Final-year students enrolled in the Interactive Multimedia course at Edith Cowan University are required to develop skills and expertise in managing the design and development of client websites. The unit IMM 3228/4228 - "Project Management Methodologies", uses teams of four or five students to utilise their specialist skills to meet a "real need" for an industry client. Team roles include programmers, graphic designers and project managers. There were 82 students (20 teams) completing this unit. The aim was to have students experience project management issues that occur when dealing with "real" clients in "real" projects and was heavily focused on teamwork and problemsolving. The environment was based on the learning principles of authenticity, self-regulation and reflection (Luca & Oliver, 2001). Features included student contracts, journals (for self/peer assessment & reflection), a "Conference Centre" for problem-solving, bulletin boards, time management tools, syllabus and assessment materials, lecture notes, legal/QA templates, relevant URLs, websites and assignments developed by previous students and a student details database. Within this setting, two teams were selected for investigation. One team was highly successful in developing a quality product and collaborated in a highly successful manner. Another team experienced severe team problems, which caused it to become dysfunctional and had to be split. Data was collected on both of these teams from focus group sessions, interviews and questionnaires that were recorded and transcribed for analysis. Successful Team This team of students was highly successful in developing a quality product, as well as being highly collaborative. Their journal entries continually reflected positive comments about other team members, and at no stage during the semester was there a request or requirement to transfer marks from one team member to another. Team meetings were always friendly, and at no stage were team issues discussed as being problematic. The team always focused on the project and how the process of development could be improved by exploring the expectations of the tutor, client and end users. An analysis of the data collected from this team indicated that they showed the attributes needed for successful teamwork. Unsuccessful Team Another team of students experienced severe team problems, which caused it to become dysfunctional and had to be split. At the first peer assessment session, marks were transferred between team members, as it was perceived that some team members weren't contributing. Even though the agreement was made at this meeting that marks should be transferred, and suggestions were made about how to improve the situation, resentment amongst team members escalated. This was evident from the comments being made through the confidential online journal entries each week. The tutor had several meetings with the project manager and individuals to help try to resolve issues but to no avail. At one of the team meetings a serious disagreement occurred, in which one of the team members verbally berated another, from which point there was no reconciliation. After this 4 altercation, team members felt they could no longer work together, so even though they would experience a heavier workload, they unanimously agreed to split and form two separate teams. An analysis of the responses given by the successful team indicated that this team had a strong awareness of the attributes needed for successful teamwork. SOURCE: http://www.unice.fr/crookall-cours/teams/docs/team%20Successful%20teamwork.pdf QUESTIONS 1: 25 MARKS 1.1 Critically examine the provided case study and identify the underlying factors that resulted in an unsuccessful team experience at Edith Cowan University. (7) 1.2 Highlight some of the key motives for organisations to use teams as means for structuring work to accomplish a large and complex task. Further indicates some of the critical factors that result in effective teamwork. (18) QUESTIONS 2: 25 MARKS Over the past 70 to 80 years a considerable amount of research has sought to determine the traits predicting leadership. Critically discuss the core personality traits associated with effective leadership. Further, examine the nature of leadership and managerial work according to behavioural theories including its limitations. QUESTIONS 3: 25 MARKS Figure 1: The learning and Development Cycle The learning and development process in organisations is almost always presented as cyclical. Examine the provided diagram and further discuss each of the provided basic components of the Training and Development process in the organisation. QUESTIONS 4: 15 MARKS "Attitudes do not always lead to behaviour at work, and the circumstances that facilitate the translation of attitude to behaviour are obviously of interest to people working in organisations". In view of the provided statement critically examine the two-well established relevant theories that intend to provide more links between attitudes and behaviour. Further, identify the two important work-related attitudes that have been the subject of extensive research in work and organisational psychology