Chapter 39. Project delivery team induction and training

Where a defined project delivery approach is in place, say at organisational level, the owners of that approach should provide the necessary training.

Induction and training on a specific portfolio, programme or project should be focused on what is different in that portfolio, programme or project.

The term ‘training’ used throughout this chapter covers all of these learning approaches.

One-to-one training tailored to a person’s needs, such as on-the-job training, coaching and mentoring. It can include hands-on tuition on equipment and processes. This approach works well for induction or specialist roles where group training would not cover the specific need.

Group training delivered in person, virtually or as a hybrid. It allows for discussion and peer learning in a focused setting away from workplace distractions. This approach works well where a group of people need the same training and would benefit from learning together.

Online courses or modules that can be accessed at any time and from any location. They make it easier for people to fit training around other work, though they do require some self-discipline to complete.

Self-directed learning where people set goals and study at their own pace, without a formal course structure. It helps develop independent thinking and self-management skills. This approach works well for motivated learners, and benefits from clear objectives and regular check-in points.

Structured training that takes place in the workplace using real tasks, equipment and processes. It allows people to apply what they learn straight away, which is helpful where skills are best picked up by doing rather than in a classroom setting.

Recorded content such as demonstrations, walkthroughs or case studies, watched individually or as a group with discussion afterwards. Visual explanation can make complex processes or tools easier to understand. This approach works best when combined with other methods, as it is passive on its own.

Presentations or panel discussions from subject matter experts, delivered in person, virtually or as a hybrid. They give people access to expert insight and current thinking, and create space for questions and sharing ideas across teams.

Once it is understood how the project delivery work is to be directed and managed and how that differs from any higher-level approaches, a training needs analysis can be developed. This is only likely to be needed for larger work and can be simplified for simpler portfolios, programmes and projects.

A training needs analysis identifies the training needed for individuals working on a specific portfolio, programme or project. It includes:

• a list of roles performed
• the skills, knowledge and experience needed for each role (the Project delivery capability framework and the equivalent professional standards and competency frameworks in other professions provide a good basis)
• target objectives for overall levels of skills, knowledge and experience
• a skills inventory, setting out existing skills, knowledge and experience
• a skills gap analysis, setting out the difference between the existing and the target levels
• topics to be included in training to close the gap or brief people on local working practices

A training strategy provides a high-level outline of the training needed on a specific portfolio, programme or project. This is only likely to be needed for larger scopes of work and can be simplified for simpler portfolios, programmes and projects, if needed at all.

The strategy should build on the training needs analysis and typically include:

• the training activities needed, prerequisites and the intended delivery approach
• the named person responsible for managing and coordinating the training overall and each activity
• an estimate of frequency and number of activities and of participants
• the training approaches to be used (see 39.6.1.2 on choosing an approach)
• how the effectiveness of the training is to be evaluated

Before a new joiner starts, make sure the topics to be covered are agreed and that the right people are available to deliver them. An induction plan can help and acts a checklist to make sure everything is covered.

Induction typically involves one or more briefing sessions, typically a collective briefing session, often conducted by a member of the support office, followed by sessions with a line manager. Other activities can also be included, such as meetings with other team members, site visits or work familiarisation activities.

Induction should typically cover the topics in Table 39.2.

The activities for induction and training are summarised in Figure 39.2. They can be formal or informal, as appropriate to the scale and complexity of the work and hence training needed.

Confirm the joiner’s details and agree a meeting date and time. If applicable, book the closest induction course to their start date.

Prepare or complete a personalised induction plan setting out what needs to be covered (see 39.6.2.3 on preparing for induction). Raise specific requests for equipment, software and any special requirements. This could also include arranging introductory meetings with all team members and other key contacts and appointing a person to act as a ‘buddy’ to help the joiner complete induction tasks.

Welcome the joiner and provide them with general background to the work and their role. If in person, take the joiner on a tour of the work area and make introductions.

Refer to the induction plan and ensure the joiner is briefed on each topic covered in the plan. Book specific follow-on training courses, if any.

If required, undertake a training needs analysis (see 39.6.2.1 on undertaking a training needs analysis).

The training management framework should be developed at the start of the life cycle and should include:

• the data needed for overseeing and managing training, and how the data is collected, recorded, and stored (see Chapter 24 Information and data management)
• roles and responsibilities of those involved
• activities each role carries out
• the processes, procedures and techniques to be used, such as how the training strategy is developed

The framework should be maintained to address relevant feedback from its use and should form part of the governance and management framework for the work.

Working with the relevant manager and other stakeholders, and using the needs analysis as a basis, prepare the training strategy. Ensure those sponsoring, delivering and supporting training activities are consulted (see 39.6.2.2 on preparing a training strategy).

The context and nature of the work can change throughout the life cycle. Therefore, the training strategy should be under continuous review to ensure it remains effective.

Working with those expected to deliver training activities, prepare an outline for each, using the approach defined in the training strategy. Monitor feedback from activities and update the outline, if necessary.

Develop the training activity, considering both format and content. Ensure it is reviewed by those who are sponsoring the activity, subject matter experts and those delivering.

If appropriate, pilot the activity to validate its effectiveness, refining the format or content as necessary based on the feedback.

Confirm that those delivering activities are available to do so.  Schedule activities, book the venues, arrange support and accommodation, as required. Ensure expected participants are aware of and have been invited to attend, in-person or virtually as appropriate. Where the timing of the activity is decided by the participant, set a time window within which the training is to be completed.

For classroom and event-based training, manage the bookings, dealing with any enquiries, cancellations and moves. For other activities, check arrangements are in place and are working. Provide a contact to help resolve any issues.

Deliver training activities in accordance with the outline. Collate feedback and update the training outline or documentation, if needed. Evaluate the effectiveness of the training to show whether knowledge has been retained and used.

Once the work has been completed and training management is no longer needed, the training management framework should be merged into the management framework for the solution or closed, transferring any training solutions if necessary, and retaining information and data in accordance with the sponsoring organisation’s information retention policy (see Chapter 24: Information and data management).