In South Africa, January 2011 was characterised by above average rainfall which resulted in many provinces being flooded. On the 17th of January 2011, the government of South Africa declared the City of Tshwane a National Disaster Area. It is in the city of Tshwane where a hotel was flooded causing great damage and disruption to the lives of the hotel workers. Given the lack of existing research focusing on the social dimensions of natural disasters, this provided an opportunity to study the social impact of the flood on the community of hotel workers at a Pretoria hotel. Four sub-aims were set for the study, which involved an exploration of the strengths that were exhibited, discovered or developed as a result of the flood; investigating the subjective experiences in relation to the flood; exploring the interactional patterns and relationships of the hotel workers; as well as investigating how the leadership of the hotel impacted on the manner in which the hotel workers dealt with the flood. A qualitative methodology, guided by a social constructivist epistemology was adopted as basis for the study. Data was gathered by means of individual semi-structured interviews, semi-structured questionnaires, and a focus group interview with a number of employees at the hotel. The data was subjected to qualitative content and grounded theoretical analysis. Five main themes emerged from the analysis, which include: Emotional responses, which included negative emotions such as shock, fear, frustration and anger, as well as positive emotions such as happiness and appreciation; a variety of interactional patterns and relationships; increased cohesiveness; enhanced leadership, and the development of group resilience. / MA, Medical Sociology, North-West University, Vaal Triangle Campus, 2012

Despite the increase in Asian college student population, this group remains one of the most understudied, due to the myth of “model minority.” Many Asian students adjust well academically but often experience high levels of stress, anxiety, or depression due to factors such as acculturation to Western culture, pressure from parents to succeed, ethnic identity issues, intergenerational conflict, immigration status, racism, and discrimination. This study examined the role of five dimensions of Asian values (collectivism, conformity to norms, emotional self-control, family recognition through achievement, and humility) as a moderator in the relationship among peer group cohesion and four dimensions of college adjustment (academic adjustment, social adjustment, personal-emotional adjustment, and attachment) among 150 Asian college students. Data were collected from Asian American and Asian international students attending a college in the United States who completed an online survey. Eighty percent of the students reported low college adjustment on one or more dimensions measured; however, personal-emotional adjustment and attachment was positively correlated with group cohesion. The results of the moderation analyses indicated that Asian value of humility moderated the effects of cohesion and personal emotional adjustment. Specifically, students who had lower Asian value of humility and high peer group cohesion also reported higher personal emotional adjustment. No other dimensions of Asian values were found to be significant moderators. Implications of the study in terms of future research and college programs for Asian students are discussed.

This student thesis in General Management addresses how leaders can bridge the gap between work groups and teams in geographically dispersed organizations and partially distributed teams. These types of organizational structures are increasingly common in the globalized world of business, and bring benefits to many organizations by for example connecting skilled workers regardless of their location through the means of information and communications technology. However, previous research within the field of work in dispersed settings has identified several challenges that these settings entail, including areas like for example group cohesion and motivation. If not handled, these challenges may have negative effects on team performance and organizational effectiveness. Previous studies have mostly targeted the challenges in isolation. The purpose of this study is to provide a holistic perspective, connecting different challenges in order to pinpoint reasons and effects. By identifying consequences that follow from being geographically dispersed and investigating how the challenges affect a real-world organization, the study aims to suggest countermeasures to deal with these consequences. Theory is built using Informed Grounded Theory, based on primary data from 21 in-depth interviews conducted at a Swedish high tech company. Through an analysis combining the primary data with secondary data stemming from relevant literature, the study presents conclusions including suggested countermeasures to overcome challenges imposed by work in dispersed settings. The study identifies communication as the key factor with possibility to affect group cohesion and motivation directly, and thereby also performance indirectly. Thoughtful use of different types of communication can in fact counteract challenges and lead to increased productivity and well-being. The study has implications for organizations that are planning for, or currently utilizing a dispersed organizational structure, and aids in understanding the collected effects of the challenges involved. The study is conducted at one company, which can be seen as a limitation. To counteract for this limitation, the researchers have put in effort to emphasize generalizable factors.

Syftet med studien är att undersöka huruvida kommunikationen mellan medarbetare på en psykiatrisk intensivvårdsavdelning kan fungera som ett förebyggande verktyg för medarbetarnas upplevda psykosociala arbetsmiljö. Studien är genomförd med en kvalitativ metod där empirin har samlats in genom semistrukturerade intervjuer med sju medarbetare på en psykiatriska intensivvårdsavdelning. Empirin har tolkats genom en hermeneutisk ansats. Resultatet av studien visar att den interna kommunikationen mellan medarbetarna har en stor inverkan för den upplevda arbetsmiljön. På grund av den studerade avdelningens stundtals påfrestande och stressiga arbetssituation var de faktorer som påtalades som viktigast för att må bra på arbetet sammanhållning, förtroende, öppen kommunikation och humor. Dessa framkommer genom studien vara kommunikativa verktyg som går att arbeta förebyggande för att främja välmående på arbetsplatsen. / The aim of this study is to examine how communication between co-workers in a psychiatric intensive care unit can function as a preventive tool on the co-workers perceived work environment. The study is conducted through the use of a qualitative method. The result stems from semi-structured interviews with seven co-workers in the psychiatric intensive care unit. The result has been interpreted trough a hermeneutic approach. The empirical data of the study shows that the internal communication between the co-workers has a big impact on the perceived work environment. Due to the sometimes tough and stressful work environment of the care unit, the most distinguishing factors shown to be important for the well-being at the workplace were: group cohesion, trust, open communication and humour. These are through the study found to be communicative tools that can be used in the proactive work to foster the well-being on the workplace.

O esporte escolar tem seu primeiro registro a partir de Thomaz Arnold em 1828. Este educador sistematizou os jogos populares existentes em função de uma necessidade pedagógica através das práticas esportivas. Atualmente, o esporte escolar é similar ao esporte de alto rendimento, com pequenas adaptações que pouco colaboram para o desenvolvimento do aluno/atleta. As pressões advindas desta competição de alto nível geram elevados níveis de estresse e influenciam nas atitudes comportamentais individuais, classificadas como Padrão do Comportamento do TIPO A, que interferem na dinâmica das interações grupais da equipe a qual pertencem. Fizeram parte desse estudo 240 alunos/atletas, de 24 escolas do ensino básico da grande São Paulo, participantes das competições organizadas pela Federação do Desporto Escolar do Estado de São Paulo no ano de 2007, em 4 modalidades esportivas, basquetebol, futsal, handebol e voleibol. Todas as equipes apresentaram altos níveis de Padrão de Comportamento do Tipo A e este comportamento influenciou na coesão grupal de todas as equipes, na ordem de 73,3% para o basquetebol, 90,6% para o futsal, 63,7% para o handebol e 74,8% para o voleibol. Concluiu-se que níveis médios do padrão de comportamento do tipo A entre 50 e 60% são desejados para a manutenção da alta e média coesão grupal. Este educador sistematizou os jogos populares existentes em função de uma necessidade pedagógica através das práticas esportivas. Atualmente, o esporte escolar é similar ao esporte de alto rendimento, com pequenas adaptações que pouco colaboram para o desenvolvimento do aluno/atleta. As pressões advindas desta competição de alto nível geram elevados níveis de estresse e influenciam nas atitudes comportamentais individuais, classificadas como Padrão do Comportamento do TIPO A, que interferem na dinâmica das interações grupais da equipe a qual pertencem. Fizeram parte desse estudo 240 alunos/atletas, de 24 escolas do ensino básico da grande São Paulo, participantes das competições organizadas pela Federação do Desporto Escolar do Estado de São Paulo no ano de 2007, em 4 modalidades esportivas, basquetebol, futsal, handebol e voleibol. Todas as equipes apresentaram altos níveis de Padrão de Comportamento do Tipo A e este comportamento influenciou na coesão grupal de todas as equipes, na ordem de 73,3% para o basquetebol, 90,6% para o futsal, 63,7% para o handebol e 74,8% para o voleibol. Concluiu-se que níveis médios do padrão de comportamento do tipo A entre 50 e 60% são desejados para a manutenção da alta e média coesão grupal / The schooling sports have its first registry by Thomaz Arnold in 1828. This educator at that period of time systemized existing games to develop disciplinary skills through sports. Currently, the practice of sport in schools is similar to high performance sports, but it has not made many adjustments to contribute to the development of student/athlete. The intense force of pressure whithin the high level competition has generated impressive patterns of stress which has influenced the behavior of one individual, which can be defined as Behavior Pattern Type A, interfering in the dynamic of group and/or team interaction. As part of this study 240 students/athletes of 24 primary schools of São Paulo, as well as participants of competitions organized by the Federação do Desporte Escolar do Estado de São Paulo year 2007, within 4 categories, basketball, indoor soccer, handball and volleyball. All teams presented high levels of Behavior Pattern Type A, in which such behavior influenced the correlation between all teams, statically 73.3% basketball, 90.6% indoor soccer, 63.7%handball and 74.8% volleyball. It can be concluded that an average level of Behavior Pattern Type A is wished to be around 50 to 60% to keep a steady and fine correlation within a group performance

O esporte escolar tem seu primeiro registro a partir de Thomaz Arnold em 1828. Este educador sistematizou os jogos populares existentes em função de uma necessidade pedagógica através das práticas esportivas. Atualmente, o esporte escolar é similar ao esporte de alto rendimento, com pequenas adaptações que pouco colaboram para o desenvolvimento do aluno/atleta. As pressões advindas desta competição de alto nível geram elevados níveis de estresse e influenciam nas atitudes comportamentais individuais, classificadas como Padrão do Comportamento do TIPO A, que interferem na dinâmica das interações grupais da equipe a qual pertencem. Fizeram parte desse estudo 240 alunos/atletas, de 24 escolas do ensino básico da grande São Paulo, participantes das competições organizadas pela Federação do Desporto Escolar do Estado de São Paulo no ano de 2007, em 4 modalidades esportivas, basquetebol, futsal, handebol e voleibol. Todas as equipes apresentaram altos níveis de Padrão de Comportamento do Tipo A e este comportamento influenciou na coesão grupal de todas as equipes, na ordem de 73,3% para o basquetebol, 90,6% para o futsal, 63,7% para o handebol e 74,8% para o voleibol. Concluiu-se que níveis médios do padrão de comportamento do tipo A entre 50 e 60% são desejados para a manutenção da alta e média coesão grupal. Este educador sistematizou os jogos populares existentes em função de uma necessidade pedagógica através das práticas esportivas. Atualmente, o esporte escolar é similar ao esporte de alto rendimento, com pequenas adaptações que pouco colaboram para o desenvolvimento do aluno/atleta. As pressões advindas desta competição de alto nível geram elevados níveis de estresse e influenciam nas atitudes comportamentais individuais, classificadas como Padrão do Comportamento do TIPO A, que interferem na dinâmica das interações grupais da equipe a qual pertencem. Fizeram parte desse estudo 240 alunos/atletas, de 24 escolas do ensino básico da grande São Paulo, participantes das competições organizadas pela Federação do Desporto Escolar do Estado de São Paulo no ano de 2007, em 4 modalidades esportivas, basquetebol, futsal, handebol e voleibol. Todas as equipes apresentaram altos níveis de Padrão de Comportamento do Tipo A e este comportamento influenciou na coesão grupal de todas as equipes, na ordem de 73,3% para o basquetebol, 90,6% para o futsal, 63,7% para o handebol e 74,8% para o voleibol. Concluiu-se que níveis médios do padrão de comportamento do tipo A entre 50 e 60% são desejados para a manutenção da alta e média coesão grupal / The schooling sports have its first registry by Thomaz Arnold in 1828. This educator at that period of time systemized existing games to develop disciplinary skills through sports. Currently, the practice of sport in schools is similar to high performance sports, but it has not made many adjustments to contribute to the development of student/athlete. The intense force of pressure whithin the high level competition has generated impressive patterns of stress which has influenced the behavior of one individual, which can be defined as Behavior Pattern Type A, interfering in the dynamic of group and/or team interaction. As part of this study 240 students/athletes of 24 primary schools of São Paulo, as well as participants of competitions organized by the Federação do Desporte Escolar do Estado de São Paulo year 2007, within 4 categories, basketball, indoor soccer, handball and volleyball. All teams presented high levels of Behavior Pattern Type A, in which such behavior influenced the correlation between all teams, statically 73.3% basketball, 90.6% indoor soccer, 63.7%handball and 74.8% volleyball. It can be concluded that an average level of Behavior Pattern Type A is wished to be around 50 to 60% to keep a steady and fine correlation within a group performance

Group delivered empirically supported therapies have been reported to have beneficial effects for cancer patients. However, little is known about the relationship between group cohesion and outcomes of these interventions. This study tested the hypothesis that group cohesion relates to the effects of a group intervention. Participants included 56 women with Stage I to II breast cancer who had completed a 10-week CBSM intervention 3 to 12 months after undergoing surgery and adjuvant therapy. Groups of 3 - 5 participants met weekly for sessions of approximately 1 hour and 45 minutes duration. All participants were assessed at baseline (2 weeks prior to beginning the intervention) and at follow-up (12 weeks after enrollment in the study). Cohesion was measured at the end of each intervention session by External Comfort (EC), a factor of the relatedness scale of the Stuttgarter Bogen instrument (1976). EC denotes an aspect of the sense of comfort of an individual within the group that is dependent on how the group participant relates to other members. EC score for session 9 (EC9), and change in EC from session 2 to session 9 (calculated as a change score, i.e., session 9 score minus session 2 score), were used for analyses as independent variables in simple linear regression models. Dependent variables were also calculated as a change score (i.e., follow-up minus baseline) and included benefit finding (Post Traumatic Growth Inventory PTGI, total score and its 5 factors), depression (CESD), urinary cortisol, and natural killer cell function (total percent, number and cytotoxicity). Results yielded a positive change in EC from session 2 to session 9 (M = 2.29, S.D. = 2.67). Regression analyses indicated a significant negative relationship between change in EC9 and change in total PTGI scores (beta= -.450, p= .011), and change in Factor 1 Relating to Others (beta=-.414, p=.021). A marginally significant negative relationship was observed between change in EC from session 2 to session 9 and the New Possibilities Factor of the PTGI (beta=-.323, p=.077). A median split, by change in EC, indicated that participants with high EC scores throughout the intervention showed an increase in total PTGI scores, and in two of the five PTGI factors at follow-up. In contrast, participants who initially scored lower values in EC showed no change in these variables. These results suggest that the longer it takes an individual to feel comfortable in the group, the less the individual would be able to find benefit from their cancer experience after the intervention.

The primary purpose of this dissertation was to investigate the relationship between a team building (TB) intervention and the adherence behaviours of youth participating in a physical activity club. A preliminary study served to assess the appropriateness of a modified version of the Group Environment Questionnaire (GEQ, Carron, Widmeyer, & Brawley, 1985) for a youth sample (N =203), and the results revealed that the instrument appeared to be appropriate for this population. Participants for the main intervention study (N = 122) were high school students (Grades 9-12) participating in 10 rural, school-based exercise clubs. Individuals in five of the schools (n=65) were exposed to a TB intervention and individuals in the other five schools (n=57) served as the controls. Results were divided into examination of process and outcome variables. In terms of the process variables, results revealed that the five factors (group distinctiveness, group positions, group norms, communication/interaction, individual sacrifices) manipulated in the TB intervention significantly differentiated the two groups, Wilks Lambda (5) = .597, p<.001, and in the direction predicted. An examination of the outcome variables revealed that the TB factors added unique variance in predicting task cohesion (ATG-T, R2 Ä = .13 and GI-T, R2 Ä = .21). Finally, an examination of adherence outcomes revealed significant differences in attendance with TB group members attending more sessions than control group members, Wilks Lambda (1,98) = 3.07, p = .08, þ2 = .01. However, no significant difference was found in terms of drop-outs between the groups, t (8) = .54, p>.10. A secondary analysis also revealed a significant relationship between groups and group task satisfaction, with those in the TB group holding greater perceptions of group task satisfaction than those in the control group, Wilks Lambda (1, 97) = 11.69, p = .001, þ2 = .02. These findings provided preliminary support for TB as an effective group-based intervention to improve activity attendance in this population. Given this was the first study to examine the relationship between TB and youth adherence in an exercise setting, further research is recommended.

The primary purpose of this dissertation was to investigate the relationship between a team building (TB) intervention and the adherence behaviours of youth participating in a physical activity club. A preliminary study served to assess the appropriateness of a modified version of the Group Environment Questionnaire (GEQ, Carron, Widmeyer, & Brawley, 1985) for a youth sample (N =203), and the results revealed that the instrument appeared to be appropriate for this population. Participants for the main intervention study (N = 122) were high school students (Grades 9-12) participating in 10 rural, school-based exercise clubs. Individuals in five of the schools (n=65) were exposed to a TB intervention and individuals in the other five schools (n=57) served as the controls. Results were divided into examination of process and outcome variables. In terms of the process variables, results revealed that the five factors (group distinctiveness, group positions, group norms, communication/interaction, individual sacrifices) manipulated in the TB intervention significantly differentiated the two groups, Wilks Lambda (5) = .597, p<.001, and in the direction predicted. An examination of the outcome variables revealed that the TB factors added unique variance in predicting task cohesion (ATG-T, R2 Ä = .13 and GI-T, R2 Ä = .21). Finally, an examination of adherence outcomes revealed significant differences in attendance with TB group members attending more sessions than control group members, Wilks Lambda (1,98) = 3.07, p = .08, þ2 = .01. However, no significant difference was found in terms of drop-outs between the groups, t (8) = .54, p>.10. A secondary analysis also revealed a significant relationship between groups and group task satisfaction, with those in the TB group holding greater perceptions of group task satisfaction than those in the control group, Wilks Lambda (1, 97) = 11.69, p = .001, þ2 = .02. These findings provided preliminary support for TB as an effective group-based intervention to improve activity attendance in this population. Given this was the first study to examine the relationship between TB and youth adherence in an exercise setting, further research is recommended.

Virtual teams in industry are increasingly being used to develop software, create products, and accomplish tasks. However, analyzing those collaborations under same-time/different-place conditions is well-known to be difficult. In order to overcome some of these challenges, this research was concerned with the study of collaboration-based, content-based and temporal measures and their ability to predict cohesion within global software development projects. Messages were collected from three software development projects that involved students from two different countries. The similarities and quantities of these interactions were computed and analyzed at individual and group levels. Results of interaction-based metrics showed that the collaboration variables most related to Task Cohesion were Linguistic Style Matching and Information Exchange. The study also found that Information Exchange rate and Reply rate have a significant and positive correlation to Task Cohesion, a factor used to describe participants' engagement in the global software development process. This relation was also found at the Group level. All these results suggest that metrics based on rate can be very useful for predicting cohesion in virtual groups. Similarly, content features based on communication categories were used to improve the identification of Task Cohesion levels. This model showed mixed results, since only Work similarity and Social rate were found to be correlated with Task Cohesion. This result can be explained by how a group's cohesiveness is often associated with fairness and trust, and that these two factors are often achieved by increased social and work communications. Also, at a group-level, all models were found correlated to Task Cohesion, specifically, Similarity+Rate, which suggests that models that include social and work communication categories are also good predictors of team cohesiveness. Finally, temporal interaction similarity measures were calculated to assess their prediction capabilities in a global setting. Results showed a significant negative correlation between the Pacing Rate and Task Cohesion, which suggests that frequent communications increases the cohesion between team members. The study also found a positive correlation between Coherence Similarity and Task Cohesion, which indicates the importance of establishing a rhythm within a team. In addition, the temporal models at individual and group-levels were found to be good predictors of Task Cohesion, which indicates the existence of a strong effect of frequent and rhythmic communications on cohesion related to the task. The contributions in this dissertation are three fold. 1) Novel use of Temporal measures to describe a team's rhythmic interactions, 2) Development of new, quantifiable factors for analyzing different characteristics of a team's communications, 3) Identification of interesting factors for predicting Task Cohesion levels among global teams.