With this being the case, a three-step plan was developed for the action phase: gather information before the intervention, implement the action, and gather information after the intervention. In each of the information gathering phases, the same methods were used to make direct comparison of the information more feasible.

Data Collection Methods

Four data collection methods were chosen for use with this project. Each method is described below in the context of the planned implementation.

Existing Evidence (written, unwritten) focused on two main areas: collecting existing information regarding the instructor and/or course performance evaluations or feedback sheets from management, Essential Skills Team members, and course participants and researching team-building strategies, as related to instructors if possible, drawing from personal experience as well as external sources.

Observing and Documenting Situations was done over three time periods — before, during, and after intervention. The first period involved organizing a meeting of all instructors and introducing the concepts involved in this research project. The second period took place during the intervention or action section of the project, and included observations during the team building and group activities. The third period mirrored the first with an instructor meeting being organized to review the results of the project.

Observation notes for all three time periods were made relating specifically to the following topics:

• levels and types of interaction between instructors

• willingness to consider ideas and implications

• willingness to share teaching techniques and curriculum

• loyalty to program

Interviews were conducted with program management and instructors. Each data source included both structured and semi- structured interviews and focused on gathering information to assess perceptions and attitudes toward the program, before and after the intervention, taking special note of changes caused by the intervention itself. The individuals interviewed from program management included human resources staff, department managers, and Essential Skills Team members. Instructor interviews also provided rich information.

A questionnaire was developed for the program participants. The goal was to provide questionnaires for all participants of the classes involved in the project before and after the intervention and a random sampling during the intervention. The questions were designed to gather information about the participants’ level of satisfaction with the program materials, instructor delivery methods, and the program as a whole.