (PMI, 2008).
QFD shows how a change in one engineering characteristic affects other characteristics of the product (Pryor et al , 2007).



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