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Critical design factors for effective teamwork training in the workplace : a survey of training professionals in Oregon

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dc.contributor.advisor Sredl, Henry J.
dc.creator Gobeli, Corrine L.
dc.date.accessioned 2012-11-07T22:07:28Z
dc.date.available 2012-11-07T22:07:28Z
dc.date.copyright 1995-03-03
dc.date.issued 1995-03-03
dc.identifier.uri http://hdl.handle.net/1957/34949
dc.description Graduation date: 1995 en_US
dc.description.abstract Although teams are a common method of structuring work activities, there is still much concern over their effectiveness. The primary purpose of this study was to describe the current state of teamwork training in Oregon and to identify critical training design activities, situational barriers and demographic variables related to the perceived success of workplace teamwork training programs. A self-administered questionnaire, based on the literature and a Delphi panel, was mailed to over 500 members of two professional training associations (The American Society for Training and Development and The National Society for Performance and Instruction) representing workplace trainers in Oregon. Of the 319 questionnaires returned, 134 indicated they provided teamwork training in the workplace. Data analysis included computing descriptive statistics on the frequency with which respondents actually performed 61 design and delivery/facilitation activities, the importance they placed on these activities, and the barriers they faced. Factor analysis was used to reduce the items, and correlational methods, including regression and ANOVA, were used to determine the relationships between derived factors and success and the relationship between demographic variables and success. Descriptive analyses indicated that these respondents place highest priority on activities related to a systemic, yet traditional view of teams within an organization. They pay close attention to the potential impact of organizational variables, primarily management support and goal alignment; lesser attention to rewards. They place lower priority on items relating to the task and technology used by the team. Respondents employ participative, problem-solving approaches, encouraging total, voluntary participation, and focus on clarifying individual responsibilities, team goals, and decision-making. Aspects of a systems approach to training (performance objectives, task and person analysis, and continuous evaluation) are among the less frequently performed activities. According to this study, successful teamwork training programs are performance-based, utilize constructive feedback and address individual attributes. Dysfunctional management practices are negatively correlated with success. Management must define clearly what teamwork means and then model desired behaviors. Implications and recommendations for further research are also included. en_US
dc.language.iso en_US en_US
dc.subject.lcsh Teams in the workplace -- In-service training -- Oregon en_US
dc.title Critical design factors for effective teamwork training in the workplace : a survey of training professionals in Oregon en_US
dc.type Thesis/Dissertation en_US
dc.degree.name Doctor of Philosophy (Ph. D.) in Education en_US
dc.degree.level Doctoral en_US
dc.degree.discipline Education en_US
dc.degree.grantor Oregon State University en_US
dc.contributor.committeemember Stiehl, Ruth
dc.contributor.committeemember Drexler, Jack
dc.contributor.committeemember Walker, Gregg
dc.contributor.committeemember Erickson, Dianne
dc.description.digitization File scanned at 300 ppi (Monochrome, 8-bit Grayscale) using ScandAll PRO 1.8.1 on a Fi-6770A in PDF format. CVista PdfCompressor 4.0 was used for pdf compression and textual OCR. en_US
dc.description.peerreview no en_us

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