This study investigated the relationship between leadership style and group processes and dynamics with due consideration of the role of related systems in the context of organisational change. The theoretical assumptions and practical implications of the full range model of leadership were discussed. This model emphasises the transactional-transformational paradigm. In addition, approaches to studying and working with groups were covered, focusing specifically on group processes and group dynamics. In the case of the latter, the systems psychodynamic perspective was emphasised. The present study was conducted in a plant of a South African production organisation that had been experiencing transformation. An intervention was done at management level to identify behavioural and operational issues and to sensitise the members of the management team in terms of individual and group functioning. The conceptualisation of leadership styles in terms of the full range model of leadership was largely supported by means of associations with certain personality traits and behaviours. The latter also provided a profile of desired characteristics, especially in terms of interpersonal styles and work and social ethics. The theory on group processes and dynamics was used to explore group and organisational functioning. The context of change and the related insecurity resulted in efforts to deal with anxiety by means of excessive reliance on structure. Centralised leadership and a dynamic of control and dependency characterised all levels of the organisation. Cooperation in an interdependent manner was therefore problematic and there was also a struggle in terms of interrelatedness in and between systems. The unconscious defence strategy was related to the general reliance on transactional behaviours and the lack of authorisation of leadership in terms of transformational behaviours. Despite the successful application of theory in the present study and the contribution made by the results, it was concluded that the uniqueness and the realities of each situation need to be explored and provided for, and a system should be allowed to determine the progression in the system. / Psychology / D. Litt. et Phil. (Psychology)

The high failure rate in the learning areas Mathematics and Mathematical Literacy is of great concern to educators. In-service training courses for educators in Mathematics and Mathematical Literacy were presented with the aim to enhance the application of didactics in the classroom. The problems concerning the application (impact) could possibly be attributed to the components, elements and presentation of the in-service training course. In an attempt to identify the relevant components and elements, quasi-experimental positivist and interpretive research was conducted. Both qualitative and quantitative methods were used. The question arising is: Could improved impact in the classroom be achieved 1. if the in-service training facilitators received better training, and 2. by incorporating change of attitude, the treatment of the full subject content and the principles of learning structures and co-operative learning into the in-service-training? Educators are still experiencing problems with the transfer of the subject content to the learners. / Early Childhood Education and Development / M. Ed. (Kurrikulumstudies)

Orientador: Gastão Wagner de Souza Campos / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Ciencias Medicas / Made available in DSpace on 2018-08-13T03:50:50Z (GMT). No. of bitstreams: 1 Cunha_GustavoTenorio_D.pdf: 3083996 bytes, checksum: 7394ebdd8397352bfd69c1fc23977597 (MD5) Previous issue date: 2009 / Resumo: A prática gerencial hegemônica costuma privilegiar a padronização de condutas e a fragmentação do trabalho, em lugar do apoio aos profissionais de saúde no desafio de fazer uma clínica ampliada, que reconheça a singularidade dos sujeitos e grupos. Esta prática gerencial reforça um tipo de clínica que costuma ter dificuldade para lidar com pessoas reais, uma vez que enxerga na complexidade do adoecimento e do sofrimento, apenas os aspectos diagnósticos e recortes disciplinares, com graves conseqüências para a qualidade da atenção. É necessário, portanto, que os profissionais desenvolvam tanto alguma crítica a este tipo de conhecimento universalizante (e ao hábito quase inconsciente de tomar a "parte" pelo "todo") quanto alguma capacidade de lidar com a subjetividade inerente ao trabalho em saúde (do usuário, dos grupos e dos próprios profissionais). Michaël Balint, em meados do século passado, foi pioneiro em apontar que o aprendizado clínico não se reduzia aos seus aspectos cognitivos, propondo a criação dos GRUPOS BALINT para o apoio através da discussão supervisionada de casos clínicos. O presente trabalho aborda alguns dos principais desafios da atenção básica e apresenta a elaboração e experimentação de um instrumento de apoio à gestão da clínica e formação dos profissionais: os Grupos BALINT-PAIDÉIA, que procura adaptar os grupos BALINT para a realidade atual do SUS em síntese com o Método Paidéia para a co-gestão de coletivos. Inicialmente, apresentam-se instrumentos conceituais relevantes - Método Paidéia, Grupos Balint, Equipe de Referência e Apoio Matricial, Projeto Terapêutico Singular (PTS) e Clínica Ampliada - juntamente com uma breve contextualização da Atenção Básica no SUS. Em seguida, apresenta-se a formulação da proposta de GRUPOS BALINT PAIDÉIA (GBP) como instrumento complementar de apoio e formação em serviço, privilegiando a clínica ampliada e a co-gestão. Apresenta-se, então, o relato da experimentação prática de um GBP com 18 profissionais médicos e enfermeiros da rede básica na cidade de Campinas, elaborada a partir do diário de campo, metodologia utilizada no acompanhamento do grupo. Na seqüência, são apresentados alguns possíveis aprendizados teóricos a partir desta experiência: (1) sobre a importância e as implicações da coordenação de casos clínicos; (2) sobre o tema da Clínica Ampliada e sua relação com os conceitos de Flash e Intuição, com o Método Clínico Centrado na Pessoa (MCCP), com algumas das contribuições de Nahman Armony ; (3) sobre a medicalização e os paradigmas de saúde; (4) sobre a influência das religiões nas práticas de saúde; e (5) sobre os desafios no processo de formação dos profissionais de saúde / Abstract: The hegemonic management practice usually focuses on the hegemonic standards of conduct and fragmentation of work, instead of supporting health professionals in the challenge to make an extended clinic, which recognizes the singularity of individuals and groups. The hegemonic practice reinforces one type of clinic that frequently shows difficulties in dealing with real people, since it withdraws from the complexity of illness and suffering, only the diagnostic aspects and disciplinary particularities, carrying serious consequences for the quality of health care as result. Hence it is necessary that professionals develop critical positions related to such universalizing knowledge (and to the almost unconscious habit of taking the "part" as the "whole") specially referring to some capacity to deal with the subjectivity which is inherent in working in health care (related to the user, to the groups and to the professionals themselves. Michael Balint, in the middle of last century, was the pioneer in pointing out that clinical learning is not reduced to its cognitive aspects. He proposed the creation of BALINT GROUPS as support by means of monitored discussion of clinical cases. This thesis addresses some of the major challenges of primary care and presents the development and experimentation of a support instrument to clinical management and training for health professionals: Groups BALINT-PAIDEIA, aiming to adapt the groups BALINT to the current reality in the Brazilian National Health System (SUS) and working with Paideia, a Method for collective co-management of groups. Initially, this work presents relevant conceptual tools - Method Paideia, Balint Groups, Reference and Support Team Matrix, Singular Therapeutic Project (TSP) and Extended Clinic - along with a brief contextualization of Primary Care in SUS. Then it presents the formulation of the proposed BALINT GROUPS PAID (GBP) as a complementary instrument to support and in-service training, focusing on clinical and expanded comanagement. It is then reported the hand-on practice experimentation of a GBP including 18 professional doctors and nurses of the core network in the city of Campinas, prepared from daily field notes, methodology which is used in monitoring the group. In sequence is presented some possible theoretical learning from this experience: (1) on the importance and implications for coordination of clinical cases, (2) on the issue of Extended Clinical its relationship along with the concepts of Flash and Intuition, along with to The Patient- Centred Clinical Method and finally with some contributions from Nahman Armony, (3) on the paradigms and the medicalization of health, (4) on the influence of religion in health care practices, and (5) on the challenges in the training of health professionals / Doutorado / Saude Coletiva / Doutor em Saude Coletiva

Dans le contexte actuel d’évolution et de transformation du travail, notre recherche s’attache à comprendre et à expliquer de quelle manière des acteurs professionnels (individuels et collectifs), engagés dans la définition des politiques et des pratiques de formations professionnelles aéronautiques, parviennent, collectivement, à se mettre d’accord sur des normes et des contenus de programmes de formation. Cette recherche compare des activités de délibérations collectives de deux groupes professionnels (l’un à dimension nationale et l’autre à dimension locale) qui ont en charge la définition de nouveaux programmes et normes de formations techniques qualifiantes. Les membres de ces groupes (27 et 20 sujets) représentent des entreprises, des formateurs, responsables de lycées techniques, des Ministères compétents, des figures individuelles reconnues du secteur aéronautique au plan national. Au niveau méthodologique, dans une approche exploratoire compréhensive, nous avons observé et enregistré systématiquement les réunions de ces deux groupes durant une année. Nous avons aussi analysé les discours qui en découlent ainsi qu’effectué et examiné des entretiens semi-directifs et des questionnaires que nous avons construits. Dans une perspective systémique, active et plurielle de la socialisation, le modèle de l’interstructuration du sujet et des institutions (Baubion-Broye & Hajjar, 1998) auquel nous nous référons considère que les activités du sujet sont construites et signifiées par lui, tout au long de sa vie, et en interaction avec autrui. Nos résultats montrent, notamment, que les décideurs prennent majoritairement des décisions collectives par « consensus apparent » et qu’il y a un lien entre l’expression manifeste d’alliances et le degré de consensus. Les relations interpersonnelles évoluent au cours du temps. / In the current context of evolution and transformation of work, our research attempts to understand and explain how professional actors (individual and collective), engaged in the definition of policies and practices of aeronautic vocational trainings, come to an agreement, collectively, on standards and contents of training programs. This research confronts processes of collective deliberations of two professional groups (one of national size and the other of local size) which have to define new programs and norms concerning qualifying technical trainings. Members of these groups (27 and 20 subjects) represent companies, trainers or managers of technical schools (private or public), competent ministries, individual figures recognized in the aeronautic field. At a methodological level, in a comprehensive exploratory approach, we have systematically observed and analyzed meetings of these two groups during one year as well as the speeches that come out from meetings. We made and analyzed semi-structured interviews and questionnaires we had built. In a systemic, active and plural approach of socialization, the interstructuration model of subject and institutions we refer to (Baubion-Broye & Haijar, 1998), considers that subject builds his activities all along his life and in interaction with other people. Our results show, on one hand that, generally, decision-makers arrive on a conclusion and a decision thanks to “apparent consensus”. On the other hand our study proves there is a link between the evident expression of coalitions and the consensus degree. Interpersonal relations change over time.

Rural Ethiopia rolled-out a program for the establishment of farmers’ collective action groups known as ‘Farmers’ Development Groups’ (FDGs), in 2007, based on presumed common interest of smallholder farmers. Although the government trusts that FDGs fetch fast and widescale agricultural transformation as part of the participatory agricultural extension system, systematic study and evidence on what motivates smallholder farmers to act collectively, the group dynamics, long term impact and transformative potential of the agricultural extension groups is scarce. Using the expectancy-value theory in social-psychology, this study explores what drives smallholders to act collectively; their participation level and benefits in groups, particularly for women and the youth; and the extent to which farmers’ groups attain intended agricultural transformation goals of productivity and commercialization. The study collected a mix of qualitative and quantitative data in 2016, through 46 key informant interviews; 8 focus group discussions with farmers, and a survey of randomly selected 120 smallholder farmers (30 percent women) in four sample woredas (districts) of Ethiopia. The findings of the study are drawn through a content analysis, and descriptive and correlation analysis of the qualitative and quantitative data, respectively. The study findings show that social identity, and not ‘common interest’ motivates smallholder farmers to join and participate in FDGs. The study provides evidence that participation in FDGs enhances smallholder farmers’ adoption and use of agricultural technologies, where 96 and 84 percent of the farmers who received extension messages in the group on crop and livestock production, respectively, applied the message. Consequently, by 2015 more than 85 percent of the survey respondent farmers reported above 10 percent increase in crop and livestock productivity. Nevertheless, the nature of the incremental changes brought by the collective actions are not transformative, nor sustainable. Extension groups have limited contribution to commercialization of smallholders, where only 20 percent of the FDG members participate in output marketing. More so, FDGs avail limited collective opportunity for the landless youth, and married female farmers in a rural society where difference in power, status and privilege prevail. It also limits deviation of thought among the rural community. Limited access to inputs and technology; large family size; limited access to farm land; over dependence of the extension system on ‘model’ farmers and public extension agents, and poorly designed sustainability features bound the transformative potential of FDGs. The study forwards a set of five recommendations to unleash the potential of FDGs: reconsider the group design to be identity congruent; ensure inclusiveness for young and female farmers; empower and motivate voluntary group leaders; encourage collective marketing and; invest in sustainability features of the group. / Development Studies / Ph. D. (Development Studies)

No description available.

Le domaine du plein air est un champ traditionnellement masculin où les filles et les femmes éprouvent généralement des difficultés à être reconnues par leurs pairs et subissent plusieurs formes de discrimination. Cette faible reconnaissance, ainsi que la discrimination subie par plusieurs d’entre elles, ont des impacts négatifs sur leur participation, leur confiance en elle, leur sentiment d’appartenance, le développement de leurs habiletés techniques, et même, sur leur longévité professionnelle dans le domaine. Plusieurs activités de plein air se déroulent en contexte de groupe dans lesquels les inégalités de genre du domaine sont susceptibles d’émerger et de se reproduire. Ainsi, les groupes d’expédition sont des contextes privilégiés pour observer comment opèrent l’émergence et le fonctionnement des inégalités de genre dans le domaine du plein air. Ce projet de recherche doctorale vise à développer une meilleure compréhension des processus entourant la reconnaissance sociale dans les groupes d’expédition éducative, et ce, en portant une attention particulière au genre. Une étude de cas ethnographique comprenant de l’observation participante au cours d’une expédition de canotage de quatre semaines a été menée auprès d’un groupe d’étudiants (17 hommes et 7 femmes) engagés dans un programme de formation universitaire de premier cycle en intervention plein air. Un cadre conceptuel sociologique bourdieusien a été utilisé afin de rendre compte des différents processus pouvant influencer la reconnaissance sociale des membres d’un groupe d’expédition. Les concepts de champ, d’espèces de capital et d’habitus ont permis de mener trois analyses distinctes mais interreliées. La première étude est basée sur la signification et la valeur symbolique des tâches et des activités inhérentes à la conduite d’une expédition de canot et porte sur la division sexuée du travail en expédition. Cette étude montre comment le genre, les représentations du genre de même que la classe sociale interagissent pour orienter les stratégies d’amélioration ou de maintien de statut. La deuxième et la troisième mobilisent certains constats issus des travaux sur les hiérarchies de statut dans les groupes ayant des objectifs à atteindre. Plus précisément, la deuxième étude est basée sur le postulat selon lequel la perception de 6 compétence et les attentes de performance à l’égard d’une personne jouent des rôles déterminants dans les processus d’attribution de statut dans les groupes. L’analyse des données a permis d’identifier différentes stratégies consistant à laisser implicitement sous-entendre, dans ses actions ou ses discours, la possession d’une certaine expertise. Cette analyse a aussi permis de mettre en évidence comment les rapports sociaux de genre jouaient des rôles importants dans les processus de distinction liés à la compétence et comment les compétences de certaines femmes étaient parfois ignorées ou encore utilisées par d’autres participants pour apparaître plus compétents qu’elles. Enfin, la troisième analyse s’appuie principalement sur les concepts de capital social et de champ comme espace de luttes dans lequel les agents cherchent à influencer le mode de perception et d’appréciation légitime. Cette troisième analyse a permis d’identifier des stratégies consistant à gérer les relations et les interactions sociales avec autrui de façon à en tirer des avantages en termes d’amélioration ou de maintien de statut au sein d’un groupe. Cette étude a permis de montrer comment les rapports sociaux de genre et de classe interagissent et influencent les relations et les interactions sociales dans le groupe et donc, les processus de reconnaissance sociale. L’ensemble de ces analyses permet de mieux comprendre les logiques d’action et le fonctionnement, en contexte d’expédition, des inégalités fondées sur le genre et la classe sociale. Parallèlement, ces études ont aussi permis d’examiner certains enjeux relatifs à l’apprentissage et à la gestion des risques en contexte d’expédition éducative. À cet effet, des pistes d’intervention praxéologiques susceptibles de favoriser une dynamique de groupe plus inclusive et d’accroître le bien-être des participants, leur apprentissage et leur sécurité ont été proposées. / The outdoor field is a traditionally male-dominated field where girls and women generally have difficulty being recognized by their peers and suffer from many forms of discrimination. This low recognition, as well as the discrimination experienced by many of them, have negative impacts on their participation, confidence, sense of belonging, development of their technical skills, and even on their professional longevity in the field. Many outdoor activities occur in a group context where gender inequalities in the field are likely to emerge and recur. Thus, expedition groups are privileged contexts to observe how the emergence and functioning of gender inequalities in the outdoor field operate. This doctoral research project aims to develop a better understanding of the processes underlying social recognition in an educational expedition group, with particular attention to gender. An ethnographic case study involving participant observation during a four-week canoeing expedition was conducted with a group of students (N=24; 17 men and seven women) engaged in an outdoor adventure leadership undergraduate program at a university in Quebec (Canada). A Bourdieusien sociological conceptual framework was used to examine the different processes that could influence the social recognition of expedition group members. The concepts of field, forms of capital, and habitus offered powerful heuristic tools to conduct three distinct but interrelated analyses. The first study is based on the significance and symbolic value of the tasks and activities of a canoe expedition and focuses on the sexual division of labor. This study shows how gender, gender representations, and social class interact to guide the strategies used by the participants to maintain or uplift their social status as outdoor leaders. The second and third studies built on and seek to contribute to the research on status hierarchies in tasks-oriented groups. More specifically, the second study is based on the assumption that perception of competence and expectations of performance towards a person play decisive roles in the status allocation process in groups. Data analysis allowed us to identify various rationales underlying the strategies used by group members to convey an impression of competence in their actions or discourse. This analysis also highlighted how gender relations play essential roles in competence8 related processes of distinction and how the skills of some women are sometimes ignored or used by other participants to appear more competent than experienced women. Finally, the third analysis is mainly based on the concepts of social capital and field as a space of struggles in which agents seek to influence the legitimate principles of perception and appreciation in force in the group. In this third analysis, we identified six relational strategies that consist in managing social interactions and relations with other group members in order to improve or maintain one’s status within the group. This study showed how gender and class interact and influence relationships and social interactions in the group and, therefore, social recognition processes. Taken together, these analyses provide a better understanding of the logic of action and how inequalities based on gender and social class work in the context of expeditions. Moreover, these studies examined some issues related to learning, risk management, and inclusion in educational expeditions. To this end, practical recommendations have been proposed to foster a more inclusive group dynamic and increase participants' well-being, learning, and safety.

Att som lärare hantera en hel klass och se till allas olika förutsättningar är inte alltid lätt. Det kräver kännedom om utmaningar i det sociala samspelet. Goda relationer både elever emellan och mellan lärare och elever är viktigt för att skapa trygghet och delaktighet (Skolforskningsinstitutet 2020). Syftet med denna studie är att undersöka gruppdynamik i skolämnet idrott och hälsa ur ett lärarperspektiv. För att uppnå syftet valdes en kvalitativ ansats där data samlades in genom semistrukturerade intervjuer med fyra utbildade lärare i idrott och hälsa. Insamlade data analyserades genom en tematisk analys och som teoretiskt ramverk tillämpades Tuckmans teori om grupputveckling. Resultatet visar att lärare upplever gruppdynamik som viktigt i idrott och hälsa eftersom att flertalet aspekter, så som aktiviteter, deltagande, insats, inkludering och lärande kan påverkas antingen positivt eller negativt beroende på vilken dynamik som finns i klassen. Vidare visar resultatet att gruppdynamik påverkas av flertalet faktorer, vilket leder till utmaningar som lärare behöver förhålla sig till. Lärarna reflekterar och arbetar för att skapa en god gruppdynamik både i början av grupputvecklingen och kontinuerligt under kursens gång. Slutligen visar resultatet att lärarna upplever att det är viktigt att fokusera på gruppen som helhet i undervisningen då en väl fungerande grupp skapar bättre förutsättningar för individerna inom den att prestera.

No description available.

À travers une ethnographie militante au sein des coalitions québécoises revendiquant une augmentation du salaire minimum à 15 dollars l’heure, cette thèse étudie les relations entre les organisations syndicales et communautaires impliquées dans des coalitions agissant dans une optique de transformation sociale. Les coalitions observées sur une durée de trois ans regroupaient de nombreuses organisations qui se différenciaient tant par leurs formes organisationnelles — centrales syndicales, syndicats locaux, partis politiques, comités citoyens et des organisations communautaires plus ou moins institutionnalisées — que par leurs stratégies d’action. Conceptualisant les coalitions comme étant à la fois un lieu de transformation culturelle pour les organisations, dans le prolongement des écrits abordant les coalitions comme une stratégie de renouveau syndical, et un lieu de compétition interorganisationnelle, tel que l’appréhendent bien souvent les travaux issus du champ de la sociologie des mouvements sociaux, cette thèse interroge les tensions internes et les rapports de pouvoir au sein des coalitions syndicales-communautaires. En mobilisant une approche interactionnelle et culturelle des coalitions inspirée des travaux de Cefaï et de Goffman pour penser l’action collective, la thèse démontre comment les organisations syndicales exercent un pouvoir d’influence important au sein des coalitions, ce qui vient limiter leur potentiel transformateur et comment les coalitions peuvent contribuer à marginaliser les personnes concernées, dont les travailleur·euse·s précaires, dans les espaces de prise de décision au sein des mouvements sociaux. La thèse met ainsi en relief que, dans les coalitions pour le 15 dollars de l’heure, le travail d’organisation et de mobilisation des travailleur·euse·s non syndiqué·e·s et à bas salaire a été assumé par des organisations non syndicales, lesquelles ont le plus souvent moins de ressources, alors que les actions mises en place au sein des coalitions se rapprochaient davantage du répertoire d’action traditionnelle des organisations syndicales, dont l’organisation d’actions médiatiques et d’actions dites « de visibilité ». En mobilisant cette fois le concept de « solidarité de coulisse » de Goffman et la conception des pratiques discrètes de résistance de Scott, la thèse expose comment, les personnes impliquées dans les coalitions, conscient·e·s du déséquilibre de pouvoir existant entre les organisations syndicales et les organisations communautaires, créent des espaces de concertation alternatifs, en coulisse des coalitions, pour résister et contester la hiérarchie au sein de la coalition. En s’éloignant ainsi de la perspective syndicalo-centrée prédominante dans la littérature, la thèse démontrent comment les coalitions transforment davantage les modes de fonctionnement et les pratiques des organisations communautaires et parasyndicales que ceux des syndicats. / This thesis examines the labour-community coalition for the $15 minimum wage in Quebec using a militant ethnographic research approach. Forged in the aftermath of similar mobilizations in the United States and Ontario, these coalitions brought together a variety of organizations that differed both in their organizational forms — local unions, political parties, activist groups, citizens' committees, and community organizations — and in their strategies of action. Defining coalitions as both a vector of cultural change for organizations — in continuity with the literature on coalitions as a strategy for union renewal — and as an arena for inter-organizational competition — as often considered in the sociology of social movements literature — this dissertation examines the internal tensions and power dynamics within labour-community coalitions. Based on an interactional and cultural approach to coalitions inspired by Cefaï and Goffman's framework for analyzing collective action, the thesis shows how trade union organizations wield considerable influence within coalitions, which limits the transformative potential of coalitions, particularly with respect to practices that promote the participation and organization of precarious workers. It also reveals that in the $15 coalitions, the work of organizing and mobilizing non-union and low-wage workers was assumed by non-union organizations, i.e., organizations with fewer resources, while the actions undertaken within the coalitions were closer to the traditional repertoire of actions of union organizations, including visibility actions. Drawing on Goffman's notion of "backstage solidarity" and Scott's notion of infrapolitics and everyday forms of resistance, the thesis also shows how coalition participants created alternative spaces for concerted action in the backstage of coalitions that enabled them to resist and challenge the hierarchy within the coalition. As such, this thesis moves away from the union-centric perspective that dominates the literature and demonstrates how coalitions transform the practices of community and para-union organizations more than those of trade unions.