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TRAINING AND DEVELOPMENT OF WORKFORCES IN CONSTRUCTION

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INTERNATIONAL JOURNAL Of ACADEMIC RESEARCH Vol. 3. No. 4. July, 2011, II Part

TRAINING AND DEVELOPMENT OF WORKFORCES IN

CONSTRUCTION INDUSTRY
Amin Akhavan Tabassi, Mahyuddin Ramli, Abu Hassan Abu Bakar

University Science Malaysia (IRI-MALAYSIA)

E-mails: akhavan.ta@gmail.com, mahyudin@usm.my,
abhassan@usm.my

ABSTRACT

Human resource development strategies play a critical role in order to have a successful organization.
Based on a combination of literature research and an exploratory survey, the chapter explores the methods of
training and development in HRD practices in construction firms. The survey was conducted by sending 50 sets of
questionnaires to the nominated contractor firms in Mashhad, Iran. The analysis methods in this research were
mainly descriptive and the type of investigation was a co-relational study. The research found some of the barriers
and solutions of training and development of workforces.

Key words: Human resource development; training, development, construction; Iran.

1. INTRODUCTION

Having a powerful human resource development (HRD) organization is a worthwhile asset of companies,
and an enterprise’s efficiency is closely connected to human capital’s managerial and developmental systems [1,
2]. Currently, human capitals play an impressive role in order to success an organization. Consequently, people
with high skills and expertise increase their chances of being at work [3]. Thus, successful companies and/or
organizations will be those that are able to engage, educate, develop and retain highly skilled employees. In order
to do so, developing a learning environment is, therefore, essential to the future of HRD.
Human resource (HR) can create values for an enterprise by finding ways to improve workforce
managements that have a positive impact on performance. Since HR has a significant influence on the overall
management system, it is well positioned to create substantial benefits. Nowadays, it is a common belief in both
the business and the academic world that the HRs of an organisation can be a source of competitive advantage
and one of the hidden forces behind growth, profits and lasting value of the firms. The importance of involving HR
in development, planning, and implementation of competency strategies has been emphasized by researchers
[4,1].
HRs are becoming the most important asset of an organization if they are adequately nurtured, educated
and developed [5]. In this regard, the dynamic external environments within which many businesses currently
operate requires that they develop a capacity for training and learning faster than competitors, to find solutions to
novel and complex problems and to enhance the quantity of what they do through effective training and
development practices [6]. Therefore, the main core thread of this chapter is methods of training and development
in HRD practices within the construction firms.

2. HUMAN RESOURCE DEVELOPMENT

Since the term of HRD arose, it has been applied in various fields of studies. This has guided to a great deal
of perplexity with different individuals, organizations and practitioners. The term of HRD has been applied to widely
varying activities. For instance, Garavan et al. [7] in their article indicate that American Society for Training and
Development asserted that HRD includes training and development, organization development and career
development. Furthermore, Garavan [8] defines it as the strategic management of training development and
professional education interventions aimed at facilitating the achievement of organizational goals, while at the
same time ensuring the full utilization of the knowledge and skills of employees.
HRD, as an academic discipline, is defined as the development of learning including knowledge and
expertise and the enhancement of performance. It considers a multi-level concept in that it focuses on individual,
team and organizational issues. As a discipline, it relies on theories that describe the process of learning and
theories of organizational learning and changes. However, HRD is still considered with formless and permeable
boundaries [9].
Since the inception of the term HRD emerged (attributed to Leonard Nadler in the early 1970s), two
approaches developed to HRD [10]. On one side, the British researchers have followed a learning and
development paradigm, which concentrated on strengthened training and development issues [11, 12]. On the
other, the American researchers emphasized performance outcome paradigms, which concentrated on developing
employees to enhance and improve organisational performance [13, 14]. Much of the American approach emerged
through organisational development theory and there has been an emphasis on coaching, mentoring, and
leadership development [15, 10]. Though earlier definitions of the term HRD stressed individual rather than
organisational learning [16], by the early 1990s, HRD observed as a much broader notion based on organisational
performance and capability in the US literature [13, 14]. In the late 1980s, the American Society for Training and
Development (ASTD) defined HRD as a process of enhancing the ability of the HR through development, and a

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process of adding value to individuals, teams or an organisation as a human system [17 cited in 18]. 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. Accordingly, the US literature is strongly biased towards
performance in HRD definitions [19]. For instance, Sambrook [14] by synthesizing the US definitions posits that
HRD is a process concerned with developing human expertise for the purposes of improving performance. As a
result, a minority of US contributors [13] and the generality of European academics focused on learning as the
primary purpose of HRD [20, 21]. Some UK commentators, however, focused on performance in HRD practices
[22]. The learning perspective asserts that HRD as a field of study and practice is responsible for fostering the long
term, 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. Therefore, the
two core threads of HRD are individual and organizational learning and individual and organizational performance
[14, 23].
As it has been defined so variously and broadly, HRD has remained a complex and nebulous entity,
variously interpreted by practitioners and researchers [24]. Slotte et al. [25] understand HRD as “covering functions
related primarily to training, career development, organizational development and research and development. HR
functions are intended to foster learning capacity at all levels of the organization, to integrate learning culture into
its overall business strategy and to promote the organizations’ efforts to achieve high quality performance”. Within
this context, training and development are important both for organizations competing on markets and for individual
operating in the organizations.
The expectation is that HRD systems can create performance improvements for organizations. Thus, the
operational definition of HRD that presented by Swanson [23] has seemed more comprehensive. He defined HRD as
“a process of developing and unleashing human expertise through organization development and personnel
training and development for improving performance”. The domains of performance include organizations, work
processes, groups and individuals. Moreover, organization development is the process of systematically
implementing organizational change for improving performance. In general, HRD is the process of helping
employees become better at their tasks, their knowledge, their experiences and their lives. There are lots of things
that go into this, but training and development are the main issues [18].

3. HRD IN CONSTRUCTION ORGANIZATIONS

The construction industry has been considered to be one of the most dynamic and complex industrial
environments [26, 27]. It is a project-based industry within which individual projects are usually custom-built to
client specifications [28, 27]. The dynamic environment and changing demands of construction activities required
the formation of the teams each time a new project is committed [29]. This is particularly appeared in larger
contractor companies, which are focused on managing the construction phases and the processes with a few
directly employed managers and professional staff in order to lead the outsource teams [30]. Most importantly,
however, the external sources of workforces are very common in the industry [27, 31]. Whilst the increasing use of
external sources of labour has allowed the managing contractors to pass on risk and achieve greater flexibility, it
has also made employee development and project co-ordination more complex, with a requirement for more highly
skilled and experienced management [30, 27].
Despite these challenging characteristics of the industry, literature on HRD within large construction
organisations is scarce and much of the evidence relies on data gathered over last decades [26, 32]. For instance,
Raiden et al. [33] found that the companies demonstrated significant commitment toward strategic HRD with the
benefits of staff retention and improved organisational performance. On the other hand, the success of an
organisation, particularly a construction organization, is largely dependent upon the quality and morale of its people
[34]. HRD provides an influential approach to the development of people in many business sectors [35]. In this
regard, the construction industry, however, presents a challenging environment for the effective management and
development of human resources due to the dynamic and fast changing organisational, project and skill
requirements.
Meanwhile, construction projects have seen as project-based environment by many researchers [36, 34,
29]. Accordingly, some internal and external factors can influence the HRD processes in project-based
environments. The researchers define the organisation’s strategic choice in terms of HRD, organisational structure,
organisational culture and factors central to the individual employees within the organisation as some of the internal
factors [30, 37]. These parameters, by maintaining employee commitment, contribute to the employee resourcing
strategies and achievement of project goals at a minimum risk. In addition to the internal factors, several
parameters are external to the organisation and affecting the way HRD practices are organised. The challenges
comprise those that apply to the construction industry, specifically, and those, which apply to all business sectors.
Common throughout all different business sectors are:
1) Technological, legislative and demographic change;
2) Changes in people’ values and beliefs, quality standards and expectations; and
3) Changes in the economic/labour markets.
Particular challenges typical for the construction industry include:
• Unique product [36, 34];
• Transient workforce moving between different work locations and/or projects [30];
• Male dominated, macho culture of the industry [37];
• Short-term teams formed, disbanded, mixed and changed in composition [29];
• Projects won at short notice [38];

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• Changing proficiency, skill and competency requirements [34]; and

• Client pressures.
Regarding the unique and dynamic environment of the industry, one of the company’s strengths, in terms of
HRD, lies in the managerial aim for good people development practices. Although, employees do not feel this is
always realised, this forms a positive foundation for opening future opportunities through the development of more
organised HRD practices.
All the above statements indicate on the importance of HRD practices and its applications in construction
industry in order to improve the performance of construction activities. Nevertheless, little attention has been also
given to the importance of staff training and motivation in HRD practices in the construction industry’s literature.
Therefore, the research aims to investigate and find the ways of employees’ training and development in HRD
practices.

4. TRAINING AND DEVELOPMENT

The Oxford English Dictionary defines training as the action of teaching a person a practical skill or type of
behaviour in any profession, art or craft. The HRD definitions do not also differ significantly. It is generally defined
as a planned and systematic effort to modify or develop knowledge, skills, behaviour and attitudes through learning
experiences, to achieve effective performance in an activity or a range of activities [7]. Many definitions and
interpretations of training and development can be found within the HRD literature. For instance, Van Wart et al.
[39], suggest that “training is the application driven and aims to impart skills that are useful immediately, in
particular situations”. Swanson and Holton [13], define training and development as a process of systematically
developing work-related knowledge and expertise in people for improving performance. In this regard, a training
and development effort can further be designed to increase an individual's level of self-awareness, proficiency,
skills and motivation to perform his or her job well. Furthermore, training and development are generally considered
as a systematic endeavour by an organization to facilitate the learning of job-related behaviour on the part of the
employees. Job-related behaviours can include any knowledge and skill acquired by an employee who can be
related to organizational goals [40]. McLagan [17] defines training and development as “identifying, assuring and
helping to develop the key competencies, aspects of successful professional performance” that enable individuals
to perform current or future jobs. Smith [41], defines the term of training as “a planned process to modify attitudes,
knowledge or skill behaviour through learning experience to achieve effective performance in an activity or range of
activities” [cited in 18]. In these definitions, training is defined as a process, and needs the effective ways and
methods in order to improve the performance. Furthermore, learning and individuals in organizations have been
considered as the key themes of training and development [42].
According to Koestler [43], skills are either innate or acquired and the key characteristic of any acquired skill
is that it is learned. Even simple skills are better learnt; they become more flexible, when the learner understands
the principles behind them. In order to facilitate the acquisition of skills and expertise for employees, Garavan [8]
suggests that training must become a mainstream function and an integral part of any organization’s strategic
direction. In addition, Bowen [44] asserts that HRD strategies must be intrinsically linked to overall business
strategy.
On the other hand, the nature of construction industry, as mentioned earlier, shows that most of the
construction firms faced with many barriers and difficulties in order to apply effective training and development
practices for the staff and labour [27, 29, 45]. Therefore, managers, executives and supervisors can have a
significant and constructive impact on transfer of training [46]. The training of personnel contributes directly to the
development of HRs within construction organizations. Training also plays a critical role in increasing workers’
adaptability and flexibility, which employers have found is becoming increasingly important. Thus, it is important for
an organization to maintain a necessary competence in its employees through adequate training [47]. Training has
to start with the recognition of training needs through job analysis, performance assessment and organizational
analysis. Once the training needs of extension personnel have been identified, the next step is to organize training
programs. Methods such as role-playing, simulation exercises, case study, on-the-job training, off-the-job training,
and distance education can be used in construction industry to create learning situations based on experience. In
this regard, the most effective methods, which emphasised by researchers, are on-the-job training, off-the-job
training [48] and distance education [49].

4.1. On-the-Job Training

In the traditional model of on-the-job training (OJT), to promote the new practices, workers would typically
receive pre-prepared courses in defined regulations, procedures, or processes, often at a different location than
their place of work, and be expected to apply this abstracted knowledge later in their workplace. In contrast, in
current methods of OJT training organizations send trainers to the site and offer OJT as well as facilities [45]. OJT
and experience are probably the most common methods of employee development used at all levels, particularly in
construction organizations. Where construction organizations utilize a large number of “skilled” bricklayers,
carpenters, plumbers, steel workers, welders, etc., they may utilize a special type of OJT called apprenticeship
training. This training is mostly done under standards, which are established (i.e. curriculum, number of hours,
affirmative action goals, etc.) by governmental parts [50].
Popular OJT methods include job rotation and understudy assignments [51]. Job rotation involves “lateral
transfers” that enable employees to work at different jobs. Both job rotation and understudy assignments can apply
to the learning of construction technical skills.

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4.2. Off-the-Job Training

There are a number of off-the-job training methods, which can be used by managers for training the
employees. Methods that are more popular are classroom lectures, films and simulation exercises [51]. In this,
classroom lecture is well fitted for delivering particular knowledge and information. This method can be employed
effectively for developing technical and problem-solving abilities. Films can also be used to explicitly demonstrate
the technical and vocational skills. Simulation exercises regenerate the real project-life cycles and are used to
assess the required capabilities for successful task performance. All off-the-job methods are often progressed in
development centres. Table 1 makes a comparison between off-the-job and on-the-job training. It indicates the
essential parts as well as the differences between these two methods of training.

Table 1. Off-the-job training versus On-the-Job training

Off-the-Job Training On-the-Job Training

Emphasis On: Learning basic facts and skills Getting the job done
Ultimate Goal: “Knowing” Developing “Best Practices”
Knowledge: Static, Decontextualized, General Dynamic, Situated, Practice-oriented
Topics / Problems: Given by curriculum Arise from and embedded in work situation
Scope of Learning: Primarily Individual Individual, Group, Organization

Source: [45]

4.3. Distance Education

Distance education techniques can be useful in the provision of learning materials as well as the structural
learning. In an earlier investigation by Smith [48], it was suggested that the methods of distance education can be
effective where there is a learning relationship established on-the-job between the learner and the trainer such that
both use the distance learning materials to structure activities, to access content knowledge and to determine
sequences and progression of learning. It is important that the apprentices are not left alone to the course structure
and employ the materials by themselves. Rather, what is needed is support from a trainer who is available and
accessible to them at the workplace.

5. AN EXPLORATORY SURVEY

An exploratory survey was approached through contractor firms, which were registered in Management and
Planning Organization of Iran (MPO), Khorasan-e-razavi branch. According to the statistics of the MPO, 67
companies were registered as contractor companies in Grades One, Two and Three at the date of the survey.
Contractor companies in Iran are ranked in five grades from one to five by the MPO of the country. Grade One is
the largest and Grade Five is the smallest company’s grad. The survey was conducted where 50 sets of
questionnaires were sent out to the group of respondents at random by postal mail and e-mail for a period of two
months and 32 sets (64%) of surveys were returned and usable. After all the primary data collected and processed,
the data was analyzed according to the descriptive analysis method, and the type of investigation was a co-
relational study.
The companies in this research were in three categories: governmental (12.5%), semi governmental
(6.25%) and private (81.25%). The respondents’ responsibilities were project managers, executive managers and
company managers. The result shows that all the respondents were directly related to HRD strategies in their
companies. Therefore, their responses and ideas have strong effects on the results of the study.
The findings show that nearly 56% of the companies had specific training courses and programs for their
labour. In contrast, almost 44% of the respondents declared that there were no well-defined training courses or
programs in their companies. They were also asking for the type of training programs that applied in regard to
developing the employees. The result indicates that the most common methods of training were on-the-job training
(34.5%), training the staff by supervisors during the construction (25%), sending the trainees to general
construction industries training centres (12.5%), sending the trainees to private construction industries training
centres (12.5%) and training courses by the company training centre (6.5%). In addition, the respondents did not
utilize distance education as a method of training.
According to the respondents who did not have any integrated training programs, their companies faced
with many problems and barriers for employing effective training policies. Some of their barriers were:
1. Variations in the number, size and type of projects undertaken by the companies;
2. High expenses of construction training courses;
3. Dynamic and complex environment of the industry;
4. Financial problems faced by the companies;
5. Short term contract of most of the workers;
6. Large number and various types of construction learning points;
7. Low knowledge and lack of incentive among the workers for training;
8. Time-consuming; and
9. Little attention of client to the importance of skilled labour in the projects.
Accordingly, the companies faced with many barriers and problems in training their staff and workers.
However, most of the respondents point to the government as the main reason for these problems. Of course, the
government plays an important role in removing the barriers, but some of the mentioned difficulties can be solved
or reduced by the companies and managers as well. For instance, the companies can make a friendly environment

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within which the managers, staff, and workers can discuss and learn from each other. This will create a work
environment that influences employees’ innovative and personal commitment. Managers also need to develop
ways to measure the performance of their workers. As indicated by Nesan and Holt [52], a system of ‘‘performance
measurement” is needed in order to monitor improvements (or lack of improvements) among construction teams.
Furthermore, the research found some of the main problems, which the Iranian construction workers faced
with, were low levels of education, poor salaries, lack of motivation, and family struggles. Some of the endeavours
that the government can apply are increasing social security, paying towards their costs of living, requiring
companies to use labour with certification of fitness of occupation, social insurance, and developing the training
institutes in both private and governmental sectors.
In addition, we found some of the helpful methods for educating the construction workers as below:
1. Short term training courses at fixed centers (off-the-job training): In this case, the government must
prepare facilities for workers to pay their essential cost of living. Most of them faced with many problems and
without this incentive they will not be motivated to learn. This method needs a lot of training facilities and spaces.
2. Send trainers to the construction sites (on-the-job training): Until now, training and development have
been largely restricted to local and regional efforts. Furthermore, an increasing emphasis should be placed upon
internal training and the use of OJT, rather than external courses. This method is less expensive than the previous
one. In this case, training organizations send trainers to the construction sites and offer OJT as well as facilities.
3. Self-learning and taking part in standard exams: There is a greater need for motivation in this method
compared to the others. In this regard, the government can use effective incentives such as increasing the wages
of labour with technical and vocational certificates and/or requiring the companies to entrust the works to skilled
workers. The labour can learn independently and take an examination to assess their ability to meet the standards
of authoritative organizations.

6. SUMMARY

Some of the main results which are found by this research are as follows:
- Low levels of education, small income, lack of motivation, and family struggles are some of the most
difficulties of construction labour.
- Some of the endeavours in order to develop the construction work forces, which can be applied by the
government, are increasing social security, paying some of their costs of living, requiring companies to use labour
with certification of fitness of occupation in the projects, and social insurance.
- Some profitable methods which may be utilized by training organizations are:
1. Short-term training courses at fixed centres;
2. Sending trainers to the construction sites (OJT); and
3. Self-learning and taking part in standard exams.

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