2011
ASK Learning Solutions
Sharon Broad (10083592)
Libby Harding (10026065)
[BUILDING EFFECTIVE TEAMS]
[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
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[BUILDING EFFECTIVE TEAMS]
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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 Australia
What 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 Activities
IBM 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
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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;
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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 Need
A 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.
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Figure 1 Group/team processes, diversity and business success (Kochan, et al., 2003)
Program Goal & Aim
The 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.
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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
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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:
Can the Team Leader
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.
4.
5.
6.
7.
8.
9.
Date:
No
?
Yes
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 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
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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
Level 1 (Reaction)
Evaluation Method
Assessment Sheet (see
Evaluation Materials)
Who
Participants
When
Via email immediately at
the closure of training
module
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Level 2 (Learning)
During training using
observation of practice
and assessment
activities
Trainers observing
participants
During training
Level 3 (Behaviour)
Supervisors
Subordinates
Survey using TNA
questionnaire (Appendix
1)
3 months after training
completion then again in
12 months
Level 4 (Results)
Business metrics,
including:
Employee grievances
Employee satisfaction
Turnover rate
Product development
Client 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.
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Training Program
Training Plan
Training 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.
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Training Plan
Multiple 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 computer
WizIQ licence (trainer)
Workbook / reference guide
Headset and webcam
Access to email account
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
Training
300 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
Total Hours & Cost
Cost per participant
$60 (based on 10 participants per 3 hr module)
per 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.
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Training Schedule
Building Effective Teams
To provide team leaders with the knowledge and skills to improve team performance
MODULE 1
MODULE 2
MODULE 3
MODULE 4
MODULE 5
Coordination
Communication
Conflict
Cohesion
Coaching
SESSION 1 (1.5HRS)
SESSION 1 (1.5HRS)
SESSION 1 (1.5HRS)
SESSION 1 (1.5HRS)
SESSION 1 (1.5HRS)
Characteristics of a
good team/team
member
Communication styles
Emotional intelligence
& stability
Team member roles
Motivation
Supportive environment
GROW coaching model
Chat room body
language
Decision making
Leader, manager or
facilitator?
SESSION 2 (1.5HRS)
SESSION 2 (1.5HRS)
SESSION 2 (1.5HRS)
SESSION 2 (1.5HRS)
SESSION 2 (1.5HRS)
Purpose, goals, objectives
Problem solving
Cooperation &
collaboration
Providing feedback
SMART model
Formal Vs informal
communication
Monitoring / evaluating
progress
Cultural & demographic
influences
Conflict resolution
Adult learning styles
Reward & Recognition
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Training Module / Session Outline
Sharon Broad
Training Module / Session Outline
Module Name
Module 4, Session 1
Cohesion - 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 – Cohesion
Session 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 computer
WizIQ licence (trainer)
Workbook / reference guide
Headset and webcam
Access to email account
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Libby Harding
Training Module / Session Outline
Module Name
Module 1, Session 2
Coordination - 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 – Coordination
Session 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 computer
WizIQ licence (trainer)
Workbook / reference guide
Headset and webcam
Access to email account
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Training Session Plan
Title
Supportive Team Environment
Target
Audience
Managers at IBM Australia
Location
Provide managers with an understanding of the supportive environment required for a
team to perform.
Module 4 – Cohesion
Up to 10 people
Session #
Building Effective Teams
Preferably completion of Modules 1Sharon Broad & Libby Harding
Prerequisites
3 although not mandatory.
Online
Duration
30 minutes
Start Time
20:00
Purpose
Trainee #s
Instructor
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
5 mins
Main Points
Methods & Resources
Introduction
Welcome back from the break.
Libby – Trainer
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.
Video Clip:
http://www.youtube.com/watch?v=pUvk6Mg
57HI
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
20 mins
8 mins
Body
Supportive Team Environment
Sharon - Trainer
Ask the trainees “what do you think makes a
PPT – brainstorming supportive team environment
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Sharon Broad & Libby Harding
Main Points
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.
Methods & Resources
template
Activity – trainees use the WiZIQ chat facility to
add their ideas, Libby will add them to the
template
6 mins
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 trust
2 – Communicate positively and openly
3 – Expect the best from your staff
4 – Create Team Spirit
5 – Give recognition and appreciation
6 – Give credit and responsibility
7 – Be approachable
8 – Provide a positive physical environment
9 – Make staff evaluations a positive experience
10 – Make it fun
Explain + PPT – 10 ways to create a positive work
environment
6 mins
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.
Libby – Trainer
PPT - Word jumble on screen in WizIQ
3 mins
Activity – trainees use the WiZIQ chat facility to
add their coordinates of word locations, Libby will
add them to the template
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
Libby - Trainer
WiZIQ My Test area – Test for Building Supportive
Environment
Participants email account
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
2 mins
Participant reference book
Conclusion
Outcomes
In this session we looked at 10 ways in which you
can create a positive work environment to help
your teams to flourish.
Libby - Trainer
Explain + PPT – Conclusion
Feedback
All of you did well in the assessment. We have also
provided you with a participant reference
handbook which you can utilise back in your work
environment to help translate what you have learnt
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Sharon Broad & Libby Harding
Main Points
Methods & Resources
here into real actions you can take with your team.
Check if any questions
Future
Now 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
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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
Module 4
Session 1
1.
Build trust
2.
Communicate positively and openly
3.
Expect the best from your staff
4.
Create team spirit
5.
Give recognition and appreciation
Supportive Team Environment
Libby Harding & Sharon Broad
Summary
6.
7.
Give credit and responsibility
Be approachable
TRUST
APPROACHABLE
FUN
EVALUATIONS POSITIVE EXPERIENCE
CREDIT & RESPONSIBILITY
8.
Provide a positive physical environment
RECOGNITION & APPRECIATION
TEAM SPIRIT
9.
Make staff evaluations a positive experience
10.
Make it FUN!
POSITIVE PHYSICAL ENVIRONMENT
COMMUNICATION
EXPECTATIONS
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
Participant reference handbook

Next – Session 2:
iv.

Cooperation and collaboration

Reward and recognition
Sharon Broad & Libby Harding
Activity 1 – Brainstorming
WizIQ whiteboard utilised for this activity.
v.
Activity 2 – Word Jumble
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Evaluation Materials
Participant Evaluation
Each 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
d) Remain in your office at all times with the door closed
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[BUILDING EFFECTIVE TEAMS]
o
a&d
o
b&c
Sharon Broad & Libby Harding
 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 Evaluation
At 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.
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[BUILDING EFFECTIVE TEAMS]
Sharon Broad & Libby Harding
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[BUILDING EFFECTIVE TEAMS]
Sharon Broad & Libby Harding
Appendices
Appendix 1 - Comparison of training methods
Presentation
Hands-on
Self-directed Apprenticelearning
ship
Group Building
Simulation
Case study
Business
games
Role play
Behaviour
modelling
Adventure
learning
Team
training
Action
learning
Yes
No
Yes
Yes
No
No
No
No
No
Yes
Yes
Yes
Yes
Yes
No
No
No
Yes
No
No
No
No
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
No
No
No
No
No
No
Yes
No
Yes
Yes
Yes
No
Yes
Yes
No
Yes
Yes
No
No
No
Yes
No
No
No
Medium
Low
High
High
High
High
Medium
High
Medium
High
Medium
High
High
Low
Low
High
High
High
High
Medium
Medium
Medium
High
Medium
High
Medium
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
High
Observation &
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
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
Medium
High
Low
Medium
Medium
Medium
High
Low
Medium
High
Lecture
Video
OJT
Verbal information
Yes
Yes
Yes
Yes
Intellectual skills
Yes
No
No
Cognitive strategies
Yes
No
Attitudes
Yes
Motor skills
Learning outcome
Learning environment
Clear objective
Practice
Meaningfulness
Cost
Effectiveness
High for
verbal
information
Medium
High for
structured
OJT
Source: (Noe & Winker, 2009, p. 262)
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[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_CSRAll_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-andcompetencies-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-andcompetencies-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-thechairman.html
Stone, R. J. (2008). Managing human resources (2nd ed.). Milton, Queensland, Australia: John Wiley & Sons
Australia.
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