Case Study: Trials of Terry Kirkland

Mini-Individual Project

Assignment 1 and 2

By:

Nyeisha George-Minott

A Paper Presented in Partial Fulfilment of

EDID 6507 Needs Assessment for Learning and Performance

Date of submission: February 11, 2017

Email: nyeisha.georgeminott@my.open.uwi.edu

University: University of the West Indies (UWI) Open Campus

Course Coordinator: Dr. Laura Gray

 Needs Assessment Report

NEEDS
ASSESSMENT
REPORT

Case Study The Trials of Terry Kirkland

This needs assessment report gives a brief introduction and background

to the case. It will also include the problems being experienced and the
population/audience affected. Later in this report will be an overview of
the methodology, results and implications as well as recommendations
and solutions.

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Table of Contents
A. INTRODUCTION AND BACKGROUND............................................................3
B. SCOPE AND PROBLEM........................................................................................4
C. PROFILE OF POPULATION/AUDIENCE..........................................................6
D. PERFORMANCE GAP...........................................................................................7
E. DATA COLLECTED...............................................................................................8
F. KEY FINDINGS RAW DATA RESULTS........................................................10
G. DATA ANALYSIS...................................................................................................15
H. EXPLAINATION OF FINDINGS........................................................................22
I. RESULTS AND IMPLICATIONS........................................................................24
J. RECOMMENDATIONS AND SOLUTIONS.....................................................25
K. CONCLUSION AND NEXT STEPS....................................................................27
APPENDICES..................................................................................................................28
REFERENCES................................................................................................................44

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Needs Assessment Report

T H E T R I A L S O F T E R RY K I R K L A N D

A. INTRODUCTION AND BACKGROUND

Dundee High school Workplace Readiness Project Committee had been at a year-long stand-still

in implementing a long awaited Project. The committee included five (5) members, the assistant

principal Mavis Barrett, Jane Pruitt lead teacher in the business department, Leonard Gold social

studies teacher, Suzanne Fuentes - English teacher and Dwight Harris tech education teacher.

Funded by a small grant this Workplace Readiness Project is to be a pilot project that will later be

implemented in all three of the high schools in the Dundee County. The main goal of the workshop is to

introduce teenagers to workplace readiness skills desirable by most employers.

Since the committee had not been able to launch this programme, Terry Kirkland, an

instructional designer had been invited to assist the committee. With good intentions and hopes of

having a positive workable implementation plan, Terry however encounters a few stumbling blocks.

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B. SCOPE AND PROBLEM

The Workplace readiness Project committee had their initial recommendations and plans from

the previous year. The students in the Dundee High school were prime candidates for a workshop of this

kind. For soon to be school leavers heading into the workforce and college, it was recommended that the

workshop offer Job application, resume writing and Job Interviewing skills.

Terry Kirkland after recommending and conducting a needs assessment found that rsums and

employment applications are important but not what potential employers want to see in new employees.

After interviewing a few employers, the resulting report indicated that conflict management, cooperation

with others, problem solving skills and a good attendance record are more important to employers.

Even with slight resistance from a committee member, most were in agreement with the new

strategy. The committee continued to formulate objectives, discuss plans and scheduling the next stages

of the project which included inviting local community leaders and business people to be guest speakers

at the workshops.

A formative assessment was held with Mr. Golds second period remedial history class and was a

success. With a few minor changes in presentation order and some reformatting the workshop was ready.

There however was a slight delay in presentation dates as the initial date clashed with other events

occurring at that time. Students in the band were going to Disneyland for the national battle of the bands

and that included 38 of the students who were part of their target audience.

It was March 14th, the day of the first presentation had arrived, and everything seemed to be in

place, even the press was invited. The Dundee high school conference room was filled with juniors. The

guest speaker Mr. Lawrence Tuthill, president of the chamber of commerce and car dealership owner

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had been invited to speak. Mr. Lucky as he was affectionately known was a flamboyant personality on

television and it was thought that he would captivate the students. However this was not the case at all.

Nicely dressed in his expensive suit, the guest presenter read his address in a dry monotone lecture voice

much to the dismay of everyone.

Problems at a glance

1. There were good plans but poor implementation strategy.

2. A rushed time frame for implementing plans

3. Not knowing the audience

4. Reluctance from some committee members

5. Lack of support from key stakeholders

6. Instructional designer was given responsibility but lacked authority

7. Not enough research conducted

8. Wrong choice of speaker

9. Poor time management

10. Terry Kirkland was qualified as an Instructional Designer but lacked experience in an academic

setting

Needs Statement:

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The Dundee High school and school district need a workplace and college readiness workshop that

caters to both the school leaver headed for the workforce, as well as those headed straight to college.

This is to be presented in an interesting and meaningful manner to the students.

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C. PROFILE OF POPULATION/AUDIENCE

The key stakeholders in this case study included these sets of individuals

1. Sponsor who donated small grant to the school county

2. Instructional designer

1. Terry Kirkland

3. The school Administrators

1. Angela Motley - Chairperson of the school board

2. Eric Fareman - The principle

3. Donald Mckay - Workshop leader

4. The Committee members

1. Mavis Barrett - the assistant principal

2. Jane Pruitt lead teacher in the business department

3. Leonard Gold social studies teacher

4. Suzanne Fuentes - English teacher

5. Dwight Harris tech education teacher

5. Business Stakeholders - Potential employers from the business community, represented by

Lawrence Tuthill

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6. Parents and the wider county and community whose children attend these schools

7. The Students - high schoolers in their junior year (15-18 year old), some of whom would

graduate and head straight to college and others who will join the workforce. That represents the

characteristics of the larger student body to include all three schools in the Dundee County.

D.PERFORMANCE GAP

Performance Gap

Careful evaluation of this case study points to a performance Gap in which inadequate and inaccurate

research was conducted in assessing the need of the students and the suitability of a workplace readiness

skills workshop. The committee subsequently made unwise decisions based on that research. There is a

gap in organizational climate in the lack of support from school administration.

Confirmation of Gap (Methods)

In an attempt to confirm that this gap in performance exists interviews, surveys and the examination of

extent data was conducted. There after organizational, environmental, gap and cause analysis were

performed. This gives an overview of how the Workplace Readiness Workshop in High schools in the

Dundee County was affected by the dynamics of its internal and external environments and other

factors.

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E. DATA COLLECTED

The nature of this case study limited the ability to collect real data. However of the data that does exist,

this information was collected and analyzed; this includes recorded interviews and extent data. However

had actual surveys been conducted, hypothetical data was constructed to give realistic results.

Interviews

Several stakeholder interviews were conducted (by Terry Kirkland) with individuals from the business

community. Five telephone interviews were conducted and recorded with the following business

owners: Excerpts of their interviews can be found in Appendix V.

Ken Burton
Owner of Computers Galore & More!, a retail outlet
for computer hardward and software.

Constanza 'Connie' Boschetti

Internship Coordinator, Human Resources
Department of Praxitron Inc.

Lucas Warner
Franchise owner/operator of three fast-food
restaurants which specialize in "Meals like your
Mama never made but wish she had."

Mike Roland
General manager, Wakefield Downs Country Club

Luella Thompson
Bookstore owner

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Surveys

Since the workshop readiness programme was intended for all three schools in the Dundee County a

representative sample of the teacher population and the student population was selected. Thirty (30)

teachers, 10 representing each county school were surveyed. A sample survey questionnaire given to the

teachers can be found in Appendix III. Of the student population, specifically the Juniors (grade 11) and

Seniors (grade 12), 90 were chosen to fill the student survey. That represents 30 students from each of

the three schools in the county. See Appendix IV sample survey questionnaire given to students.

Examining Existing Data

Terry Kirklands Credentials A careful look at Terry Kirklands resume will indicate how suitable and

qualified she was to perform her duties as an Instructional designer. See appendix VI.

Committees previous recommendations The workshop readiness project committee had made initial

plans which are outlined in a summary of needed skills. See Appendix VII.

Meeting notes Review of the meeting notes will prove the extensive plans the committee had put in

place, but some never came to fruition. See appendix VIII.

SCANS Report This document, released in June 1991, identified the skills needed for employment,

and acceptable level of proficiency and dissemination strategy for schools, businesses and homes, the

fountain of workplace know how are outlined. See Appendix IX.

Results of the formative evaluation A report on the formative evaluation done by Len Gold during his

2nd period History class would reveal the success of the test run of the workshop. Students comments

and rating of the test workshop are also highlighted in this report. See appendix X.

F. KEY FINDINGS RAW DATA RESULTS

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Summary of Interview responses

The interviews conducted with the five (5) business owners reveals that one business owner Ken Burton

highlighted the need for employees to have a strong grasp of technical issues and be able to deal the

emotional side of work. Another business owner Constanza Boschetti indicated that students should be

able to work in a high performance work environment, and have good problem solving skills. A cheerful

and courteous demi nor and punctuality is another desired skill as indicated by Lucas Warner. Being able

to think on their feet, having good communication skills and the ability to work with others and resolve

conflicts were the skills that responded with Mike Roland. Luella Thompson bookstore owner noted that

good interpersonal skills are necessary.

Results of Teacher Surveys

Thirty questionnaires were distributed, however 24, questionnaires were returned. This is and 80 %

return rate. The demographic data indicated that more females responded than males. Out of the 24

teachers, 13 were female and 11 were males. In terms of work experience, as seen in table 1.0, the

majority, 33% of respondents have been teaching for 13-18 years? 25% have been teaching for 6-12

years? 4 respondents have been teaching for 0-5 years and 3% of the respondents respectively have been

teaching for 19-24 and over 25 years.

Years of experience No of respondents %

0-5 years 4 16

6-12 years 6 25

13-18 years 8 33

19-24 years 3 12

Over 25 years 3 12
TABLE 1 - FREQUENCY TABLE OF THE YEARS OF EXPERIENCES OF THE TEACHERS

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The demographic data shown in figure 1 suggests that 83% of the teachers see the need for the

workplace readiness skills workshop at this time.

Teacher Responses
Yes No

17%

83%

FIGURE 1 - TEACHER RESPONSES TO NEED FOR WORKPLACE READINESS WORKSHOP

Necessary skills - Teachers responses

Doing well on SAT's 17
Filling collage applications 20
Choosing the right college 16
Professional behavior 16
Time Management 20
Tardiness and Attendance 24
Problem solving 21
Cooperation with others 24
Conflict Management 22
Job Interview 19
Job Application 10
Resume Writing 18
0 5 10 15 20 25 30

FIGURE 2 - NECESSARY SKILLS - TEACHER RESPONSES

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Figure 2 above shows the results of what types of skills they (teachers) thought students needed. All the

teachers thought that Tardiness and attendance and Cooperation with others were of most

importance. Only 10 teachers (41%) thought that Job application skills were necessary.

Teachers feeling about skills

Students will be more successful workers and learners

These skills will help improve their collaborative/team building abilities

Students will be adequately prepared for life after school

These skills will help students gain a better understanding of good work and study principles

Students will connect with what is being taught

0% 20% 40% 60% 80%

1 Strongly Disagree 2 Disagree 3 Unsure

4 Agree 5 Strongly Agree

FIGURE 3 - TEACHERS FEELINGS ABOUT SKILLS

As seen in figure 3 the responses of the teachers indicate that the majority strongly agree to all areas

being asked in the survey.

Results of student surveys

The representative sample of students surveyed was ninety (90). All surveys were completed by

students. Thirty-seven percent (37%) were males and sixty-three percent (63%) were females.

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Student Gender

Males; 37%

Females; 63%

Males Females

FIGURE 4 - STUDENT GENGER PIE CHART

The majority of students, 72% were in their junior year in high school

Grade in High school

Junior
28%
Senior

72%

FIGURE 5 - STUDENT GRADE IN HIGH SCHOOL PIE CHART

The demographic data seen in table 2 suggests that 70% of the students see the need for the workplace

readiness skills workshop at this time.

No. of
Reponses %
Respondents
Yes 69 76
No 21 23
TABLE 2 FREQUENCY TABLE ON THE NEED FOR WORKPLACE READINESS SKILLS WORKSHOP BY STUDENTS

The bar graph (figure 6) below shows the results of what types of skills they (students) thought students

needed. 84 students (93%) thought Doing well on SATs was of most importance, likewise Choosing

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the right college with 83 students (92%). Only 12 students (13%) thought that time management was a

necessary skill. Tardiness and attendance, also had low responses, 18 students (20%).

Necessary skills - Student responses

Doing well on SAT's 84

Filling collage applications 79

Choosing the right college 83

Professional behavior 72

Time Management 12

Tardiness and Attendance 18

Problem solving 39

Cooperation with others 21

Conflict Management 33

Job Interview 53

Job Application 44

Resume Writing 60

0 10 20 30 40 50 60 70 80 90

FIGURE 6 NECESSARUY SKILLS - STUDENT'S RESPONSES

Students indicated the necessary skills students require. Their feelings about these were captured in the

table 3 below:

1 2 3 4 5
Strongly Disagree Unsure Agree Strongly Total
Disagree Agree

Students will connect with 5% 4% 15% 44% 32% 100%

what is being taught

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These skills will help students 1% 2% 9% 33% 55% 100%
gain a better understanding of
good work and study
principles
Students will be adequately 30% 30% 15% 17% 8% 100%
prepared for life after school
These skills will help improve 4% 6% 23% 40% 27% 100%
their collaborative/team
building abilities
Students will be more 12% 24% 11% 16% 37% 100%
successful workers and
learners
TABLE 3 STUDENTS FEELINGS ABOUT SKILLS

It can be noted that most students did agreed and strongly agreed 76% that students will connect with

what is being taught. However most disagreed and strongly disagreed 60% that students will be

adequately prepared for life after school.

G.DATA ANALYSIS

Organizational Analysis

To gain insight into the desired and actual performance this organizational analysis will systematically

look through the whole organization, inspecting its strategic plan. During this process you are looking at

the organizational goals, resources, climate and environmental constraints the extent to which the

individuals, departments and other groups understand their roles, whether they have authority to carry

out their roles and whether they are accountable for their work. This would also help to determine the

perceived performance drivers versus the actual performance.

Organizational Goal

The Goal of the Workplace Readiness Project Committee at the Dundee High School is to introduce

teenagers to the workplace readiness skills most desired by employers, through a series of workshops.

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Organizational Resources

The school system obtained a small grant for the development of a series of workshops. A five member

committee was setup to coordinate these affairs. The Dundee school county has three schools.

Approximately 108 students are the target audience for the workshops, forty-five students per session.

People The school district commissioned newly hired Instructional Designer Terry Kirkland to

assist the five member committee in completing its plans. A guest speaker was chosen to make a

presentation to the student body.

Time The Workplace readiness workshop committee had to work within a 5 month deadline

Facilities and Equipment A conference room had folding chairs and tables, a microphone,

speakers podium, overhead and television with a VCR.

Organizational climate

The shared perceptions and attitudes in this Dundee High school are evident in the committee members

who are also teachers at the school from various departments. There is an attitude that students only

needed to learn about job applications, resumes and job interviews.

Environmental Constraints

In terms of economic, legal, political and social issues the Dundee school county had potential legal and

social issues. Legal issues arise where they would have to account for the use of funds given by the grant

funding agency. Social and possibly economic issues arise where the business community stands to gain

or lose from the skills school leavers may bring to their organizations when they leave school to join the

workforce.

Environmental Analysis

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The main aim of the environmental analysis is to look at the application environment and the delivery

environments. Application or working environment will look at physical and social factors both internal

and external that affects the worker, work and workplace. The delivery or performance environment

Internal Worker, work and workplace

Work Environment

Committee had initial recommendations

The funding agent, school board and committee expected the project to begin

Lack of Communication between the committee and school board

Lack of support from the committee

Speculation, irritation and hostility from some committee members

Work

Meetings and planning sessions were held to plan for the workplace readiness workshops.

Job entailed getting a pilot project off the ground and designing workshops

Needs analysis to gauge the needs of business community

Worker

Terry Kirkland was a qualified Instructional designer but was inexperienced

Instructional designer was hired to help the committee get their plans into action

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Instructional designer had little support from school and committee and was not able to assert her

authority fully

External School board, business community

School board may dismiss the committee and find new committee members to do workshops

Business community can withhold their support for the school and its activities

Funding agency has the power to reframe from future funding to the school district

PEST

There are many external factors that can affect the Dundee county schools and their effort to conduct

these workshops. Careful examinations of these can help improve decision making and other outcomes.

Political

The program was funded by a grant, therefore measures would need to be put in place to account

for the monies donated and how they were spent

Economic

School stands to gain or lose from future workshops

Business owners stand to gain or lose from the human capital and the skill they gain as future

employees

Committee members were given a stipend

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Sociocultural

Juniors in High school ages (15-18 year old), some of whom would graduate and head straight to

college and others who will join the workforce.

Teachers who were on a committee who think certain skills should be learnt on the job

Technological

Modern modes of delivering the workshop materials would be best. For example the use of

overhead projection devices to deliver the content.

Gap Analysis

To identify the gaps, a check on the current achievements and consequences and the desired results and

consequences was conducted. Here the gap in the knowledge, skills and attitudes are identified, past and

present. The gap analysis will help to provide an opportunity for the key stakeholders especially the

Workplace Readiness Committee to improve the actual performance on the initial workshop. Thus

improvements may be noted and included in future workshops scheduled for the other schools in the

Dundee County.

GAP ANALYSIS
AREA: Workplace Readiness Workshop
GOAL: To introduce teenagers to workplace readiness skills desired by employees

STRATEGIC CURRENT STANDING DEFICIENCY ACTION PLAN ISSUES &

OBJECTIVE RISKS
1.0 Develop Workshop activities were Workshop Tailor the workshop Losing the
workshop activities, planned to include activity on to cater to both the attention of
develop resources teaching students about interpersonal student heading to College
and materials personality traits, team communication the workplace as well bound
problem solving skills, skills did not as college bound students in
and conflict resolution seem necessary students the
to college prep workshop
students

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2.0 Arrange dates Workshops initial date School calendar Careful examination Postponing
and timeline to fit clashed with activities on was not carefully of the school activities to
with the school the school calendar, examined to calendar before accommoda
calendar however workshop was reveal adding activities te others
rescheduled for an overlapping
appropriate date. activities
3.0 Arrange room The conference room The guest Examine the Some guest
and equipment, was setup with the speaker proved suitability of speakers speakers
train facilitator, necessary equipment, to be unsuitable in light of the may be
contact suitable the workshop leader to the audience audience of students ineligible for
guest speaker Donald McKay was of teenagers, as to which they are to the task
prepared. Lawrence his TV persona present
Tuthill was invited to was different
speak from the lecture
speech style at
the workshop
4.0 Conduct a Formative evaluation None Make minor changes N/A
formative was conducted with to the presentation
evaluation of remedial students in Len based on the results
materials and Golds History class. of this evaluation.
events
5.0 Conduct a Student evaluation was Guest speaker Manage the Losing the
student evaluation planned but there was no spoke over the timeliness of the attention of
of the workshop time to complete it. allotted time and workshop activities the students
as the bell rang more closely
to dismiss
school, the
students left

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Cause Analysis

To get to the root cause of performance gaps, this analysis will look closely at the gaps to discover the

root or heart of the problem. This must be done before any suitable recommendation or solution can be

given to address this case.

Cause of performance Gap

The diagram below will seek to state the objective, challenge, immediate causes and root causes.

Objective:
To create workplace
readiness skills
workshop for
students

Challenge
Workshop readiness
pilot project did not
go as planned

Immediate cause 1: Immediate cause 2: Immediate cause 3:

Reisistance from Workshop materials Time constraints in
committe while did not cater to all getting the workshop
planning students completed

Committe given
short notice of the Needs of all students
Academic calender
hiring of the outside were not considered
was too packed with
instructional when creating
activities
designer to design material
workshop

FIGURE 7 CAUSE ANALYSIS FLOW CHART

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H.EXPLAINATION OF FINDINGS
Many theorists suggest that performance problems are deficiencies in knowledge, skills, training,

management deficiencies, flawed incentives, tools and processes and lack of motivation. At a glance the

flow chart above (Figure 7) briefly shows objectives, challenge, immediate causes and possible root

causes. To get a better understanding of the causes a more in depth analysis was conducted to identify

the main performance drivers in this case. A look at the Behavior Engineering model and the Updated

Behavior Engineering model provide methods for troubleshooting performance and to uncover

opportunities to improve performance (Chevalier, 2003). Dr. Thomas Gilbert developed the original

cause analysis which was later update to reflect two additional rows to capture Environment and

Individual factors.

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An adaptation of these models were applied to this case, a summary of the findings are presented in a

table below:

Performance Drivers
Environmental factors
Data, information and One way communication channels
feedback Untimely or no feedback key stakeholders
Academic calendar with adequate time allotted for
workshops
Instruments, Lacking formative evaluation tools
resources and tools Committee lacked tools to conduct a proper needs
assessment
Incentives Only a stipend was given to committee members
consequences, and No consequences for non-performance
rewards
Individual Factors
Skills and knowledge Committee members and instructional designer have the
skill and knowledge to perform the task
Individual capacity Committee members were capable of carrying out their
functions
Instructional designer (Terry Kirkland) was qualified for
the assignment
Motivation and Committee members not motivated or interested in the

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expectation work
Committee did know have set guidelines, expectations
and due dates

I. RESULTS AND IMPLICATIONS

In looking at the common barrios to performance both the environmental and the individual factors

affect this case. Some may have a greater influence on the performance of the committee than the other.

Environmental factors had a greater influence. As a result these obstacles contributed the performance

gap:

Invisible expectations this refers to a situation where the committee was not aware of what they should

or should not be doing, because they were not informed. If no clear guidance, expectations and due dates

were set the committee remained in limbo for a year, seemingly having accomplished nothing.

Inadequate feedback the committee needed to received adequate feedback from the school board, and

administrators on specific matters. The pertinent areas related to the timing of the workshop, the choice

of the workshop materials and the audience and choice of speaker.

Consequently the decision making process was flawed from the beginning.

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J. RECOMMENDATIONS AND SOLUTIONS

As a result of the detailed analysis the following are indicative of the Terry Kirkland case. Mainly non-

instructional interventions will be recommended. The successful selection of interventions is based on

several factors: (Van Tiem, Moseley, & Dessinger, 2012)

Design should be based on a comprehensive understanding of the situation

Interventions should be carefully targeted

Interventions should be cost sensitive

Consider long-term versus short-term effectiveness

Interventions should be sustainable, essential ingrained in the organizations culture

An intervention needs human resources and organizational support

This case presents several problems which require many solutions. The following are deemed apt and

timely solutions.

1. Shared leadership

It was evident that the committee had resistance to new leadership. Terry Kirkland was not properly

introduced to the committee initially. She especially met resistance from Jane who was highly

involved in trying to get the project off the ground. Proposing the solution of shared leadership goes

against traditional leadership styles. Shared leadership occurs when two or more individuals in a

group share responsibility for directing it toward its goals. Shared leadership requires team members

be willing to extend their feedback to the team in a way that aims to influence and motivate the

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direction of the group. The team must overall be disposed to accept and rely on feedback from other

team members (Boundless 2016). Essentially Jane Pruitt and Terry Kirkland would share in the

responsibilities of leading the Workplace Readiness Project committee.

2. Feedback

Van Tiem, Moseley, & Dessinger (2012) posits that Everyone appreciates constructive feedback

whether it is positive or negative. This was one thing that was lacking in this case. Feedback would

let the committee members know whether their responses were correct, allowing for adjustment in

behavior. It would make the planning activity more interesting, encouraging them to continue their

effots and it can lead to secific goals for maintinging or improving performance. Feedback, if

properly givven, is a valuable intervention to increase performance.

3. Motivation (incentives and rewards)

The project committee was underwhelmed by the small stipend given for being part of the

committee. Committee members were impressed into service and lacked the intrinsic motivation to

work toward the launching of the workshops. Thus this solution was deemed appropriate.

Psychologist Frederick Herzberg theory of motivating factors lists several motivators or job factors

that cause employees to be more productive and that give them satisfaction (Nickels, McHugh, &

McHuch, 2013). As it relates to this case the committee members needed the following motivational

factors:

A sense of achievement.

Earned recognition

Interest in the work itself

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Importance of responsibility

Peer and group relationship

Better pay

4. Team building strategies

In addition to shared leadership, it is thought that building an effective team is a feasible solution.

For the committee to be successful in its efforts team building essentially will help to empower the

members. As evident in this case, the typical team building effort proved ineffective. The external

consultant (Instructional designer) was unfamiliar with the particular characteristics of the

organization and its people. Also the proper monitoring of the teams efforts was lacking. To fulfill

the team-building role proper framework to guide the activities is required. The framework includes

the following steps: (Mealiea & Baltazar, 2005)

1. Identifying team characteristics considered predictive of team success

2. Measure existing team climate characteristics and produce an existing team profile

3. Identify deficient team characteristics

4. Use pre-established decision characteristics

i. Enhance understanding of the existing situation through:

On-going observation and interaction with group members and relevant

others

Ongoing data collection about organizational culture, structure systems,

process and politics

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Follow-up interviews with group members

Analysis of questionnaire sub dimensions for further clarification

5. Identify team-building intervention capable of overcoming deficiencies in team

characteristics

6. Use pre-stablished decision criteria to select the appropriate intervention strategy

7. Implement and Assess improvement.

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K. CONCLUSION AND NEXT STEPS

The schools in the Dundee County will benefit from a workplace readiness workshop that caters to the

needs of all students. The committee charged with this task would be better able to perform their duties

if proper planning and procedures are put into place. The main performance factors that will assist

greatly in this regard include: shared leadership, timely feedback, motivation through incentives and

rewards and Team building strategies.

Once these intervention strategies are enacted and implemented greater success can be achieved

throughout the duration of the workshops series. The next steps for the Dundee county Workplace

readiness workshop committee is to put swift action into place, learn from the mistakes of the pilot

program and aim for measurable achievement in the workshops to come.

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APPENDICES
Appendix I:

Needs Assessment Checklist

Prior to beginning a needs assessment, it is useful to conduct a quick audit to ensure that the necessary

leadership, is on board and the requisite information is available for review. (Leigh, 2017)

Pre-assessment

Top Leadership has provided their sponsorship of the needs assessment.

Top leadership can be expected to sustain their sponsorship over the course of the needs assessment.

Leadership clearly understands the problem with the status quo.

The assessment team will include internal clients (Principle and teachers) within the organization.

The assessment team will include executives, leaders and school administrators within the
organization.

The assessment team will include external clients such as (parents and teachers, as well as the
members of the surrounding community) outside the organization.

Team members have sufficient power and authority to carry out their functions.

Team members have a long term commitment to the organizations success.

Team members have the technical expertise to carry out their functions.

Team members have the authentic leadership skills and competencies necessary to carry out their
functions.

Unique roles and responsibilities for each team member are clear.

Smaller teams will be created to carry out the major functions of the assessment.

Team project plans will be developed that clarify the project time line, individual team roles and
responsibilities, and major en route milestones of the assessment.

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The budget for the assessment is sufficient and certain

Staffing (or work release) for the assessment is sufficient and certain.

Scoping

Leadership and all team members agree that the purpose of the needs assessment is to identify,
prioritize, and select gaps in results for closure.

Needs are defined solely as discrepancies between current and desired results (rather than
deficiencies in processes or resources).

The questions to be answered by the assessment are clear.

Data regarding the current and desired results are achieved by individuals and teams within the
organization are available or will be collected.

Data regarding the current and desired results that the organization delivers to external stakeholders
and society is available or will be collected

Hard data (objective and independently verifiable) will be collected during the assessment.

Soft data (stakeholder perceptions that are not independently verifiable) will be collected during the
assessment.

Appendix II

Three-Phase Model of a Needs Assessment (Comprehensive Needs Assessment, 2001)

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Appendix III:

Sample Survey Questionnaire - Teachers

Workplace Readiness Skills Workshop

Teacher Survey

Your assistance in completing this survey would be greatly appreciated as your view will help make the
evaluation of the Workplace Readiness Skills Workshop a more effective product. If you have any
questions feel free to contact our representative.
1. Gender: Male Female

2. How long have you taught at the school?

0-5 years 6-12 years 13-28 years 19-25 years Over 25 years

3. Do you see the need for a Workplace Readiness Skills Workshop at this time? YES/NO

4. What types of skills do you think students need?

Resume writing Job Application Job Interview

Conflict Management Cooperation with others Problem solving

Tardiness and Attendance Time Management Professional Behaviour

Choosing the right college Filling collage applications Doing well on SATs

5. Based on the skills you chose above, please tick in the grid to indicate your beliefs on the following

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Appendix IV

Sample Survey Questionnaire - Students

Workplace Readiness Skills Workshop

Student Survey

Your assistance in completing this survey would be greatly appreciated as your view will help make the
evaluation of the Workplace Readiness Skills Workshop a more effective product. If you have any
questions feel free to contact our representative.
1. Gender: Male Female

2. What grade are you in?

11th grade (Junior) 12th Grade (Senior)

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3. Do you see the need for a Workplace Readiness Skills Workshop at this time? YES/NO

4. What types of skills do you think students need?

Resume writing Job Application Job Interview

Conflict Management Cooperation with others Problem solving

Tardiness and Attendance Time Management Professional Behaviour

Choosing the right college Filling collage applications Doing well on SATs

5. Based on the skills you chose above, please tick in the grid to indicate your beliefs on the following

Appendix V:

Excerpts of stakeholder Interviews (Terry Interviews, 1996)

Transcript of Ken Burton Interview:

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"Look, we keep our customers coming back instead of using cheaper mail order houses,
so we need to provide personal service, hardware installation, advice on software, and
those kinds of things. My employees need a strong grasp of technical issues, and they
have to have the personal savvy to deal with the emotional side effects of purchasing new
technologies."

Transcript of Constanza Boschetti Interview:

"Our manufacturing plant ends up hiring the best kids from the internship program. We're
a high tech group and in order to keep competitive, we're looking for students who work
well in a high-performance work -- ones who are really good problem solvers and ones
that also have a good hands-on approach."

Transcript of Lucas Warner Interview:

"Here at Home Cookin', I need to hire kids who can be cheerful and courteous no matter
what's going on in their personal lives. They have to show up on-time for all their shifts,
and deal with schedule changes on short notice. We've got some training manuals, but
most of their training is on-the-job.. They're learning from me or they're learning from
one another."

Transcript of Mike Roland Interview:

"A lot of kids from the school start here with part-time jobs. Many of them work during
the summers after they go on to college. Most do service work of some sort--bussing
tables, waitressing, assisting with catering, serving as caddies, or performing some of the
grounds work. Good commination skills are a must and these employees have to think on
their feet and work together to resolve whatever problems come up within the scope of
their jobs. It's not our responsibility to resolve those conflicts.

Transcript of Luella Thompson Interview:

"My bookstore caters to fans of mysteries, spy stories and gothic romance. We try to
make this a special experience for our customers, with armchairs, a fireplace, and good
English tea. Our employees need to have really good interpersonal skills to contribute to
this ambience. They need to find the difficult or special book, to cater to sometimes
eccentric requests, and to handle gift returns...

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Appendix VI Terry Kirklands Resume

Terry R. Kirkland

647 Garland Avenue

Richmond, VA 22982
804-933-2674
TKirkland@aol.com

EDUCATION:

Master's of Education, Instructional Technology, University of Virginia, 1994. Coursework and project experience focused
upon Instructional Design, Interactive Technologies, and Media Production.

Bachelor of Arts with Honors, English, Northwestern University, 1992. Thesis Topic: "How word processing has affected the
teaching of english composition." Minor coursework completed in Sociology and Economics.

EXPERIENCE:

1994-1996. Instructional Designer, Monticello Federal Bank, Richmond, Virginia. Designed, developed, evaluated, and
revised five teller training workshops that served as the core of the bank's Personal Banker program; evaluated and revised
two management-level training courses on supervision.

1992-1994. Instructional Media Production Assistant, Curry School of Education, University of Virginia. Assisted faculty in
design and production of media materials for use in higher education.

1990-1992. Volunteer Counselor, College/Secondary Mentors Program, United Charities of Evanston, Illinois. Served as
mentor to two at-risk high school students, for one year each.

1988-1992, Summers. Counselor, Camp-of-the-Woods, Minoqua, Wisconsin. Advanced from Junior Counselor (general), to
Lead Counselor of Water Sports. Was also responsible for weekly film series.

TECHNOLOGY COMPETENCIES

Through my education, work experience, and personal exploration, I have attained competence with the following:

Computer-based Authoring (HTML, Authorware, HyperCard)

Digital Image Capture & Manipulation (Ofoto, Photoshop)

Video Production & Post-Production, analog and digital (3/4" and VHS tape; FusionRecorder, Premiere)

Desktop Publishing (PageMaker, ClarisWorks)

Communications (e-mail, newsgroups, ftp, WWW)

Word Processing (Word, WordPerfect, ClarisWorks)

Spreadsheet Analysis (Excel)

Project Management (MacProject)

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Appendix VII Committees Previous Recommendations

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Appendix VIII Meeting notes

Meeting Notes, Second Meeting of the Workplace Readiness Committee

At the November 29th meeting, the committee formulated the following plans for the upcoming
Workplace Readiness workshop:
There will be one new workshop this year, on "Getting along with others on the job." (If successful, two
more new workshops will be added next year.)
The workshop will last three hours with 45 students attending a workshop session.
The workshop will be repeated 4 times on two days if scheduling allows (morning/afternoon sessions if
possible)
A workshop facilitator will be recruited from one of the other high school faculties in order to underline
the importance of the workshop for students and set a tone for good behavior.
Jane's unit on job applications and interviewing will be adapted for a short seminar next year.
Tentative dates: March 14, 15
Goal:
Students will be able to describe and demonstrate interpersonal communications skills suitable for the
workplace.
Objectives:
Students will be able to:
Recognize that people differ in personality styles,
State some characteristics of own style,
State characteristics of other styles,
Articulate ways in which characteristics of each style may harmonize or conflict with characteristics of
other styles, and
Recognize that one style is not better that another style.
Students will be able to:
Describe the principles of teamwork,
Work as a team to solve a problem,
State steps the team used to solve the problem,
State different roles people assumed within the group, and
Recognize personal contributions to group process

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Students will be able to:
Determine a process that can be used to resolve conflicts with others,
List steps in conflict resolution,
Practice listening and speaking skills used in conflict resolution, and
Practice mediating a conflict.
Workshop Activities:
Personality traits. Facilitator will lead group in analysis of different personality styles. These styles will
be represented by the colors green, blue, orange, gold. Groups divide into color groups.
Team problem solving (Teams assigned with all colors represented in each group). There will be three
problems for each group to solve:
Crossing the Alligator River (each group must get all of its members across a 25 ' alligator infested river
using two 3' planks);
Knots (group members stand in a circle, each takes the hand of two different students standing across
from them--the group tries to untie the "knot" without anyone letting go hands);
Crossing the Desert (A pencil and paper survival activity in which each group must come to consensus
in prioritizing a list of 10 things- most important to least-to take with them after a plane crash in the
desert in order to survive.Expert's opinions are compared with student groups)
Conflict resolution. Short Video tape showing steps in conflict management. Role playing. Groups of
three. Draw situations from hat. Each person plays each role at least once.
Guest speaker -- Local business personalities, like Lucky Larry Tuthill, talk about the importance of
getting along in workplace
Evaluation:

Two stages of evaluation will take place. An initial formative evaluation will be conducted in mid-late
February. A second evaluation will take place when the workshops are held in March.
The evaluation will occur from two perspectives:
What did the students learn?
How did they feel about the workshop?
The evaluations from all four workshops will be analyzed without regard to time/date of the workshop
attended. Teachers will observe student participation in workshop activities. Responses will be marked
informally on a checklist. Other items might emerge during formative evaluation.

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Personality Profiles and Teamwork Evaluation Each group will select a representative to present their
findings to everyone. In addition, one student will observe each team's activities and answer the same
questions.
Did the group solve the problem?
What was your group's solution?
How did you arrive at it?
Who talked the most?
Who had the most useful ideas?
Who encouraged other people the most?
Who took the notes?
Who kept the team moving towards solution?
How do these correspond to personality types by color description?
Feedback from Problem solving
The facilitator will lead the group in drawing conclusions about how personality types influence the
roles people may assume in any kind of group activity. Following this, the facilitator will enlist the
students in generating a list of the items which contribute to effective group processing skills.

Conflict resolution
Role-play observation Five teachers will observe and facilitate small group activities. They will use a
checklist to record their observations. The checklist will have components which include the following:
Did the students know the steps?
Did they follow the steps?
Did each student get a chance to act as a mediator?
Did each student get a chance to act as a participant in a conflict?
Feedback on Conflict Resolution
After everyone in the class has had opportunity to practice different roles, the facilitator will encourage
different students to describe how developing skills in conflict resolution could be of immediate use and
how they think these skills might translate into the workplace.
Overall Workshop Evaluation
Following completion of all segments, the students will be asked to complete a brief survey on their
overall feelings about the workshop. It will consist of questions rated on a four interval Likert Scale. In

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addition, there will be a few short-answer completion questions intended to obtain more detail on
student opinion of workshop suitability.
Possible Follow -up Activities:
Guidance counselors will come to English classes with activities to reinforce conflict management skills.
English activities: Students will analyze literary characters for personality styles, teamwork skills,
conflict management. For example, using "Macbeth." Define the principle personality characteristics of
main characters, teamwork (Macbeth/Lady Macbeth) versus (Macduff et al.), conflict management (role
play other ways to work out conflict).
Social studies (U.S. History/Government) student work in teams to solve historical problem.

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Appendix IX SCANS Report

The Secretary's Commission on

Achieving Necessary Skills (SCANS)

This commission was asked to "examine the demands of the workplace and whether our young people
are capable of meeting those demands." The SCANS report, released in June of 1991, identifies the
skills needed for employment, an acceptable level of proficiency, effective ways to assess proficiency,
and a dissemination strategy for schools, businesses, and homes.

The report defines the foundation of work-place know-how, which is included below.

A THREE-PART FOUNDATION

Basic Skills: Reads, writes, performs arithmetic and mathematical operations, listens and speaks

Reading--locates, understands, and interprets written information in prose and in documents such as
manuals, graphs, and schedules

Writing--communicates thoughts, ideas, information, and messages in writing; and creates documents
such as letters, directions, manuals, reports, graphs, and flow charts

Arithmetic/Mathematics--performs basic computations and approaches practical problems by choosing

appropriately from a variety of mathematical techniques

Listening--receives, attends to, interprets, and responds to verbal messages and other cues

Speaking--organizes ideas and communicates orally

Thinking Skills: Thinks creatively, makes decisions, solves problems, visualizes, knows how to learn,
and reasons

Creative Thinking--generates new ideas

Decision Making--specifies goals and constraints, generates alternatives, considers risks, and evaluates
and chooses best alternative

Problem Solving--recognizes problems and devises and implements plan of action

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Seeing Things in the Mind's Eye--organizes, and processes symbols, pictures, graphs, objects, and other
information

Knowing How to Learn--uses efficient learning techniques to acquire and apply new knowledge and
skills

Reasoning--discovers a rule or principle underlying the relationship between two or more objects and
applies it when solving a problem

Personal Qualities: Displays responsibility, self-esteem, sociability, self-management, and integrity and
honesty

Responsibility--exerts a high level of effort and perseveres towards goal attainment

Self-Esteem--believes in own self-worth and maintains a positive view of self

Sociability--demonstrates understanding, friendliness, adaptability, empathy, and politeness in group

settings

Self-Management--assesses self accurately, sets personal goals, monitors progress, and exhibits self-
control

Integrity/Honesty--chooses ethical courses of action

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Appendix X: Results of Formative Evaluation

"Are You Ready?" A Workplace Readiness Workshop

Formative Evaluation Results
Dates: February 27-29
Time: 2nd Period
Facilitator: Len Gold
Committee Members Assisting: Suzanne Fuentes, Terry Kirkland
The purpose of the formative evaluation was to provide an assessment of the effectiveness of workshop
activites in producing gains in student learning outcomes. The pilot workshop was presented over a three
day period, one hour per day.
Part 1 Personality Profiles and Teamwork Evaluation
The 28 students in Len's Gold's class were divided into five groups of 5 and 6 students each. All teams
satisfactorily resolved the problem-solving tasks which included completing 3 stations:
Crossing the Alligator River
Knots
Crossing the Desert
Each student could name 3 characteristics of his personal color personality style and 89% could name
three characteristics of at least two other styles.
Part 2 Conflict Resolution
All students participated in role playing activities both as mediator and disputants. 78% of the students
could list all the steps in conflict resolution process.
Part 3 Guest Speaker
This section of the workshop was not presented during the pilot due to time limitations. In addition,
these students will also attend the formal workshop in March and will hear this presentation at that time.
Part 4 Overall Workshop Assessment
Results from Student Evaluation Form:
A Likert Scale was used with ratings from 1 (Strongly Disagree) to 4 (Strongly Agree) The average
rating for each question is given below:
Table 1- Workshop Ratings
Overall I thought the workshop provided useful information
that will help me in my future work. 3.55

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The activities held my interest. 3.63
The workshop was well organized. 3.76
I think that this workshop will be helpful to other students 3.76
n = 28
Summary of Responses to Open Ended Questions:
(Note: Student responses are reproduced in their own language and spelling.)
1. Please comment on the different sections of the Workshop. Which part of the Workshop did you like
the best and why?

A majority of students (51%) selected the Group problem-solving activities as the one they liked best.
Almost all students said that they enjoyed these activities. Comments:
"Way cool"
"Let's do this all of the time"
"The alligater river was fun and the dessert"
"This is gooffy, but ok"
"I wish all of my classes could be like yours, Mr. Gold"
"I liked it and I learned how to problem solve."
Another 37% cited the Personality Profiles as most important. 95% of students thought the activity
worthwhile. Comments
"Good job, Gold"
"I learned alot about my personality and Jason's."
"It was ok"
"Good"
"Had a good time"
"Hey dude, I'm gold too--can I be the teacher?
"Dum"
The Conflict Resolution portion of the workshop was seen as valuable by a majority (83%) of the
students with 5.6% listing it as the most important. Comments:
"I need to medate with Calvin and Veronica so they will leave me alone"
"Its ok. Maybe we can help stops the fights"

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"The conflict stuff was for babys. People will fight anyway"
"Good"
"Dummer"
"We need to know how to get along better"
2. Do you have suggestions for improving the workshop?
Comments were largely positive suggesting that most students felt that the workshop was all right the
way it was. Comments:
" It was good. No changes."
"No"
"I couldn't see the stuff about the desetrt on the screen very well"
"Let's have the workshop during my business accounting class"
"Have food"
Recommendations
1. Redo the overheads giving the results of the Survival in the Desert. Use larger type. Use fewer lines
per page.
2. Change the order of the activities in the Problem solving section. Put the Survival in the Desert
activity between the Alligator River and Knots (the two out of seat activities)

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