Project Training Evaluation: Reshaping Boundary Objects and Assumptions

Abstract

Training evaluation is an important component of personal development which has received insufficient attention by project managers, members of project teams and their organizations, making training a target for cut-back at times of tightening budgets. Assessing training has historically been operationally oriented, emphasizing financial justification, content and quality of the training rather than the potential of improved project performance or organizational transformation. This qualitative, multi-case study demonstrates the limitations of normative boundary objects (the processes, artifacts, documents or technical language or vocabulary in common use within the project community) such as ‘best practice’ models and ‘bodies of knowledge’ as the driver and basis for training. The paper proposes using alternate boundary objects to incorporate reflective practices which can increase the utilization of learning by embedding it in specific contexts. Study findings are of relevance to project workers by helping them think differently about the purpose and outcome of training attendance, and for managers charged with developing the project and programme talent pool within the organization.

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