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International Journal of Project Management 30 (2012) 213 – 224

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Effects of training and motivation practices on teamwork improvement and

task efficiency: The case of construction firms
Amin Akhavan Tabassi ⁎, Mahyuddin Ramli, Abu Hassan Abu Bakar
School of Housing, Building and Planning, University Science Malaysia (USM), 11800-Penang, Malaysia

Received 9 February 2011; received in revised form 18 April 2011; accepted 31 May 2011

Abstract

A well-organised human resource development programme is a critical strategy for construction companies, as in the coming years, human
capital will increasingly play a significant role in organisational success. Based on a combination of the literature appraisal and questionnaire
survey, the study explores the correlation of HRD strategies in employee training and motivation practices with teamwork improvement and task
efficiency in construction projects. The research analysis was completed on a sample population of 107 individuals within nominated construction
firms in Iran. The analysis methods in this research were mainly descriptive and regression-based analyses and the type of investigation was a co-
relational study. The research found the relationship of training and motivation practices with teamwork improvement and task efficiency in the
respondents' companies by exploring the two generated research models.
© 2011 Elsevier Ltd. PMA and IPMA. All rights reserved.

Keywords: Training; Motivation; Teamwork improvement; Task efficiency; Construction

1. Introduction do through effective training and motivation in HRD practices.

Having a well-organised and effective human resource
development (HRD) programme is one of the most important
assets of a company, directly impacting its fruitfulness and
long-term viability as a company (Chen et al., 2003). The
importance of involving human resources (HRs) in develop-
ment, planning and implementation of competency-based
strategies has been emphasised by a number of researchers
(Beatty and Schneier, 1997; Buyens et al., 2001; Iatagana et al.,
2010). The dynamic external environments, within which many
businesses currently operate, require that they develop a
capacity for training and learning faster than competitors. In
regard to this, Buyens et al. (2001) proposed that HRs are
becoming the most important asset of an organisation if they are
adequately nurtured, educated and developed. Garavan et al.
(2002) suggested that companies should find solutions to novel
and complex problems and to enhance the quantity of what they
In another study, Garavan (1997) considered training, motiva-
tion and development of employees at all levels within
organisations as vital components in maintaining competitive-
ness in the international arena. Armstrong and Baron (2002) and
Sambrook (2004) state that HRD is concerned with the
provision of learning and development opportunities in order
to support achievement of business strategies and improvement
of organisational, team and individual performance. Conse-
quently, effective training and development practices next to the
employees' motivation for training in HRD strategies can make
impacts on companies' project performances. Accordingly,
training and motivation in HRD practices and their influences
on performance of construction projects formed the main core
threads of this research.
2. Background of human resource development theory

⁎ Corresponding author. Tel.: +60 174709240; fax: +60 46576523. Since the emergence of the term “HRD”, it has been widely
E-mail addresses: akhavan.ta@gmail.com (A.A. Tabassi), used in various fields of studies on organisational structure and
mahyudin@usm.my (M. Ramli), abhassan@usm.my (A.H.A. Bakar). effectiveness (Huemann, 2010; Slotte et al., 2004). This has
0263-7863/$ - see front matter © 2011 Elsevier Ltd. PMA and IPMA. All rights reserved.
doi:10.1016/j.ijproman.2011.05.009
214 A.A. Tabassi et al. / International Journal of Project Management 30 (2012) 213–224
also, however, created a great deal of perplexity amongst
different individuals, organisations and practitioners, as to its
meaning. For instance, Nadler and Nadler (1989) defined the
term HRD as referring to “managed learning experiences
provided by the employer, in a specified period for improving
and increasing job performance and providing growth for
individuals.” Garavan (1991) defined HRD as the strategic
management of training development and management of
professional education interventions aimed at facilitating the
achievement of organisational goals, whilst at the same time
ensuring the full utilisation of the knowledge and skills of
employees.
The number of critical surveys, analyses and developments
of the theories in HRD has been limited in the past two decades.
Nevertheless, the area of HRD knowledge is still considered as
a science with relatively formless and permeable boundaries
(Garavan and Morley, 2006). Since the inception of the term
HRD emerged (attributed to Nadler in the early 1970s), at least
two major approaches have been developed with regard to
actualizing HRD in organisational theory (Simmonds and
Pedersen, 2006). On one side, the British researchers have
followed a learning and development paradigm, which has
concentrated on strengthened training and development issues
(Garavan et al., 1999; McGoldrick et al., 2002). On the other,
the American researchers have emphasised performance
outcome paradigms, which have concentrated on developing
employees to enhance and improve organisational performance
(Sambrook, 2004; Swanson and Holton, 2001). Much of the
American approach emerged through organisational develop-
ment theory and there has been an emphasis on coaching,
mentoring and leadership development (DeSimone et al., 2002;
Simmonds and Pedersen, 2006). Though earlier definitions of
HRD put more emphasis on individual rather than organisa-
tional learning (Nadler and Nadler, 1970), by the late 1980s,
HRD was observed as a much broader notion based on
organisational performance and capability in American studies
(Sambrook, 2004; Swanson and Holton, 2001). In the late
1980s, the American Society for Training Development defined
HRD as a process of enhancing the ability of the HR through
development, and a process of adding value to individuals,
teams or an organisation as a human system (McLagan, 1989
cited in Wan, 2007). In this definition, HRD is concerned with
the capacities of individuals not only with their work skills but
also with the benefit that the overall organisation derived from
development. Hence, Lengrick-Hall and Lengrick-Hall (1988)
observed that most studies in the US literature have tended to
focus on performance in HRD discipline. Sambrook (2004) by
synthesising US definitions posits that HRD is a process
concerned with developing human expertise for the purposes of
improving performance. A minority of US contributors
(Swanson and Holton, 2001) and the generality of European
academics focused on training as the primary purpose of HRD
(Garavan et al., 2000; Kilcourse, 1996). Some UK commen-
tators, however, focus on performance in HRD discipline (Kerr
and McDoughall, 1999). In addition, the learning perspective
asserts that HRD is responsible for training work-related
learning capacity at an individual, group and organisational
level. The learning school tends to explain the role of HRD, as
one concerned with the enhancement of an individual's capacity
to learn. Accordingly, the two core threads of HRD, which have
been emphasised by practitioners, are training and performance
(Sambrook, 2004; Stavrou et al., 2007; Swanson, 1996). As a
result, due to the nature of this research which evaluates the
implementation of training and motivation in HRD practices as
well as the performance of the respondent projects, it is
therefore, observed that the definitions of HRD by Armstrong
and Baron (2002) and Sambrook (2004) are more comprehen-
sive. They state that HRD is concerned with the provision of
learning and development opportunities that support the
achievement of business strategies and improvement of
organisational, team and individual performance.
2.1. HRD in construction organisations
The construction industry is considered to be one of the most
dynamic and complex industrial environments (Loosemore
et al., 2003; Wild, 2002). It is a “project-based” industry within
which individual projects are usually built to client needs and
specifications (Bresnen, 1990; Loosemore et al., 2003). A key
feature of the industry is that the final product and/or service is
not transportable and must be built at the point of its usage
(Fellows et al., 2002). Furthermore, the working life of the
industry mostly forms project teams with critical and necessary
degrees of independent operation for any new project that is
committed (Raiden and Dainty, 2006). The impact of this is
particularly apparent within the large construction companies
(Druker and White, 1995). Moreover, many researchers have
stressed on the external sources of workforces and sub-
contractors in the industry (Debrah and Ofori, 1997; Loosemore
et al., 2003). Whilst the increasing use of external sources of
workforces and subcontractors have allowed the main contrac-
tors to reduce the managing risks and attain better flexibility
(Druker and White, 1995), it has also made the management of
projects more complex, with a requirement for highly skilled
and experienced HR managerial and developmental practices
(Fellows et al., 2002; Loosemore et al., 2003). Despite these
challenging characteristics of the industry, research on HRD
within large construction firms seems not enough and more data
is needed (Raiden et al., 2001; Raiden and Dainty, 2006;
Tabassi and Bakar, 2009). For instance, Raiden et al. (2001)
investigated the central issues of HRD via reflective evaluation
of current practices within large construction organisations.
They found much data to suggest, in contrast with the past
researches, that companies, by demonstrating high commitment
on strategic HRD practices received more benefits on staff
retention and improved organisational performance. In addition,
Beardwell and Holden (1997) asserted that the development of
employees and their qualities must be rooted in HRD practices
of the companies. Nevertheless, the dynamic and fast-changing
organisational, project and skill requirements of the industry
present a challenging environment for the effective manage-
ment and development of human resources. On the other hand,
many researchers have seen the industry as a project-based
environment (Chinowsky and Meredith, 2000; Clough et al.,
 A.A. Tabassi et al. / International Journal of Project Management 30 (2012) 213–224
2000; Raiden and Dainty, 2006). Accordingly, below summa-
rises the particular challenges typical for the industry, as a
project-based environment, from the related literatures.
• Unique one-off product (Chinowsky and Meredith, 2000;
Clough et al., 2000)
• Projects won at short notice (Hillebrandt and Canon, 1990)
• Transient workforce moving between different work loca-
tions (Druker and White, 1995)
• Male dominated, macho culture/climate (Maloney, 1997)
• Short-term teams form and disband, and are mixed and
changing in composition (Raiden and Dainty, 2006)
• Changing skill and competency requirements (Clough et al.,
2000; Tabassi and Bakar, 2009)
• Client pressures (Smith and Love, 2001)
Regarding the unique environment of the industry, one of a
company's strengths, in terms of HRD, lies in the managerial
aims for good people development practices (Austen and
Seymour, 2009; Raiden and Dainty, 2006). This forms a
positive foundation for opening future opportunities through the
development of more organised HRD practices.
All the above statements indicate that much emphasis has
been placed on HRD practices and their applications in order to
improve the performance of the industry. Nevertheless, little
attention has also been given to the importance of staff training
and motivation in HRD strategies in construction industry's
literature. Therefore, the current research aims to identify the
correlation between factors associated with training and
motivation in HRD practices and projects' performance. In
this regard, Project Management Body of Knowledge
(PMBOK) (2004) includes project human resource manage-
ment as organisational planning, staff acquisition and team
development. However, training and motivation are considered
as two main parts of team development practices by PMBOK.
Accordingly, training, developing and motivating of staff and
labour as parts of HRD practices are discussed in the following
sections.
3. Training and development
Training is generally stated as being a systematic and
planned effort to develop knowledge, attitudes, abilities and
skills through learning-experiences, to attain effective perfor-
mance in an activity or a range of activities (Garavan et al.,
1995; Reid et al., 1992). Many definitions and interpretations of
training and development can be found within the HRD
literature. For instance, Van Wart et al. (1993) suggested that
“training is an application driven and aims to impart skills that
are useful immediately in particular situations”. McLagan
(1989) defined training and development as identifying,
assuring and helping to develop key competencies that enable
individuals to perform current or future jobs (cited in Wan,
2007). Swanson and Holton (2001) defined training and
development as a process of systematically developing “work-
related knowledge” and “expertise” in employees for improving
job assignments. Moreover, Akdere (2003) defined training and
215
development practices as parameters for increasing the
employees' level of self-awareness and skills to fulfil their
tasks well. Wexley and Latham (1991) put more emphasis on
training as a planned endeavour to facilitate the learning of “job-
related behaviour” on the part of an organisation's employees.
They defined job-related behaviour as any knowledge and
expertise acquired by an individual that can be related to
organisational objectives. As a result, training has been
considered as a systematic process by different practitioners
in order to improve individual and organisational job perfor-
mances. Training is also needed to have effective ways and
methods for developing employees and making improvements
on companies' fulfilments. Accordingly, training and develop-
ment should be perceived as essential elements of employee
development practices by companies (Huemann, 2010; Iatagana
et al., 2010; Raiden and Dainty, 2006). Consequently, it seems
necessary for all organisations, particularly the construction
organisations, to perceive employees' training and development
as part of the company's HRD policies as well as the practices.
Regarding the dynamics and complexity of the construction
industry's environment, it is also accepted that construction
firms are faced with many difficulties in training and developing
their labour and staff (Loosemore et al., 2003; Raiden and
Dainty, 2006). Therefore, managers, executives and supervisors
can have a significant constructive impact on transfer of training
(Jong et al., 1999). Furthermore, training plays a critical role in
increasing workers' adaptability and flexibility, which em-
ployers have found is becoming increasingly important. Thus, it
is fundamental to an organisation to maintain a necessary
competence in its employees through adequate training (Tai,
2006). As a result, developing a learning environment seems
essential for every construction organisation (Raiden and
Dainty, 2006).
In addition, the authors conducted a pilot survey in Mashhad,
the second largest city of Iran, in terms of construction projects,
population and area. That research was conducted through
structured questionnaires, which were sent out to the particular
qualified respondents. The respondents were approached
through contractor firms, which were registered in MPO of
Iran, Mashhad branch. According to the statistics of MPO in
March 2009, 67 companies were registered as contractor
companies in Grades One, Two and Three in Mashhad. Survey
was conducted where 50 sets of questionnaires were sent out to
a group of respondents at random by postal mail in Mashhad for
a period of two months and 32 sets (64%) of surveys were
returned during that period. The pilot study revealed that most
of the companies with Grade Three were not employing the
training and motivation practices of the study. In contrast, the
companies in Grades One and Two that applied the training and
motivation practices of the study improved their teamwork
activities, obtained better performances and faced with fewer
problems and damages in their projects. In addition, the pilot
survey revealed that some questions in the questionnaire did not
load on the components obtained from the factor analysis.
Therefore, those questions were removed from the research
questions of the main survey. In addition, the results obtained
from the survey exposed the final variables that must be
216 A.A. Tabassi et al. / International Journal of Project Management 30 (2012) 213–224
included in the main survey. Accordingly, it was revealed that
perceived training as being an important part of employee
development by companies, a system for developing HR asset
and developing learning environment as training factors were
loaded the objectives of the study more than other variables
such as typical methods of employee training and development,
workplace learning, etc.
Moreover, motivation practices have also made significant
impacts on training effectiveness (Noe and Wilk, 1993; Tai,
2006). Therefore, the effects of motivation on the parameters of
the study were evaluated.
4. Motivation for training
As mentioned earlier, training is considered as one of the
most important strategies for organisations to help employees
gain proper knowledge and skills needed to meet the
environmental challenges. Thus, researchers have focused on
exploring ways to increase the effectiveness of training. In this,
one critical determinant of training effectiveness is the trainees'
level of training motivation (Mathieu et al., 1993; Tannenbaum
and Yukl, 1992). In a training context, motivation can influence
the willingness of an employee to attend the training
programme (Maurer and Tarulli, 1994; Noe and Wilk, 1993),
to exert energy toward the programme and to transfer what they
learn in the programme onto the job. Thereby, it is likely that
employees cannot obtain all benefits of training without
considering training motivation. Several researchers show an
association between training motivation and training effective-
ness in their studies (Facteau et al., 1995; Noe and Wilk, 1993;
Quiñones, 1995). In some studies, it is also revealed that
motivation played a more determinant role than other individual
factors concerning training performance (Tai, 2006). Noe and
Wilk (1993) suggested that characteristics such as motivation
and attitudes are malleable personal difference factors that play
a critical role in achieving training effectiveness. In a training
programme, even if trainees possess the ability to learn the
content of a course, they may also fail to benefit from training
because of low or lack of motivation (Maurer and Tarulli, 1994;
Noe and Wilk, 1993). That is, training performance will only be
strengthened when trainees have both the capability and the
motivation to learn.
According to Quiñones (1995), many researchers suggested
that motivation and attitudes are more important to training
success than other variables. Therefore, the motivation of
trainees plays a major role in the effectiveness of the training
programmes. As trainees' motivation to learn is an important
determinant of training effectiveness, a number of researchers
have involved in studying the factors of training motivation
(Mathieu et al., 1993; Mathieu and Martineau, 1997; Quiñones,
1995). Specific suggestions include contextual variables like
training assignment, organisational climate and framing of
training (Quiñones, 1995). Other studies have also suggested
that environmental factors, such as materials and supplies, tools
and equipment and financial and budgetary support, influence
employees' training motivation (Guerrero and Sire, 2001;
Mathieu and Martineau, 1997; Tracey et al., 2001). In addition,
Baldwin and Magjuka (1991) stated that the benefits of
voluntarily attending the training course or programme have
often been overstated. They further indicated that trainees who
were forced to attend particular training programmes were more
motivated than those who volunteered. Additionally, Tsai and
Tai (2003) indicated that employees had more training
motivation when they were appointed to attend training
programme by management than when they made their choice
freely. That is, a training assignment by management sent a
clear signal that attending the training programme was
important; and the nature and manner of the assigning of the
training (i.e., voluntary or mandatory attendance) could further
enhance trainee perception of the task. Therefore, the framing of
the assigned training to the needs of a department by a
supervisor will increase employee perception regarding the
importance of the training and the value of attending a specific
training programme (Tai, 2006). Furthermore, trainees' per-
ceived importance of a training programme can make a strong
influence on trainees' motivation for training (Mathieu and
Martineau, 1997). If employees perceive that the training
programmes are profitable and significant, their training
motivation will be increased. Noe and Wilk (1993) found that
the more advantages that employees feel they could attain from
attending a training course, the higher their amount of
participation in such courses. According to Cohen (1990),
trainees' training motivations are increased if they observe that
the training programmes are useful and essential.
Interestingly, in an early study on motivation, Herzberg et al.
(1959) suggested hygiene factors as parameters that influence
the employees' work motivation (Herzberg et al., 1959, cited in
Bassett-Jones and Lloyd, 2005). The hygiene factors involve
the existence or absence of job satisfiers, such as working
conditions, pay, company policies and interpersonal relation-
ships. According to Herzberg et al., good hygiene factors
remove the dissatisfaction, but they do not cause in themselves
employees to become greatly satisfied and motivated in their
job. Therefore, the research considers the hygiene factors
besides the other motivation parameters for inspiring employees
to pursue the training practices of the company. Accordingly,
the motivation factors of the study embody training assignment,
perceived importance of training, hygiene factors and motivat-
ing environments.
5. Performance as the ultimate outcome variable of
the research
To perform is “to fulfil an obligation or requirement;
accomplish something as promised or expected” (American
Heritage College Dictionary, 2007). Whilst the use of the term
performance is firmly entrenched in mainstream project
management practice, the terminology often takes different
meanings depending on the context in which it is used.
Traditionally, the term has been used to represent the result of
activities and also to describe an individual and/or a system
being effective and/or efficient (Ahadzie et al., 2008; Yasamis
et al., 2002). More importantly, a high performance workplace
focuses on increasing people's influence on the business as well
 A.A. Tabassi et al. / International Journal of Project Management 30 (2012) 213–224
as the impact of processes, methods, the physical environment,
technology and tools that enhance their work (Ahadzie et al.,
2008). A high performance workplace invests in its human
resources and supports their technical and innovation skills. In
the case of the construction industry, as stated before, the
project teams formed the focus of working life in the industry.
Therefore, the changing requirements of construction activities
necessitate the companies to form different teams each time a
new project is undertaken (Raiden and Dainty, 2006).
Accordingly, any policies and practices that are applied by
the companies in order to improve teamwork activities can have
effects on the performance of their projects. For some, the topic
of teamwork in organisations is only of peripheral concern.
However, it is worth noting Blanchard's (1988) comments:
“most managers spend no less than 50% – and possibly as much
as 90% – of their working time in some type of teamwork
activity. Teams are the backbone of organisations. They can
produce more and better solutions to problems than individuals
can”.
Hence, the form of teamwork depends on task specificity.
Therefore, a distinctive feature of teamwork at the construction
line is successive work actions to assemble different parts of a
product and/or service. Accordingly, task efficiency goes hand
in hand with teamwork improvement and causes quality
performance in company's activities as a whole (Mitropoulos
and Cupido, 2009; O'Leary-Kelly et al., 1994). Different factors
have also influenced a company's task efficiency as well as its
teamwork improvement. In this, effective training and devel-
opment practices next to the employees' motivation phenomena
for pursuing the training programmes can make impacts on
projects' performances. Based on these variables, the research
theoretical framework can be generated as below.
6. Theoretical framework of the study
The theoretical framework for this research considered
variables that have been clarified in the previous sections. These
variables consist of teamwork improvement as the first
dependent variable (DV), task efficiency as the second DV,
training factors as independent variables (IV) and motivation
parameters as the moderating variables (MV) in the relationship
between DVs and IVs. Accordingly, Fig. 1 depicts the
theoretical framework of the study.
Training Performance
IV DV
Motivation
MV
Fig. 1. Diagram showing the theoretical relationship of training (IV) and
motivation (MV) with project performance (DV).
217
7. Construction industry in Iran
To put the construction industry of Iran in the context, the
following section summarises some of the key factors relevant
to the industry.
According to the report of the Ministry of Housing and
Urban Development (MHUD) of the country in 2008, the
construction industry employs more than 11% of the working
population. Therefore, approximately 3.9 million people have
been involved in the industry and over the past decade, nearly
40% of total annual investment was also in this sector. In the
case of housing market, the industry has particular character-
istics. There is a highly competitive market; private-sector
developers dominate the industry, which has a large number of
firms, developers and specialist service companies (Chatterton
et al., 2004). Consequently, research on HRD practices and
particularly on training and motivation in this highly compet-
itive market can be useful in drawing a future plan for effective
performance for both the companies and the government. On
the other hand, another research, which was conducted by
Tabassi and Bakar (2009), revealed that only 20% of the
construction workforces of Mashhad municipality were skilled
labourers. As a result, lack of skilled workforces in the industry
caused nearly 92% of the companies to be faced with various
damages in their projects. Therefore, a need to apply effective
training and development of human resources seems vital for
the construction industry of Iran. Furthermore, less attention has
been given to HRD practices in the construction industry of the
country by researchers and practitioners. Hence, due to the
shortfalls and a lack of potential studies on this topic, this
research proceeds with the following questions:
1. Do the training and motivation practices have any relation-
ship with teamwork improvement of the respondents'
companies?
2. Do the training and motivation practices have any relation-
ship with the companies' task efficiency?
8. Objectives of the research
This research is mainly studying of the training and motivation
aspects of HRD in construction firms in Iran. That is to say, this
research aims to find out the relationship of employees motivation
and training practices with companies' performances in order of
teamwork improvement and task efficiency. Accordingly, the
following shaped the objectives of the research by considering the
perceptions of managers of the industry.
1. To study the relationship between the training and motivation
practices with teamwork improvement; and
2. To study the relationship between the training and
motivation practices with task efficiency.
9. Methodology
A quantitative research approach was adopted in this
research by developing and disseminating a questionnaire
218 A.A. Tabassi et al. / International Journal of Project Management 30 (2012) 213–224

survey. A survey format was utilised due to the large number of software was used in the analysis of the results. Results of the
companies (220), which were chosen for this research, and data analysis are discussed in the following section.
difficulties of personally interviewing. A questionnaire survey
was also deemed appropriate due to the population of this
10. Data analysis and results
research being too difficult to be quantified, as the main targeted
respondents would include all personnel who have direct
The reliability of a scale shows how free it is from inherently
managerial positions in the construction field. The respondents
unpredictable error. As a result, internal consistency method of
were approached through companies, which were registered as
checking the reliability of a scale was applied to the sections of
contractor firms in the Management and Planning Organization
the questionnaire. The result of the reliability test was shown
(MPO) of Iran. As of the date of data collection, 356 companies
that the Alpha value for section B of the questionnaire, which
were registered as contractor firms in Grade One and Grade
evaluated the performance indicators, was 0.905. Accordingly,
Two categories by the MPO (156 in Grade One and 200
the Alpha values for other sections, which were evaluating the
companies were registered as Grade Two). According to the
training and motivation practices, were 0.874 and 0.857,
MPO, the contractor companies are classified into five grades
respectively. These values are much more than 0.7, so the
from one to five, where Grade One is the largest and Grade Five
scales can be considered extremely high for a degree of
is the smallest company's grade.
reliability.
Regarding the scope of the study, only the largest
As mentioned earlier, the companies, which were surveyed
construction companies were studied, as these were deemed
through the research, were registered by the MPO as large
to be most likely to apply HRD practices within their
contractor firms. First of all, the study describes the re-
companies. Furthermore, the pilot survey, which was conducted
spondents' occupations and organisational background; since
in Mashhad, revealed that most of the companies in Grade
all analyses were based on their qualifications. The responsi-
Three and below did not apply the HRD practices in a
bility of the respondents revealed that 35.5% of them were
quantifiable manner. As a result, the survey was conducted by
company managers, 40.2% were the project managers, and
sending 220 questionnaires to the group of Grades One and
executive manager by 24.3% formed the other group.
Two respondents at random by postal mail and e-mails. On the
Furthermore, nearly 60% of the top management levels in the
other hand, the statistics of the MPO, at the end of April 2009,
largest grade companies, which had been targeted as the
show that most of the construction firms of the country are
respondents by the study, were more than 40 years old and
located in Tehran, Khorasan, Isfahan, Azarbayejan, Fars and
86.9% of them were male. According to Chart 1, the level of
Khozestan provinces (see Table 1). Accordingly, 328 compa-
their experiences in construction industry shows that 35.5% had
nies in Grade One and Grade Two were registered in these states
11 to 15 years experiences and 48.6% of them had more than
of the country. Therefore, the study sent all the 220
15 years of involvement in the industry. In addition, 95.3% of
questionnaires to these states. At the end of three months, 107
the respondents were private contractors, 49.5% were registered
sets (48%) of survey questionnaires were returned and deemed
as Grade One and 50.5% were in Grade Two. As shown by the
useable. Regarding minimum returned sample size for the given
results, most of the respondents in this study had enough
population size for continuous and categorical data presented by
experiences that were directly related to management strategies
Bartlett et al. (2001), a minimum of 88 sets of samples were
in their companies, to indicate a satisfactory survey population
required from this population size of the study. Consequently,
in terms of the industry knowledge and experience. Therefore,
the numbers of respondents who replied to the questionnaires
their responses and ideas make strong effects on the results of
were more than the minimum requirement needed for returned
sample size. After all the questionnaires were collected and
processed, the data were analysed according to the appropriate Experience
analysis methods. Analyses of data were based on frequency, 50%
hierarchical regressions and a co-relational study. The SPSS 45%
40%
35%
Table 1 30%
Dispersion of the registered construction firms in different states of the country. 25%
State Grade One Grade Two 20%
Tehran 115 131 15%
Khorasan 10 16
10%
Isfahan 8 12
Azarbayejan 10 12 5%
Fars 3 6 0%
Khozestan 3 5 Less than 5-10 years 11-15 More than
Total 146 182 5 years years 15 years
Source: Management and Planning Organization of Iran (April, 2009), http://
www.sajat.mporg.ir. Chart 1. Level of respondents' experience.
 A.A. Tabassi et al. / International Journal of Project Management 30 (2012) 213–224
the study and confirm its accuracy as well. Additionally, it is
revealed that the management of the industry is mostly male
dominated.
10.1. Research objective one
10.1.1. To study the relationship between employees' training
and motivation practices with teamwork improvement
As stated before, an effective HRD system is one of the most
valuable assets of any organisation, and an enterprise's
productivity is closely correlated to its HR managerial and
developmental policies. Furthermore, the literature shows that
in the coming years, HRs are becoming the most important asset
of an organisation if they are adequately nurtured, educated and
developed. In addition, the dynamic external environments
within which many construction firms currently operate require
that they develop a capacity for training and development faster
than competitors, to find solutions to novel and complex
problems, and to enhance the quantity of what they do through
effective training and motivation methods. Accordingly,
motivation practices of the study moderated the relationship
between companies' training policies and project performances.
To test the moderator effect on the relationship between IV and
DV (see Fig. 1), a Hierarchical Regression Analysis was used to
determine what proportion of the variance in a particular
variable was explained by other variables when these items
were entered into the regression analysis in a certain order.
According to Holmbeck (1997), a moderator variable affected
the relationship between two variables, so that the nature of the
impact of the predictor on the criterion varied according to the
level or value of the moderator. The moderators interacted with
the predictor variable in such a way as to have an impact on the
level of the dependent variable. Therefore, in the research
models the effects of the interaction between IVs and
moderating variable on the dependent variables must be
considered. Regression analysis for the model was done
through SPSS software.
The output generated for this model is shown in Table 2. In
the model summary box, there are three models listed. In model
1 the direct effect of the IVs was gauged, in the second model
the moderator variables were entered to gauge whether the
moderators have a significant direct impact on the dependent
variable, finally, the third model evaluated the IVs, moderators
and the effects of their interactions on teamwork improvement.
Regarding Table 2, the R Square in model 1 is 0.163. It meant
the model, after the IVs have been entered, explains 16.3% of
Table 2
Model summary for the first research model.
Model R R Square Adjusted Std. error
R Square of the
estimate
1 .403 .163 .138 .88409
2 .598 .358 .312 .78987
3 .759 .577 .484 .68404
219
the variance in teamwork improvement. Accordingly, the R
Square in model 2 was 0.358. It indicated that after moderator
variables were also included, the second model explained
35.8% of the variance in teamwork improvement. Finally, the
third model, which was combined the IVs, moderating variables
and the interaction between IVs and moderating factors, showed
an R Square of 0.577. Therefore, nearly 58% of the variance in
teamwork improvement formed by this model. As a result, the
moderator variables have strong contingent effects on the
independent–dependent variables' relationship, and changed
the strength of their relationship. Consequently, the outputs
point to the fact that the relationship between IVs and DV was
contingent on the moderator variables (motivation factors)
(Baron and Kenny, 1986; Sekaran, 2006).
On the other hand, to assess the statistical significance of the
result it is necessary to look in the table labelled ANOVA
(Table 3). The ANOVA table indicates that the model as a
whole is significant (Sig = 0.000 this really means p b 0.0005).
According to Pallant (2005) and Tabachnick and Fidell
(2001), an R Square equalling 0.577 is a respectable result.
Therefore, teamwork improvement has a strong relationship
with IVs and MVs in the model. As a result, motivation
parameters such as training assignment, perceived importance
of training, hygiene factors and motivating environment had
strong effects on the relationship between training practices and
teamwork activities in the respondents' projects. In other words,
the companies that applied these motivators inspired their
employees to follow the training practices and, therefore, high
improvement in their teamwork activities was observed.
Consequently, construction companies by applying these
training policies as well as the motivators for their staff and
workforces can improve their teamwork activities and obtain
better performances. To find out how well each of the variables
contributed to the equation, an examination of the coefficient
table (Table 4) is needed. Regarding the Sig. column, there were
four variables that make a statistically significant contribution
(Sig. less than 0.05). In order of importance they were:
motivating environment (Beta = 0.45), perceived importance of
training (Beta = 0.28), perceived training as an important part of
employee development by the companies (Beta = 0.27) and
training assignment (Beta = 0.24). None of the other factors (a
system for developing HR assets, developing the learning
environment and the hygiene factors) made a unique contribu-
tion on teamwork improvement (Sig. more than 0.05). It is
mentionable that these beta values represent the unique
contribution of each variable, when the overlapping effects of
Change statistics
R Square change F change df1 df2 Sig. F change
.163 6.673 3 103 .000
.195 7.509 4 99 .000
.219 3.750 12 87 .000
220 A.A. Tabassi et al. / International Journal of Project Management 30 (2012) 213–224

Table 3 output generated from the analysis by SPSS. As a result, in the

ANOVA test for the first research model. model summary box there are three R Squares. The R Square in
Model Sum of squares df Mean square F Sig. model 1 was 0.544. It means the model, after the IVs were
1 Regression 15.648 3 5.216 6.673 .000 entered, explained 54.4% of the variance in task efficiency as
Residual 80.507 103 .782 the second DV. In other words, training practices of the study
Total 96.154 106 explained 54.4% of the variance in task efficiency of the
2 Regression 34.388 7 4.913 7.874 .000
respondents' companies.
Residual 61.766 99 .624
Total 96.154 106 Consequently, the R Square in the second model was 0.645.
3 Regression 55.446 19 2.918 6.237 .000 It indicated that after the moderator variables were affected, the
Residual 40.708 87 .468 second model explained 64.5% of the variance in task
Total 96.154 106 efficiency. Therefore, the motivation elements quite change
the strength of the relationship between IVs and DV2. Whilst,
the R square in the third model, which was combined the IVs,
all other variables are statistically removed. In different moderating variables and their interactions, was 0.80. As a
equations, with a different set of independent variables, or result, 80% of the variance in task efficiency was formed by this
with a different sample, these values would change. model. Accordingly, the R Square equals to 0.8 is a high and
Furthermore, multiple regression analysis is very sensitive to respectable result. Thus, task efficiency had a strong relation-
outliers (very high or very low scores). According to ship with IVs and moderating variables of the research. It is also
Tabachnick and Fidell (2001), the presence of outliers can be approved that the motivation factors (moderator variables)
detected from the Scatterplot. Tabachnik and Fidell define affected the strength of the relation between independent and
outliers as cases that have been standardised residual of more dependent variables. Consequently, the training and motivation
than 3.3 or less than − 3.3. Moreover, with large sample it is not practices of the study had a strong relation with task efficiency
uncommon to find a number of outlying residuals, and it may of the respondents' companies.
not be necessary to take any action. The Scatterplot for this In addition, the ANOVA test (Table 6) indicated that the
model is shown in Plot 1. According to the plot, there was no model as a whole was significant (Sig = 0.000 this really means
outlier found in the model. p b 0.0005).
Similarly, to find out how well each of the variables
contributed to the equation, the coefficient table was considered
10.2. Research objective two
(Table 7). Regarding the Sig. column, there were four variables
that made a statistically significant contribution. In order of
10.2.1. To study the relationship between employees' training
importance they were: a system for developing HR assets
and motivation practices with task efficiency
(Beta = 0.362), motivating environment (Beta = 0.242), per-
The second model, with regard to the research model in
ceived importance of training (Beta = 0.236) and training
Fig. 1, examined the relationship between training factors (IVs)
assignment (Beta = 0.15). None of the other factors (perceived
and task efficiency as the second DV by considering the effects
training as an important part of employee development by the
of motivation components as the moderator variables on their
companies, developing learning environment and hygiene
relationship. Accordingly, multiple hierarchical regression
factors) made a unique contribution on task efficiency.
analysis was applied to test the model. Table 5 shows the
Furthermore, the Scatterplot for this model shows no residual
in the model (Plot 2).
Table 4
Coefficient table for the variables contributing to the first research model.
11. Findings and discussions
Model Un-standardised Standardised t Sig.
coefficients coefficients
This section is concerned with discussing the findings of the
B Std. error Beta study by placing them in the context of the research objectives.
1 (Constant) .071 .758 .093 .926 The focus of the research is on evaluating the relationship of
HRD sys. .199 .179 .130 1.113 .268 training and motivation practices with the performance of the
T-importance .461 .150 .310 3.077 .003
construction projects in Iran by the managers' perceptions.
Developing learning .072 .195 .045 .371 .711
environment Accordingly, two models were generated by the study. In the
2 (Constant) − .163 .845 −.193 .848 first model, the relationship of training factors (IV) and
HRD sys − .305 .205 − .199 − 1.490 .139 motivation parameters (MV) with teamwork improvement
T-importance .399 .151 .268 2.640 .010 (DV1) was evaluated. As a result, motivation parameters such
Developing learning − .202 .185 − .126 − 1.091 .278
as training assignment, perceived importance of training,
environment
Hygiene factor .068 .165 .048 .415 .679 hygiene factors and motivating environments had almost strong
Training assignment − .270 .101 − .238 − 2.685 .008 effects on the relationship between the training practices that
Perceived importance of .374 .179 .276 2.090 .039 were applied by the companies and improvement on teamwork
training activities in the respondents' projects. In other words, the
Motivating environment .733 .163 .450 4.505 .000
companies that applied these motivators in their HRD strategies
 A.A. Tabassi et al. / International Journal of Project Management 30 (2012) 213–224 221

Scatterplot
Dependent Variable: Teamwork Improvement (DV1)
2

Regression Standardized Residual

1

-1

-2

-3

-4

-3 -2 -1 0 1 2
Regression Standardized Predicted Value

Plot 1. Scatterplot for the first research model.

made more inspiration on employees to pursue the training and
development practices and therefore, achieved improvements in
their teamwork activities. Hence, better performance and
improving teamwork activities can be attained by the
construction companies by adopting these training policies as
well as the motivators for their staff and workforces. In contrast,
the assessment of the results of this model indicated that there
were four variables that made a unique contribution on
teamwork improvement. Accordingly, in the case of training
practices, perceived training as an important part of employee
development by the companies had a unique and greater
contribution than other training parameters on teamwork
improvement. In addition, all the motivators except the hygiene
factors had also unique contributions on teamwork improve-
ment in the model.
The second model conducted the correlation between training
factors (IVs) and task efficiency as the other DV by considering
the contribution of the moderator variables in the relationship.
The output generated from this model indicated that the model as
a whole explained 80% of the variance in task efficiency.
Consequently, task efficiency showed a strong relationship with
the IVs and moderating variables in the model. Furthermore, it is
approved that the motivation factors had a high contribution on
the strength the relationship between the training practices and
task efficiency in the respondents' projects. That is to say, the
companies that applied these training and motivation practices for
developing their staff and workforces improved their task
efficiency much better than the companies that did not utilise
them. Therefore, the positive relationship between task efficiency
and training practices was observed to be stronger when
motivation factors were also involved. In contrast with the first
model, in the case of training practices a system for developing
HR assets had a unique and more contributory effect than the
other training parameters on task efficiency. In addition, all the
motivators except the hygiene factors had also unique contribu-
tions on task efficiency.
Comparing model 1 to model 2, the study indicated that
hygiene factors as one of the indicators for motivating employees
for training did not have direct and unique contribution on
projects' task efficiency and teamwork improvement. Neverthe-
less, good hygiene factors can remove the dissatisfactions and
increase the level of employees' motivation for training, but they
did not cause in themselves employees to become greatly satisfied
and motivated in their job. This finding conformed to Herzberg's
theory of motivation. Therefore, all the motivation factors of the
study should be considered together effectively in order to find
their impacts on task efficiency and teamwork improvement of
the projects. Consequently, hygiene factors when joined with the
other motivators made positive effects on the relationships of
training practices with task efficiency and/or teamwork improve-
ment. In addition, training assignment as a motivator had shown
a unique and strong relationship in both models (see Tables 4

Table 5
Model summary for the second research model.
Model R R Square Adjusted Std. Change statistics
R square error of the
R Square change F change df1 df2 Sig. F change
estimate
1 .737 .544 .531 .30190 .544 1 .737 .544 .531
2 .803 .645 .619 .27182 .101 2 .803 .645 .619
3 .894 .800 .756 .21755 .155 3 .894 .800 .756
222 A.A. Tabassi et al. / International Journal of Project Management 30 (2012) 213–224

Table 6 motivation in different fields of studies. Accordingly, this

ANOVA test for the second research model. motivator may also increase the level of employees' motivation
Model Sum of squares df Mean square F Sig. for training in the construction firms of the current study, and can
1 Regression 11.193 3 3.731 40.934 .000 be adapted to the findings of the past studies. Furthermore,
Residual 9.388 103 .091 developing learning environments as a training policy had not a
Total 20.580 106 unique contribution in both models. Likewise, it caused issues on
2 Regression 13.266 7 1.895 25.649 .000
the projects' performances by interacting with other training
Residual 7.315 99 .074
Total 20.580 106 practices as well as the motivators. Moreover, analysing the
3 Regression 16.463 19 .866 18.307 .000 models revealed that the training practices and motivators of the
Residual 4.118 87 .047 study had more effects on task efficiency than teamwork
Total 20.580 106 improvement in the respondents' firms. Companies when
applying these training practices as well as the motivators had
much as perceived task efficiency as teamwork improvement in
Table 7 their projects. Finally, the percentage of the practitioners in this
Coefficient table for the variables contributing to the second model.
research indicated a prevailing “macho” climate of management
Model Un-standardised Standardised t Sig. of the industry in Iran, and it also supported the observation by
coefficients coefficients Maloney (1997) on the male-dominated nature of the industry.
B Std. error Beta
1 (Constant) 1.761 .259 6.804 .000 12. Conclusion
HRD sys. .402 .061 .568 6.576 .000
T-importance .129 .051 .187 2.518 .013 Training and motivation can sustain or increase employees'
Developing learning .084 .067 .113 1.254 .213
current productivity, whilst, at the same time, prepare personnel
environment
2 (Constant) 1.027 .291 3.532 .001 for changing the organisation. If employees remain productive,
HRD sys .256 .070 .362 3.640 .000 career motivation and training programmes need to be available
T-importance .089 .052 .129 1.704 .092 that can support an employee's task and emotional needs at each
Developing learning .020 .064 .027 .318 .751 stage. Furthermore, companies train their employees to have the
environment
knowledge and skills they need to contribute personally to the
Hygiene factor .030 .057 .045 .521 .603
Training assignment .078 .035 .148 2.249 .027 project performances. As mentioned earlier, motivation can
Perceived importance of .152 .062 .242 2.468 .015 influence the willingness of an employee to follow the training
training programme, to exert more energy toward the programme and to
Motivating environment .178 .056 .236 3.184 .002 transfer what they learn onto the job. Moreover, motivation
should be rooted in the individual's personal needs, wants, and
identities. As a result, in the case of the construction industry,
and 7). In this regard, other researchers such as Mathieu and workers can be more innovative as well as creative if they are
Martineau (1997), Tsai and Tai (2003) and Tai (2006) put more encouraged by their leaders and superiors. Motivated labour and
emphasis on training assignment as an employees' training workers can make changes in the industry and ameliorate it.

Scatterplot
Dependent Variable: Task Efficiency (DV2)
3
Regression Standardized Residual

-1

-2

-3

-4 -3 -2 -1 0 1 2
Regression Standardized Predicted Value

Plot 2. Scatterplot for the second research model.

 A.A. Tabassi et al. / International Journal of Project Management 30 (2012) 213–224
Consequently, exploring the relationship of training practices
with task efficiency and teamwork improvement in construction
companies by moderating the motivation factors formed the
main objectives of the study. The research found training
assignment, perceived importance of training, hygiene factors
and motivating environment as the most effective training
motivators for the study. In addition, perceived training as an
important part of employee development by the companies, a
system for developing HR assets and developing learning
environment, were also chosen as the training policies of the
research after analysing the pilot survey.
Overall, the results of the research revealed that the
motivators highly strengthened the relationship of training
practices with teamwork activities and task efficiency on the
respondents' companies. Therefore, the construction compa-
nies, particularly in Iran, by applying these training policies as
well as the motivators for their staff and workforces, may
improve their teamwork activities and obtain better task
efficiency.
13. Research limitations
The current study has some limitations that offer an agenda
for future research. Data are limited to Iran's construction
industry only, and may not be applicable to other countries.
More researches are needed to see how true the findings of this
research is in other countries. As the research has been confined
to quantitative techniques, a large-scale follow-up survey would
be useful to find out which of the identified training and
motivation practices have the proposed connection with
construction workers. Another limitation is the exclusive
focus on large grade construction companies in Iran. Perhaps
some different viewpoints might be found in other respondents
such as from lower grade companies, construction workers and
labour aspects. Future research should try to address how
companies and governments should adapt to and shape the
environmental and organisational settings in such a way that the
context optimally stimulates workers' motivation and partici-
pation in training programmes and effects on quality perfor-
mance of construction companies.
Acknowledgements
The authors would like to acknowledge Univeriti Sains
Malaysia for providing the financial support to carry out the
research.
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