Computer-Support Cooperative Work (CSCW) reflects the change in emphasis from using computers to solve problems to using computers to facilitate human interactions. Most studies, however, have focused on the use of the technology rather than on the human-human interaction (HHI) in these environments due to: the varied perspectives of the investigators; and the lack of a consistent variables. Although numerous studies exist on a variety of products, only limited research has been conducted with the most prevalent of the technologies in the marketplace, Lotus Notes™. This field study, conducted using Lotus Notes™, operationalizes a model proposed, but not tested, for the study of group decision-making in CSCW environments put forth by Kraemer and Pinsonneault (1990). This study examines the use of CSCW in the group decision-making process, the participation rate for group decision-making in CSCW environments, and the criteria for determining quality in group decisions in CSCW environments. The study also proposes a new perspective for examining technology using the human context, recommends extensions for the group study framework and explores areas for future research.

In this study, a comparison was made between the various levels of group cognitive complexity and its relationship to task performance and task satisfaction. The goal of this research is to answer the general question, "Should decision-making groups consist of individuals who are similar in the way they differentiate and/or integrate various stimuli in order to increase performance and satisfaction?" The preceding research problem was analyzed in a laboratory setting using a 2 X 2 factorial design blocked on the variable, cognitive complexity. The Repertory Grid was used to measure the cognitive complexity of 228 student subjects. These subjects were stratified into groups of three based on their cognitive complexity score on the Repertory Grid (Kelly, 1955). Each group was treated randomly with one of two levels of task complexity (complex or not complex). Moreover, the groups received an imposedgroup structure that incorporated centralized or decentralized decision-making. Results indicated that groups consisting of cognitively complex members outperformed groups consisting of noncomplex members. No support was obtained for the two-way interaction between group cognitive complexity and either task complexity or group structure. Support was obtained for the interaction between task complexity and group structure on both task satisfaction measures. The highest satisfaction levels occurred with a complex task in a decentralized structure. In addition, the three-way interaction effect on the task satisfaction scale between group structure, task complexity, and group cognitive complexity was significant. The means, however, were not in the predicted direction. For cognitively simple groups, a complex task with a decentralized structure lead to the highest task satisfaction level; whereas, a less complex task with a decentralized group structure lead to the lowest task satisfaction score for noncomplex members. There were no significant differences for cognitively complex groups when analyzing the three-way interaction between group cognitive complexity, task complexity, and group structure.

M.Ed. (Educational Management) / Please refer to full text to view abstract

Modern organizations increasingly rely on teams to act as information processors—pooling and integrating various sources of information in order to solve complex problems and reach quality decisions. Traditional frameworks for the influence of diversity suggest that diversity can enhance decision making by adding to the backgrounds and perspectives that can be applied to a given task. However, this additive view of diversity is unable to account for more recent findings that show that members of homogeneous and diverse groups differ in their decision-making processes even when they have access to identical task-relevant information. I propose a novel theoretical framework whereby in homogeneous groups, members construe the group more abstractly as a group, while members of diverse groups construe the group more concretely as individuals. These differences in cognitive orientation shape relational goals, communication norms and additional task-relevant cognitions within groups. I test some of the propositions set forth in two studies. In the first, I find that homogeneous group members’ tendency to focus on building positive relationships at the cost of thorough task consideration relative to diverse groups only occurs at more abstract levels of construal and can be eliminated by priming more concrete construal. In the second study, I find that members of diverse groups voice their unique opinions more frequently, use more first-person singular pronouns (i.e., “I”, “me”), and use more concrete language in their group discussions relative to homogeneous groups. Theoretical and practical implications, as well as future applications of this novel framework are also discussed.

The theory of groupthink has been highly beneficial in the study of how groups make decisions. It has permeated almost every field containing decision making groups. Despite its popularity, there has been a surprising lack of empirical support for the model. It is the aim of this paper to suggest a possible explanation for the current state of groupthink research. First the groupthink model is described briefly, followed by a look at several selected empirical and case studies of groupthink. A potential reason for the dearth of empirical is then proposed along with a suggestion for future groupthink research.

In the last decade, the Commonwealth Government has relied increasingly on policy-induced consortia to implement its education policy initiatives. The study focused on education policy pertaining to citizenship education, and specifically on the recommendations of the Civics Expert Group's 1994 report Whereas the people...Civics and Citizenship Education. The then Commonwealth Government called for policy-induced consortia to submit applications as a means to implement the report's recommendations. As a result, the Western Australian Consortium for Citizenship Education was formed. The Consortiums submission for a grant to assist teachers to prepare curriculum materials for citizenship education was successful. The study examined the decisions made by the Consortium members in relation to the curriculum materials project.The study was informed by an examination of literature pertaining to citizenship and citizenship education, the implementation of public policy, and group and curriculum decision-making. The review of the literature concerning the constructs of 'citizen' highlighted the contested nature of citizenship. In turn, this is reflected in the debates about the nature of citizenship education. As well, the literature review revealed many models of policy implementation and group curriculum decision-making do not adequately reflect the complexities and realities of group decision-making processes. The models often ignore the socio-political dynamics of the group, particularly in a policy-induced consortium, which exists for a specific and limited purpose, where members owe allegiance to their institutions rather than the consortium and where the consortium is accountable to a government department for the management of the project.A case study approach using qualitative methods was used. These methods and approaches are most likely to capture and interpret ++ / the humanness of group decision-making. Moreover, they take into account the importance of the values each member of the Consortium brought to the group and recognise that each member constructed his/her meaning as a result of social interaction with other Consortium members.The case study focused on a detailed examination of the work of the Western Australian Consortium for Citizenship Education and especially on the sub-group of the Project Management Committee over eighteen months. The notion of 'critical decisions' was used to analyse the Consortium's decision-making. Each critical decision had significant consequences for the ongoing work of the Consortium. The nature of the Consortium's decision-making highlighted the overwhelming importance of social dynamics over curriculum decision-making.The intentions of the study were to build towards a more complete understanding of the socio-political nature of group curriculum decision-making; to contribute to theorising about the humanness of group curriculum decision-making; and to provide an informed perspective about the significance of the Commonwealth Government's intervention in education through the mechanism of policy-induced consortia.The thesis makes a contribution to the socio-political dimension of group curriculum decision-making in federations. It illustrates that curriculum policy delivery is a socio-political process focussing on interpersonal relationships rather than a rational or deliberative process based on educational outcomes.

Abstract not available

This study adds to the limited empirical research evidence about the use of group facilitation in organisations. It analyses data collected from managers and facilitators to identify the critical contingency factors that influence the use of group facilitation. The data was analysed using an iterative process of grounded content analysis. The findings identify four primary contingency factors that influence the use of group facilitation. Chief among these is the 'outcomes-oriented' worldview that characterises the theories-in-use of both managers and facilitators. Group facilitation is used when managers perceive that it is likely to be an appropriate intervention which will enable the achievement of certain desired organisational goals. A parallel finding is that the relationship between managers and external facilitators is frequently 'instrumental' in nature. These findings have significant implications for both the theory and practice of group facilitation, especially concerning the field's dominant view of facilitation as a 'neutral' intervention. It extends the perspective proffered by a minority of scholars and writers in this field. The other primary contingency factors identified in this study include the complexity of the group's task; the need to challenge or otherwise alter the way a group is thinking in relation to its task; and the need to have open discussions about issues pertaining to the work or life of the group when the expertise to enable such discussions is not otherwise available. In addition to the implications regarding the neutrality of facilitation, the findings of this study have implications for the management of groups within organisations. Facilitation is demonstrably a useful means of building trust and enhancing relationships in numerous situations. It is also clearly perceived to be an appropriate means of enabling groups to structure and manage complex tasks. This includes tasks that are both objectively complex in nature, and those that group members subjectively experience as complex tasks. Given the increasing complexity of business environments, the complexity of many group tasks, and the increasing propensity for organisations to utilise teams and groups to get work done, facilitation is emerging as an important means of assisting organisational effectiveness.

Distributed cognition has been emerging as a new research direction in cognitive science over the last two decades and is gaining momentum. In a recent study Hollan, Hutchins and Kirsch argue that the distributed cognition framework enables the study of interaction between people and artifacts. This thesis views tools as an integral part of cognition, and focuses on the complex interaction between brain, body and environment, which complements automatic internal processing in the brain and assists with individual and group problem solving. The thesis analyses some existing research about teams working in high-pressure environments and their complex interactions with their external environment, cognitive tools and each other.

This thesis studies the use of a collaborative spatial Multi-Criteria Analysis tool in site evaluation with multiple participants. The approach is situated within the context of three concepts of space, choice and participation, and is informed by fields as diverse as Decision-Making, Participatory Planning, Geographical Information Systems, Decision Support Systems, Voting, and Group Collaboration. A collaborative spatial Multi-Criteria Analysis software tool called MapChoice was designed for this thesis, built upon open source components and featuring easy-to-use decision support functionality in both single-user and collaborative modes. MapChoice was then evaluated in a real-world site selection situation with a case study on the location of much-needed affordable housing in the Town of Collingwood, Ontario. Based on previous discussions and workshops on the project, a workshop was held with a group of community housing advocates to compare a set of possible sites for an affordable housing project according to a set of spatial and aspatial criteria. The study indicates that a collaborative spatial MCA approach can be used in dealing with complex planning problems, and that it has the potential to contribute to improved consensus between participants.