Running Head: PROGRAM PLAN FOR GROUP EFFECTIVENES WORKSHOPS 1

Program Plan for Team Effectiveness Workshops

Jonathan West

Final Project, ADLT 602

Program Planning, Management, and Evaluation – Summer 2009

Dr. Beth Torres

Due: 24 July 2009

PROGRAM PLAN GROUP EFFECTIVENESS WORKSHOPS 3

Introduction

When planning education programs for adult learners there are many factors to consider,

from the overall context of the program which includes sponsors and organizational setting,

generating program ideas, creating program and learning objectives, instructional design, transfer

of learning and evaluation plans, as well as reporting and budgeting. Caffarella’s (2002) twelve

component model is the basis of the program plan for the Team Effectiveness Workshops. This

paper presents an overview of the plan with a focus on key components.

Discerning the context and building a base of support

In developing this program plan, I have based the concept primarily from my experience

in working with a volunteer nonprofit organization for over 20 years as well as contact and

conversations with associates. I have not planned this program with a specific organization in

mind.

There is the possibility that I can present this to an organization that I do volunteer work

with. I am not a part of their education and training planning process and they may have other

interests and priorities for the near future. If there were interest, it is likely that I would need to

negotiate some aspects of the program in order to insure that it meets their needs and interests.

The organization in mind is international in nature and is in the process of adopting

standard trainings worldwide. This makes it more of a challenge and therefore more negotiation

and inclusion of stakeholders. I would first contact the head office and executive committee of

the organization. This is where the first go ahead would have to come from. Once the

organization approves the initial concept, I would contact key players in the organization in

different areas to establish a base of support and share the purpose of the program. This would
PROGRAM PLAN GROUP EFFECTIVENESS WORKSHOPS 4

also be an opportunity to see if there were any special interests within the organization regarding

topics or areas of focus to cover in the training program.

I have worked within this organization for over fifteen years and have had an opportunity

to see many different elements at work, from program planning and implementation for

constituents to board management. About four years ago, reorganization took place in which an

effort started to upgrade and standardize the services offered by volunteers. Local groups provide

a key element in the outreach and services offered by the organization. These groups are all

volunteer and the experience and effectiveness varies widely in how they work together

effectively.

A further point of needs assessment has been the peers in my adult learning program. I

have had a number of conversations about climate and effectiveness of teamwork in their jobs

and I have frequently heard that there are challenges, misunderstandings, and conflicts that lead

to reduced efficiency as well as dissatisfaction. It is fairly common knowledge that if there is

extended dissatisfaction with a work environment that it is more difficult to retain qualified

workers. I also found that during the presentation to the ADLT 602 class on my program plan,

there was a lot of support from the class about such a training program meeting a need of their

respective work environments.

Identifying, sorting and prioritizing program ideas

This component of Caffarella’s (2002) model primarily came through my own extensive

experience with an organization, in addition to workshops, trainings, classes, and study of

literature that I have taken as a part of my personal and professional development. I selected the

main topic because I have had extensive experience in working in groups and teams and found

that frequently there are occasions where the working was ineffective and this resulted in
PROGRAM PLAN GROUP EFFECTIVENESS WORKSHOPS 5

compromised outcomes. I have also been a part of highly effective teams that worked in cohesive

and productive ways of which experienced team members considered it to be privilege to be a

part. Another factor in selecting this as a program idea is that I enjoy facilitating this type of

learning and some of my teachers have told me that I have an aptitude for it.

Developing program objectives

Program objective. The seminars will enhance group effectiveness by demonstrating an

increase in group effectiveness within six months of the seminars.

Summary statement. Participants will learn basic concepts of group development,

decision making, leadership, and creating effective teams. Participants will also learn and

practice skills related to communication, problem solving, conflict management, and facilitation.

Designing instructional plans

One of the first steps in developing the final instructional plans is to assess participants in

advance to determine the participant’s perspectives on teamwork. Hoevemeyer’s (1993) Team

Effectiveness Inventory (TEI) and the Team Effectiveness Scoring Sheet (Appendix I and II) are

the instruments used to assess team effectiveness prior to the training. The areas this inventory

covers are team mission; goal achievement; empowerment; open, honest communication; and

positive roles and norms. The program planner or facilitator will obtain a team effectiveness

rating from the inventory that will assess the strengths and weakness of the team prior to the

training program. This will give the facilitators and instructors insight and knowledge of key

areas to focus on. The TEI survey is also a part of the evaluation plan and used at intervals

following the completion of the workshops.

An alternative would be to use a ready-made survey which scientifically tested for

validity, such as the Campbell-Hallam Team Development Survey (TDS) (Green & Henderson,
PROGRAM PLAN GROUP EFFECTIVENESS WORKSHOPS 6

2000). This survey is commercially available and trainers could use it for pre-workshop

assessment as well as post training evaluation. The client would need to determine if such a high

level assessment and evaluation is needed and possible.

Table 1
Learning Objectives – Team Effectiveness Workshops
Session Learning objectives
1. Group development By the end of the session, learners will:
models and basic team o Identify elements of and prepare a team charter
process o Compare and contrast elements of two models of team
development
o Recognize factors of systems thinking applied to groups and
teams
o Identify elements of the Group Effectiveness Model
o Differentiate factors for effective team process

2. Social elements of By the end of the session, learners will:

group life and o Recognize factors that affect group motivation
competition vs. o Recognize how cohesion affects group performance
collaboration o Distinguish between task and social behaviors
o Identify impact of cooperator, competitor and individualist
personality types
o Recognize problems of competition
o Recognize benefits of and problems with cooperation

3. Managing conflict and By the end of the session, learners will:

the Influence of power o Examine the impact of conflict
o Distinguish between healthy and unhealthy conflict
o Investigate different approaches to conflict resolution
o Examine and practice managing team conflicts
o Investigate the dynamics of power
o Distinguish between personal or soft power and positional or hard
power
o Identify differences in power styles
o Investigate ways of empowerment

4. Decision making and By the end of the session, learners will:

problem solving o Distinguish the main advantages and disadvantages for using
groups to make decisions
o Identify the factors that make group decisions superior to
individual decisions
o Distinguish between consultative, democratic, and consensus
decision making
o Identify different approaches to problem solving
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o Identify factors that improve and hinder group problem solving

5. Communication and By the end of the session, learners will:

leadership o Distinguish between intention and impact of conversation
o Recognize factors of difficult conversations
o Identify principles of empathic communication
o practice active listening skills
o Identify different approaches to team leadership
o Identify elements of situational leadership theory
o Recognize factors of successful self-managing teams

6. Facilitative skills By the end of the session, learners will:

o Evaluate the unilateral control and mutual learning models of
theories-in-use
o Identify factors of effective facilitation
o Examine and practice the ground rules for effective groups

Table 2
Instructional plan – Team effectiveness workshops
Date and Time: Wednesdays, 8:30 to 12:30
Session 1 – Group Development and the basic team process
By the end of the session
the participants Content Key points Instructional Estimated
will be able to… Heading to emphasize Techniques Time
Participant Participant Form teams and Forming activity in new 20 min
Introduction Introductions get to know each teams – with playdoh
other make something that
represents something
about themselves, tell a
story to new team
Workshop Facilitator/WS Review goals Large group 10 min
introduction Intro, and objectives of presentation, Q&A
Expectations of workshop & this LgGrp – collect 10 min
participants session expectations in
Collect brainstorm format,
expectations & review and relate to
relate to goals & goals/objectives
objectives of WS
Identify elements Team Purpose, Team purpose 3’s or 4’s – share what 30 min
of and prepare a Goals & and importance each has found to be
team charter Agreements of clear goals essential
compare and Function of factors/elements of a
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contrast elements agreements and successful team;

of two models of norms LgGrp debrief
team Observe different Presentation – 10 min
development roles developing purpose and goals of
team
SmGrp discussion, 30 min
brainstorming on
group
agreements/norms;
LgGrp debrief
Identify elements Group Huckman’s Small group work 25 min
of the Group Development model – forming, through case study
Effectiveness Model storming, with relevant goal;
Model norming, LgGrp debrief
performing & Presentation 20 min
adjourning (slideshow) of model
w/ LgGrp
discussion/questions

The selection of a wide array of instructional techniques such as individual, large, and

small group activities, case studies, addresses many of the issues regarding diversity of learning

styles as well as possibly learning disabilities such as dyslexia. For cultural diversity issues, such

as the tendency of Asian cultures to not be outspoken in a group, individual or one-on-one

activities will address these factors. In addition, the facilitator/trainer will need to be alert and

conscious if there are issues with English as a second language or older participants needing a

little more time to process things.

Other learning techniques that I am have considered are group or team games with a

metaphorical implication to topics covered, viewing of videos or movies that have relevance to

one of the themes followed by subsequent small and large group discussions. If a participant

misses a session, it would likely be difficult to make up do to the experiential nature of most of

the activities. I think that a video recording of a session would not hold the same experience and
PROGRAM PLAN GROUP EFFECTIVENESS WORKSHOPS 9

would likely have little transfer. I would try to negotiate with the sponsoring organizations to

encourage attendance by offering some incentives of some sort such team prizes, performance

credit, or something; otherwise there will be some loss of opportunity, performance points off, or

something appropriately determined with the human resources department.

Devising Transfer of Learning Plans

Table 3 lists the strategies for increasing the transfer of learning for the Team

Effectiveness Workshops (TEW). One of the main barriers for applying much of the learning

from the TEW is that a change in habits, perspectives, attitudes, and/or behavior is required.

These changes are often more difficult to realize and take the active interest of the person

involved as well as a supportive atmosphere and, ideally, repeated opportunities to practice the

new behaviors. As such, if the work environment does not make an explicit effort to support the

changes, then it is less likely for the learning transfer to take place. Some of the factors at a work

environment that decrease the likelihood of the transfer of learning are an unsupportive

supervisor or unsupportive upper management, and an unsupportive climate and culture of an

organization.

Table 3
Transfer of learning plans – Team Effectiveness Workshops
Before
Have clear learning
objectives with doable,
relevant outcomes that are
measurable
Assess/Determine the
climate of organization and
see the feasibility of change
Assess participants with
team effectiveness inventory
Negotiate with organization
to implement post training
During
Clarify the learning
expectations at the
beginning
Facilitators use formative
evaluation to assess
determine if TOL is
happening
Use active learning
techniques/methods
Provide opportunities during
training for learners to
After
Offer follow up techniques
to support learners in TOL
(coaching or mentoring)
Use reminder notices for
TOL plans that learners
make for themselves (e.g.
postcard…)
Offer refresher training
Assist organization in
implementing agreed on
TOL follow-up plans
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TOL strategies reflect on and make specific Develop a blog or social

Design instructional plans to
include activities that
closely resemble real world
scenarios
Facilitators have a clear idea
of key learning to be
transferred
Clarify the learning
expectations
plans on how they will use
new knowledge/skills or
strategies to change attitude
Provide to learners different
strategies and approaches to
transfer their learning so
they can determine what
would work for them in
their settings
Determine during training
what TOL could work for
each specific group based on
organization, participants,
and trainers
networking site related to
workshop topics and invite
participants to subscribe and
send in questions or
comments
Devise take home materials
such as cue cards for key
concepts that would be
available as references (e.g.
active listening, problem
solving, conflict resolution
strategies)
Implement action learning
groups around topics of
workshops

Formulating evaluation plans

I plan to use Kirkpatrick’s model as a basis for evaluation of the Team Effectiveness

Workshops. An exit survey (Appendix III, “Evaluation of Team Effectiveness Workshops”) at

the completion of the workshop series will provide data for level one and level two of

Kirkpatrick’s model and the use of Hoevemeyer’s (1993) Team Effectiveness Inventory

(Appendix I) will provide data for level three. To have a level four evaluation, the

organization(s) would need to have in place metrics to record economic data of the team who

participated in the training program for a period prior to their participation and then record it for

a period following (six months to one year would be recommended). It would also be more

effective to measure the correlation to the training if there were also a control group team that

did not participate in the Team Effectiveness Workshops.

In general, the program will use both formative and summative evaluation to evaluate the

program effectiveness. As part of the evaluation process the trainers will use the Team

Effectiveness Inventory (TEI) (Appendix I) and Team Effectiveness Scoring Sheet (Appendix II)
PROGRAM PLAN GROUP EFFECTIVENESS WORKSHOPS 11

developed by Hoevemeyer (1993). The initial assessment will occur 2-4 weeks in advance of the

first workshop. Then trainers will then be use the Team Effectiveness Inventory as a summative

evaluation process following the completion of the workshop series at one month and six month

intervals, where possible. This will give a way to measure the effectiveness of the learning

transferred in the workshops.

In addition to the use of Hoevemeyer’s Team Effectiveness Inventory for assessment and

evaluation purposes, the facilitator will conduct formative evaluation at regular intervals as a part

of the learning activities as well as at the end of each session. This would be recorded on a white

board or flip chart in the form: “+” (what worked well?) and “ ” (or “what could be different?”).

The facilitator(s) will use the feedback collected at the end of each session on a summative basis

in regards to the content and functioning of that session.

On completion of the workshops, the participants will complete an exit survey (Appendix III,

“Evaluation of Team Effectiveness Workshops”). The purpose of the exit survey is to provide

input and feedback on the quality and effectiveness of the workshops. Further evaluation input

would be determined by administering the Team Effectiveness Inventory (TEI) at one and six

month intervals. As a part of the an additional survey will be devised that will give participants

an chance to indicate more specifically what learning they are actually putting into practice.

Making recommendations and communicating results

Depending on the clients needs, I would generate reports of the outcome of the training

program. If I were working with the nonprofit I mentioned previously, I would need to prepare a

report for the head office, upper management, and boards, as well as something that could go

into a general newsletter to constituents. The report to the head office and boards would need to

include how the participants felt about the trainings, the degree of success or failure and, if
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possible, a measure of transfer of learning. The report to the participants and constituent would

need to also include how the participants found the trainings, a sample of what they learned and

how the training program impacts their volunteer work.

Selecting formats, schedules and staff needs

The schedule of the workshops will be six half day sessions at one week intervals,

starting at 8:30 am and finishing at 12:30 pm., preferably onsite at the organization served. The

reason for the half day at one week intervals is that it is more likely that participants can take a

half day out of their work instead of a whole day and it will also end prior to lunch so that food

will not be an issue. In addition, the one week interval between sessions of the workshop will

allow time for the participants to digest each module and even perhaps put some lessons learned

into practice. The alternative would be to cover all of the topics in 3 days. While this might be

necessary, if participants have to travel significant distance, I think that it is likely that there will

be less transfer of learning due to simply the volume of information and variety of topics.

There will be one fifteen minute break during each session. The maximum number of

participants would be 16. The facility would be a room that could hold 20 people comfortably

with options to have small tables for group work as well as moving the tables aside for group

work in a circle or team building exercises in an open space. There will also be a need for

breakout space, either within the room or in nearby rooms. Carpet is preferred. The room also

needs a project with a computer hookup, screen, white board, and/or flip chart stand with paper

and markers. Ideally, the room would have an abundance of natural light in addition to sufficient

electric lighting and be set in with a picturesque view of nature.

The program formats used are what Caffarella (2002) describes as small group; primarily

the workshop format. The reason behind selecting a workshop format is that this format allows
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for the possibility of a highly interactive and engaged experience for the participants. There is

also the possibility with a workshop format to include experiential elements and for the learners

to contribute and share their prior knowledge and experience of the topics to enrich the learning

for the whole group. There is also the possibility to create a virtual community on the topics of

the workshops either within an organization, or on a broader scale to which the public at

participants at large and even the public could have access.

Preparing budgets and marketing plans

Initially, I will offer this program pro-bono to one or more small nonprofit organizations

to develop and refine the different elements while soliciting feedback and evaluation. As the

program components are refined, I will explore opportunities to present this on a commercial

basis. When considering a commercial program, from my experience the cost per participant for

similar workshops or seminars is from $45-800 dollars per day. I have found that $500 per day

Budget - Team Effectiveness Workshops

Description Sessions Hours Rate Amount

Income
Participants 16 300.00 $ 4,800.00
Total Income $ 4,800.00

Expense
Development 250 23.39 $ 5,847.50
Materials 100.00
Facilitators/trainers 6 4 25.00 600.00
Support staff 3 4 20.00 240.00
Facility rental 6 4 75.00 1,800.00
Assessment & Evaluation 20 25.00 500.00
Admin 50.00
Total Expense $ 9,137.50
PROGRAM PLAN GROUP EFFECTIVENESS WORKSHOPS 14

charge is the rate a nationally recognized expert in the field typically charges, and a pre-eminent

institution charges approximately $800 per day for trainings or seminars. I would charge a fee

based on the development of the program and the ability of the organization to pay. Based on my

knowledge of the market, I would probably start with a fee of $300 per person per workshop.

The staff needed would be one or two competent facilitators or trainers with experience

in adult learning methods and the topics included. There may be a need for 2-3 support staff for

certain experiential portions of the workshop such as listening skills, conflict resolution, and

facilitative skills practice. The support staff would work as coaches during these activities.

Conclusion

Caffarella’s Interactive Model of Program Planning is an effective tool to assist in the

program planning process. While there are elements that may not always apply to a program

plan, the model includes a broad scope that results in covering most of the factors and elements

involved in program planning. Having done program planning in the past without a model or

references, I find it a very useful tool to have in my toolbox as an adult learning professional.
PROGRAM PLAN GROUP EFFECTIVENESS WORKSHOPS 15

References

Bureau of Labor Statistics, 2001 National Occupational Employment and Wage Estimates

Education, Training, and Library Occupations, Retreived July 22, 2009.

http://www.bls.gov/oes/2001/oes_25ed.htm.

Caffarella, R., 2002. Planning programs for adult learners: A practical guide for educators,

trainers, and staff developers. San Francisco, CA: Jossey-Bass.

Green, F.B. & Henderson, D.A. (March/ April 2000). "Tools @ work: Nine ways to evaluate the

effectiveness of your team-based organization." Journal for Quality and Participation,

Vol. 23, No. 2.

Hoevemeyer, V., 1993. How effective is your team? Training and Development, Sep., p. 67-71.

Levi, D. (2007). Group dynamics for teams (2nd ed.). Thousand Oaks, CA: Sage.
Appendix I TEAM EFFECTIVENESS INVENTORY - Zoomerang Online... http://www.zoomerang.com/Survey/survey.zgi?p=L23WX633MYHF&store=1

Appendix I
TEAM EFFECTIVENESS INVENTORY

1
5 4 3 2 1
Strongly Agree Agree Neutral Disagree Strongly Disagree

Everyone on my team knows exactly why the team does what it does.

The team leader consistently lets the team members know how we’re
doing on meeting our customer’s expectations.

Everyone one our team has a significant amount of say or influence that
affect his or her job.

If outsiders were to describe the way we communicate within our team,

they would use such words as “open,” “honest,” “timely,” and “two-way.”

Team members have the skills they need to accomplish their roles within
the team.

2
1 2 3 4 5
Strongly Disagree Disagree Neutral Agree Strongly Agree

Everyone on the team knows and understands the team’s priorities.

As a team, we work together to set clear, achievable, and appropriate

goals.

I would rather have the team decide how to do something rather than
have the team leader give step-by-step instructions.

As a team we are able to work together to resolve destructive conflicts

rather than ignoring conflicts.

The role each member of the team is expected to play makes sense to
the whole team.

3
5 4 3 2 1
Strongly Agree Agree Neutral Disagree Strongly Disagree

The team understands how it fits into the organization.

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If my team doesn’t reach a goal, I’m more interested in finding out why
we haven’t reached the goal than reprimanding team members.

The team has so much ownership of the work that, if necessary, we

would offer to stay late to finish a job.

The team leader encourages everyone on the team to be open and

honest, even if people have to share information that goes against what
the team leader would like to hear.

There is a good match between the capabilities and responsibilities of

each person on the team.

4
5 4 3 2 1
Strongly Agree Agree Neutral Disagree Strongly Disagree

Everyone on the team is working toward accomplishing the same thing.

The team has the support and resources it needs to meet customer
expectations.

The team knows as much about what is going on as the team leader
does, because the team leader always keeps everyone up-to-date.

The team leader believes that everyone on the team has something to
contribute – such as knowledge, skills, abilities, and information – that is
of value to all.

Team members clearly understand unwritten rules of how to behave

within the group.

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Team Effectiveness Scoring Sheet

ProgPlan Project Page 1

Appendix III Evaluation of Team Effectiveness Workshops - Zoomerang O... http://www.zoomerang.com/Survey/survey.zgi?p=L23WYZ364ZQX&store=1

Appendix III
Evaluation of Team Effectiveness Workshops

1
I am satisfied with my experience of the group
effectiveness seminars.

Strongly Agree Agree Neutral Disagree Strongly Disagree

2
The program met my expectations.

Strongly Agree Agree Neutral Disagree Strongly Disagree

3
I found the knowledge, skills and values that I learned
during the program relevant and useful in the program in
the following areas:

1 2 3 4 5
Strongly Agree Agree Neutral Disagree Strongly Disagree

Working in teams or groups

Working one on one with fellow workers

In working with direct reports

In working with my supervisors or higher management

In my family life

4 Please name 3-4 things that you learned you see yourself using
and how you will use them.

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5
The facilitators were knowledgeable of the subject
matter.

Strongly Agree Agree Neutral Disagree Strongly Disagree

6
I was engaged throughout the workshop.

Strongly Agree Agree Neutral Disagree Strongly Disagree

7
The activities selected used effective learning strategies.

Strongly Agree Agree Neutral Disagree Strongly Disagree

8 Please identify what you found to be the most effective learning

strategies.

9
I would suggest the following changes to the activities.

10
Any other comments/suggestions

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