[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
[building effective teams]Sharon Broad & Libby Harding
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.
[building effective teams]Sharon Broad & Libby Harding
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);
[building effective teams]Sharon Broad & Libby Harding
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.
[building effective teams]Sharon Broad & Libby Harding
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
[building effective teams]Sharon Broad & Libby Harding
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
[building effective teams]Sharon Broad & Libby Harding
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
[building effective teams]Sharon Broad & Libby Harding
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
[building effective teams]Sharon Broad & Libby Harding
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.
[building effective teams]Sharon Broad & Libby Harding
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.
[building effective teams]Sharon Broad & Libby Harding
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
[building effective teams]Sharon Broad & Libby Harding
Training Module / Session Outline
Sharon Broad
Training Module / Session Outline
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.
Competency Level Workplace standard (non-accredited)
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.
People to Consult/Inform
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.
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
Access to internet enabled computerWizIQ licence (trainer)Workbook / reference guideHeadset and webcamAccess to email account
[building effective teams]Sharon Broad & Libby Harding
Libby Harding
Training Module / Session Outline
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.
Competency Level Workplace standard (non-accredited)
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.
People to Consult/Inform
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.
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
Access to internet enabled computerWizIQ licence (trainer)Workbook / reference guideHeadset and webcamAccess to email account
[building effective teams]Sharon Broad & Libby Harding
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
[building effective teams]Sharon Broad & Libby Harding
Timeline Main Points Methods & Resources
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
[building effective teams]Sharon Broad & Libby Harding
Timeline Main Points Methods & Resources
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
[building effective teams]Sharon Broad & Libby Harding
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
[building effective teams]Sharon Broad & Libby Harding
iv. Activity 1 – Brainstorming
WizIQ whiteboard utilised for this activity.
v. Activity 2 – Word Jumble
[building effective teams]Sharon Broad & Libby Harding
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
[building effective teams]Sharon Broad & Libby Harding
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)
[building effective teams]Sharon Broad & Libby Harding
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.