The aim of this thesis is to better understand the role of the facilitator in action learning groups. In particular, it focuses on groups established within an organisation, in which the facilitator is a member of the organisation. The two central research questions are: (1) How did the facilitator influence problem solving and group interactions, and how did this vary over time and between each group, and (2) How did the facilitator's role in the organisation impact on the action learning groups? The methodology of action research and a number of principles of grounded theory are employed. The investigation was conducted within a large public teaching hospital over a two year period. Four groups volunteered to participate in the project. Two of these groups were already established and two were newly created for the purpose of the research project. The groups came from different departments and members represented a range of professional backgrounds. The size of the groups ranged from 5 to 12 participants. Each group identified a real and significant project to work through using an action learning approach. The researcher negotiated with each group what it wanted from a facilitator role, and then facilitated each meeting. All group meetings and individual interviews were audiotaped and the facilitator kept journal notes after each meeting or interview. Two potential methodological issues arose. The first related to the application of some of the principles of grounded theory to the action research investigation. The second was that the study was conducted in the researcher???s own organisation while the researcher was employed full-time, and this posed particular issues. Literature related to action learning, process consultation and small group facilitation was explored in the literature review. The purpose of this review was to critically evaluate different perspectives and approaches by frequently cited authors in these subjects, and to understand the uses and limitations of existing models. This gave the researcher an understanding of gaps in the literature related to (1) the role of the facilitator of action learning groups, and (2) conducting research in one???s organisation. Data were analysed for each group separately and then compared and contrasted in the final chapter. The objectives of the analysis were to (1) examine how the findings for each individual group address the research questions, (2) explore how the findings in each group change over time, and (2) examine how and why the findings in the groups were similar and different to each other. The findings across each of the groups have similarities and differences. There were seven interventions used by the facilitator that were common across the groups. The interventions changed over the duration of the project. Process skills were required to different degrees and at different times. Nine hypotheses were developed as the theory. Some key findings are as follows. First, it was found that groups that have not had prior experience in action learning do not understand the concept and process of facilitation and are unable to articulate in advance what they want from the facilitator. Second, the role of the facilitator cannot be separated from the skills, values and understandings of the individual facilitator. Third, a major role of the facilitator in this investigation was sharing knowledge of the organisation, the broader health care sector, and general management. In each group the facilitator performed both process and content roles, and a further role that can be called ????????????contextualising???. The findings show there is a distinction between the theoretical role and the role of an individual facilitator in practice. Further research opportunities are identified. These include (1) understanding how participants who have been involved in a facilitated action learning group may be able to apply their experience in a non-facilitated action learning group; (2) comparing the needs and expectations of participants in a facilitated action learning group within an organisation with action learning participants who are not part of an organisation; (3) understanding how facilitation of an action learning group within an organisation may change if the facilitator is in a management role, or in a peer position with participants.

The aim of this thesis is to better understand the role of the facilitator in action learning groups. In particular, it focuses on groups established within an organisation, in which the facilitator is a member of the organisation. The two central research questions are: (1) How did the facilitator influence problem solving and group interactions, and how did this vary over time and between each group, and (2) How did the facilitator's role in the organisation impact on the action learning groups? The methodology of action research and a number of principles of grounded theory are employed. The investigation was conducted within a large public teaching hospital over a two year period. Four groups volunteered to participate in the project. Two of these groups were already established and two were newly created for the purpose of the research project. The groups came from different departments and members represented a range of professional backgrounds. The size of the groups ranged from 5 to 12 participants. Each group identified a real and significant project to work through using an action learning approach. The researcher negotiated with each group what it wanted from a facilitator role, and then facilitated each meeting. All group meetings and individual interviews were audiotaped and the facilitator kept journal notes after each meeting or interview. Two potential methodological issues arose. The first related to the application of some of the principles of grounded theory to the action research investigation. The second was that the study was conducted in the researcher???s own organisation while the researcher was employed full-time, and this posed particular issues. Literature related to action learning, process consultation and small group facilitation was explored in the literature review. The purpose of this review was to critically evaluate different perspectives and approaches by frequently cited authors in these subjects, and to understand the uses and limitations of existing models. This gave the researcher an understanding of gaps in the literature related to (1) the role of the facilitator of action learning groups, and (2) conducting research in one???s organisation. Data were analysed for each group separately and then compared and contrasted in the final chapter. The objectives of the analysis were to (1) examine how the findings for each individual group address the research questions, (2) explore how the findings in each group change over time, and (2) examine how and why the findings in the groups were similar and different to each other. The findings across each of the groups have similarities and differences. There were seven interventions used by the facilitator that were common across the groups. The interventions changed over the duration of the project. Process skills were required to different degrees and at different times. Nine hypotheses were developed as the theory. Some key findings are as follows. First, it was found that groups that have not had prior experience in action learning do not understand the concept and process of facilitation and are unable to articulate in advance what they want from the facilitator. Second, the role of the facilitator cannot be separated from the skills, values and understandings of the individual facilitator. Third, a major role of the facilitator in this investigation was sharing knowledge of the organisation, the broader health care sector, and general management. In each group the facilitator performed both process and content roles, and a further role that can be called ????????????contextualising???. The findings show there is a distinction between the theoretical role and the role of an individual facilitator in practice. Further research opportunities are identified. These include (1) understanding how participants who have been involved in a facilitated action learning group may be able to apply their experience in a non-facilitated action learning group; (2) comparing the needs and expectations of participants in a facilitated action learning group within an organisation with action learning participants who are not part of an organisation; (3) understanding how facilitation of an action learning group within an organisation may change if the facilitator is in a management role, or in a peer position with participants.

Thesis (Ph. D.)--University of Adelaide, Dept. of Psychology, 1984. / Includes bibliographical references (leaves 236-265).

Thesis (B. Sc. (Hons.))--University of Adelaide, Dept. of Psychology, 1978.

The study examines the effects of being observed via a one-way screen on individuals' ability to learn competitive and non-competitive lists of paired associates. A between-groups design was used, with different subjects serving in each of the four experimental groups. The study was initially carried out with male business administration students at the University of Washington and was repeated with student nurses at the University of British Columbia. All subjects were administered the Manifest Anxiety Scale (Taylor, 1953) and the Suspiciousness Scale (Endicott et al., 1969). The results showed that the male subjects were not significantly affected by observation from behind a one-way screen but that the females made significantly more errors on the competitive list when observed as opposed to when not observed. In learning the non-competitive list the females were also not affected by- observation, but the overall observation-by-list interaction was significant for the females. No relationships were found between performances on the experimental task and the Manifest Anxiety Scale scores for either males or females. Suspiciousness Scale scores were significantly and negatively related to the number of errors made by the males when the four experimental groups were combined; this relationship approached significance for the females. Implications for further research are discussed. / Arts, Faculty of / Psychology, Department of / Graduate

This study examined formal leadership degree programs and their ability to prepare professionals for leadership positions. This study provided data outlining the necessary competencies for leadership positions and examined the current activities and formal curriculum included in three premier formal leadership degree programs. This study also provided recommendations for the enhancement of current curriculum and methods in formal leadership degree programs to better facilitate the learning and empowerment of student populations interested in pursuing leadership positions. This study utilized qualitative research in order to study the interrelationships holistically. The data collected in this study provided insight into what leadership competencies were valued and taught by highly ranked diverse undergraduate and graduate academic programs. These programs were selected based on their reputation of excellence, faculty, and overall program experience. The gatekeepers and graduates of these highly motivated academic programs identified the necessary competencies for success after graduation in the leadership work force. This examination allowed for holistic impressions to be made about curriculum revision and enhancement that added to the foundation and future of leadership education. A purposive sample was used to maximize the range of specific information that could be attained from and about the context. The purposive sample allowed the researcher to purposely seek typical and divergent data and insights to capture the essence of the situation. The major findings of this study include the development of two competency sets necessary for successful practice within leadership positions. Etic competencies refer to those competencies relating to features or items targeted for development which can be considered outside of their role within a leadership system. Emic competencies refer to those competencies relating to features or items targeted for development with respect to their role within a leadership system. Based on the literature and respondent perspectives four recommendations can be made for the revision of leadership education. These revisions are expansion of current curricula, renewed focus and attention to global perspective, enhanced faculty development opportunities, and grounding in moral and ethical purpose. These four recommendations are solidified and integrated into practice through the Foundational Approach to Leadership Development Model.

No description available.

Bibliography: leaves 236-265 / xiv, 265 leaves : ill ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Thesis (Ph.D.)--University of Adelaide, Dept. of Psychology, 1984

xviii, 267 leaves : photos., tables, graphs ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Thesis (Ph.D.)--University of Adelaide, Dept. of Psychology, 1979

Thesis (Ph.D.) -- University of Adelaide, Dept. of Psychology, 1979.