Importance Of Project Management Training

Its VITAL for an Organization to strengthen the very root or rather the foundation on which its is laid on its work force. An organization can be successful only when its identifies the potentials of its employees, enlighten them to realize it and use it to achieve the very goal for which an organization exists. Here it becomes essential to mention there should be an bondage between the organization & employee which helps him / her to understand that the growth of the organization means his / her own growth where by he / she becomes more attached emotionally to the organization.

Project Management bifurcates itself into Project planning and carrying out the Project as planned. While training the employees on Project Management the straining should be focused on .......

1. Availability of resources.

Importance Of Project Management Training

2. Analysis of the various risks in the manipulation of the Project & lateral plans to solve the same.

3. Based on the availability of resources prudence in its usage.

4. Blue print of the Projects step by step proceedings and a review etc.,

There should exist and equality scale of measure between the management and its planning.

An organization can plan on Training its work force through various methods. One such method involves initially developing external trainers who in turn can train the others. The advantage include , monetary savings & also the scheme of training can be altered or tailored to suit the Organizations needs. Though it appears to be feasible , it can be possible in an established Organization and not in a new born one.

Another way or alternative to train the employees it to hire training institutions which exist only to train an Organization...This methodology can be time & energy saving and since they may train more than one Organization the employees are thrown open to new ideas as on how other Organizations are working, planning & so on... But here again the problem arises on choosing the apt training institution which should not only be capable of esstial training but does not pinch the finance of the Organization.

The various alternatives available does not end here. Yet another method is to maintain a sufficient collection of Management Oriented books in house . These books should be targeted on Various branches of Management Training like Training the employees for the success and profit of the Organization, it can also highlight the essentials of Compact Training which assists in the success of an Organization. Such books enlightens an employees on the benefits of Management Trainings, the financial benefits which can acquire as a result of better performance due to the training and how it shoulders an Organization for its success.

In case an Organization chooses introducing training method such books could be an wealth of knowledge to the trainers to make them the fittest, well equipped trainers.

An Organization can march towards success depending upon the Strength, Vigour etc., of the Project Management teams they form. A successful team should not only possess expertise knowledge about its Project, should possess certain subtle qualities too. To name a few a Project Management Team should have.....

1. Excellent communication cablibre.

2. Incase the Projects deals with Overseas then they should be capable & competent to handle cultural variation.

3. Another important aspect is inter personal skills.

4. A team can access more clients only when they are capable to convince the clients , so the team should also possess negotiating talents and secondly effective customer interaction - to keep on in touch with the client, to serve and satisfy their expectations by acquiring the knowledge of their exact needs, ready to bring in changes if needed by the Customer - being flexible etc,.

Therefore, a PMT should and can be considered to be wholesome only when it includes all the aspects in its programme.

No Organization can sustain and continue without well trained employees. So it directs the need for a PMT as a crucial deciding factor of success of an Organization. So PMT is VITAL. But the methodology an Organization chooses is its own discretion. It can be an in-house training or hired training. Depending upon the pros and cons of each methodology an Organization can decide on its PMT programme.

There can be no second opinion as far as Software Project Management Training for professionals is concerned. If they are not trained in an apt way the result is very clear it would be a total collapse, an absolute end of the Project itself.

Hence you should acquire an in-depth knowledge of SPMT for professionals. In case if you are a member of a SPMT which is responsible for Project Management tasks then its is a must that you pay heed to this important point.

The first step as far as any project is concerned is Planning. Planning is the basis of any Project. Unplanned but processed projects would end up in failure. So any Software Professional should understand this and start a Project by Planning. Even in Planning it is necessary to weigh the various plans as to which would be the ideal one. A clear Planning means hinderless proceeding. So Software Professionals should indulge not only in an extensive but also intensive planning. Most of the pressure faced by Software Professionals is to develop a plan as quick as possible. But they fail to realize that spending a few more minutes or hours in a proper planning would drive them towards success without much difficulty.

Such is the importance of the role played by Planning in the success of any project.

Once a proper planning charted out the second step to successful SPMT for professionals would be to gain knowledge of the courses that help to define a Project Management Task. This particular portion of SPMT is no ordinary task as it involves the synchronization of the various steps involved in the project as such. Hence this portion involves a careful invigilation of the entire blue print of the project and if any defect is identified it should be rectified immediately so that it does not hurdle the processing of the Project. Along with the inspection of a Project and its plans the Software Professionals should also take into account external factors which may affect the Project.

To list a few they may involve business motivators, the clients requirement which may either be the existing version or updated version of the project that is available.

Importance Of Project Management Training
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Anger, Rage and How to Deal With Them Once and For All

I'll get right to the point. It is possible to control your anger. And it doesn't require drugs or years of expensive counseling. What I'm going to tell you about here is a way to learn to control your anger and you rage in your own time and on your own terms - and how you can start today.

First of all you should know: I know where your coming from. I've had the days when nothing seems to be going right. I'm swallowing my feelings all day long because it just wouldn't do to let it all out at work, or to succumb to road rage. And on days like that it's just not good to be my family when I get home and my rage is on a hair trigger.

But that was the old me. The difference is amazing.

Anger, Rage and How to Deal With Them Once and For All

Here are some tips to get you started.

Eat properly. It may seem like it wouldn't have much of an effect, but I find that if I have a nutritious snack shortly before I go into a situation that I know from experience will be stressful I can cope much more easily. The focus should be especially on slow burning carbohydrates. The best of the best of these are beans (black, white, kidney, lentils or chickpeas) and oatmeal. A decent contender would be whole grains.

These are some tips to that have helped me to control my anger and rage. I hope they will be as useful for you.

Anger, Rage and How to Deal With Them Once and For All
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I've found an anger management course that tells you where the anger is coming from and why it can be so hard to let go. And then it gives you the tools to do just that - let go of the anger and lead a happy, productive life.

Here's a sample of what this course will tell you:

what anger really is and how it stirs up your emotional response Shows you some of the hidden causes of anger - causes you may not have realized were there The number 1 reason people get and stay angry and what you can do about it
And most importantly...how to regain control of your emotions and make angry outbursts a thing of the past

I'm sure you can see what an amazing opportunity is being presented to you here. A chance to let go of the things that eat at you day after day and just enjoy life for what it really is - a wonderful experience.

Don't waste any more time. Get your anger and rage under control. Start by clicking Anger Management Today.

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Stress Management Group Analysis

Group Description _______________________________________________

The current group of analysis is a mock stress management group. Each member acted out specific roles of individual situations that possibly exist within the local communities of Flint, Michigan. Each of these individuals had been asked to recall for one week between sessions, of a stressful event that impacted their life in a significant manner. The group had initially met one week prior for introductions and construction of group rules. The current video segment represented the second meeting with a time of approximately (30) minutes.

During the video segment the group's indicated stage of development could be characterized as the Forming Stage (Tuckman, 1963). This stage as Tuckman (1963) stated is characterized by the initial or early stages of the group, with introductions, orientations, and the testing of members through interaction. Klein (1972) also characterizes an accurate portrayal of our stress management groups stage of development, when he stated that early in the development of a group, "The underlying theme of the orientation phase is anxiety and the actions are a means of coping with it. Some people respond to anxiety by remaining passive, watching and waiting" (p 82). Corey & Corey (2002), indicate that some members may be suspicious, anxious, and represent a curiosity of who these new group members are. These theoretical perceptions can be clearly identified when one of the members within the stress management group would laugh at times; expressing anxious reactions to group involvement as well as the indication by their members that we all can feel anxious initially. The priority issues within the group consisted of four areas of focus. They are as follows;

Stress Management Group Analysis

1.The need to express a past stressful event in the member's life.

2.The need to identify and express the emotions connected to the event.

3.The need to understand and express the affects of the event on their relationships.

4.The need to express the ways in which the member coped with the event

Figure 1.1

The members were asked to contemplate over a period of one week, a past event that was stressful. They were asked to prepare to discuss the topic during the second group session. The members were asked to identify and express the subjective emotions they experienced during the stressful event. According to Therapeutic Resources (2006), it is important to express and share feelings and emotions within such a support group in order to promote emotional healing. The members were also asked to identify and express the affects this event subjectively had upon the member's relationships. Finally, the members were asked to express their perceptions and actions taken to cope with the past event. According to Toseland & Rivas (1995), assisting members in identifying past actions that assisted in accomplishing a positive outcome serves to empower individuals.

According to Reid (1997), group composition pertains to identifying who will be in the group and who will not be in the group. The gender, age, ethnic, social and racial characteristics are identified and analyzed according to group purpose and needs (Reid, 1997). Our stress management group consisted of four members, constructed as an open system. The members were all between the ages of thirty and forty. There were two males and two females of mid to low social stratification. This group represented both homogeneous and heterogeneous aspects (Reid, 1997). Unfortunately for the purpose of the group project the only members the leader could utilize were of European Caucasian decent. The leader realizes that it may have been valuable for other ethnicities and racial compositions to be present in the group for further learning opportunities for all members. According to Reid (1997), those of other cultures can give a group a diverse amount of perspectives in solving problems. It would have clearly been of great interest and more educational for members to gain insight on how others from different ethnic groups experienced their stressful event. Regarding gender, the leader did make efforts to obtain an equal participation of both genders.

The leader's purpose and hope was to allow individuals to re-experience their thoughts, feelings, and relational identities regarding their past circumstance. This visual representation sought to shed light to new understandings of members past circumstances. This re-evaluation sought to clarify understandings and give new perspectives from other group members by those who would participate.

Leadership

According to Toseland, Jones & Gellis (2004), principles that convey good leadership and promote member to member interaction included;

1.To encourage member to member interaction; rather than member to leader.
2.Insure that members have input into the agenda for group meetings; in the present and in the future.
3.Supporting indigenous group leaders as their leadership emerges
4.Encouraging mutual sharing and mutual aid between members

Figure 1.2

These ideas were proposed and attempted during leadership processes. In regards to (# 1), early within the group session the leader encouraged members to share patterns and ideas in which they identified (Toseland, et. al., 2004). In regards to (#2), the leader asked within the first session for members to think about what they would speak about in the second session (Toseland, et. al., 2004). In regards to (#3), it was clearly difficult to identify indigenous leaders due to the stage of development. In regards to (#4), the leader encouraged members to share ideas, compare or relate regarding similar stories (Toseland, et. al., 2004). The leader displayed elements within group session, known to Toseland, et. al., (2004), as expert power, "possessing knowledge to help the group achieve goals (p.21)." This was clear throughout the session with examples of
recommendations to members on how to cope with stressful circumstances. According to Toseland, et. al., (2004), informational power is when, "a leader possesses information that is needed by the group (p.21)." These ideas were expressed by the leader in regards to presenting material in a systematic and visually affective manner.
Leadership Interventions

The leader's first intervention was to construct four areas of focus. These areas focused upon cognitive, emotional, relational and positive strategies in coping. According to Toseland and Rivas (1995), some important components of support group interventions include;

1.Ventilation of a stressful experience within a supportive environment
2.A validation and confirmation of similar experiences
3.Support and understanding during difficult situations
4.Identify ways of coping during stressful circumstances

Figure 1.3

The leaders second intervention was to assist in lowering client defenses; allowing individuals in the second session to cognitively think through a stressful event prior to attendance, and then prepare to express it verbally and visually. According to Hartman (1978), the use of an eco-map tool with clients can help clients feel as if the social worker is making an effort to assist them and also decrease client defensiveness. This eco-map was carefully constructed with purpose, and represented areas in which the four areas of focus could be expressed through visual representation.

The leaders third intervention included, asking members "who would like to go first" regarding responses. The leader sought to let individuals retain choice and flexibility. If no one would respond, the leader would choose to direct a counter clock wise rotation.

The fourth intervention included a response to on camera or group interactive anxiety. One of the members admitted that he was a little anxious and was laughing in order to cope. The leader immediately addressed the behavior; reassured the member and made attempts to universalize his behavior with other members by stating that "we all at one time or another feel nervous in groups." The leader also expressed to all group members that "if anyone felt uncomfortable, please understand that you can step out to relax."

The leader's next intervention included the taking of five minutes off camera for all members to fill out their eco-maps. The leader clearly explained before the break the visual need to represent their circumstance for greater clarity. This gave members a time to relax off camera and learn more about their circumstances. This gives way to what Reid (1997) calls therapeutic factors of internal action, that influence other's processes within the mind of members; such as , imagining, rehearsing, remembering and planning.

The next intervention clarified to group members their opportunity to identify and express to other members "any patterns or ideas that are similar or different in which may ignite interaction." The leader encouraged them to realize the similarities and commonalities of their membership; in hopes they would learn from their differences (Toseland, et. al., 2004).

Within the next intervention the leader sought to apply, and establish the identity of a pattern regarding the feelings group members were expressing; feelings of depression, low self esteem, loss, anger, as well as feelings that others within their families judge them. According to Reid (1997), this universalizing through the identification of consistent patterns is an important part of "mutual sharing groups." The leader believed that allowing members to express and share their commonalities would bring forth greater learning and a sense of support (Reid, 1997).

The next intervention included linking or identifying two individuals within the group "Jenni" and "Roy", with similar stories of divorce. The expressed self disclosure of feelings of loss and indicated transitional changes during the divorce process were very clear (Reid, 1997). After "Jenni" explained her story, the leader purposely called upon "Roy" to share or compare his similar circumstance. The leader hoped that he could link a commonality through the realization of current and past feelings. The leader realizing as "Jenni" went on to explain her feelings of isolation from her "church family" during the divorce, another comparison and assistance in realization between her and the other group member "Amy" became an apparent opportunity to bridge understandings. The leader called upon "Amy" in hopes that "Amy" with the isolation by family members due to the loss of her job, could give insight and understanding to "Jenni's" feelings (Reid, 1997).

Next, the leader took the opportunity to intervene regarding the interaction by members in explaining their feelings of depression and behaviors relating to their circumstances. The leader emphasized their positive responses to self analysis as well as emphasizing the needs to cope positively within stressful circumstances. "Amy" stated that she enjoyed being part of a group and it made her feel like maybe she was not such a "freak" after all when listening to others in the group. The leader took advantage of influencing "internal member processes" with this comment, by reiterating the positive aspects of expressing individual feelings and emphasizing the safety that exists within the group system (Reid, 1997).

The leader, took the opportunity to address a common emotional theme of anger. The leader believed that through his active listening that this would be important regarding the need to express the emotional frustration of member's circumstances (Reid, 1997). The leader purposed that this emotion in particular could clearly be related, effectively based upon the types of past events the members had expressed. The leader took an early advantage to initiate a perspective thought by members regarding "how they coped with their anger." The leader purposely emphasized the need to construct positive coping skills; after "Roy" had indicated how he had changed from drinking at the bar, to working out at the gym. The leader believed that these early comments would prepare group members in thinking about the fourth area topic of focus.

The next intervention emphasized a need to identify areas in which individual members had difficulties trusting others. Commonalities were identified and interactions were clear between members. The leader re-emphasized a need to identify the expression of trust, economic, anger, and isolation issues common among members. The leader took the initiative to ask "Jeremy" if his comment's about attending church was a way to cope with, or create greater support structures within his circumstance. This question prompted "Jenni" to initiate her coping processes regarding her belief in God. The leader further emphasized the need to utilize our beliefs and values in coping with our circumstances as "Jenni" had indicated.

After the member named "Roy" emphasized that his "work system" was affected by his stress reactions. The leader took advantage of utilizing the "work topic" to gain insight on how these events affected individual's ability to make a living. Interestingly enough the only member who did not comment regarding this topic/system of interest was "Amy" and this was clearly due to the nature of her event; revolving around "work" and the loss of her job.

Another intervention by the leader included linking how our current circumstances can restrict our choices; however, through this change and transition, we develop new choices that if identified, can lead to very positive outcomes. This became evident when "Amy" spoke out about her job loss and then her opportunity to go to school. With this conversation a commonality between "Amy", "Jenni" and "Roy", develops in regards to stigma, exploitation and the oppression many experience when transitioning through these circumstances. One member "Jenni" goes on to emphasize her feelings regarding her frustration with feelings after her divorce. She stated she felt as "used goods." The member "Jeremy" seemed to laugh loudly; possible due to ever present anxiety or maybe perceptions of humor. Never the less, the group leader took direct action to confront the reasoning in "Jeremy's" response in an effort to clarify and protect the feelings of the other member's emotional expression to emphasize respect and safety (Reid, 1997). The leader took the initiative to get "Jeremy" more involved in expressing his abilities to cope with his circumstance.

Within the final intervention the leader re-emphasizes the need to utilize coping mechanisms; identifies commonalities; clarifies the emotional sharing; social implications of member's circumstances; and the thanking of group participation.
Strengths

I believe that the leader's strengths were clearly represented through the construction,
structure, and use of curriculum. As indicated; the use of the eco-map and topic areas were researched based and relevant to the goal and purpose of the group session. The leader exhibited positive strategies in order to assist group members in expressing feelings, identifying connective patterns, reinforcing commonality, and gave ideas for positive coping skills.
Areas to enhance

Areas of continual analysis and improvement are also clear. The group may have been too structured. Due to a lack of experience the leader may have attempted to control the group too extensively due to the leader's insecurities (Toseland & Rivas, 1995). I believe that the leader could have used more active listening skills in regards to paraphrasing, and reemphasizing each group members responses. Greater ignition of interaction and a connection between conversations could have been beneficial; especially with the member named "Jeremy." His behaviors may have influenced the leader's ability to direct interaction more equitably. The leader could have created and retained greater eye contact and used less sophisticated words at times, such as "socioeconomic environment." The leader must continually through group practice monitor verbal and non-verbal responses with greater efficiency, and closely monitor basic group dynamics.

_________________________________________________________________

References
Corey, M. S., & Corey, G. (2002). Group Process and Practice (6th ed).

Pacific Grove, CA: Brooks/Cole (Forming a group, 98-120).
Hartman, A. (1978). Diagrammatic Assessment of Family Relationships. Social Klein,

Casework, 59, 465-476.
A. F., (1972). Effective Groupwork. Chicago: Follett Publishing Company.
Reid, K. E., (1997) . Social Work Practice With Groups: A Clinical Perspective (2nd ed).

Pacific Grove, CA: Brooks/Cole.
Therapeutic Resources (2006). "Support Groups."

http://www.therapeuticresources.com/supportgroups.html
Toseland, R. W., Jones, L. V. and Gellis, Z. D. (2004). Group Dynamics. In C. Garvin, L.

M. Guitierrez, and M. J. Galinsky (Eds.). Handbook of Social Work with Groups.

New York: Guilford. Pp. 12-31.
Toseland, R. W., Rivas, R. F., (1995). An Introduction To Group Work Practice (2nd ed).

Needham Heights, Massachusetts: Allyn and Bacon.
Tuckman, B. (1963). Developmental sequence in small groups. Psychological Bulletin,

63(6), 384-399.

Stress Management Group Analysis
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The Psychology of Anger

On how we can use constructive forms of anger against destructive forms of anger to develop better emotional health...

Anger is a powerful emotion; it can create havoc in our personal and social relationships and can even sometimes lead to dangerous consequences. So why do we get angry? Is anger constructive in any way or purely destructive? Is it possible to control anger by understanding its deeper psychological causes? Maybe with a proper analysis of an emotion, we can control the emotion instead of allowing the emotion to control us.

Many things or events, of great importance or even of least importance can make us angry. If the computer suddenly crashes when you are working on something really important, you can get angry. Similarly if your business partner works against your wishes, that too gets you angry. In fact sometimes the emotions in us become so important that the external event itself that caused the anger somehow recede to the background. Yet anger can be both constructive and destructive.

The Psychology of Anger

Anger, best defined as a feeling of displeasure, irritation or hostility can have different dimensions with mild to violent responses. Anger management is an important issue as stress, anxiety, irritation are persistent in modern life. Anger being primarily manifested negatively and being directed against someone, it is a social response and have social consequences. Psychological theories consider anger as a response to pain. Thus when we feel a sort of pain or irritation or go through unpleasant feelings along with a realization of a potential threat, we tend to get angry. Thus in anger there are two factors - a feeling of pain or displeasure, followed by a feeling of threat. When a partner says or does something unpleasant, we get angry because we feel pain and we also feel that the situation might threaten or jeopardize the partnership. The need for certain uniformity in life is strong in all of us and whenever we sense a disruption in this 'structure of life' that we like to hold on to, we become aggressive and angry. A tool is 'supposed' to work, when it doesn't we get angry. A relationship is 'supposed' to work, when it doesn't we get angry. So anger is largely a reaction against disruption of our preconceptions/presuppositions, we crave stability and security in life.

Eastern Philosophy considers anger as a result of ignorance or human folly that is a consequence of worldly attachment. The argument is if we can let go of attachment towards the object of anger, we will fail to become angry. However the fact remains that attachment is a basic truth of life and whenever there is attachment to anything, there is also expectation and breaking down of this expectation leads to anger. Psychoanalysis would consider anger as a form of gratification of the aggressive impulses, so when there is frustration of sexual gratification, anger can result. In fact anger in the form of sadism has been extensively explained by psychoanalysts as a form of sexual gratification through aggression. Aggression could also be related to feelings of narcissism and ego and as manifestation of the threat to our sense of identity. Considering the physiology of emotions, William James has provided a theory and an explanation of what is regarded as the flight-fight response or the body's automatic response to face or flee from real or perceived threats. However subtle phenomenological differences in different emotions are not always accounted for as we still do not have a complete theory for the science of consciousness that largely controls emotions. James' theory suggests that any emotion is a response to physiological changes in the body. There are controversies to this theory although the physiological changes in the body during anger are well documented. During anger, the amygdala of the brain sends out signals, body muscles become tense, neurotransmitters and hormones are released in the brain that quickly lead to a state of arousal. Amygdala of the brain being responsible for perception of threats and dangers, hypothalamus of the brain responsible for perception of pain or irritation are activated during anger and we react without the mediation of the cortical or reasoning part of the brain. Strong emotions like anger can be as 'blind' as strong emotions of love as both of these represent a state of arousal when our brains are not in a normal chemical or physiological condition, so to speak.

Responses or reactions to anger are all that we are concerned about as we may not be able to control the emotion per see, but can control its manifestations. People have different levels of reactions to stimuli and some people react quickly and with intensity to certain things or events whereas some others may react slowly and may not show the same intensity. Some people break glasses or burn objects when angry; some others engage in verbal or physical abuse towards the object of anger or towards a substitute object whereas some others control and suffer depression with aggression turned inwards. Although some amount of display of anger is psychologically healthy as it can prevent feelings of hurt, depression or feelings of self-destruction, overreaction towards an object of anger can be destructive to both the individual who is angry and the object of anger. Anger being reciprocal and contagious can actually create anger in the object of anger as well and so the object reacts aggressively or becomes passive with no reaction despite strong feelings of displeasure and resentment.

This leads us to the discussion on anger as a constructive and destructive process and to anger management. Anger management is tapping out the constructive potential of anger. Aggressive impulses are necessary, they help us to stay competitive and become successful by striving and working hard. Without inner aggression, we will never achieve anything in life aggression provides the zeal and life force so anger in measured forms is always good and have a constructive effect. Despite this we have to learn how and where to draw the line considering the situation and the person we are angry with.

We should understand exactly at which point a fine line separates the constructive and the destructive phase of anger. Anger management is locating this line by using reason even during the most irritated state of mind. How do we do this? This is only possible by holding back feelings of threat or danger by developing a form of inner boldness. Thus here constructive aggressive impulses can be used against destructive ones. How do we use anger against anger to stop anger? Sounds like a pun. But in a situation when we stop feeling threatened by being brave, we will stop being angry.

Consider a person extremely angry with his colleagues because he feels threatened that he will lose his job or self respect. In this situation the best he can do is to feel less threatened by being confident that no matter what happens, he will not lose his job. This inner confidence, a sort of subtle aggression, is the key to anger management. Thus the two parts of anger - pain and threat cause reactions in us, we cannot do much about pain but we can do something about feelings of threat. We can ignore or overcome the threat with greater confidence. The traditional relaxation techniques or meditation or even talks of wisdom to control anger may not always work during an aroused state because our reasoning part of the brain fails to work when we are angry. But relaxation will naturally result if we don't feel threatened, if we cut out the threat part of aggression and exercise our self-confidence. So I would suggest that anger management is not about trying to force relaxation of the mind during an aroused state which is next to impossible because our body does not permit that, but rather to develop the constructive aspects of aggression within us so that we are aggressive or bold enough to confront all threats without getting tensed or irritated. Only subtle aggression can control violent aggression. Anger management is thus about developing the subtle deep rooted constructive forms of aggression, the inner confidence to overcome all destructive aspects of the emotion so that we can lead emotionally healthy and successful lives.

The Psychology of Anger
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Reflections in Psychology - Part I - by Saberi Roy (2009)
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