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[building effective teams]

2011

ASK Learning Solutions

Sharon Broad (10083592) Libby Harding (10026065)

[building effective teams]Sharon Broad & Libby Harding

Contents

Training Proposal..............................................................................................................................................2

Introduction......................................................................................................................................................2

IBM Australia................................................................................................................................................2

Key Business Activities..................................................................................................................................2

Business Strategy..........................................................................................................................................3

Business Need..............................................................................................................................................4

Program Goal & Aim.....................................................................................................................................5

Training Needs Analysis....................................................................................................................................6

Training Methods.............................................................................................................................................7

Evaluation Plan.................................................................................................................................................8

Training Program............................................................................................................................................10

Training Schedule...........................................................................................................................................12

Training Module / Session Outline.................................................................................................................13

Sharon Broad..............................................................................................................................................13

Libby Harding..............................................................................................................................................14

Training Session Plan......................................................................................................................................15

Training Materials...........................................................................................................................................18

Evaluation Materials.......................................................................................................................................20

Participant Evaluation.................................................................................................................................20

Trainer Evaluation......................................................................................................................................21

Appendices.....................................................................................................................................................23

Appendix 1 - Comparison of training methods...........................................................................................23

References......................................................................................................................................................24


Training Proposal

IBM Australia is proud of the diverse workforce they have built through the adoption of a Diversity

Strategy. Key to this strategy is the recognition of diversity as a function of innovation as quoted in the

2007 Corporate Responsibility Report (2008, p. 10):

“Workforce Diversity = Diversity of Thought = Innovation”

However, IBM Australia also understand that this innovation needs to flourish in a supportive, trusting

atmosphere, where team members set goals, make decisions, communicate, manage conflict and solve

problems effectively.

The proposed training program contained herein aims to deliver knowledge and skills to managers within

IBM Australia to lead and manage high-performing teams within the context of a diverse workforce to

capture and maximise the strengths and benefits such a workforce brings.

The initial section of this training proposal describes the business of IBM Australia, elaborates on the issue

of utilisation of workforce diversity to achieve innovation in teams and how this training program will

address this issue. Following this, we outline how a training needs analysis will be conducted, why the

particular training methods were chosen and how the training program will be evaluated. The final section

of the report outlines the proposed training program itself including an example of an actual training

session; however this will be refined following completion of the needs analysis.

Introduction

IBM AustraliaWhat is IBM Australia?

“IBM is a global technology and innovation company that stands for progress. With operations

in over 170 countries, IBMers around the world invent and integrate hardware, software and

services to help forward-thinking enterprises, institutions and people everywhere succeed in

building a smarter planet” (About IBM, n.d.).

IBM worldwide has a history extending back to 1911 and has been operating in Australia for the past 79

years (About IBM, n.d.). IBM Australia has an office in every state capital of Australia and a number of

regional offices in Queensland, New South Wales and Victoria.


Key Business ActivitiesIBM is renowned for using the latest technology and innovation to provide products and solutions to meet

customer needs. Products such as tabulating machines, the world’s first electronic typewriter and the

technology behind automatic teller machines are all examples of where IBM has identified a problem and

delivered a solution.

Today IBM continues in that vein, with products and solutions including:

Products:

o Systems and servers

o Computer hardware and software

o Point of Sale and Self-Service Offerings

o Data storage products and systems

Services

o Asset recovery

o Business continuity and resilience services

o End user services

o Business analytics and optimisation services

o IT Strategy and architecture services

o Maintenance and technical support services

Business Strategy(IBM 2010 Annual Report, 2011)

IBM view themselves as a world leader in providing innovative technological solutions to the world’s

problems. They state their corporate values as:

1. Dedication to every client’s success;

2. Innovation that matters – for our company and the world;

3. Trust and personal responsibility in all relationships (About IBM, n.d.).

In a letter to shareholders issued with the 2010 Annual Report (2011), the Chairman of IBM’s Board

described the “Roadmap to 2015” for the global company. This roadmap outlines 4 growth priorities IBM

will focus on in the next 5 years:

1. Growth markets – focussing growth in the emerging markets of the world (particularly China, India

and Brazil);


2. Business Analytics and Optimisation – managing and mining the deluge of global data volumes

through advanced data analytics;

3. Cloud and smarter computing – provide business and institutions with smarter IT infrastructures to

handle greater volumes of data and improve data centre efficiency;

4. Smarter planet – capture opportunities in key, high-growth industries – i.e. healthcare, retail,

banking and telecommunications (The Chairman's Letter to Stockholders from the 2010 IBM Annual

Report, 2011).

To achieve these goals, IBM has recognised the importance of the development of an innovative workforce

through diversity; IBM publicly state “at IBM, we understand that in order for us to help make the world a

smarter place, we need a constant flow of new and diverse ideas. We also realise that these ideas must

come from a diverse workforce” (2007 Corporate responsibility report: Workforce diversity, 2008).

Business NeedA diverse workplace brings many benefits and advantages to an organisation. Stone (2008, p. 562) advises

that there are three main arguments for creating and managing workforce diversity:

1. The shrinking labour pool of traditional workers requires employers more than ever to access,

utilise and reward the talents and contributions of non-traditional employees;

2. It helps to make the organisation and its products/services more attractive and responsive to

diverse customer markets, both global and domestic; and

3. Diverse work groups have improved performance outcomes.

Additionally, a study of 4 major US companies with lauded diversity programmes found that diverse work

groups were more effective and productive where innovation and creativity was required (Kochan, et al.,

2003, p. 5).

However, this same research also outlines that there can be negatives associated with workforces who

have great diversity. Kochan, et al. (2003), advise that some of these negatives can include conflict,

employee turnover, lower cohesion and miscommunication. This same research suggests “…that diversity

may be more likely to improve performance when group members and leaders are trained to deal with

group process issues, particularly those involved in communicating and problem solving in diverse teams.”

(Kochan, et al., 2003, p. 7).

In seeking to harness the benefits a diverse workforce brings to team innovation and performance, IBM

Australia will need to ensure team leaders are equipped with the knowledge and skills necessary to

effectively build their teams.


Kochan, et al. (2003), provide a business model linking diversity to business performance which focuses on

the need for good team/group processes for success. The training proposed in this report - ‘Building

Effective Teams’, based on the “Group/Team Process” components of the Kochan, et al. (2003) model

shown below.

Figure 1 Group/team processes, diversity and business success (Kochan, et al., 2003)

Program Goal & AimThe goal of this training program is to provide team leaders at IBM Australia with assessed competence in

the identified team processes of communication, conflict resolution, cohesion, information and creativity.

As previously stated, the ‘Building Effective Teams’ training program aims to deliver knowledge and skills to

managers within IBM Australia to lead and manage high-performing teams within the context of a diverse

workforce to capture and maximise the strengths and benefits such a workforce brings.

The predicted effect of increased team effectiveness on the organisation is an increase in team

performance particularly in the areas of innovation and productivity.

An additional benefit that may be expected from this training is the development of an online support

network amongst team leaders across Australia. This peer support may also increase productivity through

the sharing of solutions to team performance issues.

Organisational Culture

Business Strategy

Human Resource Policies and Practices


Training Needs Analysis

Facilitated by the ASK Learning Consultant, a training needs analysis will be performed using information

provided by the section manager of each team leader. The training needs analysis will follow these steps:

1. Identify the team building competencies relative to innovation and productivity for team leaders at

IBM Australia (job analysis);

2. Identify the competencies the team leaders already possess;

3. Compare the team leader’s current competencies against the required competency standard to

define the training requirements.

The results of this training needs analysis will be used to refine the training program content and may result

in team leaders being selected to complete only certain elements of the program dependent upon

individual capabilities. This will result in team leaders spending less training time and away from their

teams; therefore leading to a reduced drop in productivity during the training delivery period and less

frustration for team leaders in attending non-required training.

Step 1 - Team Building Competencies

In conjunction with section managers and team leaders identified as top performers, the ASK Learning

Consultant will develop a list of team building competencies relevant to IBM Australia. Interviews and

questionnaires will be used to ask section managers and team leaders to prioritise competencies based on

importance, frequency used and difficulty. An example of a potential of team building skills and

competencies is shown below (Core management skills and competencies: Team building, 2008):

Acts on opportunities to collaborate across the organisation, regardless of geography or cultural

differences

Proactively helps team members both within and outside of his or her group

Shares credit for successes with team members (i.e. gives credit where credit is due)

Solicits and offers feedback on how people could work most effectively together

Encourages frank and open discussion of a disagreement

Encourages cooperation and team-work among people who depend on each other to get the work

done

Coaches people to partner with colleagues across the organisation, regardless of cultural differences

or geography

Recognizes conflicting priorities across the organisation and initiates join problem solving to

determine the best course of action for the organisation


Encourages and facilitates cross-unit cooperation and coordination

Step 2 – Team Leader Competency Assessment

Section managers will complete a Training Needs Analysis (TNA) form to determine current whether or not

the each team leader that reports directly to them possess the identified competencies. Below is an

example of the type of TNA form section managers can expect to complete, however the list of

competencies will be refined following completion of step 1 outlined above.

Team Building Competency Assessment – Team Leaders

Name: Section:

Assessment completed by: Signature: Date:

Can the Team Leader No ? Yes

1. Acts on opportunities to collaborate across the organisation, regardless of geography or cultural differences

2. Proactively helps team members both within and outside of his or her group

3. Shares credit for successes with team members (i.e. gives credit where credit is due)

4. Solicits and offers feedback on how people could work most effectively together

5. Encourages frank and open discussion of a disagreement

6. Encourages cooperation and team-work among people who depend on each other to get the work done

7. Coaches people to partner with colleagues across the organisation, regardless of cultural differences or geography

8. Recognizes conflicting priorities across the organisation and initiates join problem solving to determine the best course of action for the organisation

9. Encourages and facilitates cross-unit cooperation and coordination

Step 3 – Determine the gap

The results of the above assessments will be collated and analysed to determine the specific areas of

training required for individual team leaders. Team leaders will then be profiled on the required modules of

the training program according to the identified competency gaps.

Training Methods

There is much research available in the training arena that identifies the most applicable training methods

for the particular learning outcomes, learning environments, amount of transfer of training and


effectiveness. Using a summary table from Noe and Winkler (2009) which compares training methods

against these criteria, the following training methods have been identified as most appropriate for the

team building training program delivery.

Lecture

On the Job practice

Simulation

Team training

(Note: Appendix 1 contains a copy of this table for the variables required from this training program used to

make this determination).

Online training session delivery is proposed for the following reasons:

Geographical spread of IBM Australia employees;

IBM Australia employees familiarity and expertise in the use of computers;

Internet enabled computers readily available to employees;

IBM Australia’s vision of being a world leader in the use of technology.

The proposed training will be delivered using WiZIQ software; an interactive, classroom style software

which allows groups of employees to be trained together whilst remaining in the comfort of their own

workspace. In addition to this, participants will be expected to complete structured “homework” activities

requiring the provision of examples of on-the job implementation of classroom learning.

Evaluation Plan

Training programs require evaluation at both the formative (design & delivery) and summative (employee

change) levels to determine effectiveness (Noe & Winker, 2009, p. 197). Kirkpatrick’s 4 level model of

evaluation is “…regarded as a classic by training practitioners” (Lawson, 2006, p. 255) is recommended for

this training program. Although Kirkpatrick’s model does not cover return on investment (ROI) analysis

which is included in models such as Phillips’ 5 level model of evaluation (Noe & Winker, 2009, p. 206), ROI

analysis is generally a costly exercise. Therefore, due to the program’s relatively low costs (i.e. online

delivery, short training sessions), short duration and the difficulty in isolating its effects on innovation, ROI

analysis is not recommended (Noe & Winker, 2009, p. 226).

Outlined below are the recommended evaluation methods based on Kirkpatrick’s model:

Kirkpatrick Model level Evaluation Method Who When

Level 1 (Reaction) Assessment Sheet (see Participants Via email immediately at


Evaluation Materials) the closure of training module

Level 2 (Learning) During training using observation of practice and assessment activities

Trainers observing participants

During training

Level 3 (Behaviour) SupervisorsSubordinates

Survey using TNA questionnaire (Appendix 1)

3 months after training completion then again in 12 months

Level 4 (Results) Business metrics, including:Employee grievancesEmployee satisfaction Turnover rateProduct developmentClient satisfaction

Review of KPI’s for identified Business Metrics

12 months after program delivery

Table 1 Training evaluation methods (based on Kirkpatrick’s Model)

Lawson (2006) suggests that particular attention should be paid to ensuring that the differences required by

e-learning from traditional training so not contaminate the evaluation process. Taking this advice for the

evaluation strategy of this program which will be delivered on-line, the evaluation methods of emailed

questionnaires and trainers observations of assessment whilst on-line have been chosen as appropriate for

e-learning.


Training Program

Training PlanTraining Program Name Building Effective Teams

Training Aim To provide team leaders with the knowledge and skills to improve team performance particularly in relation to productivity and innovation within the context of a diverse workforce.

Competency Level Workplace standard (non-accredited)

Training Participants

Team leaders / those who regularly lead project teams within IBM and assessed as requiring further development of team building knowledge and skills.

Program Delivery Approach Online delivery

Program Content Module 1 – Coordination� Characteristics of a good team / team member� Leader, manager or facilitator?� Purpose, goals, objectives� SMART model� Monitoring / evaluating progress

Module 2 - Communication� Communication styles� Chat room body language� Formal Vs informal communication� Cultural & demographic influences

Module 3 - Conflict� Emotional intelligence & stability� Decision making� Problem solving� Conflict resolution

Module 4 - Cohesion� Team member roles� Supportive environment� Cooperation & collaboration� Reward & recognition

Module 5 - Coaching� Motivation� GROW coaching model� Providing feedback� Adult learning styles

Assessment Methods

A range of assessment methods will be utilised:Case study evaluation at the end of each module.Learning portfolio – evidence of implementation of at least one element from each

module and an evaluation of the level of implementation success.


Training PlanMultiple choice questionnaires following online training.

People to Consult/Inform

General Manager Human Resources (IBM): program approval & go-ahead covering training content, participants, costs etc.

Section Managers (IBM): line managers of potential participants to complete training needs assessment to determine participants and modules required. Will also assist in the evaluation of participants following training completion.

Top performing team leaders (IBM): assist in the compilation of the team leader competencies required at IBM.

Program Coordinator (IBM): assist in the organisation of the program from IBM’s perspective i.e. provision of employee contact details, ensures training content aligns with IBM business strategy.

ASK Training Consultants: facilitate training needs analysis, develop training materials, deliver training to participants and evaluate transfer of training.

Administration Officer (ASK): coordinate participants, training session times, delivery of training materials to participants prior to each session.

Resources Required

Access to internet enabled computerWizIQ licence (trainer)Workbook / reference guideHeadset and webcamAccess to email account

Total Hours & Cost Hours Cost/hour Total

Development 60 hrs (based on 4hrs development/hr of training) $150/hr $9,000

Administration & Materials

One fee per participant regardless of number of modules required $10 each $10,000

Training300 hrs (based on 3 hrs/module for 1000 employees with 10 participants/session)

$200/hr $60,000

Evaluation 20 hrs (includes interviews with sample of section managers) $150/hr $3,000

Overall program costs $82,000

Cost per participant per module $60 (based on 10 participants per 3 hr module)

Cost to attend all modules per participant

$300 (based on 5 modules)

NOTE: Participants who miss training sessions and require additional sessions will incur addition fees.

[building effective teams] Sharon Broad & Libby Harding

Training Schedule

Building Effective TeamsTo provide team leaders with the knowledge and skills to improve team performance

MODULE 5Coaching

SESSION 1 (1.5HRS)

Motivation

GROW coaching model

SESSION 2 (1.5HRS)

Providing feedback

Adult learning styles

MODULE 4Cohesion

SESSION 1 (1.5HRS)

Team member roles

Supportive environment

SESSION 2 (1.5HRS)

Cooperation & collaboration

Reward & Recognition

MODULE 3Conflict

SESSION 1 (1.5HRS)

Emotional intelligence & stability

Decision making

SESSION 2 (1.5HRS)

Problem solving

Conflict resolution

MODULE 2Communication

SESSION 1 (1.5HRS)

Communication styles

Chat room body language

SESSION 2 (1.5HRS)

Formal Vs informal communication

Cultural & demographic influences

MODULE 1Coordination

SESSION 1 (1.5HRS)

Characteristics of a good team/team

member

Leader, manager or facilitator?

SESSION 2 (1.5HRS)

Purpose, goals, objectives

SMART model

Monitoring / evaluating progress


Training Module / Session Outline

Sharon Broad


Module Name Module 4, Session 1Cohesion - Team Member Roles and Supportive Environment

Module Training Objectives

By the end of the training session, participants will be able to:� Describe the 9 different team roles identified by Meredith Bielbin (Bielbin,

2007-2010);� Identify the 10 ways to create a positive work environment for teams to

succeed as described by Sandra Abell from Inside Jobs Coaching (Abell, n.d.);with reference to learning materials and using workplace examples.


Pre-requisites or Related to Preferably completion of Modules 1-3 although not mandatory.

Module Delivery Approach Online

Module Content Module 4 – CohesionSession 1 – Team Member Roles & Supportive Environment

� Meredith Bielbin’s 9 team member roles� Workplace examples� Sandra Abell’s 10 ways to create a positive work environment� Workplace examples

Assessment Methods

Written test sheet to be emailed to instructor to be returned by trainees for marking within 2 working days of training session completion.



Participants (IBM): Date & time of training, preparatory work, resource reqirements.ASK Training Consultants: facilitate training needs analysis, develop training

materials, deliver training to participants and evaluate transfer of training.Administration Officer (ASK): coordinate participants, training session times, delivery

of training materials to participants prior to each session.

Resources Required



Libby Harding


Module Name Module 1, Session 2Coordination - Goal Setting & Evaluation

Module Training Objectives

By the end of the training session and with reference to their learning materials, participants will be able to:

� Define the purpose of goal & objective setting at both the team and individual member levels;

� Develop a goal using the SMART model appropriate for their workplace;� Evaluate their team’s performance against the SMART goal.


Pre-requisites or Related to Completion of Modules 1, Session 1

Module Delivery Approach Online

Module Content Module 1 – CoordinationSession 2 – Goal Setting & Evaluation

� Purpose, goals & objectives within a team environment� Using the SMART model to set goals� Monitoring / evaluating progress against team goals & objectives

Assessment Methods

Written test sheet to be emailed to instructor to be returned by trainees for marking within 2 working days of training session completion.

Participants required to implement at least one aspect of their learning from this session and document its implementation and their evaluation of its success in their workbook.



Participants (IBM): Date & time of training, preparatory work, resource reqirements.ASK Training Consultants: facilitate training needs analysis, develop training

materials, deliver training to participants and evaluate transfer of training.Administration Officer (ASK): coordinate participants, training session times, delivery

of training materials to participants prior to each session.

Resources Required



Training Session Plan

Title Supportive Team Environment

Target Audience Managers at IBM Australia

Purpose Provide managers with an understanding of the supportive environment required for a team to perform.

Trainee #s Up to 10 people Session # Module 4 – CohesionBuilding Effective Teams

Instructor Sharon Broad & Libby Harding Prerequisites Preferably completion of Modules 1-3 although not mandatory.

Location Online Duration 30 minutesStart Time 20:00 Finish Time 20:30

Learning Objectives:By the end of the training session, participants will be able to:

� Identify the 10 ways to create a positive work environment for teams to succeed as described by Sandra Abell from Inside Jobs Coaching, with reference to learning material and using workplace examples.

Assessment Method:� Written multiple choice test to be emailed to participants for completion within 2 working days of

training session concluding.

Resources:� Access to internet enabled computer� WizIQ licence (trainer)� Headset and webcam� Access to email account

Timeline Main Points Methods & Resources

5 mins Introduction

Welcome back from the break.

We’re now going to move on from our learning this morning in the roles that team members play, into how managers can create a supportive environment which will help their team perform.

This is a really important aspect in team formation, and one that is often forgotten.

In this video clip Mark Henson, business speaker and entrepreneur, describes, using the analogy of growing the best lawn, how important creating and maintaining a supportive work environment is

Libby – Trainer

Video Clip:http://www.youtube.com/watch?v=pUvk6Mg57HI

20 mins Body

8 mins Supportive Team Environment Sharon - Trainer

http://www.youtube.com/watch?v=pUvk6Mg57HI




6 mins

6 mins

Ask the trainees “what do you think makes a supportive environment for successful teams” and invite them to put their ideas into the template

Invite the participants to add their ideas via the chat room and Libby will enter into the template on screen.

Talk through each of the 10 elements developed by Sandra Abell, from Inside Groups Coaching to create a supportive work environment. As we go through these encourage the participants to think about if this happens in their work environment, and if not how it could be improved.1 – Build trust2 – Communicate positively and openly3 – Expect the best from your staff4 – Create Team Spirit5 – Give recognition and appreciation6 – Give credit and responsibility7 – Be approachable8 – Provide a positive physical environment9 – Make staff evaluations a positive experience10 – Make it fun

Show the word jumble and ask the trainees to find words in the word jumble which help to create a supportive environment for successful teams.Give workplace examples as words found by participants.

PPT – brainstorming supportive team environment template

Activity – trainees use the WiZIQ chat facility to add their ideas, Libby will add them to the template

Explain + PPT – 10 ways to create a positive work environment

Libby – TrainerPPT - Word jumble on screen in WizIQ

Activity – trainees use the WiZIQ chat facility to add their coordinates of word locations, Libby will add them to the template

3 mins Assessment

We have previously before the class started emailed you a 5 question multiple choice test.

You can reference the participant reference handbook which was emailed to you earlier

You will receive a mark at the end – when you have received that mark please type your result into the chat area, so we can see if we need to go over anything

Libby - Trainer

WiZIQ My Test area – Test for Building Supportive Environment

Participants email account

Participant reference book

2 mins Conclusion

OutcomesIn this session we looked at 10 ways in which you can create a positive work environment to help your teams to flourish.

FeedbackAll of you did well in the assessment. We have also

Libby - Trainer Explain + PPT – Conclusion



provided you with a participant reference handbook which you can utilise back in your work environment to help translate what you have learnt here into real actions you can take with your team.

Check if any questions

FutureNow that you have successfully completed the 1st session of Module 4, you will now move onto Session 2, which will focus on cooperation and collaboration and reward and recognition and their importance to building effective teams

Q & A


Training Materials

i. Reference Guide

Each participant was emailed a Reference Guide 30 minutes prior to the commencement of the

training session.

NOTE: Due to the size of this document a copy will be posted separately on the ePortfolio of both

Sharon Broad & Libby Harding.

ii. YouTube video clip

Motivational speaker Mark Henson’s analogy of how to develop a positive work environment “The

Grass Really can be Greener” - http://www.youtube.com/watch?v=pUvk6Mg57HI

iii. Session Information Slides



iv. Activity 1 – Brainstorming

WizIQ whiteboard utilised for this activity.

v. Activity 2 – Word Jumble


Evaluation Materials

Participant EvaluationEach participant was sent the following email shortly before the training session commenced and also

asked to complete the assessment during the training session

Hi,

Please take this online test as part of your Building Effective Teams training. This test covers the Supportive Team Environment component of the program. You may refer to your notes from class and the Reference Book provided whilst completing the test. You have two working days to complete the test. Once you commence the test, there is no time limit to complete the questions. Good-luck. Libby & Sharon

Title: Supportive Team Environment

Click here to take the test

Thanks,

Man3655 Students

Listed below are the questions from the online assessment:

Q1 A positive team environment

o Increases fear & hatred

Increases cooperation & productivity

o Increases the likelihood staff will leave the organisation

o Decreases a manager’s ability to control the team

Q2 When dealing with uncomfortable situations you are honest and upfront you will build ______ with

your team?

o Anger

o Disrespect

o Love

Trust

Q3 As a team leader/manager you need to be approachable. Which of the following relates to

approachability?

a) Having an open door policy

b) Staring at your staff as you walk past them

c) Be prepared to listen to staff

https://hknprd0102.outlook.com/owa/redir.aspx?C=MOL5d_crREuRL8Kgk_iTi5YESFxobs4IDeU625UWLjwtTfwAO7Vy-pTDRv2ebubYXGgzgGGhzXc.&URL=http%3A%2F%2Fwww.wiziq.com%2Fonline-tests%2F32024-supportive-team-environment


d) Remain in your office at all times with the door closed

o a & d

o b & c

a & c

o b & d

Q4 A supportive team environment requires?

o Fun

o Recognition and reward of team achievements

o Positive and open communication

o Trust

All of the above

Q5 A workplace example of “expecting the best from your staff” is?

o Another manager warns you Bill was lazy, so you don’t give Bill any really important work

assignments.

o Leading by example.

Providing work that challenges your staff but is not beyond their capabilities.

o Telling a staff member, to whom you’ve given a challenging work assignment, you’re not sure if

they’ll be able to do the work.

Trainer EvaluationAt the conclusion of each module, participants would be asked to complete the “Course Feedback”

evaluation form below.

NOTE: As the 30 minute online training session held on the 31st October would normally be delivered as a

middle component of the overall Module 4, participants were not asked to complete this evaluation form

as this is something we would normally ask participants to complete at the end of each module.

[building effective teams] Sharon Broad & Libby Harding

Appendices

Appendix 1 - Comparison of training methods

Presentation Hands-on Group Building

Lecture Video OJT Self-directed learning

Apprentice-ship Simulation Case study Business

games Role play Behaviour modelling

Adventure learning

Team training

Action learning

Learning outcome

Verbal information Yes Yes Yes Yes Yes No Yes Yes No No No No No

Intellectual skills Yes No No Yes Yes Yes Yes Yes No No No Yes No

Cognitive strategies Yes No No No No Yes Yes Yes Yes Yes Yes Yes Yes

Attitudes Yes Yes No No No No No No Yes No Yes Yes Yes

Motor skills No Yes Yes No Yes Yes No No No Yes No No No

Learning environment

Clear objective Medium Low High High High High Medium High Medium High Medium High High

Practice Low Low High High High High Medium Medium Medium High Medium High Medium

Meaningfulness Medium Medium High Medium High High Medium High Medium High Low High High

Feedback Low Low High Medium High High Medium High Medium High Medium Medium HighObservation & interaction with others

Low Medium High Medium High High High High High High High High High

Transfer of training Low Low High Medium High High Medium Medium Medium High Low High High

Cost

Development Medium Medium Medium High High High Medium High Medium Medium Medium Medium Low

Administrative Low Low Low Medium High Low Low Medium Medium Medium Medium Medium Medium

EffectivenessHigh for verbal information

MediumHigh for structured OJT

Medium High Low Medium Medium Medium High Low Medium High

Source: (Noe & Winker, 2009, p. 262)


References

2007 Corporate responsibility report: Workforce diversity. (2008). Retrieved October 22, 2011, from IBM

Australia: http://www-07.ibm.com/ibm/au/corporateresponsibility/pdfs/GL_9833_CSR-

All_reports_20Nov08.pdf

Abell, S. (n.d.). 10 Ways to Create a Positive Work Environment. Retrieved October 23, 2011, from Inside

Jobs Coaching Company: http://www.insidejobscoach.com/print_files/ten_ways.htm

About IBM. (n.d.). Retrieved October 22, 2011, from IBM Australia: http://www.ibm.com./ibm/au/en/

Bielbin, M. (2007-2010). Bielbin Team Role Theory. Retrieved October 23, 2011, from Home to Bielbin Team

Roles.

Core management skills and competencies: Team building. (2008). Retrieved October 22, 2011, from

AzTenk: http://business2success.wordpress.com/2008/10/01/core-management-skills-and-

competencies-team-building/

Core management skills and competencies: Team building. (2008, October 1). Retrieved October 22, 2011,

from AzTenk: http://business2success.wordpress.com/2008/10/01/core-management-skills-and-

competencies-team-building/

IBM 2010 Annual Report. (2011, April 26). Retrieved October 22, 2011, from International Business

Machines Corporation: ftp://public.dhe.ibm.com/annualreport/2010/2010_ibm_annual.pdf

Kochan, T., Bezrukova, K., Ely, R., Jackson, S., Joshi, A., Jehn, K., et al. (2003). The effects of diversity on

business performance: Report of the diversity research network. Human Resource Management , 42

(1), 3-21.

Lawson, K. (2006). The trainer's handbook. Hoboken: Pfeiffer.

Noe, R. A., & Winker, C. (2009). Employee training and development: for Australia and New Zealand. North

Ryde: McGraw-Hill Australia Pty Ltd.

Palmisano, S. J. (2011). The Chairman's Letter to Stockholders from the 2010 IBM Annual Report. Retrieved

October 22, 2011, from IBM: http://www.ibm.com/annualreport/2010/letter-from-the-

chairman.html

Stone, R. J. (2008). Managing human resources (2nd ed.). Milton, Queensland, Australia: John Wiley & Sons

Australia.

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