Spelling suggestions: "subject:"selfdirected work teams"" "subject:"hemidirected work teams""
11 |
Some key determinants of effectiveness for teams in organizationsLillie, Terrie. January 2001 (has links)
Thesis (D. Min.)--Bethel Seminary, St. Paul, MN, 2001. / This is an electronic reproduction of TREN, #046-0053. Includes bibliographical references (leaves 248-259).
|
12 |
Expanding the understanding of self-directed learning : community action and innovative workplacesTaylor, Rosemary 11 1900 (has links)
Much confusion surrounds the term 'self-directed learning', which presently describes a process, a
goal, a teaching technique, and an outcome of that teaching. As a process, the literature
concentrates mainly on how individuals learn, with little reference to groups that can be as selfdirected
as individuals. The purposes of this study were: (a) to reduce conceptual confusion by
creating a typology distinguishing different processes of self-directed learning; (b) to explore the
phenomenon of group self-directed learning; and (c) to illustrate the effect of environment on
learning, and the complex learning dynamics in group settings.
This project arose somewhat differently from typical doctoral research. Data from two unrelated
field studies conducted for other purposes, completed before this thesis work began, each
illustrated self-directed groups learning informally in the contexts of community action and
innovative small workplaces. A subsequent review of the literature indicated a lack of attention to
this form of group learning, and the field studies were then re-analyzed from this perspective.
As a result of the literature review and data re-analysis (1) a typology emerged from the literature
review that divides the process of self-directed learning into three forms, each of which is context
sensitive but between which learners can continually move back and forth; (2) it appears that the
term 'autodidactic' can apply to specific groups which are both self-organized and self-directed in
their learning efforts; and (3) that the term 'autodidaxy' as presently defined is as conceptually
confusing as the term 'self-directed learning'. This confusion is reduced by the typology proposed
by this thesis. Minor findings indicate two continuing problems. The first is reluctance by some to
accord non-credentialed learning the value it deserves, and the second is the difficulty often
encountered in transferring knowledge from the site of learning to the site of application. This
study concludes that 'informalizing' some formal curricula, and encouraging self-directed learning
at all levels and in all contexts, may provide some of the tools necessary for living and learning in
the twenty-first century. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate
|
13 |
The impact of national culture on self-leadershipKawondera, P.S. 30 October 2007 (has links)
The theory of self-leadership is gaining credibility and support in the era of
globalisation and knowledge workers. As with many leadership theories, culture
has been proposed to have a major impact on leadership processes. The
purpose of this study was to determine the extent that self-leadership is
correlated with national culture dimensions. Self-leadership was measured
through the Revised Self-Leadership Questionnaire developed by Houghton and
Neck (2002). The cultural values were measured through the use of Hofstede’s
Value Survey Module 94 (VSM94). Hypotheses were formed regarding
relationships between national culture background and Self-leadership practice.
Pearson r, Chi-square test with cross tabulation and multiple regression were
used to determine the associations. The results from the statistical tests showed
associations between national culture values and self-leadership dimensions.
PDI and UAI showed a positive relationship with visualising successful
performance but a negative relationship with self-talk both aspects of constructive
thought pattern strategies. MAS had a positive relationship with self-talk while
negatively correlated to visualising successful performance. IDV had positive
relationships with behaviour-focussed strategies, natural reward strategies and
constructive thought pattern strategies. Long-term orientation had a strong
negative relationship with behaviour-focussed and natural reward strategies and
a very weak negative association with behaviour focussed strategies. / Graduate School of Business Leadership / M.B.L.
|
14 |
Self-Directed Work Team Transition: Leadership Influence Mediates Self Determination Theory to Describe Variation in Employee CommitmentHoffman, John 07 May 2017 (has links)
Self-Directed Work Teams (SDWT) are strategic organization designs based on the belief that the time required to make good decisions decreases when employees are empowered to tap their tacit job knowledge. Because this strategy requires employees to think differently about the way they perform their jobs, the supervisor plays a critical role in SDWT implementations. If leaders fail to adequately manage the challenges associated with the transition to the SDWT structure, employee commitment towards the team and organization at large may suffer, putting the realization of SDWT benefits at risk. To better understand this complicated process, this research describes a field study observation designed to explore the relationship between the constructs of Self-Determination Theory (autonomy, competence, relatedness) with employee affective commitment towards a SDWT transition. Additionally, this research evaluates the mediating role leadership influence tactics has on the relationship between Self-Determination Theory and employee affective commitment towards a SDWT transition.
|
15 |
Introduction of Self-Manage Work Teams at a Brownfield Site: a Study of Organization-Based Self-Esteem and PerformanceBorycki, Christine 05 1900 (has links)
This empirical study is aimed at understanding the patterns of relationships among the organization structure of self-managed work teams in terms of three sets of constructs: 1. organization-based self-esteem; 2. consequent behaviors of intrinsic work motivation, general job satisfaction, organization citizenship, and organization commitment; and 3. performance. The primary significance of this study is that it adds to the pool of empirical knowledge in the field of self-managed work team research. The significance of this study to practicing managers is that it can help them make better-informed decisions on the use of the self-managed work team structure. This study was a sample survey composed of five standardized questionnaires using a five-point Likert-type scale, open-ended questions, and demographic questions. Unstructured interviews supplemented the structured survey and for means of triangulation of results. The variables were analyzed using regression analysis for the purpose of path analysis. The site was a manufacturing plant structured around self-managed work teams. The population was full-time, first-line production employees.
|
16 |
The impact of national culture on self-leadershipKawondera, P.S. 30 October 2007 (has links)
The theory of self-leadership is gaining credibility and support in the era of
globalisation and knowledge workers. As with many leadership theories, culture
has been proposed to have a major impact on leadership processes. The
purpose of this study was to determine the extent that self-leadership is
correlated with national culture dimensions. Self-leadership was measured
through the Revised Self-Leadership Questionnaire developed by Houghton and
Neck (2002). The cultural values were measured through the use of Hofstede’s
Value Survey Module 94 (VSM94). Hypotheses were formed regarding
relationships between national culture background and Self-leadership practice.
Pearson r, Chi-square test with cross tabulation and multiple regression were
used to determine the associations. The results from the statistical tests showed
associations between national culture values and self-leadership dimensions.
PDI and UAI showed a positive relationship with visualising successful
performance but a negative relationship with self-talk both aspects of constructive
thought pattern strategies. MAS had a positive relationship with self-talk while
negatively correlated to visualising successful performance. IDV had positive
relationships with behaviour-focussed strategies, natural reward strategies and
constructive thought pattern strategies. Long-term orientation had a strong
negative relationship with behaviour-focussed and natural reward strategies and
a very weak negative association with behaviour focussed strategies. / Graduate School of Business Leadership / M.B.L.
|
17 |
A descriptive study of the innovation team personality profiles of selected companies in the Durban region.Singh, Sithara. January 2003 (has links)
Innovation is a necessity, not a nicety - but many companies still think of innovation as being important rather than urgent. For innovation to be successful, it requires different behaviours and new ways of thinking. It is fundamentally a human activity; hence the people that make innovation a reality are the inner workings of this process. In this study, a measurement tool has been designed to assess the different types of personalities that exist in new product development teams. A model has also been proposed. This model classifies the different personalities according to their dominant traits. It was derived from a tool that is well known within many innovation driven organisations: the model for assessing brand personalities that is very similar to the Heylen model. Using this model, a new model is proposed for the assessment of individual personalities. The individual personality types were established and the overall team structure was examined to determine if diverse personality innovation teams have any correlation with the perceived output of innovation. This study served the purpose of determining if this relationship exists as well as introducing a new model for the classification of different personality types. Three companies within the Durban region were selected and upon investigation it was learned that there does exist a relationship between diverse personality innovation teams and the perceived output of the process. It was learned that diversity does contribute to the measured innovation output. There were four different personality types classified. It was established that too many of one or more type of personality (e.g. originators or effectors) or the lack of other types (in this case motivators) in a new product development team hinders the optimal output of the process i.e. it effectively delays innovation and a valuable market offering since the abundant personality types dominate with their respective functions and inhibit other critical functions for the innovation journey to run smoothly. Effective innovation is about each personality type adding his/her contribution to the process. In this study it was established that not many motivators were identified in teams and an increase in originators and effectors correlated with a decrease in perceived innovation output. Each team member exists in a team at the opportunity cost of another, and it is essential that the right mix of personalities be present for effective innovation. / Thesis (MBA)-University of Natal, 2003.
|
18 |
The effect of general cognitive ability, teamwork KSA's, and the "Big Five" personality factors on the performance of engineering design teams : implications for the selection of teams /Kichuk, Susan L. January 1996 (has links)
Thesis (Ph.D.) -- McMaster University, 1997. / Includes bibliographical references (leaves 116-130). Also available via World Wide Web.
|
19 |
The influence of emotional intelligence on change management strategies in establishing self-managing schools : a multi-site case studyPather, S. S January 2010 (has links)
In South Africa, the trend has been towards the decentralising of authority and giving greater powers to schools. This implies the active involvement of the school governing body members, the school management team members and the Level One educators in the day-to-day functioning of the school. Whilst some schools have welcomed this change and seen this devolution of power as an added advantage contributing to the efficacy of schools, some schools have struggled, while others have failed dismally to cope with this added responsibility of managing their own resources. The researcher, being an educator involved in this transition, has been intrigued by the success of some self-managing schools and the failure of others. The following words of Oliver Wendell Holmes have inspired the investigator to conduct this research to ascertain the reasons for the success of certain schools and the failure of others: “What lies behind us and what lies before us are tiny matters compared to what lies within us.” Since the performance of schools is normally ranked according to their matriculation pass rates, this research focused on six self-managing schools in the Port Elizabeth District. These schools were selected on the basis of their matriculation performances in 2008. Two of the schools had achieved an above 85 percent matriculation pass rate (Category A); two obtained a 50 percent pass rate (Category B); while the other two schools obtained matriculation pass rates of between 25 percent and 30 percent (Category C). Although the research relied strongly on a qualitative method of inquiry, because of the nature of the data and the need to obtain a better understanding of the feelings, attitude and perceptions of those in management positions, governing body positions and members of the personnel, multiple instruments for data collection such as a literature review and the study of school documents and questionnaires, were used. This inclusion of these multiple instruments for obtaining information, which is also called triangulation, contributed to the reliability and validity of the empirical investigation. Although the data was presented in the form of tables and graphs, vi which alludes to a quantitative approach, a narrative interpretation of the findings, which is associated with a qualitative method of inquiry, was also presented. An analysis of the findings revealed that there was a great amount of involvement of the principals, school management team members and Level One educators in Category A schools, which had a matriculation pass rate of above 85%, in the following change management strategies: the establishment of a vision, planning and organising, teamwork, training and development, communication, praise and incentives, and evaluation and feedback. There was also a great contribution by the school governing body members. However, the study revealed that Category B and Category C schools did not effectively use communication, praise and incentives and evaluation and feedback as change management strategies. It was evident from the empirical investigation that in Category B and C schools, the school governing body members were less, or not involved in the usage of the change management strategies applied. According to the results based on the six-facet model of Emotional Intelligence, Category A schools obtained 80% and above in the competencies relating to the self and social domain. Category B schools fluctuated between 50 percent and 80 percent in both dimensions, while Category C schools fluctuated between 30 percent and 80 percent. The findings suggest that there should be greater involvement of all stakeholders, especially the school governing body members, in the establishment of a vision, planning and organising, communication, teamwork, training and development, praise and incentives and the provision of feedback and evaluation for self-managing schools to become effective and improve their performances. Professional development, especially in the areas pertaining to Emotional Intelligence competencies such as personal and interpersonal skills, should be prioritised. This thesis proposes that, on the basis of the investigation carried out at the six participating schools on the influence of Emotional Intelligence on the change management strategies adopted in self-managing schools, schools use strategies such as the establishment of a vision, planning and organising, communication, teamwork, training and development, praise and incentives and evaluation and feedback to ameliorate the damaging impact of change. There should be continuous training and development at schools, especially for the school governing body members, who are elected every three years. The newly elected school governing body members need to develop the necessary skills to effectively contribute to the efficacy of schools. The human resource is the vital ingredient in schools, thus for any progression or improvement, all stakeholders need to be informed, trained and enriched. Since Emotional Intelligence can be learned, professional development in the area of Emotional Intelligence should be given more thought and included in training courses, focusing on the development of personal and interpersonal skills. The Emotional Intelligence training should be conducted as part of teacher training courses as well as on an annual basis for educators already in the teaching system, since Emotional Intelligence can influence the use of change management strategies at schools and enhance the efficacy of the functioning of self-managing schools.
|
20 |
Impact of Interpersonal Skills Training on the Effectiveness of Self-Managed Work TeamsFlax, Stacey L. (Stacey Lynn) 05 1900 (has links)
The purpose of this study was to determine whether the teams that received interpersonal training would function more effectively as a team than the teams that did not receive training. Individuals from a large division of a major defense contractor in the southern part of the United States served as subjects. Data were collected using the Team Effectiveness Profile designed to measure team effectiveness. This survey measures the overall score as well as five sub-scores. It was hypothesized that the teams that received training would function more effectively than the teams that did not receive training. The hypotheses were not supported. Results were explained, among other things, by the internal and external changes that hampered the transition towards self-managed work teams.
|
Page generated in 0.1063 seconds